Lake Cumberland Regional IA 2007-08
Lake Cumberland Early Childhood
Interagency Transition Agreement
FOR ALL CHILDREN PRENATAL TO SIX
Adair, Casey, Clinton, Wayne, Monticello Independent, Russell, Green,
Taylor, McCreary, Campbellsville Independent, Cumberland, Pulaski,
Somerset Independent, Science Hill Independent, (including Preschool
Programs, Special Education and Related Services, and Kindergarten)
Agreement Cycle 2007-08 Effective July 1, 2007
DEVELOPED BY THE
Lake Cumberland Regional Early Childhood Interagency Transition Team (LCRECITT)
AND
The Kentucky Early Childhood Transition Project (KECTP)
Brenda.Mullins@uky.edu
www.transitiononestop.org
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
Table of Contents
1
2
3
4
5
6
7
Agreement Structure .............................................................................................................................. 3
1.1
Transition Vision/Scope for Lake Cumberland Area Development District area ..................................... 3
1.2
Mechanism for Monitoring Timelines for Agreement ........................................................................... 3
1.3
Authority ......................................................................................................................................... 4
1.4
Agencies and Contact Information Section......................................................................................... 6
Policies and Procedures ......................................................................................................................... 7
2.1
Policies and Procedures .................................................................................................................. 8
Agreement Signatures of Collaborative Partners ..................................................................................... 36
Appendix ............................................................................................................................................. 37
Glossary.............................................................................................................................................. 38
Local Agency Contacts ......................................................................................................................... 42
Lake Cumberland First Steps/ Head Start/ EHS/Other Contacts ...................................................... 44
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
1 Agreement Structure
1.1
Transition Vision/Scope for Lake Cumberland Area Development District area
The Lake Cumberland Regional Early Childhood Interagency Transition Team (LCRECITT) is a group of regional
agency representatives working together as a team to provide guidance to community early childhood transition
teams as they strive to improve programs/services for children (prenatal to six years) and their families. This
agreement will establish predictable guidelines for each agency to follow as they develop a seamless system of
transition for young children from differing transition points.
We believe that every child and family is unique. We will collaborate in an organized effort to promote each
agency’s capacity as they endeavor to meet individual needs of children and families (prenatal to six) with effective
transition planning.
All the parties to this agreement will be referred to as agencies with the exception of “families” which could include
parent, guardian, or designated caregiver such as grandparent, etc.
The term “lead agencies” apply to the Kentucky agencies required to serve children with disabilities birth-three
(Public Health – First Steps), and at the 3rd birthday (Kentucky Department of Education – local education
agencies).
1.2
Mechanism for Monitoring Timelines for Agreement
The first agreement cycle will be effective July 1, 2007 and run through June 30, 2008. When agreements are
updated, the agreement cycle will be inserted on the cover page.
The Lake Cumberland Early Childhood Interagency Transition Team (LCECITT) will submit a draft to the
Community Early Childhood Council (CECC), the Wilderness Trail/Upper Cumberland Education Cooperatives and
Lake Cumberland DEIC by February 1, 2007 for comment and recommendations. The Education
Cooperatives/CECC/DEIC Chairs will facilitate review and discussion with respective councils and provide feedback
to the KECTP Director before April 15, 2007 for finalization.
Transition should be a regular agenda item for Community Early Childhood Councils, the Lake Cumberland Primary
Service Coordinators (PSC), Lake Cumberland DEIC, Wilderness Trail Special Education Cooperative, and the
Lake Cumberland Child Care Resource and Referral Agency meetings. Ongoing opportunities for training on
effective transition planning should be provided for early childhood providers and families. The Lake Cumberland
DEIC meets the first Wednesday of the month quarterly (March, June, September, and December from 1:00 to 3:00
pm).
The First Steps Program Consultant will be responsible to present concerns, consideration for changes, problems
and training issues related to the implementation of this agreement at the Quarterly PSC meetings. All parties of
this agreement may call the First Steps Program Consultant to request certain information to be shared at the PSC
meeting.
Families and professionals participating in the transition process will be asked to evaluate the process. Survey
information gathered on the success of the process will be brought to the annual review meeting held each year in
February. This meeting will be convened by the Regional Conveners stated in the KY EC Interagency Transition
Agreement. Local agreements should also be reviewed annually during March. Conveners at the local level are
designed also in the above agreement.
A family and agency satisfaction survey sample questions template (Appendix A) has been developed and
questions from the surveys or other transition focused questions may be utilized within existing surveys by agencies
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
1.3
and programs. The First Steps Parent Consultant will report to the Transition Committee and Lake Cumberland
DEIC the Part C survey findings through CBIS and areas for revision consideration. The Cooperatives would share
preschool parent survey data. Others would bring their embedded transition question responses for consideration.
The LCECITT and Lake Cumberland DEIC will act upon the results as appropriate.
Following each annual review of the agreement, the regional agreement should be disseminated through
appropriate channels to assure changes are noted, training provided as needed, etc. Local communities will then
review the regional agreement and make appropriate changes to local addendums as needed. An electronic copy
of regional and local agreements should be sent annually to KECTP Office for posting on
www.transitiononestop.org. Local councils are asked to train local staff on the procedures, and obtain signatures of
support on the Local Community Commitment form (Form K, Local Community Commitment).
Authority
All components of this interagency agreement are in compliance with federal and state regulations that oversee
Part B and C. This document complies with related laws and their accompanying regulations to protect against
discrimination toward children with disabilities. This agreement enhances and supports local school district
procedures, Head Start Performance Standards and First Steps requirements.The responsibilities and activities
delineated in this agreement are referenced and supported in the following state and federal statutes/mandates and
policies:
Individuals with Disabilities Education Act (IDEA)/Individuals with Disabilities Education Improvement Act of 2004
Public Law 103-230: Developmental Disabilities Assistance and Bill of Rights Act Amendments of 1993
Title XIX: Medicaid, and Title V: Maternal and Child Health, of the Social Security Act
Kentucky Administrative Regulations: 619 Special Education and Kentucky Preschool www.eduation.ky.gov
Kentucky Administrative Regulations: First Steps http://chfs.ky.gov/dph/firststeps.htm
KRS Chapter 200: Section 4 Community Early Childhood Council
Public Law 93-644: The Head Start Community Partnership Act
Americans with Disabilities Act (ADA)
Smart Start Legislation
Section 504 of the Rehabilitation Act of 1973
The National Governors Association (NGA Task Force on School Readiness Final Report)
Child Abuse Prevention & Treatment Act (CAPTA)
No Child Left Behind (NCLB)
Health Insurance Portability Accountability Act (HIPAA)
FERPA
Kentucky regulations may be accessed at: http://lrc.state.ky.us/kar
All others may be accessed from the KY EC Interagency Agreement posted on www.transitiononestop.org
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
The lead agencies for IDEA are (1) the Cabinet for Health and Family Services, Adult and Child Health
Improvement, Early Childhood Development Branch, First Steps – Kentucky’s Early Intervention System for birth
through age two (Part C)*** and (2) the Kentucky Department of Education, Exceptional Children’s Services, local
school districts for eligible children beginning at the 3rd birthday (Part B, Section 619) and Office of Early Childhood
for eligible Preschool children.
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
1.4
Agencies and Contact Information Section
*denotes Transition Team member
Last Name
*VANCLEAVEBELL
BROOKS
*BUSHER
First Name
NICOLE
*CASSIDY
CAROL
CARROLL
ANN
MELISSA
COCHRAN
*COMLEY
*CUNDIFF
GAY
*HARRELL
KISER
JOLENE
LINDA
TISHANA
TAMMY
KATHERINE
DIANE
MARTIS
SANDY
REYNOLDS
AMY
*STEELY
BOWLING
*WILLIAMSON
REBECCA
BELINDA
PENNY
Revision Date: June 2007
Agency
EARLY CHILDHOOD MENTAL
HEALTH - ADANTA
BEREA RTC
EKCCC
Address
PO BOX 710
City
JAMESTOWN
St.
KY
Zip
42629
email
nvancleav@adanta.org
PO BOX 159
2371 MONTICELLO ROAD
BEREA
SOMERSET
KY
KY
40403
42501
carol.brooks@berea.kyschools.us
carrollannbusher@ekccc.org
CCSHCN
401 BOGLE ST.
SUITE 104
PO BOX 659
PO Box 159
1922 N US 127
SOMERSET
KY
42503
Melissar.cassidy@ky.gov
LIBERTY
BEREA
LIBERTY
KY
KY
KY
42539
40403
42539
3221 WOODS CREEK RD.
LIBERTY
KY
42539
jolene.cochran@ky.gov
Linda.comley@berea.kyschools.us
tishana.cundiff@casey.kyschools.us
Tammy.gay@ky.gov
sierrafarm@earthlink.net
Diane.kiser@lpnt.net
P&P OFFICE DCBS
BEREA RTC
DOSE/Preschool Director
REGIONAL FRYSC
KY SPIN
LAKE CUMBERLAND PARISH
NURSING PROGRAM
Lake Cumberland Health Dept.
