General Education Services

Schools will continue to implement Comprehensive Integrated Three Tiered Models of Prevention (Ci3T) plans.  In order to have clear expectations for students, staff and families, Each Topeka Public school’s Ci3T implementation plan:


A new screener, FastBridge, has been purchased to gauge learning loss and monitor progress during interventions. The screener will be used in addition to our existing academic screener, Scantron.  


New K-12 Tier 2 and 3 resources Sonday and Wilson’s Reading will be implemented during the school year to combat learning loss. The district is also reviewing additional materials for ELA and math for use during the school year, during before and/or after school programs and during summer programs next summer. The materials selected will demonstrate evidence based success and use or support research based strategies. Additionally, a new district Tier 2 and 3 committee will be formed to support implementation of the new materials and monitor them for effectiveness. 


Summer academic and enrichment programs addressing learning loss are being implemented this summer. The enrichment programs are providing academic enrichment, access to physical activity, and activities such as gardening, robotics and coding, the arts and other activities of interest to students, in addition to standards focused reading and math instruction. These programs will continue next summer and incorporate learning loss strategies and materials used during the academic school year.  


All schools will be implementing an after school program using evidenced based materials and strategies to ameliorate learning loss. These after school programs are open to all students, and will invite students who have been identified as having a learning loss to attend.


The district will continue to integrate technology into instructional delivery. Students will continue to have one to one access to devices and will be trained to use a variety of instructional technology. Should there be a need to return to online learning, students will be prepared to do so with this continued emphasis on instructional technology. 


General Education Intervention (GEI) teams will continue to provide interventions in accordance with each GEI plan.  GEI teams will continue to collect data and monitor progress toward all goals within the GEI plan. Teams will use data from the district screener and progress on GEI goals to determine if Learning Loss has occurred with participation of the GEI team. If the district determines that learning loss has occurred, the team will collaborate to create a plan to address the loss with the parent.


Students with Disabilities

Students with Disabilities and Health and Safety Policies

Students with disabilities will be expected to follow all district health and safety policies, however, they may be provided appropriate accommodations as determined by the Individual Education Plan (IEP) team. 

Services to Address Academic Needs

Special Education within Topeka Public Schools will continue to provide services in accordance with each Individual Education Plan (IEP).  IEP teams will continue to collect data and monitor progress toward all goals within the IEP.  Teams will use data from the district screener and progress monitoring on IEP goals to determine if learning loss has occurred with participation of the IEP team. If the district determines that learning loss has occurred, the team will share a plan to address the loss with the parent, which will include the necessary accommodations and modifications for the student to have meaningful access.


Students with Disabilities will have access to all district provided resources to address learning loss (e.g., tiered academic support, Summer Extended School Year programs, after-school programs).


Accessing the General Education Curriculum


For students with disabilities who are accessing the general curriculum, it is expected that they will remain in core instruction as much as possible throughout their instructional day.  This core instruction may occur in a variety of settings, such as a self-contained special education class or a general education class.  Special education support may be provided during this time as required by each student.  For example, many of our twice exceptional learners may receive direct support within the general education classroom or in a small group setting.  As with all students, students with disabilities who are accessing the general curriculum will have access to before and/or after school programs at their assigned school.

For elementary students, a specialized instruction block for intervention has been built into the day for all students. This time may look different for students based on their needs. For example, students who are working at or above grade-level will have enrichment in math and/or reading.  Some students may also receive specialized instruction during this time block for shorter periods of time, such as a student who needs direct support with executive functioning skills, social skills, or other IEP goal areas. Schools at the secondary level can adjust schedules so that students with disabilities who require access to specialized instructional programs can participate in those programs on a daily basis, Monday through Friday.

Topeka Public Schools will continue to provide services in accordance with each student’s Section 504 plan. Section 504     teams will continue to collect data, monitor progress, implement necessary changes based on the individualized needs of the student in accordance with Section 504 regulations.

Alternative School Supports for Students with Disabilities


The Nontraditional School Programs will continue to be an alternative option for students who may need a smaller school environment to thrive. Each nontraditional school program has alternative schedules that best meet the learning needs of the students for whom they serve.  These schools include Capital City High School, Avondale Academy, and JAG Academy at Jardine Elementary.


Homebound Services



EL Students

The following will be addressed to help English learners (EL) at Topeka Public Schools recover from learning loss during the Covid-19 pandemic.



To address the aforementioned components, the EL Department will review all Home Language Surveys to ensure they assess English proficiency for all indicated. Students eligible for ESOL services will receive a personalized EL delivery plan that will attempt to meet these requirements (levels determined by the KELPA or Idea Proficiency Test):


In addition to the challenges English learners face, and the trauma some of our immigrant students/families have experienced, Covid-19 has added an additional layer of disruption and hardship. To address this we will offer ongoing professional development to staff to ensure we create a safe atmosphere for our ELs, see them as individuals, provide ways for them to express emotions and manage stress, pay attention to their behavior and attendance, and  establish a support network. This will include at least two district-wide family nights to build relationships and address any ongoing concerns and challenges our EL parents want to discuss. The district’s Welcome Center will have, at all times, bilingual staff and an open door policy for all EL/Migrant/Immigrant families who need help from the district or to assist them in finding help needed from the community.