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We are here to help, whether you are just starting out or experiencing a challenge along the way. We provide assistance with early intervention, education, health care, transitions, and community resources to support the academic, behavioral, social, emotional, and mental well being of children, youth, and families.

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We are here to help, whether you are just starting out or experiencing a challenge along the way. We provide assistance with early intervention, education, health care, transitions, and community resources to support the academic, behavioral, social, emotional, and mental well being of children, youth, and families.

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PTP rack card Referred Parent- 2020 FINAL

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PTP rack card Supporting Parent- 2020 FINAL

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The CHASE Program: Community Honoring Adolescent Success in Education for Justice Involved Youth in Johnson, County, KS 

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The CHASE Program: Community Honoring Adolescent Success in Education for Justice Involved Youth in Johnson, County, KS 

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Kansas Special Education Process Handbook

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Kansas Special Education Process Handbook

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The reauthorization of the Individuals with Disabilities Education Act of 2004 (IDEA 2004) and the updating of the Kansas State Regulations in 2008, continues the commitment to ensure that all students have access to a free appropriate public education (FAPE), will be included in the general education curriculum and will demonstrate improved educational outcomes.

The Kansas Special Education for Exceptional Children Act expands federal law and regulations to include children who are identified as gifted and provides an opportunity for children enrolled in private schools by their parents to receive FAPE. The Kansas State Department of Education is required to provide information regarding any rules, regulations and policies not required by IDEA 2004 or Federal Regulations.

The Kansas Special Education Process Handbook was developed to provide guidance, resources and supports necessary for those professionals who work to improve results for exceptional children. The information provided in the Kansas Special Education Process Handbook attempts to clarify and define legal requirements of the law and regulations. Each chapter includes a brief overview specifying requirements that are particular to Kansas. In addition, each chapter includes links to valuable resources, sample forms and references. Users of the Kansas Special Education Process Handbook are encouraged to update any future documents which provide clarification to the law and regulations by KSDE or the Office of Special Education Programs (OSEP).

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The reauthorization of the Individuals with Disabilities Education Act of 2004 (IDEA 2004) and the updating of the Kansas State Regulations in 2008, continues the commitment to ensure that all students have access to a free appropriate public education (FAPE), will be included in the general education curriculum and will demonstrate improved educational outcomes.

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A Family Guide to the Use of Emergency Safety Intervention (Seclusion and Restraint) in Kansas

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A Family Guide to the Use of Emergency Safety Intervention (Seclusion and Restraint) in Kansas

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What are Emergency Safety Interventions?
Emergency Safety Interventions (ESI) are seclusion and restraint that are used when the student presents a reasonable and immediate danger of physical harm to self or others.
What is Seclusion?
Seclusion means placement of a student in a location where all the following conditions are met:

1. the student is placed in an enclosed area by school personnel;

2. the student is purposefully isolated from other adults and peers; and,

3. the student is prevented from leaving, or the student reasonably believes that such student will be prevented from leaving, the enclosed area.

Time-out is not the same as seclusion. Time-out is when a student is temporarily removed from the learning activity, but is not confined.
What is Restraint?
Restraint can take form in different ways. The definition of physical restraint is bodily force used to substantially limit a student's movement. The use of prone physical restraint (face-down) and supine physical restraint (face-up) are prohibited. Physical restraint may not obstruct the airway of the student or impact the student's primary mode of communication.

Mechanical restraint is defined as any device or object used to limit a person's movement. The use of mechanical restraint is prohibited in Kansas except those protective or stabilizing devices ordered by a person appropriately licensed to issue the order for the device. Mechanical restraint used by a law enforcement officer in carrying out law enforcement duties is allowed. Seatbelts and/or other safety equipment when used to secure students during transportation are also allowed.

Chemical restraint is prohibited in Kansas. A student may take prescribed treatments for a medical or psychiatric condition when they are prescribed by a person who is properly licensed to prescribe medication.

Consensual, solicited, or unintentional contact and contact to provide comfort, assistance, or instruction is not physical restraint.

A Focus on Prevention
Replacement Behaviors
A replacement behavior is when a student replaces an inappropriate behavior with an appropriate one that continues to serve the same function for the student. When selecting replacement behaviors, the team should address the following questions:

Does the replacement behavior work as well as the challenging behavior in meeting the student's needs?

Will it be an acceptable alternative to the challenging behavior?

Will the replacement behavior be something the student will choose to do and that his or her family and teachers support?

Will the replacement behavior help build a positive reputation for the student?

Students should be recognized and rewarded for choosing to utilize replacement behaviors to be most effective.
The Kansas State Department of Education

does not promote the use of emergency safety intervention with any student;

recommends a focus on prevention;

stresses that emergency safety intervention is not part of a tiered intervention system or student behavior plan - it is only to be used in an emergency and that

emergency safety interventions are reactive strategies and do not decrease the likelihood of a behavior from occurring.