HSTAR
smardis@c.kyhs.org or
smardis@ckyhs.org
Amy.reynolds@LPNT.net
LAKE CUMBERLAND REGIONAL
MEDICAL CENTER
WTE COOPERATIVE
FIRST STEPS EVALUATOR
CCSHCN 110 JOHNSON LANE
707 NORTH SECOND ST.
CCSHCN 110 JOHNSON LN
BARBOURBILLE
RICHMOND
BARBOURVILLE
KY
KY
KY
40906
40475
40906
REBECCA1.STELLEY@KY.GOV
BELINDA.BOWLING@kedc.org
Pennys.williamson@ky.gov
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Lake Cumberland Regional IA 2007-08
2 Policies and Procedures
A. Recruitment/Child Find/Outreach
B. Family Supports/Community Connections
C. Eligibility Determination/Individual Planning/Placement
D. Transition Conference
E. Referral Process
F. Identification and Evaluation
G. Implementation and Follow Up
1. Parent Training Network: Family Resource Centers, KY SPIN, First Steps Parent Consultant,
Berea Parent Resource Center
2. LEAD AGENCY BIRTH – 3, Kentucky Early Intervention System: First Steps
3. Regulated (certified and licensed) and Registered Providers Through CCAP - Child Care:
Eastern KY Child Care Coalition Resource and Referral (CCR&R)
4. Medical Community: Lake Cumberland District Health Department, Lake Cumberland Regional
Hospital, Commission for Children with Special Health Care Needs, Early Childhood Mental Health
5. Early Childhood Partners:
Federal Programs: Lake Cumberland Head Start
State Programs: Community Based Services, Community Early Childhood Councils, Parents as
Teachers, Family Resource Center
6. LEAD AGENCY 3-21: Local Education Agencies: Adair, Casey, Clinton, Wayne, Monticello
Independent, Russell, Green, Taylor, McCreary, Campbellsville Independent, Cumberland,
Pulaski, Somerset Independent, Science Hill Independent, (including Preschool Programs, Special
Education and Related Services, and Kindergarten)
7. Technical Assistance Providers: Wilderness Trail Education Cooperative (WTEC), Kentucky
Early Childhood Transition Project (KECTP),Berea Regional Training Center, Healthy Start in Child
Care
8. Other Local Initiatives: Private preschool and elementary schools, Public Libraries
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
2.1
Policies and Procedures
A. The agencies shall support mutual Recruitment/Child Find/Outreach.
Policy
Procedures
A1. The Parent Training Network will promote
A1.1 The parent training network supports distribution of information to families to fully inform them
mutual recruitment/child find/outreach across
about early care and education program options (includes all prenatal to age six opportunities) and
programs.
community resources.
A1.2 The parent training network will support parents with selection criteria of agency options who
could participate in planning for transition and participate in transition meetings, referral meetings, etc.
upon request.
A1.3 The parent training network will support building knowledge base of community program options
with families through public awareness efforts and across programs (include all parent groups
(including foster and adoptive), homeless family shelters, clinics, Community Based Services, etc.).
A1.3a Families are encouraged to participate in local transition activities (e.g. the Back to School
Bash, Open Houses at each local elementary, advertisements in newspapers concerning events for
families, embed information into newsletters for child care centers, Head Start, parents As Teachers,
Public Library, Toddler Time, maintain a resource library at the FRC, and parent trainings).
A1.4 The parent training network commits to attending professional development and training at
local/regional/state levels to be able to collaborate more knowledgeable at the local level.
A1.5 The parent training network will increase collaboration and communication between and among
agencies by implementing the Regional Interagency Agreement and/or Transition Plan and support
local efforts.
A1.6 The parent training network will work with interagency partners to inform local physicians and
other agencies that are not currently participating in the transition process regarding the interagency
agreement and resources.
A1.6 The FRC may attend Transition Conferences and ARC meetings upon request by either First
Steps or local school district Preschool/Kindergarten.
A2. The Lead Agency B-3, First Steps will
A2.1 First Steps will guide the early intervention transition process using family priorities and concerns
promote mutual recruitment/child find/outreach
as the focus in planning at all transition points, including program entry and exit.
across agencies.
A2.2 First Steps will provide information on a quarterly basis to local education agency Director of
Special Education for child find tracking purposes of potentially eligible 2-3 year old children using the
Non Identifying List and the electronic list. Children go on the list when they enter the First Steps
system. The PSC’s send the NIL directly to the district contact and to the Disability Specialist with
Head Start and the electronic list is sent from CBIS/KDE.
A2.3 First Steps will screen children in the intake process and provide information regarding other
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
A3. Child Care programs will promote mutual
recruitment/child find/outreach activities across
agencies.
Revision Date: June 2007
resources if child does not show need for further evaluation. Agencies may obtain an individual
screening and/or evaluation for any child suspected of a potential disability or developmental by
contacting First Steps Point of Entry for children under two years 10.5 months- children older should
be directed to local education agency, Director of Special Education.
A2.4 First steps will provide information to parents about the transition process steps and
agencies/programs which provide services including information about the school district role as the
lead agency for preschool services at the 3rd birthday.
A2.5 First Steps will support and promote the inclusion of families and a broad range of referral
sources in public awareness efforts including programs such as parent groups; homeless family
shelters; clinic and other health service related offices; public schools/officials and staff in the
Community Based Services (CBS).
A2.5a First Steps will support child find activities such as face-to-face contacts, brochures, DEIC
committee activities such as Baby Fest, and booths at local functions.
A2.7 Adhere to regulations.
A3.1. The Child Care community will encourage planning for entry and exit within all licensed and
certified child care programs to help children and families understand program expectations.
A3.2. Entry: Directors of programs are encouraged to meet with parent/guardian and provide parent
handbook, assist in completion of parent application, support submission of current immunization
certificate. Parent/child should be provided an opportunity to tour the facility and observe activities
provided to children at the program as an orientation prior to official enrollment.
A3.3. Programs should consider a screening process for all children. This would include staff training,
collaboration with agencies who provide community screenings, and explore development of an
ongoing assessment system (selecting a screening/assessment) using the recommendations from the
KY Continuous Assessment Guide.
A3.3a When initial screening/assessment systems are in place and implemented for children,
program should share information results with parents and share ongoing through the year with
updates. Programs are encouraged to provide developmental updates (e.g. Progress Reports or
parent conferences twice annually).
A3.4. Exit: A regional goal would be for every program to provide or have access to a
screening/assessment system. Programs would review assessments/screenings and provide
information to the school or program for which the child will be entering. Programs may encourage
parents to participate in summer orientations, visitation, or any transition activity offered by a receiving
agency.
A3.5. The child care community will provide information to families about quality child care and other
community programs.
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Lake Cumberland Regional IA 2007-08
A4. The Medical Community will mutually
support recruitment/child find/outreach activities
agencies.
A5. The Early Childhood Partners State and
Federal Programs will mutually support
recruitment/child find/outreach across agencies.
Revision Date: June 2007
A3.6. The child care community will encourage notification of First Steps and school district of
potentially eligible children B-5, with parental permission. Child Care will participate as requested in
transition Conferences/referral meetings.
A3.7. The child care community will support and promote the inclusion of families and a broad range
of referral sources in public awareness efforts (s) including programs such as parent groups; foster
families; homeless family shelters; clinic and other health service related offices; early intervention;
public schools/officials and staff in the Community Based Services (CBS).
A3.8. The child care community will support community awareness of transition by supporting and
implementing the Regional Transition Plan/interagency agreement for the Lake Cumberland area.
A3.9. The child care community will adhere to licensing requirements and promote STARS
participation.
A4.1 The medical community will encourage planning for entry and exit of all programs.
A4.2 The medical community will provide information to families about community programs (e.g. link
to CCR&R for quality child care, HANDS for first time parents, or Community Based Services for
housing, home energy needs and similar programs).
A4.3 The medical community should notify First Steps or local school district of potentially eligible
children birth to six, after a screening showing potential needs, with parental permission.
A4.4 The medical community is encouraged to support community recruitment activities (i.e. joint
screening, Health Fair, etc.).
A4.5 The medical community will support and promote the inclusion of families and a broad range of
referral sources in public awareness campaigns(s) including programs such as parent groups;
homeless family shelters; clinic and other health related offices; early intervention; public
schools/officials, staff in the Community Based Services, etc.
A4.6 HANDS provides an opportunity for first time mothers/fathers to participate in the HANDS
program which assures community outreach efforts are made to work with collaborative partners (HD,
HS, CBS, hospitals, pediatricians, OB/GYNs, parents, FRYSC, Mental Health Centers, First Steps,
faith community, Even Start, KYAE – Family Literacy Services, and early childhood partners) in order
for services to be initiated during prenatal period until an infant is two years old.
A4.7 The medical community should explore collaboration between HANDS/FRC for dual efforts
regarding pregnant teens.
A4.8 Adhere to regulations.
A5.1 Early Childhood partners will encourage agency planning for entry and exit of programs.
ENTRY HS: During registration, HS creates a Family Partnership Agreement with parents to provide
family information and determine possible needs. Families are provided information/resources in the
community and connected to resources of choice with referrals. LCHS provides a family resource
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Lake Cumberland Regional IA 2007-08
book to every family during registration. HS provides Community Based Services with a parenting
class schedule for fall and spring sessions and provides transportation, child care and meals.
EXIT HS: Head Start schedules a one day visit for HS students to participate in kindergarten
classroom activity that includes lunch participation at school. The parent is contacted to determine
school of choice for kindergarten enrollment. The kindergarten teacher is contacted to schedule and
parent notified of dates and invited to accompany their children and obtain signed permission.
Orientation information from Kindergarten is shared with parents. HS provides a summer activity
packet including pictures of children with their kindergarten teacher, developmentally appropriate
activities for parent and child, and a daily calendar. A parent meeting schedule is in April with
kindergarten teachers invited to attend and provide information to parents about preparing children for
entry.
A5.2 Early Childhood partners are encouraged to provide a comprehensive listing of resources and
information to families and the community at large.
A5.2a The CECC provides a communication mechanism for early childhood, tracks agencies within
county regarding staff turnover/up-dating council of changes and provides listing to agencies. CECC
also supports local/state trainings through collaboration. Parents are included in the council and all
agencies serving young children are invited and encouraged to attend.
