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Transition from Part C to Schools

This guide provides information on the transition process from Part C to schools, including evaluations, eligibility criteria, child study, and Individualized Education Programs. It also emphasizes the importance of providing families with information and support during this transition.

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Transition from Part C to Schools

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  1. Transition from Part C to Schools

  2. Process • Child Study- review of reports from infant service provider and information from parents. Pick evaluation components. • Evaluations- complete evaluations needed for eligibility. • Eligibility- review of evaluations and criteria for disability category.

  3. What does the school based team need from Part C in order to make informed decisions during the transition process?

  4. Providing families information • The overall process. • Difference between infant services/school service. • Medical model vs.. educational model.

  5. Child Study • Autism screening- M-CHAT - reported on the IFSP. • Description of sensory strategies. • Teaching strategies - visual supports, transitions, adaptations/modifications. • Atypical Development- descriptors. • Information that would help the teams consider what testing may be necessary.

  6. Eligibility • Updated information on progress made during therapy sessions. • Data on goals/objectives. • Review of all evaluation information. • Completion of Criteria Worksheets for suspected disability category(ies).

  7. Individualized Education Program • Present level of educational and functional performance (PLOP)- provide information on what is happening “now”: descriptive of specific strategies: object schedules, transitions, sensory activities/schedules. • Goals/Objectives: based on information in the PLOP goals/objectives address current needs to strengthen the areas of documented delay.

  8. IEPAdaptations/Modifications • Provide information about what is currently being used with the child(ex. object schedule, choice board…). • Gives the team a place to starting point with adaptations and modifications that have been successful. • Helps with transition to school based services as the child starts with familiar and successful strategies.

  9. Services • Level of services - based on goals/objectives. • Related services: Speech, OT, PT, Hearing, Vision- related to the educational program.

  10. Least Restrictive Environment • Initial transition services (34 CFR300.101(b) and 34 CFR 300.323(b)). • a. In the case of a preschool-aged child with a disability, age two (on or before Sept. 30) through age five (on or before Sept. 30) whose parents elect to receive services under Part B of the Act, the local educational agency shall develop an IEP. • b. The IEP team shall consider an IFSP that contains the IFSP content described under Part C of the Act (1431 et seq.) including:

  11. LRE • (1) A statement regarding natural environments, and • (2) A component that promotes school readiness and incorporates pre-literacy, language, and numeracy skills. • c. These components of the child’s IFSP may be incorporated into the child’s IEP.

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