Tip: An FBA can be conducted at any time for a student who does not respond to school-wide behavioral interventions. Following the assessment, a behavior intervention plan may be developed. As a parent, you have the right to request an FBA.
Functional Behavioral Assessments
All behaviors are functional and are maintained in environments that support them. If your child's behavior impedes the learning of self or others, you can request a functional behavioral assessment (FBA). An FBA can help teams determine the when, where, how and why problematic behavior occurs. A comprehensive FBA includes interviews, record reviews, observation and data collection, graphing data collected, testing hypotheses, curriculum analysis, implementation of interventions and evaluation of effectiveness of the plan. FBAs should identify antecedents (what happens just before the behavior occurs), a clearly defined picture of the behavior that is occurring, and the reinforcers (what happens just after the behavior occurs). Teams need to determine what the function of the behavior is so that they may provide successful interventions or teach replacement behaviors that meet the same function for the student.
Behavior Intervention Plans
Behavior Intervention Plans (BIP) should focus on proactive strategies to support students, including positive behavior interventions and supports. BIPs should be positive and instructive and based upon a functional behavioral assessment. A BIP should address:

The function of the behavior

Effective teaching of the expected behavior

Rewards and consequences that are meaningful to the student

Opportunities to self-manage behaviors

Teach appropriate replacement behaviors

When May Emergency Safety Intervention be Used?

May only be used when a student presents a reasonable and immediate danger of physical harm to self or others with the present ability to cause physical harm.

Less restrictive alternatives, such as positive behavior interventions support, must be deemed inappropriate or ineffective under the circumstances by the school employee witnessing the student's behavior prior to the use of any ESIs.

The use of ESI must stop as soon as the immediate danger of physical harm ends.

ESI cannot be used for purposes of discipline, punishment, or for the convenience of a school employee.

Students with a known medical condition.

An emergency safety intervention may not be used with a student if the student is known to have a medical condition that could put the student in mental or physical danger as a result of the emergency safety intervention.

The existence of such medical condition must be indicated in a written statement from the student's licensed health care provider, a copy of which shall be provided to the school and placed in the student's file.

The written statement must include an explanation of the student's diagnosis, a list of any reasons why an emergency safety intervention would put the student in mental or physical danger and any suggested alternatives to the use of emergency safety interventions.

An emergency safety intervention may still be used if not subjecting the student to an emergency safety intervention would result in significant physical harm to the student or others.

Parents should be proactive and provide the district with written documentation from their child's licensed health care provider outlining any medical condition that could put the student in mental or physical danger as a result of the ESI. You may use this form if you wish, http://ksdetasn.org/resources/843.
What are the Requirements for Seclusion?
When a student is placed in seclusion, a school employee must be able to see and hear the student at all times.

All seclusion rooms that have a locking door must be designed to make sure that the lock automatically disengages when the school employee watching the student walks away from the seclusion room, or in cases of emergency, such as fire or severe weather.

A seclusion room must be a safe place with proportional and similar characteristics as other rooms where students frequent. A seclusion room must be free of anything that could be a danger to the student and must be well-ventilated and sufficiently lighted.
What Can I Do if I Feel that ESI has been Used Inappropriately with My Child?
If a parent believes that ESIs have been used that violate the ESI statute, ESI regulations, or the district's ESI policy, then the parent may file a complaint through the local dispute resolution process within 30 days of the use of ESI.

A parent may file a complaint through the Kansas State Board of Education's complaint process within 30 days from the date that a parent receives a final decision through the local dispute resolution process or after 30 days have passed since the parent filed a complaint through the local dispute resolution process, if the parent has not received the local board's final decision. The Administrative Review Request Form can be found at www.ksde.org/Default.aspx?tabid=524.

TIP: If your child has a history of seclusion and restraint or challenging behavior, he or she could be eligible for additional supports and interventions. Parents are welcome to contact Families Together, Inc. to discuss possible options.

Why focus on Positive Interventions?

Positive Interventions help build positive relationships and encourage new behaviors. Positive interventions also reinforce new skills and increase self-satisfaction and optimism among students, parents and teachers. All students need to be recognized and rewarded when they are meeting the expectations that have been established. Current research suggests positive recognition (rewards, reinforcements, praise) must occur more frequently than negative recognition. A well-developed behavior intervention plan should include many positive interventions in order to effectively change behavior. The first consideration should be the appropriateness of the interventions. The team should select interventions that are based upon the student's developmental level, motor ability, communication mode and other factors relevant to the student and the disability. Environmental and context related factors should also be considered. These might include things such as classroom seating, noise levels, peer issues, instruction that is too hard or too easy, transitions, and changes in the setting.
When Must a Parent be Notified an ESI has been Used?