A5.3 Early Childhood partners promote tracking of potentially eligible children enrolled in Head Start
using a parent release form during intake process obtained at entry to expedite transfer of information
to the local school district, other districts when child moves; and other states.
A5.4 Early Childhood partners support community recruitment activities (e.g. joint screening, etc.)
A5.5 Early Childhood partners will, with parental permission, notifies First Steps and school district of
potentially eligible children B-5 and notifies prenatal agencies, others as appropriate.
A5.6 Early Childhood partners will support and promote the inclusion of families and a broad range of
referral sources in public awareness campaign (s) including programs such as parent groups; foster
parents; homeless family shelters; clinic and other health services related offices; early intervention
programs; public schools/officials, etc.
A5.7 Adhere to and provide guidance on state and federal regulations.
A5.7a ENTRY: KYHFS/DCBS – Transition is introduced in the Family Team Meetings with the
KYHFS/DCBS reviewing available information regarding the child’s developmental or educational
background. KYCHFS/DCBS contacts an appropriate service provider, teacher or school staff.
member to gather information. KYCHFS/DCBS (in cooperation with the caregiver) maintains contact
with the child’s early intervention service provider or school staff to: (a) Determine the child’s level of
functioning; (b) identify current or potential problems; and (c) Review the progress report or report
card. KYCHFS/DCBS facilitates an education assessment through the local education agency (LEA)
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
A6. The Lead Agency 3-21: local education
agencies – preschool programs, Special
Education program, Kindergarten Programs will
mutually support recruitment/child find/outreach
across agencies.
Revision Date: June 2007
to be completed and submitted to the court of competent jurisdiction within sixty (60) school days of
commitment.
A6.1 The lead agency will promote planning for transition entry and exit of preschool and kindergarten
programs across the county.
A6.2 TRACKING: Promote tracking of potentially eligible children enrolled in the First Steps system by
preschool.
A6.3 Promote tracking of potentially eligible children enrolled in Head Start using a parent release
form during intake process obtained at entry to expedite transfer of information for preschool program.
A6.4COMMUNITY AWARENESS HS Blended: Promote community awareness of
registration/screening activities for preschool and kindergarten. (e.g. Flyers, radio, newspaper, inserts
at the grocery store, health department, doctors offices, dentist, local country stores, inserts in bank
statements, use the eligible 3-4 year old list from Cabinet of Family Services with an application sent
to each family, local billboards, posters/flyers distributed to each elementary school, Hispanic Liaison
at HD, local board Hispanic Liaison to help with recruitment of Hispanic/Latina population, active
recruitment/face to face encounters).
A6.5 The lead agency will support and promote the inclusion of families through a broad range of
referral sources in public awareness campaign(s) including programs such as parent groups; foster
parents; homeless family shelters; clinic and other health services related offices; early intervention;
staff in Community Based Services, etc.
A6.6 SCREENING: STEPS FOR CHILDREN OVER THREE: Individual screenings may be requested
from any agency or parent by contacting the local education agency for children over three years of
age (First Steps will link family to school district if child is 2 years 10.5 months or older). Other
agencies (i.e. Head Start, child care, Community Based Services, Health Department, a parent) who
wish to refer a child age 3 or older with a suspected disability or delay should call the district contact
person. The school district is then responsible to follow Child Find procedures to determine for what (if
any) services this child may quality.
A6.7 ENTRY: Specific to Community – i.e. Registration for preschool/entry, schedule time for
registration, appointment for assessment, a home visit is scheduled and then student assessment
with an approved instrument from the Continuous Assessment Guide in a small group setting (i.e. 5
students per day) is completed. After assessment, student begins regular sessions. Lake Cumberland
HS follows the same procedure with doing home visits first to allow Family Advocate to support.
preschool families. Beginning 2006-07 school year, schedule four year old students on the day that
Head Start Family Advocate can be present to fulfill HS requirements whenever scheduling allows.
A6.8 REGULATORY ASSURANCES: Assure provision of information as requested about programs
and services available as part of FAPE for potentially eligible children.
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Lake Cumberland Regional IA 2007-08
A6.9 Adhere to all federal and state regulations. The KCMP data system will track the percentage of
children with disabilities who have their IEP in place by their 3rd birthday.
A6.10 EXIT: Specific to Community – i.e. to exit preschool program, student participates in transition
activities during the second semester of school. Students visit the Kindergarten classroom (1-5)
students per day and participate in an appropriate activity during the last month of school. Students
participate in lunch time to transfer from family style to community style lunches. They have a 20
minute lunch break for 4X a week for 2-3 weeks. All activities are dependent on school closing date.
A7. The Technical Assistance Providers will
A7.1 The TA providers will support in providing learning opportunities and distribution of information
mutually support recruitment/child find/outreach regarding recruitment/child find/outreach strategies across agencies and promote collaboration
across agencies.
between and among agencies (includes all prenatal to age six programs).
A7.2 The TA providers will support community efforts with emphasis on importance of locating area
program options/community resources and building family capacity of appropriate selection criteria of
options.
A7.3 The TA providers will embed into training opportunities the child find specifics (call First Steps for
children under 3; local school district for children over three) and offer screening training as requested
to assist programs in making appropriate referrals.
B. The agencies shall promote Family Supports/Community Connections across programs.
Policy
Procedures
B1. The Parent Training Network will educate
B1.1 The network of parent trainers will encourage and educate families to participate as appropriate
families regarding program/community supports,
in the development of a program or individual transition plan for entry and exit into programs.
access to resources and encourage utilization of
B1.2 The network of parent trainers will encourage participation in community awareness activities
local agency resources as needed.
about programs, and stress the importance of transition through participation in local interagency
agreements with agencies.
B1.3 The network of parent trainers will utilize the Building a Strong Foundation for School Success:
the Kentucky Early Childhood Standards Parent Guides with families.
B1.4 The network of parent trainers will encourage families to take advantage of other family/child
learning opportunities across programs.
B1.5 The network of parent trainers will distribute information to families to support parents becoming
fully informed about the regulations governing/serving children with disabilities.
B2 The Lead Agency B-3 – First Steps will
B2.1 First Steps will participate in the development of interagency agreements and community
educate families regarding program/community
transition plans in collaboration with appropriate community agency representatives.
supports, access to resources and encourage
B2.3 First Steps will plan and implement a coordinated continuum of activities to support the parent
utilization of local agency resources as needed.
interaction with their child and skill development to support transition using the Consultative Model.
B2.4 First Steps will develop and implement strategies for families to support transitions across
environments.
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
B3. Child Care: Regulated Child Care and
registered providers through CCAP will educate
families regarding program/community supports,
access to resources and encourage utilization of
local agency resources as needed.
B4. The Medical Community will educate families
regarding program/community supports, access
to resources and encourage utilization of local
agency resources as needed.
Revision Date: June 2007
B2.5 First Steps will advocate the use of the Building a Strong Foundation for Success: the KY Early
Childhood Standards, Parent Guides document across community programs to assure high quality
programs and services.
B2.6 First Steps will advocate use of the Building a Strong Foundation for Success: the KY Early
Childhood Quality Self Study across programs to assure high quality programs and services.
B2.7 First Steps will utilize the Step by Step Guide and Fire Side Chat Video/DVD with families to
prepare for the transition process steps (helping families understand the steps to services).
B2.8 First Steps will promote and support collaboration among and between interagency partners in
Early Lake Cumberland Head Start, HANDS, and other early care and education programs through
community transition planning efforts.
B3.1 The child care programs are encouraged to plan for entry and exit of all children and families
with connections to receiving agency program.
B3.2 The child care programs support participation in the development of interagency agreements
and community transition plans in collaboration with appropriate community agency representatives
and promote and support collaboration with all agency programs through community transition
planning efforts.
B3.3 The child care programs encourage planning and implementation of a coordinated continuum of
activities to support the parent interaction with their child and skill development to support transition.
B3.4 The child care programs support the development and implementation strategies for families to
support transitions across environments.
B3.5 The child care programs advocate the use of the Building a Strong Foundation for Success: the
KY Early Childhood Standards, Parent Guides document across community programs to better
support family and child interaction.
B3.6 The advocate the use of the Building a Strong Foundation for Success: the KY Early Childhood
Quality Self Study across community programs to assure high quality programs and services.
B3.7 The child care programs encourage participation in the development of an individual transition
plan with typically developing children and their families as appropriate.
B3.8 The child care programs will provide information to receiving agency upon request (with parental
permission) such as immunization certificate, etc.
B4.1 The medical community programs support planning for entry and exit of all children and
families with connections to receiving agency program.
B4.1a Programs such as Healthy Start in Childcare or Early Childhood Mental Health (ECMH)
participates in health fairs as requested and provides consultation to day care providers as needed.
B4.2 The medical community programs support participation in the development of interagency
agreements and community transition plans in collaboration with appropriate community agency
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Lake Cumberland Regional IA 2007-08
B5. The Early Childhood Partners will educate
families regarding program/community supports,
access to resources and encourage utilization of
local agency resources as needed.
Revision Date: June 2007
representatives and promote and support collaboration with all agency programs through community
transition planning efforts.
B4.3 The medical community programs support planning and implementation of a coordinated
continuum of activities to support the parent interaction with their child and skill development to
support transition.
B4.4 The medical community programs support development and implementation of strategies for
families to support transitions across environments.
B4.5 The medical community programs advocate the use of the Building a Strong Foundation for
Success: the KY Early Childhood Standards, Parent Guides document across community programs to
support families with parent-child interaction.
B4.5a Healthy Start provides parent tip sheets to parents after monthly classes.
B4.6 The medical community programs support the use of the Building a Strong Foundation for
Success: the KY Early Childhood Quality Self Study across community programs to assure high
quality programs and services.
