2005 B. Mullins, D. Scheler 1 Movin’ On Up Effective Transition from Early Intervention into Preschool (Revised May 2005)

2005 B. Mullins, D. Scheler 1

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Effective Transition from Early Intervention into Preschool

(Revised May 2005)

2005 B. Mullins, D. Scheler 2

Goal: Identify the family’s options and responsibilities in the transition process from early intervention services to preschool

Objectives:• Identify the three major steps in local transition planning• List a minimum of five differences between early

intervention and preschool services• Identify three determinates of eligibility for preschool

services• State a minimum of one function of the Admissions and

Release Committee

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•Evaluation•Eligibility•IEP•Placement

Local Transition Planning Process

12.3.

Child Find•Tracking

Initial Contact

Note:Not a Referral

IFSP Review/Transition Conference

InitialARC

•Act on referral•Determine need to evaluate•Obtain parent’spermission toEvaluate (60 days)

Referral

Activities

ARC

Preparation ofThe Child & Family

•Services In Place by 3rd Birthday •Implementation•Follow-up

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Slip and Say1.Pick a slip of paper with a phrase written on it

2. Read the phrase and think of how

to complete the thought

3. Using the number in the square

on your slip of paper, find a partner

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Slip and Say Cont.4. Introduce yourself and discusswith your partner your phrase and completed thought5. At the signal trade to a new

partner by using the answer to the equation on your slip of paper to find your new number

6. Once you have found your new partner trade and discuss the “new” phrases and replies

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Overview:• Local Transition Planning Process• Preparation of the Child and Family• First Steps Responsibilities• Admissions Release Committee (ARC)

Functions• Implementation of Individual Education Plan

(IEP)

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• Local Transition Planning Process– Interagency Collaboration

• Developing Interagency Policies/Procedures to Address Barriers and Meet State and Local Requirements

– Getting together– Current Federal and Kentucky Requirements– Barriers

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• Comparison of Services

Page 9,

Step By Step

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• IDEA Part C • 1. Focus on supporting the

family to meet the developmental needs of the child.

2. Birth through Age 23. Family is entitled to a service

coordinator.4. Services and supports are

documented in an IFSP (Individual Family Service Plan)

• IDEA Part B • 1. Focus on the child’s

educational needs.2. 3-21 years3. No requirements for a

service coordinator.4. Special education and

related services are documented in an IEP (Individual Education Plan)

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• IDEA Part C cont.5. Natural Environments6. Sliding fee scale and then lead

agency is “payor of last resort”7. Recipients are the

infant/toddler and the family.8. Current Assessments and

Evaluations from other sources should be considered.

9. Services year-round.

• IDEA Part B cont.5. Least Restrictive Environment.6. Free And Public Education.7. Recipient is the child only.8. Current Assessments and

Evaluations from sending agencies should be considered.

9. Services may include extended school year and year-round as deemed appropriate

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Vs.

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• Preparation of the Family

Pg. 10-11

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• Preparation of the Family

• Child Find

Pg. 10-11

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• Preparation of the Family• Child Find

• Initial Contact

Pg. 10-11

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• Preparation of the Family• Child Find• Initial Contact

• IFSP Review/ Transition Conference

–Transition Plan

Pg. 10-11

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• Admissions and Release Committee– Functions

• Act on Referrals• Act on Evaluations• Determine Eligibility• Develop the IEP• Determine Placement

Page 11-16, Step By Step

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ARC Functions:• Act on Referrals

–Review complete written referrals

–Determine need to evaluate

–Determine need for written parental consent to evaluate

–60 school day timeline begins with parental permission

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ARC Functions:• Act on Evaluations

– Determine that full evaluation was conducted

– Determine if child is eligible for special education and related services

– If child is not eligible, Primary Service Coordinator explores other options with family

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ARC Functions:

• Develop the Individual Education Plan– Ensure IEP meets regulatory requirements

• Determine Placement– Determine placement in Least Restrictive

Environment

– Propose or refuse to provide services based on IEP

– Determine need for written consent of services

– Ensure services are provided.

Pg. 14-15

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• Eligibility for Preschool Services– Based on

• Disability Categories (i.e. Developmental Delay)• Link to Adverse Effect on Child’s Education

– Determined by the ARC• Multidisciplinary Evaluation

Pg. 13

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• Implementation– Phase-In Activities– IEP ( pg 14)– Utilization of Kentucky Early Childhood

Standards– On-going Assessment and Curriculum

Adjustment– Preparation for Exit to Kindergarten

Pg. 15

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• Follow-up– On-going Progress/Assessment– Annual Review

• Parent input on progress and concerns• Changes to IEP as deemed appropriate

Pg. 16-18

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