The school must notify the parent the same day the ESI was used. If the school is unable to contact the parent, the school shall attempt to contact the parent using at least two methods of contact.

Written documentation of the ESI used must be completed and provided to the parent by the following school day, ESI was used. Written documentation must include:
The events leading up to the incident;

student behaviors necessitating the ESI

steps taken to transition the student back into the educational setting

the date and time the incident occurred, the type of ESI used, the duration of the ESI and the school personnel who used or supervised the ESI

space or an additional form for parents to provide feedback or comments to the school regarding the incident

a statement that invites and strongly encourages parents to schedule a meeting to discuss the incident and how to prevent future use of ESIs

School email and phone contact for the parent to schedule the ESI meeting.

The parent must be provided with the following information in writing or, upon the parent's written request, by email, after the first ESI incident in a school year and provided with this information after subsequent ESI incidents through a web address:
A copy of the standards of when ESI can be used;

A flyer on the parent's rights under ESI law;

Information on the parent's right to file a complaint through the local dispute resolution process and the complaint process of the Kansas State Board of Education; and

Information that will assist the parent in navigating the complaint process, including contact information for Families Together and the Disability Rights Center of Kansas.

Are There Requirements for Meetings Following an Emergency Safety Intervention?
The written documentation of an emergency safety intervention incident must contain:

a statement that invites and strongly encourages parents to schedule a meeting to discuss the incident and how to prevent future use of emergency safety interventions; and

email and phone information for the parent to contact the school to schedule the emergency safety intervention meeting.

After an emergency safety intervention incident, a parent may request a meeting with the school to discuss and debrief the incident. A parent may request such meeting verbally, in writing, or by electronic means. The focus of any meeting convened shall be to discuss proactive ways to prevent the need for emergency safety interventions and to reduce incidents in the future.

If a parent requests a meeting the meeting must be called within 10 school days. The time for calling this meeting shall be extended beyond the 10 school day limit if the parent is unable to attend within that time period.
What are the Emergency Safety Intervention Meeting Requirements for Students Parentally Placed in Private Schools?
For students who have an individualized education program (IEP) and are placed in a private school by a parent, a meeting called by the parent must include the parent and the private school, who shall consider whether the parent should request an IEP team meeting. If the parent requests an IEP team meeting, the private school must help facilitate such meeting.
Are Students Required to Attend the Meeting?
The parent shall determine whether the student shall be invited to any meeting.

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What are Emergency Safety Interventions? Emergency Safety Interventions (ESI) are seclusion and restraint that are used when the student presents a reasonable and immediate danger of physical harm to self or others. What is Seclusion?

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A Family Guide to Multi-Tier System of Supports (MTSS)

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A Family Guide to Multi-Tier System of Supports (MTSS)

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Schools are committed to helping all children succeed. They have many ways to help children learn and to ensure those who need additional supports are successful. The Multi-Tier System of Supports (MTSS) is one way schools provide those supports. This page reviews the basic components of any MTSS process and includes questions you might want to ask your child's school to learn more about their MTSS process. Also included are ways you can get involved in the process and what to do and where to go if you have questions or concerns.
What is MTSS?
MTSS is a multi-step process of providing instruction and support to promote the academic and behavioral success of all children. Individual children's progress is monitored and results are used to make decisions about further instruction and intervention. MTSS is most commonly used in addressing reading, math and behavior, but it can also be used in other areas. The MTSS process is flexible and designed by school districts to meet the needs of their students.
What does the MTSS process look like?
The MTSS process typically has three tiers. Each tier provides differing levels of support.
Academics

In Tier I, all students receive high quality curriculum and instruction in the general education classroom. The teacher assists all students.

In Tier II, the school provides supplemental instructional support, usually in small groups, to students who need additional support to what they are receiving from the general curriculum.

In Tier III, intense instructional support is provided to students with the greatest needs, with frequent progress monitoring.

Behavior

In Tier I, all students are explicitly taught positive behavioral expectations. All teachers use a consistent approach to discipline.

In Tier II, the school provides supplemental targeted behavioral skill interventions usually in small groups.

In Tier III, student centered planning is used to develop customized interventions with frequent progress monitoring.

What are the key components to any MTSS process?
A key component to the MTSS process is that all children receive high quality curriculum and instruction in the general education classroom (Tier I).

Another component of the MTSS process is that the school conducts universal screenings. Universal screenings review the progress of all students, these screenings are typically given three times a year. Universal screenings help schools identify students who may need more support or other types of instruction.

As a result of universal screening, students may be identified as needing supplemental instruction (a Tier II level of support) in addition to the high quality instruction they are receiving in Tier I. Research based interventions are used to support students in the area of need. Research based interventions are teaching strategies or methods that have been proven to be effective in helping children be more successful with academics or behavior. There are many different kinds of interventions and instruction that can happen in the classroom, outside the classroom or in small groups.