B4.7 The medical community programs encourage participation in the development and
implementation of individual transition planning efforts for child/family as appropriate.
B4.7a CCSHCN will support CBS Foster Care medically fragile infants with appropriate services per
mandate.
B5. 1 The early childhood partners support planning for entry and exit of all children and families with
connections to receiving agency program.
B5.1a PARENTS AS TEACHERS (if available in community) For programs 0-5: We commit to
providing parents with awareness of program through visitation, calls, literature; flyers to agencies for
community awareness of PAT; stay connected to First Steps/school district through phone calls;
attend meetings for collaboration with local library for “Toddler Time” – reading, group activity, games,
nutrition, parent/child activities; pledge to promote, expand, and enhance services that improve the
quality of life for all children and families in the Parents as Teachers Program.
B5.2 The early childhood partners support participation in the development of interagency
agreements and community transition plans in collaboration with appropriate community agency
representatives and promote and support collaboration with all agency programs through community
transition planning efforts.
B5.3 The early childhood partners support planning and implementation of a coordinated continuum
of activities to support the parent interaction with their child and skill development to support
transition.
B5.4 The early childhood partners support development and implementation of strategies for families
to support transitions across environments and support referrals.
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Lake Cumberland Regional IA 2007-08
B6. The Lead Agency 3-21 - The local education
agencies- Special Education; Preschool Program;
and the Kindergarten (P1) programs will educate
families regarding program/community supports,
access to resources and encourage utilization of
local agency resources as needed.
B7 The Technical Assistance Providers shall
promote Family Supports/Community
Connections across programs.
Revision Date: June 2007
B5.5 The early childhood partners advocate the use of the Building a Strong Foundation for Success:
the KY Early Childhood Standards, Parent Guides document across community programs to assure
high quality programs and services.
B5.5a HEAD START: The Building a Strong Foundation for School Success: KY EC Standards are
matched up with Head Start Performance Standards Child Outcomes. These are mandated by the
federal government so HS will utilize the Child Outcomes instead of the Standards Document in
conjunction with the Performance Standards.
B5.6 The early childhood partners support the use of the Building a Strong Foundation for Success:
the KY Early Childhood Quality Self Study across community programs to assure high quality
programs and services. Head Start uses the Prism Instrument.
B5.7 The early childhood partners encourage participation in the development and implementation of
individual transition planning efforts for child/family as appropriate.
B6.1 The local education agencies support planning for entry and exit of all children in preschool and
kindergarten (P1) programs and families with connections to receiving program.
B6.2 The local school programs support planning and implementation of a coordinated continuum of
activities in preschool and kindergarten programs to support the parent interaction with their child and
skill development to support transition.
B6.3 The local school programs support development and implementation of strategies in preschool
and kindergarten for families to support transitions across environments.
B6.4 The local school programs advocate the use of the KY EC Standards Parent Guides to promote
parent child interaction.
B6.5 The local school programs support the use of the Building a Strong Foundation for Success: the
KY Early Childhood Quality Self Study in preschool programs and across community programs to
assure high quality programs and services.
B6.6 The local school programs encourage preschool/kindergarten staff participation in the
development and implementation of individual transition planning efforts for any child/family as
appropriate.
B6.7 The local school districts are encouraged to connect families to local services.
B6.8 Families are supported with sources that address individual needs and with collaboration of
services from different agencies as needed (i.e. Home Health for speech, etc.).
B7.1 The technical assistance providers will train and encourage agencies to plan for entry and exit of
all children and families with connections to receiving agency program.
B7.2 The TA providers support participation in the development of interagency agreements and
community transition plans in collaboration with appropriate community agency representatives and
promote and support collaboration with all agency programs through community transition planning
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Lake Cumberland Regional IA 2007-08
efforts.
B7.3 The TA providers encourage planning and implementation of a coordinated continuum of
activities to support the parent interaction with their child and skill development to support transition.
B7.4 The TA providers support the development and implementation strategies for families to support
transitions across environments.
B7.5 The TA providers will request from the State Transition Team a regional training with resources
provided to be held in Somerset within the 2006-07 implementation years (mid January or mid
February). The TA providers will then advocate the use of the Building a Strong Foundation for
Success: the KY Early Childhood Standards, Parent Guides document across community programs to
assure high quality programs and services and will train appropriately.
B7.6 The TA providers advocate the use of the Building a Strong Foundation for Success: the KY
Early Childhood Quality Self Study across community programs to assure high quality programs and
services and will train appropriately.
B7.7 The TA providers encourage participation in the development of an individual transition plan with
typically developing children and their families as appropriate.
C. The agencies will provide Eligibility Determination/Individual Planning/Placement in appropriate programs for children prenatal to six.
Policy
Procedures
C1. The Parent Training Network will provide
C1.1 The network of parent trainers will encourage and educate families on how to determine which
assistance to families in regard to eligibility
program best meets the needs of their child and family (e.g. child care, Lake Cumberland Head Start
requirements, individual planning for children, and /Child Haven, Lake Cumberland Head Start , Kentucky Preschool, etc.). Parent Trainers should
placement options for programs prenatal to six.
determine how to provide HS Full Utilization information as appropriate.
C1.2 The network of parent trainers will encourage and educate families to work with providers to
determine specific outcomes and objectives that should be included in their child’s transition plan,
IFSP or IEP after eligibility criteria is met.
C1.3 The network of parent trainers will educate families on appropriate written permissions related to
services.
C2. LEAD AGENCY BIRTH – 3, First Steps. The C2.1 ENTRY: First Steps will adhere to guidelines for eligibility, IFSP development and placement in
First Steps system will provide assistance to
natural environment.
families in regard to eligibility requirements,
C2.2 EXIT: First Steps will support families with information at regular intervals in the transition
individual planning for children, and placement
process regarding individual transition planning for their children, the steps to services, the differing
options.
eligibility requirements of community programs; options which could be available, including those
provided by local school districts for their children at the age of 3; seek to obtain parental permission
to invite the Part B representative to the Transition Conference as well as seek permission to make a
referral based upon appropriate timelines.
C2.3 First Steps will attend the Admissions and Release Committee meeting and provide child
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
C3. The Child Care programs will provide
assistance to families in regard to eligibility
requirements, individual planning for children, and
placement options.
C4.The Medical Community
will provide assistance to families in regard to
eligibility requirements, individual planning for
children, and placement options.
C5. Early Childhood Partners will provide
assistance to families in regard to eligibility
requirements, individual planning for children, and
placement options.
C6. LEAD AGENCY 3-21: The local education
agencies - Special Education; Preschool
Programs; Primary 1 (Kindergarten) Programs
will provide assistance to families in regard to
eligibility requirements, individual planning for
children, and placement options.
Revision Date: June 2007
specific information to assist in the determination of eligibility and development of the IEP by the
school district. When child is not eligible for special education and related services with the school
district, the First Steps Primary Service Coordinator will present other options for family consideration
and provide support to family in those transitions.
C3.1 ENTRY: The Child Care programs will follow program guidelines for intake and program
placement and support the families with information to make good decisions.
C3.2 EXIT: The Child Care programs will support families in identification of receiving agency
programs; and provide information to assist with the determination of eligibility process based on
agency guidelines.
C4.1 ENTRY: The medical community agencies will follow program guidelines for intake and program
placement.
C4.2 EXIT: The medical community agencies will support families in the identification of receiving
program; and provide information to assist with the determination of eligibility based on agency
guidelines.
C5.1 ENTRY: The early childhood partners will follow program guidelines for intake and program
placement.
C5.1a ECMH: children B-5 identified with social emotional or mental health needs which may not
addressed in other programs may be eligible.
C5.1b Parents as Teachers have no income guidelines – part of the Family Resource Center
component for families in training.
C5.2 EXIT: The early childhood partners will support families in the identification of receiving program;
and provide information to assist with the determination of eligibility based on agency guidelines.
C6.1 ENTRY: Local school districts Preschool and Kindergarten programs will determine eligibility
and placement according to federal, state and district guidelines.
C6.2 EXIT: Local school districts (preschool and kindergarten) programs will support families in
transition and/or identification of receiving program (e.g. moving to another county/state) and provide
information to assist with the transition/eligibility process.
C6.3 ENTRY OF FIRST STEPS CHILDREN: The local school district will assure the school district
contact person schedules and convenes the Admissions and Release Committee meeting to act upon
the referral, review evaluations and if needed, develop an evaluation plan, schedule and convene
another ARC to determine eligibility, if eligible, develop the IEP, and determine placement in the Least
Restrictive Environment (LRE). If not eligible, school district representative will assist the PSC in the
discussion of local community options and document accordingly.
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C7. Technical Assistance Providers will provide
guidance to families and professionals in regard
to eligibility requirements, individual planning for
children, and steps in the transition process.
C7.1: Transition material will be embedded within current training and educational opportunities as
appropriate.
C7.1a Healthy Start provides programs on health, safety and nutrition 0-5 years of age for Head Start,
daycares, and individual preschools as requested.
C7.1b ECMH will provide training regarding social emotional component as needed to early care and
education community staff.
C7.1c KECTP has trainings developed regarding the special education steps to services available to
programs upon request. Other information regard eligibility, individual planning and steps is available
at the www.transitiononestop.org.
D. The agencies will support the Transition Conference for the purpose of transition planning for Kentucky children.
Policy
Procedures
D1. The parent training network will support the
D1.1 The parent training network will encourage and educate families on the importance of granting
Transition Conference and individual transition
permission to hold a transition conference when asked by First Steps, Lake Cumberland Head
planning.
Start/preschool programs, or early childhood partners who feel transition planning could benefit the
child/family.
