1. ARC Chairperson Training
Preschool Transition
ARC Chairperson Training

2. Preschool Referral
If the purpose of the meeting is to discuss transition from the early intervention program to the preschool program, the LEA shall invite a representative of the early intervention program to the initial transition ARC if the parent request.
The transition process from an early intervention program to preschool can be a very anxious time for parents. As we all know change can be scary, but also exciting. Children receiving early intervention services should be prepared to transition into preschool services by their third birthday. The transition process starts up to 9 months and at least 90 days before the child’s 3rd birthday. Kentucky recommends starting when the child is 2.5 years old.
READ TEXT on slide.
THIS IS ALWAYS BEST PRACTICE BUT YOU MUST HAVE PERMISSION OF THE PARENTS

3. Step by Step A Family Guide for Transition into Preschool
The Kentucky Early Childhood Transition Project in collaboration with the Kentucky Department of Education, University of Kentucky, First Steps, Office of Special Education Programming and many other agencies developed a resource to educate and assist parents in transitioning their children into preschool.

4. REFER TO HANDOUT – PAGE 9 Step by Step A Family Guide for Transition into Preschool – Read through the differences quickly.
Once a First Steps child has been referred to the district for special education eligibility determination, the evaluation team determines the need for instruction and interventions. If the team decides that there is no documentation that the child received instruction and interventions while in First Steps that meets the standard of the regulation, then the evaluation team will develop an evaluation plan that includes the provision of instruction and interventions for a portion of the 60 school day timeline allowed for evaluation. That same team will decide what the instruction and interventions are, who will implement the activities and where the instruction and interventions will be implemented. The team must consider the settings in which the child already participates and what district resources will be used to provide the instruction and interventions.

5. First Steps is the most common early intervention program in Kentucky
First Steps is the most common early intervention program in Kentucky. First Steps is required to provide research-based early intervention services. Progress monitoring also is required. Documentation should be available that can be used by the district as proof of prior instruction. Some information may be obtained from the service coordinator, but more detailed information may be available from the early intervention provider who served the child.
For three, four, and five-year old children receiving interventions prior to entering preschool, who are not transitioning from First Steps, look for:
Documentation of child’s progress on interventions. A minimum of three data points is required. The documentation may include checklists or other data collection instruments that document how the child performed over time.
Participation over time, including the dates of repeated assessments.   If the child is receiving interventions one time a week, the interventions must be provided over time, to give the child adequate time to respond to the interventions. If the child is receiving interventions several times a week, the intervention period should be long enough to give the child adequate time to respond to the interventions.

6. Step 1: TRANSITION MEETING
Possible programs and services in the family’s community
Discuss steps of transition
Obtain permission to share records
Discuss difference in service delivery models between First Steps and Preschool
Discuss difference in IEP and IFSP
The Transition Conference/IFSP Transition Planning meeting usually takes place in the child’s home and an LEA representative must be present. This meeting is arranged by the First Steps program.

7. Step 2: REFERRAL AND EVALUATION
1st ARC meeting
Referral meeting
Purpose
Participants
Evaluation
Permission
Once a First Steps child has been referred to the district for special education eligibility determination, the evaluation team determines the need for instruction and interventions. If the team decides that there is no documentation that the child received instruction and interventions while in First Steps that meets the standard of the regulation, then the evaluation team will develop an evaluation plan that includes the provision of instruction and interventions for a portion of the 60 school day timeline allowed for evaluation. That same team will decide what the instruction and interventions are, who will implement the activities and where the instruction and interventions will be implemented. The team must consider the settings in which the child already participates and what district resources will be used to provide the instruction and interventions.
During this meeting the district must receive written consent from the parents to evaluate.

8. Discuss Results of Evaluation Eligible or not eligible
Step 3: ELIGIBILITY
Discuss Results of Evaluation
Eligible or not eligible
After evaluations have been completed, the school district ARC Chair Person will schedule a 2nd ARC meeting. The ARC will determine if the child meets eligibly criteria for special education and related services based upon on the information presented.
If the child meets eligibility guidelines a district may have to review the differences between First Steps and Part B Services. Page 9 of the Step by Step: A Family Guide for Transition into Preschool may be a good reference to use.

9. What is included in the IEP?
Step 4: IEP PLANNING
What is included in the IEP?
If the child is found eligible the IEP is developed according to the Guidance Document for Individual Education Program (IEP) Development

10. If the child is considered ineligible, share community options or supports. The First Steps Service Coordinator or the district’s/school’s Family Resource Coordinator may be able to assist with connecting the parent with community supports.

11. The district must ensure that FAPE is provided in the LRE where the child’s unique needs as described in the IEP can be met. A district may provide special education and related services to a preschool child with a disability in a variety of settings including a public or private preschool program, community-based child care facility or in the child’s home.

12. Implementation of the IEP will begin on the child’s 3rd birthday.

13. The IEP must be reviewed one calendar year from the date the IEP is written.

14. Fast Facts about the Journey
The Kentucky Early Childhood Transition Projects Supporting Families and Professionals of KY has published an information pamphlet for parents entitled Transition from First Steps into Preschool – Fast Facts About the Journey. It may be beneficial to your parents to have this on hand.