The Transition Process “ BRIDGING THE GAP” ECI Project TYKE to KATY ISD (Revised 12-12)

1. The Transition Process“BRIDGING THE GAP” ECI Project TYKE to KATY ISD(Revised 12-12)

2. Transition from Project TYKE to KISD 1. Attend the TYKE/ECI transition meeting 2. Sign a release of information 3. Meet with the PPCD staff to start referral(intake). Please bring the following information to the appointment: • Parent information-please complete this questionnaire and bring it to your appointment. • Teacher information-please give this to your child’s preschool teacher (if applicable) • Any hearing and/or vision screening results • Any evaluations and/or medical records that would be helpful

3. Schedule assessment appointment • Attend the Admission, Review, and Dismissal (ARD) meeting -Diagnostic specialist from your home school will call you to set up the meeting. -At this time the evaluation results will be reviewed and program recommendations will be presented • Enroll in KISD if eligible. - You will need to take the following to school: --Birth certificate --Social Security Card-optional --Immunization records --Proof of residence (utility bill)

4. Call us if you have any questions * Cathy Sikes (281) 396-7767 * Rachelle Draggoo (281) 396-7762 * PPCD Office (281) 396-2604 * Sue Sullivan (281) 396-7766

5. Katy Independent School District Special Education Department Preschool Program for Children with Disabilities

6. Referral Information • Any child between the ages of 3 and 5 whose parents or legal guardians live within the boundaries of Katy ISD may be referred for evaluation. Referrals can be made by contacting the diagnostic specialist at the child’s neighborhood elementary school. This is the school that siblings and/or neighborhood children attend. This referral may occur at any time during the school year. • Referrals may be initiated by: • Parents • Physicians • Hospitals • Private Child Care Centers • Community Agencies • Private Preschool Teachers • Early Childhood Intervention (ECI) Programs for children who are 0-2 years • of age

7. Evaluation When the initial referral is completed, a Full Individual Evaluation (FIE) is scheduled. Each child’s individual needs will determine the type of evaluation that is done. A child may be evaluated by a speech language pathologist or by an evaluation team. The evaluation team may consist of an educational diagnostician, licensed specialist in school psychology, speech language pathologist, teacher, occupational therapist, or physical therapist. Parents are invited to be a part of the evaluation process.

8. Special Education Services for Preschool Children Services are designed to help preschool children who may experience educational difficulties because of identified disabilities. Eligibility Requirements Children must meet Texas Education Agency (TEA) eligibility criteria for one or more of the following disabilities and demonstrate an educational need for services: • Auditory Impairment • Autism • Deaf-Blindness • Emotional Disturbance • Learning Disability • Multiple Disabilities • Mental Retardation • Non-Categorical Early Childhood • Other Health Impairment • Orthopedic Impairment • Speech Impairment • Traumatic Brain Injury • Visual Impairment

9. Admission, Review, & Dismissal Committee Placement in a special education program requires an Admission, Review, and Dismissal (ARD) Committee meeting. The committee establishes a child’s eligibility for services, develops an Individualized Education Program (IEP), and decides on an appropriate educational placement. The required members of the ARD Committee are the parent, a school administrator, an appraisal specialist, a special education teacher, and a general education teacher.

10. Individual Education Program An Individual Educational Program (IEP) is developed for each child qualifying for services. The IEP is based on the child’s present level of performance in developmental domains such as language, cognition, self-help, social, or motor skills. The IEP consists of annual goals and short-term instructional objectives or benchmarks.

11. Related Services Related services are available to children eligible for special education services. Related services are corrective and supportive services a child with a disability needs to benefit from special education services. Related services include, but are not limited to: • Occupational Therapy • Physical Therapy • Psychological Services • Transportation

12. Continuum of Program Options • Katy ISD offers several program options for children ages 3-5 who meet specific eligibility criteria for special education services. The ARD committee is required to address the Least Restrictive environment (LRE) or where the child would be receiving educational services if he or she did not have a disability. The program options include: • Itinerant or Consultant Services: Consult with community instructors • Speech and Language Services: Speech services on home campus • Communication Acquisition Program for Preschoolers (CAPP): Intense • language development • Community Based Classroom: Co-teaching in community preschool settings • Blended PreK: Co-teaching in campus based preschool (4 year olds only) • Campus Based Classroom (PPCD): Self-contained small group instruction • Early Childhood Autism Program (ECAP): Intensive early intervention for establishing priority behavioral, communication, and self-care skills

13. Child Find Notice Katy ISD is responsible for identifying, locating, and evaluating all children who are in need of special education and related services within the school district’s boundaries. If you know of such a child, please contact: Executive Director of Special Education Dr. Brian Malechuk 281-396-2630

14. It is the policy of Katy ISD not to discriminate on the basis of sex, disability, race, religion, color, age, or national origin in its educational programs, activities, and employment practices. Katy Independent School District