D1.2 The parent training network will encourage and educate families to actively seek and participate
in transition planning activities and ask for a transition conference and/or information prior to all
transition points.
D1.3 The parent training network will encourage families to consider all service options available
through various agencies - ask for representatives of involved/potentially involved agencies to be
included in transition planning.
D1.4 The parent training network should educate families on the importance of providing child specific
information to support transition planning efforts.
D2. LEAD AGENCY B-3 First Steps: The First
D2.1 The First Steps PSC and providers will begin the formal transition process at or near the child’s
Steps Program will support families with transition 2nd birthday or when the parent expresses priorities and concerns about transition.
planning through a transition conference and
D2.2 The First Steps Primary Service Coordinator (PSC), the family, and providers will develop a
development of a transition plan as a part of the
transition plan when the family indicates transition as a priority or concern (following the instructions
IFSP.
for regulatory assurance).
D2.3 The First Steps providers will advise the family of the need for their permission to convene the
Transition Conference for First Steps children who potentially could be eligible for Special Education
and Related Services at the 3rd birthday and relate the importance of including the school district. The
local education agency will participate in transition planning conferences arranged by the
designated lead agency...” (Part B section 612[9])
D2.3a With parental permission (Form A - Authorization of Release of Information Form found in
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
forms packet) the PSC/ISC will call the school district contact person 35-40 calendar days prior to
target conference with 2-3 potential dates/times selected by the family and determine meeting
participants (e.g. current providers, child care, Head Start, or anyone parent wishes to attend). If the
child is dually served in First Steps and Early Head Start (EHS), the First Steps PSC will take the lead
in transition activities and coordinate responsibilities/facilitation with the EHS providers.
D2.4 The First Steps Primary Service Coordinator (PSC) will schedule and conduct the transition
conference (as close as possible to the 2 ½ year target) but more than 9 months and not later than 90
calendar days prior to the 3rd birthday. The PSC/ISC will develop the agenda with the family and the
family determines the meeting location.
D2.4a With parental permission, the First Steps PSC will chair the Transition Conference as a part of
the IFSP Review “6 months prior to the 3rd birthday”. If child is dually served, the First Steps PSC and
the EHS contact will co-facilitate discussion at meeting. If a child enters First Steps later than 2 years,
6 months old, but earlier than 2 years, 10.5 months, the Initial Service Coordinator (ISC) will schedule
the transition conference immediately following the development of the initial IFSP (with parental
permission).
D2.5 The PSC and the IFSP team will develop a transition plan based upon the family’s priorities and
concerns and include activities to prepare the family, the child, and potential receiving programs.
Strategies to support the individual child’s adjustment after transition will also be included.
D2.5a A transition plan will be developed during the transition conference. Meeting participants will
discuss and record responsibilities with timelines. This transition plan will include documented
activities (steps to services) to facilitate a smooth transition to a school experience and/or other
services, such as:
 planned visits to the classroom options;
 follow up efforts to answer questions the parent may have had (such as transportation or
parent involvement opportunities);
 training plans for the preschool staff (if staff will need specialized training to be prepared
to receive child, such as sign language, etc.);
 activities to prepare child and family for change;
 date to initiate referral and items which could support the referral process (vision
evaluation and hearing screening from primary care physician or health department,
etc.);
 and equipment needs (loan programs, etc.)
D2.5b During the IFSP Review, the family will share information about their child. The resources,
priorities, and concerns will be recorded. All the agencies will share options using a family friendly
approach. Other agencies participating in the transition meeting shall provide information regarding
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
eligibility and enrollment in their programs. Whether or not a parent decides at this meeting that they
prefer one agency’s program over another, or plans to initiate the referral process at the appropriate
time, the local school district is considered the “lead” agency in the determination of the need for
preschool services after an initiation of referral.
D2.5c The PSC/ISC will follow up with a notice of meeting letter or written notice to all participants of
the meeting within a minimum of 30 calendar days of the transition conference (Form B, Notification
of First Steps Meeting).
D2.5d If parent declines initial contact/transition conference with the school district representative, the
Primary Service Coordinator (PSC) will make a courtesy call to the district contact person. The PSC
will explain to the family the importance of exploring preschool as an option for their child, and the
need for timely transition planning to avoid a gap in services. The PSC will send a Refusal Notice
(Form H, Refusal Notice of Transition Conference)to the District representative regarding the NonIdentifying List number and continue to encourage family to explore preschool options.
D2.5e The PSC/ISC may track the transition process for each child by using the Transition Tracking
Form (Form D, Primary Service Coordinator Transition Tracking Form)
D2.6 First Steps will encourage families to give consent to provide child specific information to the
school district (transfer of records, etc.) and do so accordingly.
D2.6a The Primary Service Coordinator (PSC) will obtain a release of information (Section V, Form
A - Authorization of Release of Information Form) from the family for copies of records to be
transferred to the school district. The PSC will assist families with record transfer at the conference by
making copies of the child’s record for the family to give to the District contact person at the
conference, if they choose to do so. The PSC will encourage the family to establish a record keeping
system as a part of their transition planning process. Important items to include in the record transfer
are the last Individual Family Service Plan (IFSP), current (within one year) evaluations (PSL, Battelle,
etc), assessments and written progress reports, existing screening information, and the POE
Developmental/Social History.
D2.7 EXIT: First Steps will support family with information at regular intervals in the transition process
regarding individual transition planning for their child; differing eligibility requirements by community
programs; and options which could be available at the 3rd birthday, including the local school district
option as the lead agency at the 3rd birthday.
D 2.7a If a child enters First Steps after 2 years 10.5 months, ISC at the Point of Entry (POE) will, with
parent permission (Form A - Authorization of Release of Information Form), provide the family
with linkage to the school district contact through a letter and telephone call with identifying
information.
D2.8 Consistent with 707 KAR 1:300, each school district participates in transition planning
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
D3. The Child Care community will encourage
support of families with transition planning
through a transition conference and development
of a transition plan as appropriate.
D4. The Medical Community will encourage
support of families with transition planning
through a transition conference and development
of a transition plan as appropriate.
D5. The Early childhood partners will encourage
support of families with transition planning
through a transition conference and development
of a transition plan as appropriate.
Revision Date: June 2007
conferences for children with disabilities served by early intervention programs. School district
representatives provide information about free appropriate public education programs and services
available to children who are identified as eligible for such programs. School district representatives
also provide information about the process of referral, evaluation, determining eligibility and enrolling
in a public preschool program (steps to services).
D2.9 The PSC will send a copy of the IFSP Transition Plan (form in appendix) to meeting participants
no later than ten calendar days following the meeting.
D2.10 If a child has a summer birthday, discussion of referral should be considered by March 1 st.
D3.1 The Child Care programs will be encouraged to hold a transition conference for individual
children 6 months prior to exit from the program (e.g. kindergarten).
D3.2 The Child Care programs will be encouraged to develop a transition plan for family/child as
appropriate and provide opportunities for entry level kindergarten students such as “to eat lunch at the
school with kindergarten class”.
D3.3 The Child Care programs will provide information to receiving programs about appropriate
transition plan activities which would prepare the child, family and support the individual child’s
adjustment after transition.
D4.1 The medical community agencies will encourage programs to provide appropriate information
regarding medical issues to programs for transition planning purposes and encourage families to give
permission to allow them to participate in such information sharing.
D4.2 The medical community agencies will support the receipt of information from sending programs
about the child’s and/or family’s transition plan with appropriate action.
D4.3 The medical community agencies will advocate for programs to hold and/or attend the transition
conference by a partnering agency which serves same child/family to support child adjustment and
support access of other community resources as appropriate.
D5.1 The early childhood partners encourage participation in transition conferences held by early
childhood partners to provide description of available services and/or provide child specific
information (with parent permission).
D5.1a i.e. Parents as Teachers work with community agencies to promote early literacy and growth
and development.
D5.2 The early childhood partners encourage programs to convene a transition conference as needed
for child/family to develop a transition plan.
D5.3 The early childhood partners adhere to agency guidelines regarding development of a transition
plan as applicable (i.e. EHS/HS – transition conference for children 6 months prior to exit program).
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Lake Cumberland Regional IA 2007-08
D6. The local education programs – preschool
and Kindergarten will encourage support of
families with transition planning through a
transition conference and development of a
transition plan as appropriate.
D6.1 The school districts encourage programs to inform families of enrollment responsibilities based
on child’s eligibility prior to target transition, or offer opportunities at regular intervals regarding
transition planning.
D6.2 The local school districts encourages preschool and kindergarten programs to convene a
transition conference for any child/family for transition plan development as deemed appropriate.
D6.3 The local school districts will adhere to regulations regarding attendance of the transition
conference of First Steps children and provision of information such as a description of the continuum
of services, eligibility requirements, family rights and responsibilities, steps in the transition
process/steps to potential services, etc.
D7.1. The TA providers will embed transition planning into learning opportunities as appropriate.
D7. The Technical Assistance Providers shall
promote and encourage families and
professionals with transition planning through a
transition conference and development of a
transition plan as appropriate.
E. The agencies will support the Referral Process across programs.
Policy
Procedures
E1. The Parent Training Network will support
E1.1 The network of parent trainers will distribute information to families on the referral process steps
families through the referral process.
to community programs, including First Steps and the school district.
E1.2 The network of parent trainers will provide information to families on how to contact and what
would be needed to make a self-referral to any community agency/program (e.g. a concern about a
child’s developmental need, GED or child care assistance).
E1.3 The network of parent trainers will educate and encourage families to give permission to any
program to initiate a referral to another agency on their behalf to support the child or family when
appropriate (i.e. Child Care to First Steps; First Steps to Kentucky Preschool; Kentucky Adult Literacy
Program to Community Based Services, etc.).
