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