Transition from Early Supports and Services to School Districts

Monadnock Region Matrix

 

 

This matrix has evolved over several years in the Monadnock Region through a collaboration of Preschool Special Education Coordinators and Early Supports and Services professionals.  The intent of this document is to clearly delineate responsibilities and timelines in the process of transitioning children as they approach their third birthday.  Outside sources were consulted to verify the compliance of these procedures with the regulations governing ESS and School Districts.  Furthermore, the committee included what they believe to be best practice into this document that goes above and beyond the legal responsibilities. 

The committee intends for this document to be reviewed regularly and modified as appropriate.

 

Steps of Process

ESS Responsibility

SAU/School District Responsibility

Early Notification

We believe that best practice dictates: 

·       That ESS should notify school districts as early as a family is ready and has given permission, because this gives the school districts more time for planning.

·      ESS will send a composite list (excluding names to comply with HIPPA) of SAU/School District potential students to District staff in September and March.

 

Transition Plan

(By the child’s 2nd birthday or if child is referred after 24 months, at the initial IFSP)

·       Transition Plan written with family that outlines transition steps.

·      Gives parent Transition from Family-Centered Early Supports and Services booklet.

 

 

Steps of Process

ESS Responsibility

SAU/School District Responsibility

Transition Conference

(at least 90 days prior to child’s 3rd birthday and not before 9 months)

 

 

We believe that whenever possible, homevisits are best practice for the Transition Conference.

 

·       Invites SAU/School District case manager to the Transition Conference.

·       Facilitates Transition Conference and completes transition conference notes (gives copy to SAU/School District & parent).

·       With parent permission, gives letter of referral including child’s name, date of birth, parent(s) names, address(es), phone number(s) and developmental evaluation to SAU/School District.  (This constitutes a Written Referral.)

·       Helps to schedule program visits, meetings.

 

·       Attends Transition Conference/home visit.

·       Listens to family’s story.

·       Explains special education process and gives the family a copy of Procedural Safeguards.

·       Discusses evaluation planning.

(Determines if additional evaluations will be required and who will do them.) .

·       Obtains releases between SAU/School District & ESS/Area Agency and other releases as appropriate.

·       Discusses potential options for placement and visits to programs.

·       Schedules mutually agreeable referral meeting (Evaluation Plan Meeting) and Evaluation Team Summary, IEP & Placement Meeting(s).

·      Reminds parents they have the right to invite others to the meetings.

 

Steps of Process

ESS Responsibility

SAU/School District Responsibility

Written Referral

(At least 90 days prior to 3rd Birthday)

See Transition Conference section.

 

·       Sends letter to parent acknowledging receipt of referral and inviting them (and other relevant team members) to a Disposition of Referral Meeting/Evaluation Plan Meeting to happen within 15 days. (Sends copy to ESS Provider.)

Referral Meeting

(Evaluation Plan Meeting)

Must happen within 15 days of written referral.

 

·       Completes Evaluation Plan.

·       Obtains evaluation permission for any additional evaluations that SAU/School District will be conducting.

(Be aware that some families may utilize the 14 days allowance for each step.)

·      Gives Written Prior Notice for referral and evaluation plan.

Evaluation

·      If conducting evaluation, invites school district to attend & utilizes the HELP (Hawaii Early Learning Profile) with additional instruments if indicated (e.g.. Preschool Language Scale &/or Goldman Fristoe Test of Articulation).

·       If additional evaluations are required, SAU/School District needs to contract with ESS or conduct their own evaluations since they recognize that ESS is not obligated to conduct an updated evaluation. 

·      If the required evaluators are not included in ESS evaluation, school district will need to supplement with appropriate evaluators.

 

Steps of Process

ESS Responsibility

SAU/School District Responsibility

Evaluation Report(s)

(If using ESS evaluations, reports need to be sent to school district 2 weeks prior to evaluation team summary meeting, if possible.)

·       With parental permission, a hard copy of report is mailed or faxed to school district and an electronic copy is sent to the district, if requested by school district.

·      State identification number(s) are provided with report.  Hard copy of report is signed by evaluators with their certifications (e.g. Jane Doe, Certified Educator; Jim Smith, Speech and Language Pathologist).

·       With parental permission, if school district conducts evaluations, reports will be written and copies provided to parents and ESS and Area Agency (2 weeks prior to meeting, if possible).  Requests should be made to ESS if SAU/School District wishes to have an electronic copy of the child’s report(s).

Evaluation Team Summary Meeting/Eligibility Meeting

(prior to 3rd birthday)

·       Attends meeting if possible.

·       Invites ESS, parent(s) and any other critical participants to meeting.

·       Presents a written evaluation team summary of reports. 

·       Eligibility determination made. (May be combined with IEP & Placement meetings.)

Individual Education Plan (IEP) Development Meeting

 

 

·       Attends meeting if possible.

·       Invites ESS, parent(s) and any other critical participants to mtg. (e.g. Area Agency, MICE, etc.)

·       IEP and Placement may be combined in this meeting or done separately, however still prior to 3rd birthday.

·       Develops goals and objectives and determination of related services.  As part of the IEP development, a start date of initiation of services is determined and IEP must be signed prior their 3rd birthday.


 

Steps of Process

ESS Responsibility

SAU/School District Responsibility

Placement Meeting

·       Attends meeting if possible.

·       Invites ESS, parent(s) and any other critical participants to meeting (e.g. Area Agency).

·       Team determines a Free Appropriate Public Education in the Least Restrictive Environment for child based on their needs outlined in the IEP.  Placement needs to be agreed upon and the start date determined prior to the child’s third birthday.

Placement Begins

 

 

·       Makes appropriate arrangements to make placement possible. 

Follow-up Contact by ESS Service Coordinator – optional

(within 2 months of placement)

·       ESS Service Coordinator will follow-up with family to check status within 2 months.

 

 

If a child is referred to Early Supports and Services at a late date, the steps of the process will happen as soon as possible with the goal being that there will be a signed IEP by the child’s 3rd birthday.