E1.3a i.e. The FRC will participate in CECC meetings where agencies, such as First Steps share their
referral process.
E1.3b i.e. The FRC will develop a referral system for other agencies as a part of the “ONE STOP”
REFERRAL NETWORK and make referrals on behalf of families as appropriate.
E2. The Lead Agency B-3: The First Steps
E2.1 The First Steps providers will support and promote the inclusion of families and a broad range of
program will support the referral process across
referral sources in public awareness efforts (including programs such as homeless family shelters,
programs.
clinic and other health service related offices, public schools, and officials/staff in the child welfare
system).
ENTRY
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
E2.2 The First Steps program will follow regulations for the referral process, including the 45-day
timeline for services.
EXIT
E2.3 With parental consent, the First Steps Primary Service Coordinator will initiate a written
notification of referral to the local school district contact (lead agency) at least 90 calendar days prior
to the 3rd birthday.
E2.3aThe PSC/ISC will notify the local school district where a child resides of the potential
eligibility of that child for preschool services by completing the Notification of Referral Form F, Notification of Referral
by First Steps) and Referral for Suspected Disability (Form G, Referral for Suspected Disability).
Both forms will be forwarded to the school district’s contact, including the DOSE and Preschool
Coordinator if both are applicable (listed in appendix pages for local districts), at least 90 calendar
days before the child’s 3rd birthday. Additional information gathered since the Transition Conference
will be attached. If a child has a summer birthday, the PSC will provide the district representative with
the notification of referral and the completed referral no later than March 1 st of the year the child turns
3 to allow the district time to complete the referral process before the end of the school year.
E2.3b Upon receipt of the Notification of Referral, the district representative will implement local
policies and procedures for receipt of a referral in a timely manner consistent with 707 KAR 1:300
Child Find, Evaluation and Reevaluation. The PSC will be notified of receipt of the notification of
referral. (Form F, Notification of Referral by First Steps).
E2.4 If family does not give permission for the Primary Service Coordinator (PSC) to notify the school
district of the potential eligibility of the child for preschool services, the PSC will explain that a delay or
denial of this permission could result in a break in services when the child reaches age 3. First Steps
cannot provide services past the 3rd birthday and a referral with less than 60 school days of receiving
parental permission for evaluation could result in a significant break in services. The Refusal Notice
(Form H, Refusal Notice of Transition Conference) would be sent to the district contact.
E2.5 Other Recruitment Sources – Other agency representatives will notify age appropriate agencies
(Either First Steps if under 2 years 10.5 months and appropriate district Preschool Program if 2 years,
10.5 months or older) with basic identifying information when there is the potential that a child will
require preschool services. These agencies may telephone First Steps at 1-800 48-4279 ext. 15), or
the appropriate district representative with this information. Agencies may also complete a
Notification of Referral (Form F, Notification of Referral by First Steps) and forward to the district
representative to expedite the transition process if a screening tool has been completed and potential
problems are found.
E2.6 With parent consent, the First Steps Primary Service Coordinator will support the families with
referrals to community resources as appropriate.
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
E3. The Child Care community will support the
referral process across programs.
E4. The Medical Community will support the
referral process across programs.
E5. The Early Childhood partners will support the
referral process across programs.
Revision Date: June 2007
E3.1 The child care programs will support and promote the inclusion of families and a broad range of
referral sources in public awareness efforts (including programs such as homeless family shelters,
clinic and other health service related offices, public schools, and officials/staff in the child welfare
system).
E3.2 The child care programs will support the referral of families to community resources as
appropriate.
E3.2a To assist Child Find efforts with more appropriate referrals, agencies/and child development
programs should complete a screening (approved instruments found in the Continuous Assessment
Guide) in order to acquire related services as necessary. They can then complete a referral form and
forward to the district contact to expedite the transition process if a screening tool has been
completed and potential problems are found.
E3.3. The child care programs will support referral of any child with potential needs to First Steps
and/or the local school district (with parental permission and following other program guidelines) and
provide information to families regarding other referral sources as needs arise – or contact the
CCR&R for referral sources.
E2.4 Upon request, attend meetings with families and community agencies to discuss resources to
help families.
E4.1 The medical community will support and promote the inclusion of families and a broad range of
referral sources in public awareness campaigns (including programs such as homeless family
shelters, clinic and other health service related offices, public schools, and officials/staff in the child
welfare system).
E4.2 The medical community will support the referral of families to community resources as
appropriate.
E4.3. The medical community will support referral of any child with potential needs to First Steps
and/or the local school district (with parental permission and following other program guidelines). A
phone call with identifiable information is sufficient.
E5.1 The early childhood partners will support and promote the inclusion of families and a broad
range of referral sources in public awareness efforts (including programs such as homeless family
shelters, clinic and other health service related offices, public schools, and officials/staff in the child
welfare system).
E5.2 The early childhood partners will support the referral of families to community resources as
appropriate.
E5.3. The early childhood partners will support referral of any child with potential needs to First Steps
and/or the local school district (with parental permission and following other program guidelines).
E5.3a CBS will refer children under age 3 to First Steps (a) who are involved in a substantiated case
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Lake Cumberland Regional IA 2007-08
of child abuse or neglect; (b) or who are identified as affected by illegal substance abuse, or
withdrawal symptoms resulting from prenatal drug exposure (CAPTA); or (c) refer child who
experiences a substantiated case of trauma due to exposure to family violence (section 320 of Family
Violence Prevention and Services Act).
E6.1 The early childhood programs will support and promote the inclusion of families and a broad
range of referral sources in public awareness opportunities (including programs such as homeless
family shelters, clinic and other health service related offices, and officials/staff in the Community
Based Services).
ENTRY
E6.2 The local education agencies will receive and act upon written notification of referrals from First
Steps and/or early childhood partners through phone calls, etc.
E6.3 The local education agencies will support the family in the intake/referral process and other
steps needed to access preschool or kindergarten programs and/or services.
E6.4 The local education agencies will make referrals to early childhood partners based upon local
guidelines as appropriate (i.e. First Steps; Community Based Services; Early Lake Cumberland Head
Start /Child Haven, etc.
E6.5 The school district will schedule and conduct an Admissions and Release Committee meeting
(ARC) to act upon the referral.
E6.5a The district representative or designee will schedule an Admissions and Release Committee
(ARC) meeting with the parent of the child consistent with 707 KAR 1:340 Procedural Safeguards in
order to act upon a referral in a timely manner consistent with 707 KAR 1:300 Child Find, Evaluation
and Reevaluation.
E6.5b ARC membership includes the parents of the child, the preschool staff, Head Start staff, First
Steps PSC and First Steps providers/personnel as appropriate.
E6.5c The district representative will notify all invited participants of the date, time and location of the
ARC meeting with a written notice (Section V, Form I, Notice of Admissions and Release
Committee Meeting).
E6.5d The district representative or designee will conduct the ARC meeting with the understanding
that the family and professionals from other agencies may not understand the regulations and
process the school district must follow to determine whether to accept a referral, conduct an
evaluation and subsequently determine eligibility for specially designed instruction and related
services.
E6.5e When the ARC determines whether there is enough evidence to suggest that a child has a
disability and may require preschool services, the Committee will review existing assessment data to
determine what, if any additional testing is needed. The child will be assessed in all areas related to
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the suspected disability including, if appropriate, vision, hearing, and health, social and emotional
status, general intelligence, academic performance, communicative status and motor abilities. An
evaluation plan will be developed and the parent will be requested to provide informed written consent
for the evaluation. The LEA shall ensure that within sixty (60) school days following the receipt of the
parental consent for an individual evaluation of a child: (a) the child will be evaluated; and (b) if the
child is eligible, specially designed instruction and related services will be provided in accordance with
the IEP.
E6.5f The parent and PSC will be advised of the requirements for enrollment in the LEA program and
services at this ARC meeting, with the understanding that services may not begin until these due
process requirements are met, consistent with Kentucky Administrative Regulations.
E6. 6 The school district will conduct an evaluation and reconvene the Admissions and Release
Committee (ARC) to review the evaluation data and determine eligibility for preschool services no
later than the child’s 3rd birthday (or within 60 school days of receipt of the parental consent for
evaluation when a referral was not received by the district in time to complete the evaluation process
by the 3rd birthday).
E6.6a The school district will make arrangements to implement the evaluation plan with the parent
and others as appropriate.
E6.6b Upon completion of the tests and other evaluation activities, the ARC will determine whether
the child meets one or more of the eligibility categories (as defined in 707 KAR 1:280) to the extent
that specially designed instruction is required for the child to benefit from education (If additional data
is needed to make a determination the ARC will develop a plan to obtain this information).
E6.6c When eligibility is determined, the ARC will develop an Individual Education Program (IEP).
This may occur at this same meeting or another meeting may be scheduled so long as the timelines
listed above are met. The ARC will review the most recent IFSP before developing the IEP. The IEP
will include a statement of the child’s present levels of performance including how the disability affects
the child’s participation in appropriate activities, a statement of measurable annual goals, including
benchmarks or short term objectives and a statement of specially designed instruction, related
services and supplemental aids and services to be provided to the child.
E6.6d To ensure that to the maximum extent appropriate, a child with a disability is educated with
children who are not disabled, the ARC will consider a continuum of placements where the IEP can
be implemented. This continuum includes instruction in regular classes (Head Start, District Preschool
Program), special classes, special schools, home instruction and instruction in hospitals and
institutions. If a parent decides to place the child with a disability in a private school or program after
the District has offered a free appropriate public education, the District will not be required to pay the
cost of the private placement.
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Lake Cumberland Regional IA 2007-08
E6.6e If child is not found eligible for special education and related services, the PSC will help families
look for other options and resources found in the community.