Another key component to the MTSS process is progress monitoring. Progress monitoring is a way for teachers to take a snapshot of how children are doing on a specific skill. It shows how well the intervention is working. It includes observations, tests, and other formal and informal assessments. Progress monitoring helps determine whether an intervention is successful or needs to be adjusted.
Formal guidelines for progress monitoring should be developed by the school that detail how long a child will receive a particular intervention and how they will determine whether the intervention is helping the child.
When the child meets the goals developed by the school, the intervention is no longer needed and the child continues to receive support in the general education classroom. When progress monitoring shows that a child is not responding to the intervention another approach or intervention may be tried. However, when a higher level of support is needed, children are given individualized instruction which further focuses on supporting the skills they need to be successful learners (Tier III).
What if I think my child needs special education services?
If at any time parents believe their child has a disability/exceptionality and needs special education services, they have a right to request an evaluation for these services. In addition to the information gathered from assessments and interventions during the MTSS process, other forms of evaluation must occur to determine if a child is eligible to receive special education services. Parents must give prior written consent before this evaluation is conducted.
Request a formal evaluation for special education services if you suspect your child has a disability/exceptionality and needs these services. What questions can parents ask to learn more about how MTSS works in their child's school?

What curriculum is being taught in my child's classroom?

What are the targeted interventions that my child's school is using if he/she is struggling in the classroom?

What are the formal guidelines my child's school is using for progress monitoring?

How will I be informed of the progress my child is making?

What happens if an intervention is not working? Parents play a critical role in supporting what their children are learning in school. Research shows that the more parents are involved in student learning, the higher the student achievement.
There are many ways parents can support what their child is doing in school. Here are a few:

Make reading an everyday habit at home

Communicate with your child's teacher

Monitor and assist with homework assignments

Ask for regular monitoring reports

Share your child's successes

Learn more about the curricula and interventions being used in your child's school

Attend parent/teacher conferences and other school meetings about your child

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A Family Guide to Multi-Tier System of Supports (MTSS)

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Schools are committed to helping all children succeed. They have many ways to help children learn and to ensure those who need additional supports are successful. The Multi-Tier System of Supports (MTSS) is one way schools provide those supports.

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Access and Success for All Students – Families Together, Inc

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The Individuals with Disabilities Education Act (IDEA) was
originally passed in 1975. It was known as P.L. 94-142. According to this law,
children were to receive a free appropriate public education in the Least
Restrictive Environment. (LRE) This cornerstone of the law remains unchanged
today. The…

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Understanding LRE pdf version The Individuals with Disabilities Act (IDEA) was originally passed in 1975. It was known as P.L. 94-142. According to this law, children were to receive a free appropriate public education in the least restrictive environment. This cornerstone of the law remains unchanged today.

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How to Have a Productive IEP Meeting pdf version
Parent participation as a member of the IEP team and involvement in the IEP process is vital to a child's success in school.

To help make your child's IEP appropriate, you should review all the information you have about your child including evaluations, progress reports, report cards, medical information, etc. This will help you identify your child's strengths and needs.

Next, review your child's draft IEP. On the reverse side are some questions to guide you. You can also discuss these questions with the other members of the IEP team if you need more information or have concerns.

Once the IEP team has addressed the child's strengths and needs and agreed upon goals, placement in the Least Restrictive Environment (LRE) will be determined.

Questions For Developing The Most Appropriate IEP
Present Levels of Academic Achievement and Functional Performance

Does it include a statement of how your child's disability affects involvement and progress in the general curriculum?

Are all academic and functional skills identified?

Are social, emotional, and behavioral needs identified?

Annual Goals/Objectives

Are the goals measurable, reasonable and attainable?

Are all academic and behavioral needs addressed?

Is each goal reflective of my child's needs?

IEP Services

What types of specialized instruction, or services including behavioral interventions, does my child need?

Where will services be provided and who will provide them (individually, in a group, in the classroom, direct service or by consultation)?

When will services begin and end?

Does the IEP include a Positive Behavioral Intervention Plan if my child's behavior interferes with learning?

Does my child need assistive technology to help him/her with class work, homework or long term assignments?

Accommodations/Modifications

Does my child need preferential seating or extended time for tests, etc.?

Does my child need modifications for class work, home work, or behavior?

Monitoring Progress

How will my child's progress on each goal be measured?

How and when will I be informed of progress?

How will I know if the progress is enough so that he/she will achieve his/her goals by the end of the year?

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How to Have Productive Individualized Education Program (IEP) Meeting

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How to Have a Productive IEP Meeting pdf version Parent participation as a member of the IEP team and involvement in the IEP process is vital to a child's success in school. To help make your child's IEP appropriate, you should review all the information you have about your child including evaluations, progress reports, report cards, medical information, etc.

