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Transition from Early Childhood Special Education to Kindergarten

Transition from Early Childhood Special Education to Kindergarten. Fairfax County Public Schools. Meeting Agenda. Welcome and introductions Team Approach Beyond preschool… Overview of the reevaluation process Individualized Education Plan (IEP) meeting

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Transition from Early Childhood Special Education to Kindergarten

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  1. Transition from Early Childhood Special Education to Kindergarten Fairfax County Public Schools

  2. Meeting Agenda Welcome and introductions Team Approach Beyond preschool… Overview of the reevaluation process Individualized Education Plan (IEP) meeting Transportation for school age children Parent Resource Center Questions and Answers

  3. The Team Approach Collaboration is Key

  4. Beyond preschool… • What happens as children move into the school age program? • How are special education services provided in Kindergarten?

  5. What does the continuum of services look like? • special education services provided in a general education Kindergarten classroom • special education services provided in a special education setting • a combination of both of the above

  6. ReevaluationProcess

  7. Your child is due for a three year reevaluation yes no The IEP team may still determine that additional assessments should be considered. Your child will go through re-evaluation this year. See chart on next page. No additional assessment or information is required at this time to develop the IEP for transition. yes Your child will go through re-evaluation this year. See chart on next page. IEP team conducts an IEP meeting at base school

  8. Reevaluation Process for Preschool Students Reevaluation Meeting A meeting is held to discuss what information is needed to determine the student’s current levels of performance and continued eligibility for special education. If more information is needed, the reevaluation team decides which assessments to complete. Interpretive Conference If assessments are conducted, designated team members conference with parents/guardians to share the test results. Eligibility Meeting The Eligibility Committee convenes to review collected data and to determine the student’s continued eligibility for special education (in other words, to determine if the student meets the criteria for one or more disability categories). If the student meets the criteria for a disability category(ies) and the parents/guardians are in agreement, then he/she is found ELIGIBLE for continued special education services. If the student does not meet the criteria for any disability category, they are found INELIGIBLE for continued special education services. IEP Meeting Once a student is found ELIGIBLE for continued special education services, an IEP is developed at the student’s base school by the IEP team

  9. Evaluations may include: • Psychological • Educational • Socio-cultural • Related Services evaluations

  10. Psychological Evaluation • Cognitive/behavioral assessments • Classroom observations, review of school records, rating scales and teacher/parent information • Individual differences can impact performance on any assessment but provide invaluable information about a child’s functioning levels

  11. Educational Evaluation • A variety of assessment tools may be used including developmental and achievement-type measures. • The purpose is to acquire information about a child’s developmental and academic levels in comparison with same-age peers. • Additional assessment in all developmental domains will be considered as necessary.

  12. Sociocultural Assessment • A family history that takes a look at how your child functions in the familiar environment of home and community. • To provide a comprehensive look at the ‘whole’ child • Structured interview with the parent or caregiver • Specific Areas of Focus: Early Development, Medical History, Academic/Behavioral Needs, Parent Concerns, Special Characteristics

  13. Preschool Transition Process The IEP

  14. The Transition IEP Meeting IEP Meeting will be held at the base school The needs of your child will determine IEP team composition

  15. Transportation Decisions regarding your child’s need for transportation are made at the IEP team meeting. A transportation representative will be invited to attend the IEP meeting when necessary.

  16. Parent Resource Center Additional Information may be obtained through the Parent Resource Center Dunn Loring Administrative Center2334 Gallows Road Dunn Loring, Virginia 22027(703) 204-3941 TDD 204-3956 http://www.fcps.edu/cco/prc/ Do you have a question?         Call 703-204-3941 or email prc@fcps.edu Do you need an interpreter? Call 703-204-3955

  17. Questions?

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