EXIT
E6.5 The preschool and kindergarten programs will plan activities/strategies to support families and
child connections into entry programs.
E6.5a An emphasis will be placed on coordination between HS, Early Reading First, and other early
childhood programs and the public schools (Section 1120B of the Elementary and Secondary
Education Act Related to Transition – Public Law 107-110 – a.k.a., the No Child Left Behind Act of
2001), especially:
 with parent consent, send and receiving records
 establishing channels of communication
 conduction of meetings to discuss needs of individual children
 organizing/participating in joint transition related training of personnel
 linking educational services.
E6.6 The preschool and kindergarten programs will support families transitioning to another
county/state as appropriate.
E7.1 The TA providers will provide training and technical assistance to communities in regard to the
referral process upon request.
E7. Technical Assistance Providers will train and
support families and professionals in the steps of
the referral process across programs.
F. The agencies will support the Identification and Evaluation process across programs.
Policy
Procedures
F1. The parent training network will support
Fall The parent training network will provide information to families on the importance of providing
family participation in the identification and
permission to gather appropriate related information to assist in the identification and evaluation by any
evaluation process across programs.
agency working with their child/family.
F1.2 The parent training network will encourage/educate families on attendance to parent/teacher
conferences, IFSP meetings, ARC meetings or any opportunity to provide child specific information
about their child which would assist with the identification/evaluation process.
F1.3 The parent training network will provide information to families on the importance of giving
consent as appropriate to transfer records/evaluation information to an agency seeking to provide
services to their child (First Steps, CCSHCN, school district, etc.).
F1.4 The parent training network will educate families regarding the importance of active
participation/role of parent in the identification/evaluation process with an understanding of the
Kentucky Continuous Assessment Guide/Process.
F2. LEAD AGENCY B-3: The First Steps
F2.1 First Steps providers will collaborate with early childhood partners serving the child and family to
program will support family participation in the
provide continuity and reduce duplication of services.
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Lake Cumberland Regional IA 2007-08
identification and evaluation process across
programs.
ENTRY
F2.2 First Steps will follow program guidelines related to identification and evaluation.
EXIT
F2.3 The First Steps Primary Service Coordinator or designee will attend upon notice of meeting the
Admission and Release Committee (ARC) meeting to provide child specific information from the
sending agency.
F2.4 The First Steps Primary Service Coordinator will assist with evaluation data collection through a
transfer of records after obtaining parental permission.
F3. The Child Care community will support family F3.1 The Child Care community recommends to programs to explore the Building a Strong Foundation
participation in the identification and evaluation
for Success: Continuous Assessment Guide system for each program; and establish a system to
process across programs.
provide ongoing assessment of all children and design the program to meet the individual needs of the
children.
F3.2 The Child Care community recommends the selection of a screening tool for all children near
entry of program.
F3.3 After screening, if additional evaluation is recommended, the program should make a referral for
evaluation/identification (with parental permission) to the appropriate agency. (i.e. First Steps for
children under three; local school district for three and four year old children).
F3.4 The Child Care community supports involvement of the child care program with the lead agency
in the transition steps for any referral of a suspected disability throughout the identification and
evaluation process.
F3.5 The Child Care community encourages collaboration with early childhood partners serving the
child and family to provide continuity and reduce duplication of services.
F4. The Medical Community will support family
F4.1 The medical community recommends using the Building a Strong Foundation for Success:
participation in the identification and evaluation
Continuous Assessment Guide system for each program; establishing a system to provide ongoing
process across programs.
assessment of all children and designing the program to meet the individual needs of the children.
F4.2 The medical community recommends the selection of a screening tool or refinement of screening
process for all programs to include screening of all children near entry of program.
F4.3 The medical community supports referrals to lead agencies after screening if indication of need
for evaluation is identified.
F4.4 The medical community supports involvement of the program with the lead agency in the
transition steps for any referral of a suspected disability throughout the identification and evaluation
process.
F4.5 The medical community encourages collaboration with early childhood partners serving the child
and family to provide continuity and reduce duplication of services. We encourage collaboration with
community partners to tag team services and not duplicate services provided.
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Lake Cumberland Regional IA 2007-08
F5. The Early childhood partners will support
family participation in the identification and
evaluation process across programs.
F6. LEAD AGENCY 3-21: The local education
agency - Preschool Programs; Special
Education; Kindergarten Programs will support
family participation in the identification and
evaluation process across programs.
Revision Date: June 2007
F5.1 The early childhood partners recommend using the Building a Strong Foundation for Success:
Continuous Assessment Guide system for each program; establishing a system to provide ongoing
assessment of all children and designing the program to meet the individual needs of the children.
F5.2 The early childhood partners recommend the selection of a screening tool or refinement of
screening process for all programs to include screening of all children near entry of program.
F5.3 The early childhood partners support referrals to lead agencies after screening if indication of
need for evaluation is identified.
F5.4 The early childhood partners support involvement of the program with the lead agency in the
transition steps for any referral of a suspected disability throughout the identification and evaluation
process.
F5.5 The early childhood partners encourage collaboration with early childhood partners serving the
child and family to provide continuity and reduce duplication of services.
F6.1 The school district programs recommend using the Building a Strong Foundation for Success:
Continuous Assessment Guide system for each program; establishing a system to provide ongoing
assessment of all children and designing the program to meet the individual needs of the children.
F6.2 The school district programs recommend the selection of a screening tool or refinement of
screening process for all programs to include screening of all children upon entry of program.
F6.3 The school district programs adhere to regulations regarding referrals for evaluation and
identification based upon local established protocol and district guidelines.
F6.3a Each school district will adhere to the following guidelines for children referred for a suspected
disability:
a) Schedule and convene an ARC to review referral data (e.g. child specific information,
review IFSP (Sec.614(d)(2)(B) and other evaluations if referral is from First Steps), plan additional
evaluations if needed and obtain consent to evaluate.
b) Complete evaluations and schedule 2nd ARC in a timely manner
c) If child is in First Steps, invite the Primary Service Coordinator
nd
d) At 2 ARC, review evaluation/input from family/providers, determine eligibility, if eligible, develop
IEP and determine placement/services to support placement in the Least Restrictive Environment. This
IEP meeting should include discussion related to:
 The type of services the child and family received in El
 EI strategies that were successful for child/family
 Settings in which IFSP outcomes were successful
 Goals to facilitate the transition between service systems
 Priorities and recommendations for IEP goal consideration
F5.4 The school district programs support involvement of the sending program with the receiving
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Lake Cumberland Regional IA 2007-08
program in the transition steps for any referral of a suspected disability throughout the identification
and evaluation process.
F5.5 The school district programs encourage collaboration with early childhood partners serving the
child and family to provide continuity and reduce duplication of services.
F7.1 The TA providers will provide training and technical assistance upon request.
F7 Technical Assistance Providers will provide
training and technical assistance to families and
providers regarding identification and evaluation
process across programs.
G. The agencies will support Implementation of program/service delivery/interagency agreement and Follow Up for the transition process.
Policy
Procedures
G1. The parent training network will assist
G1.1 The parent training network will distribute information to families on the importance of continuity
families in ongoing implementation and followacross programs in the use of Building a Strong Foundation for School Success: the Kentucky Early
up of program/service delivery and transition
Childhood Standards Parent Guides which will support their child’s growth and development in a
success across agencies.
continuum and link with the Kentucky Program of Studies at entry into Kindergarten.
G1.1a i.e. The FRC will arrange and participate in the Standards training for child care providers,
preschool staff, and Head Start staff and partner with the school district to familiarize parents with the
KY EC Standards/Parent Guide.
G1.2 The parent training network will educate and encourage families to remain actively involved in
their child’s program through observation, discussion with providers, on-going assessment input, and
assuring child’s active participation through regular attendance.
G1.3 The parent training network will provide information to families on the importance of providing
input/feedback to agency program by completing a transition survey and returning it to the appropriate
contact person.
G1.4 The parent training network will provide information to families about the on-going opportunity to
be involved in agency decision making opportunities which will impact their child’s programming: PTA;
development of community transition plans; development/revisions of local interagency transition
agreements; agency program planning, etc.
G1.4a i.e. The FRC will attend IA revision meetings.
G1.4b i.e. The FRC will do home visits and promote the IA decisions.
G1.5 The parent training network will provide information on the complaint process regarding transition
related issues.
G2. LEAD AGENCY BIRTH – 3: The First Steps G2.1The First Steps program will implement the IFSP/Transition Plan (steps to services) with families,
program will assist families in ongoing
solicit family input at regular intervals and collaborate with early childhood partners (EHS, child care,
implementation and follow-up of
etc) as appropriate. First Steps will collaborate with other agencies regarding horizontal transition
program/service delivery and transition success (movement of a child across locations during the same day).
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
across agencies.
G3. Child Care Community Programs will
assist families in ongoing implementation and
follow-up of program/service delivery and
transition success across agencies.
Revision Date: June 2007
G2.2 The First Steps program supports the use of and advocates training for the Building a Strong
Foundation for School Success: Kentucky Early Childhood Standards B-3 and DEC Recommended
Practices Manual to implement instructional strategies and support child growth and development on a
continuum.
G2.3 The First Steps program providers will assist parents with other program options as needed.
G2.4 The First Steps Primary Service Coordinators will share family survey information with the
Transition Committee annually from TAT.
G2.5 The First Steps Primary Service Coordinators will participate in an agency transition survey
annually based upon the local interagency agreement to assess collaboration success/provide
feedback.
G2.6 The First Steps program at the state and local level will work with interagency partners to improve
the community transition process based upon feedback/surveys/regulation changes through
development of annual transition plans and annual updates to the state and local interagency
agreements.