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The contents of this Families Together, Inc.'s website were developed under grants from the US Department of Education (#H328M150027) and the Department of Health and Human Services (H84MC09487). However, the contents do not necessarily represent the policy of the US Departments of Education or Health and Human Services, and you should not assume endorsement by the Federal Government Project Officers, David Emenheiser or LaQuanta Smalley.

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How to Have a Productive Individualized Family Service Plan (IFSP)

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How to Have a Productive Individualized Family Service Plan (IFSP)

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PDF version of rackcard
As a parent, your participation in the planning and delivery of early intervention services is vital!

If you have concerns about your child's development, call Families Together for information on your local infant-toddler program. It may be necessary for a multidisciplinary evaluation to be done. Your input, opinions, and ideas will be included in the evaluation.

The evaluation will include five developmental domains:

Physical development including health, vision, hearing and motor

Cognitive development

Communication, language and speech development

Social and emotional development

Adaptive development

If your child has qualifying needs in any of these areas, an Individualized Family Service Plan (IFSP) will be written by a team that includes you. An IFSP is designed to be family-centered with the focus on the family as a supportive unit around the child. The IFSP is a written plan for providing early intervention services.

To help make your child's IFSP appropriate, you should review all the information you have about your child including developmental, medical, social, and genetic information. This will help you identify your child's strengths, needs and appropriate services for achieving success. An IFSP is reviewed every six months and evaluated annually. The location and time should be agreed upon by the family and should be held at a convenient time and place.
Part C of the Individuals with Disabilities Education Act (IDEA) requires the IFSP to include:
Information about your child's current developmental level in the five domains;

Information about your family's resources, priorities and concerns;

A statement of the expected, measurable results or outcomes developed and written by the IFSP team;

The criteria, procedures and timelines used to determine progress and whether modifications of the services and supports are necessary;

For each date of service, including length, duration, frequency and method must be included;

A description of the natural environment in which these services will be provided;

The name of the Family Service Coordinator;

A listing of any other services needed.

What are natural environments?
Natural environments are settings that are natural or normal for the child's age peers who have no disability. This includes those individuals who typically interact with the child on a regular basis. Examples of natural environment settings include the home or community settings in which children without disabilities participate.
Transitioning at Three
At least ninety days prior to your child's third birthday, the team needs to address the transition to preschool services. The steps shall include

Convening a meeting to develop a transition plan;

Having conversations with you about future placements and other matters;

Preparing your child for possible changes in services and settings;

Giving your consent for the transfer of records and information about your child to the local school district to ensure continuity of services;

Making decisions about performing or sharing your child's evaluations;

Participating in the development of the IEP (Individualized Education Program);

Developing ways to ensure uninterrupted provision of appropriate services; and,

Ensuring an explanation of all procedural safeguards and parent rights is provided.

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How to Have a Productive Individualized Family Service Plan (IFSP)

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PDF version of rackcard As a parent, your participation in the planning and delivery of early intervention services is vital! If you have concerns about your child's development, call Families Together for information on your local infant-toddler program. It may be necessary for a multidisciplinary evaluation to be done.

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Ten Things an Education Advocate Should Do!

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Ten Things an Education Advocate Should Do!

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Ten Things an Education Advocate Should Do!

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The contents of this Families Together, Inc.'s website were developed under grants from the US Department of Education (#H328M150027) and the Department of Health and Human Services (H84MC09487). However, the contents do not necessarily represent the policy of the US Departments of Education or Health and Human Services, and you should not assume endorsement by the Federal Government Project Officers, David Emenheiser or LaQuanta Smalley.

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Note: Participants may attend any part of the training; however, those who wish to become an education advocate must attend both morning and afternoon sessions and complete the self-paced portion of the training. More information about the self-paced portion of training will be provided upon registration.

Why Become an Education Advocate?

There are more than 800 Kansas children and youth with disabilities whose parents are unknown, unavailable or whose parental rights have been terminated.

These children and youth need someone like you to represent them in special education matters!

The Kansas State Department of Education has contracted with Families Together, Inc. to coordinate the Education Advocate Program. Education Advocates "step into the role" of the parent in special education matters and advocate for the child/student. Advocates should be willing to assert their rights as the legal educational decision maker and effectively advocate for the student while working to build a strong school team around the student.

Interested persons must attend a training by Families Together, Inc. to become an education advocate and can contact the Topeka Center to be added to a mailing list and receive notification of trainings. Workshop dates and locations will be posted on this website.

For more information, contact: Darla or Lisa or call the Topeka Center at (785) 233-4777.

For a list of upcoming trainings, check out our calendar of event or contact us for more information.

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Note: Participants may attend any part of the training; however, those who wish to become an education advocate must attend both morning and afternoon sessions and complete the self-paced portion of the training. More information about the self-paced portion of training will be provided upon registration.

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Understanding Adverse Childhood Experiences (ACEs) and Resiliency

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Understanding Adverse Childhood Experiences (ACEs) and Resiliency

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Understanding Positive Childhood Experiences in Adolescents

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Understanding Positive Childhood Experiences in Adolescents

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Kansas School Mental Health Initiative ( SMHI) provides communities - school, parents and community partners - with information to support the social, emotional, behavioral, and mental health needs of children within a multi-tier system of supports.

Positive Childhood Experiences (PCEs) are the kinds of activities and experiences that enrich a child's life. According to a recent study positive childhood experiences counter the damaging effects of adverse experiences. PCEs are what make childhood a time of growth, change, exploration, and happiness. According to the study from Johns Hopkins University, there are seven PCEs that could have lifelong effects on mental and relationship health.
Kansas Resources
Adverse Childhood Experiences (ACEs) are serious childhood traumas that result in toxic stress that can harm a child's brain. The more ACEs a child experiences, the more likely he is to struggle with learning, playing in a healthy way with other children, and can result in long-term health problems.

Trauma is an emotional response to an intense event that threatens or causes harm. The harm can be physical or emotional, real or perceived, and it can threaten the child or someone close to him or her. Trauma can be the result of a single event, or it can result from exposure to multiple events over time.
Trauma & Traumatic Stress Resources Trauma: How you can help.
Resiliency is the ability to bounce back from frustrations and to recover from setbacks. Resilient individuals adapt to change, stress or problems. They are able to take things in stride. The result of this bouncing back is a feeling of success and confidence.
Mental Health Fact Sheets (TASN) Disability Specific Suicide The TASN School Mental Health Initiative (SMHI) is funded through a grant from the U.S. Department of Education (#H323A17006) and is administered by the Kansas Department of Education.

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Kansas School Mental Health Initiative ( SMHI) provides communities - school, parents and community partners - with information to support the social, emotional, behavioral, and mental health needs of children within a multi-tier system of supports. Positive Childhood Experiences (PCEs) are the kinds of activities and experiences that enrich a child's life.

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A component of the Family-to-Family (F2F) Program is our Care Individual Needs Guide (CareING). This is an organizational tool free to Kansas families upon request who have a child who has special health care needs. Parents can use the guide to keep track of important information about their child's health care and educational needs.

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Periodic Screening Diagnostic and Treatment (EPSDT) & Kan Be Healthy

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Periodic Screening Diagnostic and Treatment (EPSDT) & Kan Be Healthy

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Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) is a part of the Medicaid program that covers all Medicaid beneficiaries under the age of 21. EPSDT mandates Kansas' Medicaid program must cover any medically necessary service, whether the service is a mandatory or an optional service under the Medicaid Act, and whether or not Kansas covers the same service for adults.
How Does EPSDT Work?
Under EPSDT, screenings are mandatory and form the foundation of the program. In Kansas, the EPSDT screens are called Kan-Be-Healthy Screens. These screens are meant to be comprehensive. Along with a medical screen, youth should also receive vision, hearing, and dental screening. Kansas has developed a schedule for when these screens take place in the child's life, but Interperiodic Screens can happen ANYTIME there is an illness or change in condition.

If a medical service or treatment is going to be covered under EPSDT, it is important the condition being treated is documented somewhere on the screening form.

The general rule is: if a treatment will maintain a condition or make it easier to live with the condition, it will be covered under EPSDT.
More Tips for Coverage
Some services covered by EPSDT need prior authorization before they will be approved by the Kansas Medicaid program. An important part of a prior authorization request includes a letter of medical necessity. These letters of medical necessity are usually authored by your child's primary doctor or other health care professional. Here are some tips for getting good letters of medical necessity from health care professionals. Always include:

Identifying Info: name, birth date, Medicaid ID number, case number, physician name, date letter was written;

A statement of who the author is: (example) Your child's primary care physician;

The date the author last evaluated your child;

Your child's diagnosis;

Pertinent medical history;

Why the requested service is medically necessary, i.e. why the treatment or service corrects or ameliorates* defects, physical and mental illnesses and/or conditions.

Tips for children with disabilities: focus on how the service will:

Prevent the onset of an illness, injury, and or secondary disability;

Reduce, correct, or ameliorate* the physical, mental, developmental, or behavioral effects of an illness, condition, injury, or disability; and/or assist the child to achieve or maintain sufficient functional capacity to perform age-appropriate or developmentally appropriate daily activities.

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EPSDT & Kan Be Healthy Early Periodic Screening, Diagnosis, and Treatment

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Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) is a part of the Medicaid program that covers all Medicaid beneficiaries under the age of 21. EPSDT mandates Kansas' Medicaid program must cover any medically necessary service, whether the service is a mandatory or an optional service under the Medicaid Act, and whether or not Kansas covers the same service for adults.

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Individualized Healthcare Plan (IHP) Core Form

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Individualized Healthcare Plan (IHP) Core Form

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Family to Family Health Information Center

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Family to Family Health Information Center

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2021 Winter 2021 Newsletter 2020 Summer 2020 NewsletterSpring 2020 NewsletterWinter 2020 Newsletter 2019 Fall 2019 NewsletterSummer 2019 Newsletter

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Understanding Bullying Rack Card
The problem is widespread. More than 160,000 students miss school each day to avoid harassment and intimidation. Children with disabilities can be especially vulnerable.

Bullying is aggressive behavior that is intentional and that involves an imbalance of power or strength. It is often repeated over time. It can take many forms, such as:

hitting or punching;

teasing or name calling;

intimidation

using gestures or social exclusion; and,

sending insulting messages electronically.

Kansas defines bullying as any intentional gesture or any intentional written, verbal, electronic, or physical act or threat that is sufficiently severe, persistent, or pervasive that it creates an intimidating, threatening or abusive educational environment for a student or staff member that a reasonable person, under the circumstances, knows or should know will have the effect of:

Harming a student or staff member whether physically or mentally;

Damaging a student's or staff member's property;

Placing a student or staff member in reasonable fear of harm to the student or staff member;

Placing a student or staff member in reasonable fear of damage to the student's or staff member's property;

cyberbullying; or,

any other form of intimidation or harassment prohibited by the board of education of the school district.

Bullying can have serious consequences. Children and youth who are bullied are more likely to be depressed, lonely, anxious, have low self-esteem, be absent from school, feel sick, and think about suicide. Sometimes children don't tell their parents because they are embarrassed, ashamed, or frightened. If your child tells you, it has taken courage to do so.
Talking with Your Child about Bullying Talking with Your Child about Bullying

Parents should be ready to:

Listen. It's the child's story-let him or her tell it.

Believe. React in a way that encourages your child to trust.

Be supportive. Empower your child and ensure your child understands it is not his or her fault.

Be patient. Your child may not be ready to open up right away.

Explore options for intervention strategies. Discuss with your child the options he or she may have in dealing with bullying.

Record Keeping Record Keeping
Parents need to document the events and develop a record of what is happening to their child. Records help keep a concise and accurate timeline of events and are helpful when talking with educators, law enforcement, or other individuals who may need to assist in intervention.

Content should include:

Written information about the bullying incident

The date of the event

The persons involved

The child's account of the event

All communication with professionals (teachers, administrators, etc.)

The date of the communication

A discussion summary of the event

The responses of the professional

The action taken

Reports filed by the school in accordance with the district policy.

Other methods for recording events may include pictures taken of the child to document any physical evidence, health care records that indicate bullying, or a tape recording of the child talking about the incident.
Working with Your School Working with Your School

Review your district's bullying policies.

Immediately meet with your child's teacher and explain concerns.

Ask the teacher about his or her observations:
Has he or she noticed or suspected bullying?

How is your child getting along with others?

Has he or she noticed if your child is being isolated or excluded from activities?

Has your child complained of being sick more often?

Ask what he or she intends to do to investigate and help stop the bullying.

Set up a follow-up appointment to discuss progress.

Keep notes from your meetings.

Talk with the school principal if there is no improvement.

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Understanding Bullying | Families Together, Inc

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Understanding Bullying Rack Card The problem is widespread. More than 160,000 students miss school each day to avoid harassment and intimidation. Children with disabilities can be especially vulnerable. Bullying is aggressive behavior that is intentional and that involves an imbalance of power or strength. It is

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For Parents For Parents & Educators For Students Office for Civil Rights Kansas Anti-Bullying, Cyberbullying & Character Development Legislation (HB 2758)
The 2013 Legislature amended the anti-bullying statute (KSA 72-8256) and effective July 1, 2013 requires schools to include the fol
lowing in their bullying policies:
1) Bullying means: a) any intentional gesture or any intentional written, verbal, electronic or physical act or threat either by any student, staff member or parent towards a student or by any student, staff member that is sufficiently severe, persistent, or pervasive that such gesture, act or threat creates an intimidating, threatening or abusive educational environment that a reasonable person, under the circumstances, knows or should know will have the effect of:

Harming a student or staff member, whether physically or mentally;

Damaging a student or staff member in reasonable fear of harm to the student or staff member; or

Placing a student or staff member in reasonable fear of damage to the student's or staff member's property;

Cyberbullying; or

Any other form of intimidation or harassment prohibited by the board of education of the school district in policies concerning bullying adopted pursuant to this section or subsection € of K.S.A. 72-8205 and amendments thereto.

The 2008 Legislature amended the anti-bullying statute and effective July 1, 2008, requires school districts to:

1. adopt and implement a plan to address cyberbullying, and

2. adopt policies prohibiting bullying on school property, in school vehicles, or at school-sponsored activities, and

3. adopt and implement a plan to address bullying, which must include provisions for training and education of staff and students.

4. upon request of a school district, the state board shall assist in the development of a grade appropriate curriculum for character development programs.

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Bullying & Harassment | Families Together, Inc

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Kansas Kansas Anti-Bullying & Character Development Legislation (SB 68) Understanding Bullying For Parents Help Your Child Recognize the Signs of Bullying Notifying the School About a Bullying Incident-Using a Template Letter The Individualized Education Program (IEP) and Bullying Record Keeping and Bullying

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Welcome to Your Biggest Adventure Yet: Transition to Adulthood E-Learning Modules

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Welcome to Your Biggest Adventure Yet: Transition to Adulthood E-Learning Modules

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Transition to Adulthood Your Biggest Adventure Yet!

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Transition in the Individualized Education Program: What Parents and Students Need to Know

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Transition in the Individualized Education Program: What Parents and Students Need to Know

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Transition in the IEP What Parents and Students Need to Know

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PDF version Leading MY IEP Meeting You Can Lead Your IEP Meeting
Your Individualized Education Program (IEP) is done each year. It helps your team know what you need to succeed in school and to prepare for life after high school. It's important to tell your team about yourself.
Who are you? What do you want to do after high school?

Work

College, Vo-tech, trade school

Live alone or with friends

Activities in your community

What do you need?

Help to learn new things

Classes you need to take

People who can help

Extracurricular activities

Getting Ready Before your IEP meeting

Talk to your parents and teachers

Know who is on your IEP team

Invite people who know you

Create a PowerPoint, video or portfolio

Write down what you want to say

During your IEP meeting

Introduce yourself

Talk about your strengths, interests and needs

Ask questions

Share your goals

Include in your IEP

Goals for the future

What you need to learn this year

What supports you need

Who will help you

Accommodations you need

Why is your IEP meeting important?

It's about you

Strengthens communication and social skills

Helps you learn to advocate for yourself

Focuses on building skills and reaching goals

Discover what really matters to you...one step at a time!

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PDF version Leading MY IEP Meeting You Can Lead Your IEP Meeting Your Individualized Education Program (IEP) is done each year. It helps your team know what you need to succeed in school and to prepare for life after high school. It's important to tell your team about yourself.

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Teaching Transition Skills During COVID-19

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Teaching Transition Skills During COVID-19

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Transition to Adulthood Resources for Students

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Transition to Adulthood Resources for Students

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Building the Dream: Transition Services and the IEP

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Building the Dream: Transition Services and the IEP

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Our Families Together staff aren't just advocates by profession-everyone on our team has a personal stake in the disability community as a parent, sibling, spouse, or otherwise. Compliance is an ongoing process on our site.

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Eventbrite - Families Together, Inc. presents Telemedicine: The Fab 4 - Tuesday, March 16, 2021 - Find event and ticket information.

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March 25th Education Advocate Live Session

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March 25th Education Advocate Live Session

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march education advocate training tickets

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Eventbrite - Families Together, Inc. presents March Education Advocate Training - - Find event and registration information.

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Eventbrite - Families Together, Inc. presents Telemedicine: The Fab 4 - Thursday, April 15, 2021 - Find event and ticket information.

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April 15th Education Advocate Live Session

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April 15th Education Advocate Live Session

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april education advocate training tickets

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Eventbrite - Families Together, Inc. presents April Education Advocate Training - - Find event and registration information.

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April Virtual Family Employment Awareness Training in Spanish

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April Virtual Family Employment Awareness Training in Spanish

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family employment awareness training (feat) virtual en español

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family employment awareness training (feat) virtual en español tickets

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Family Employment Awareness Training (FEAT) Virtual en Español

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Eventbrite - Familias Unidas, Inc. presenta Family Employment Awareness Training (FEAT) Virtual en Español - - Buscar información sobre el evento y el registro.

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May 13th Education Advocate Live Session

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May 13th Education Advocate Live Session

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Eventbrite - Families Together, Inc. presents May Education Advocate Training - - Find event and registration information.

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June Virtual SHIFT Transition to Adulthood

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June Virtual SHIFT Transition to Adulthood

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shift: transition to adulthood training tickets

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Eventbrite - Families Together, Inc. presents SHIFT: Transition to Adulthood Training - Tuesday, June 15, 2021 - Find event and ticket information.

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July Virtual Family Employment Awareness Training

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July Virtual Family Employment Awareness Training

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july virtual family employment awareness training

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july virtual family employment awareness training tickets

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July Virtual Family Employment Awareness Training

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FEAT is a FREE interactive training for Kansas families, youth/young adults who have disabilities, and individuals who support them.

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shift: transition to adulthood training tickets

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Eventbrite - Families Together, Inc. presents SHIFT: Transition to Adulthood Training - Monday, October 4, 2021 - Find event and ticket information.