G2.7 The First Steps program will support families with review of transition complaints and collaborate
with state and local interagency partners to respond in a timely manner.
G3.1 The community Child Care programs support the implementation the IFSP/IEP/Transition Plan in
child care programs in collaboration with the lead agencies and families and solicit family input at
regular intervals and assist families with planning horizontal transitions (movement of a child across
locations during the same day).
G3.2 The community Child Care programs will promote the use the Building a Strong Foundation for
School Success: Kentucky Early Childhood Standards B-3 and 3-4 Standards to implement instructional
strategies and support child growth and development on a continuum. Programs are encouraged to
attend training on aligning standards into classroom curriculum or developing standards based units.
G3.3 The community Child Care programs support on-going assessment and documentation of
progress to support the growth and development of children and prepare them for the next environment
G3.4 The Community Child Care programs encourages programs to assist parents with access of other
program options on-going as needed.
G3.5 The community Child Care programs suggests programs provide follow-up packets to receiving
programs for individual children and develop a report card for follow up to family.
G3.6 The community Child Care programs encourages programs to complete a transition survey with
the family when child exits the program adding transition questions.
G3.7 The community Child Care program encourages participation in an agency transition survey
annually based upon the local interagency agreement to assess collaboration success/provide
feedback.
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Lake Cumberland Regional IA 2007-08
G4. The Medical Community will assist families
in ongoing implementation and follow-up of
program/service delivery and transition success
across agencies.
G5. Early Childhood Partners will assist families
in ongoing implementation and follow-up of
program/service delivery and transition success
across agencies.
Revision Date: June 2007
G3.8 The child care programs will work with interagency partners to improve the community transition
process based upon feedback/surveys/regulation changes through development of annual transition
plans and annual updates to the state and local interagency agreements.
G3.9 The community Child Care programs will support families with review of transition complaints and
collaborate with state and local interagency partners to respond in a timely manner.
G4.1 The medical community supports the implementation the IFSP/IEP/Transition Plan in individual
programs in collaboration with the lead agencies and families and solicits family input at regular
intervals and support families with horizontal transitions.
G4.2 The medical community will promote the use the Building a Strong Foundation for School
Success: Kentucky Early Childhood Standards B-3 and 3-4 Standards to implement instructional
strategies and support child growth and development on a continuum to provide continuity.
G4.3 The medical community support on-going assessment and documentation of progress to support
the growth and development of children and prepare them for the next environment.
G4.4 The medical community encourages programs to assist parents with access of other program
options on-going as needed.
G4.5 The medical community suggests programs provide follow-up packets to receiving programs for
individual children.
G4.6 The medical community encourages programs to complete a transition survey with the family
when child exits the program.
G4.7 The medical community encourages participation in an agency transition survey annually based
upon the local interagency agreement to assess collaboration success/provide feedback.
G4.8 The medical community support collaboration with interagency partners to improve the community
transition process based upon feedback/surveys/regulation changes through development of annual
transition plans and annual updates to the state and local interagency agreements.
G4.9 The medical community advocates support of families with review of transition complaints and
collaboration with state and local interagency partners to respond in a timely manner.
G5.1 The early childhood partners support the implementation the IFSP/IEP/Transition Plan in individual
programs in collaboration with the lead agencies and families and solicit family input at regular intervals
and support families with horizontal transitions.
G5.2 The early childhood partners promote the use the Building a Strong Foundation for School
Success: Kentucky Early Childhood Standards B-3 and 3-4 Standards to implement instructional
strategies and support child growth and development on a continuum to provide continuity.
G5.3 The early childhood partners support on-going assessment and documentation of progress to
support the growth and development of children and prepare them for the next environment.
G5.4 The early childhood partners encourage programs to assist parents with access of other program
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Lake Cumberland Regional IA 2007-08
G6. LEAD AGENCY 3-21: The local education
programs- Preschool Programs; Special
Education; Kindergarten Programs will assist
families in ongoing implementation and followup of program/service delivery and transition
success across agencies.
G7. Technical Assistance Providers will assist
families and professionals through training and
technical assistance in ongoing implementation
Revision Date: June 2007
options on-going as needed.
G5.5The early childhood partners suggest programs provide follow-up packets to receiving programs
for individual children.
G5.5a i.e. Head Start needs records for First Steps children from Casey County schools within ten days
of entry or receipt of records.
G5.6 The early childhood partners encourage programs to complete a transition survey with the family
when child exits the program.
G5.7 The early childhood partners encourage participation in an agency transition survey annually
based upon the local interagency agreement to assess collaboration success/provide feedback.
G5.8 The early childhood partners support collaboration with interagency partners to improve the
community transition process based upon feedback/surveys/regulation changes through development
of annual transition plans and annual updates to the state and local interagency agreements G5.9 The
early childhood partners advocate support of families with review of transition complaints and
collaboration with state and local interagency partners to respond in a timely manner.
G6.1 The school district early childhood programs support the implementation of the
IFSP/IEP/Transition Plan in individual programs with families and solicitation of family input at regular
intervals.
G6.1a The school district preschool and kindergarten programs will assist families with horizontal
transition planning (movement of a child across locations during the same day) through collaboration
with other agencies.
G6.2 The school district early childhood programs promote the use of the Building a Strong Foundation
for School Success: Kentucky Early Childhood Standards B-3 and 3-4 Standards to implement
instructional strategies and support child growth and development on a continuum to provide continuity.
G6.2a The school district early childhood programs will support on-going assessment and
documentation of progress to support the growth and development of children (outcomes) and prepare
them for the next environment.
G6.3 The school district early childhood programs encourage programs to assist parents with access of
other program options as needed.
G6.4 The school district early childhood programs encourage parents to complete the Kentucky
Continuous Monitoring Process (KCMP) parent survey.
G6.5 The school district early childhood programs advocate support of families with review of transition
complaints and collaboration with state and local interagency partners to respond in a timely manner.
G7.1 The TA providers will assist the community in training and implementation around the revised
interagency agreement and community transition plan with interagency partners as requested.
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Lake Cumberland Regional IA 2007-08
and follow-up of program/service delivery and
transition success across agencies.
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
3 Agreement Signatures of Collaborative Partners
Local Community Commitment
We, the representatives from the undersigned agencies, agree to the terms as stated in the general provision and policy statements of this transition
agreement and support flexibility in on-going procedure review.
Agency
Authorized Personnel
Date
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
4 Appendix
Forms for the First Steps to Preschools may be found on http://www.transitiononestop.org/under the Lake
Cumberland ADD Regional ITA Forms
A sample packet of forms for other agencies may be found on website also.
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
5 Glossary
The following terms and phrases are ones you as a parent will hear and use as you work with the school district.
The terms and phrases are defined as they relate to children and youth with disabilities and typical children.
Admissions and Release Committee (ARC) – A committee responsible for making decisions about the
identification, evaluation, placement, and provision of a free appropriate public education for a child or youth with
disabilities. Parents of the child or youth are always members of this committee.
Annual Review – A meeting of the ARC that takes place within one (1) calendar year of the date the ARC
completed the current Individual Education Program (IEP). At this meeting, the ARC will review and revise the IEP
as needed.
Building a Strong Foundation for School Success Series – A series of three documents that:
Kentucky Early Childhood Standards: Support families and early care and education professionals in planning
experiences to promote either a particular child’s or a group of children’s progress towards achieving the next level
of development.
Kentucky Early Childhood Continuous Assessment Guide: Supports early childhood programs to identify those
assessments that best meet the cultural preferences, and support quality practices in assessment. Both the Early
Childhood Standards and the Early Childhood Continuous Assessment Guide provide valuable information to assist
early care and education programs to be accountable for, and document both the results and benefits of their
programs.
Kentucky Early Childhood Quality Self Study: Helps program personnel identify adult behaviors, environment
characteristics, program structural factors, and personnel considerations that are supporting contributors to high
quality learning environments for children birth to five years of age.
Child Find – Activities the early intervention program and each local school district completes to locate, identify,
and evaluate each child or youth, age birth through twenty-one, within the district’s geographical boundaries.
Confidentiality – The protection of the privacy of all personally identifiable information and records of a child or
youth.
Continuity – Refers to compatible experiences children and families may have as they move from one program to
the next. Results in smoother, more effective transition for all parties.
Continuous Assessment – A system that measures child progress, improves instruction, and has the following
features:
Includes both formal and informal assessment that are conducted on a regular basis;
Is integrated with instruction at various times;
Improves learning and helps guide and direct the teaching-learning process.
And should inform every aspect of instruction and curriculum. (Kentucky Department of Education March, 2004)
Core Content – The specific knowledge, competencies and characteristics needed by early childhood
professionals to work effectively with young children and families. What teachers should know and be able to do.
Due Process – A system that guarantees each individual equal protection and treatment under the law. It
addresses the steps which assure the right of the child or youth with a disability and the parents to be fully informed
and included in any decisions which affect the education of the child or youth.
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Lake Cumberland Regional IA 2007-08
Due Process Hearing – A hearing requested by parents of a child or youth with a disability or the school district to
settle a disagreement about the identification, evaluation, placement, or the provision of a free appropriate public
education.
Education for All Handicapped Children Act – Public Law 94-142 – The law was passed by Congress in 1975
and has been amended. An amendment in 1990 changed the name of the law to the Individuals with Disabilities
Education Act (IDEA).
Evaluation – A process of gathering information about the educational needs and abilities of a child or youth
through individual tests, review of school work and school records, behavioral observations, interviews, and rating
scales.
Free Appropriate Public Education (FAPE) – IDEA defines FAPE as specially designed instruction and related
services provided for children and youth with educational disabilities at no cost to parents. The school may charge
incidental fees which are normally charged to children and youth without disabilities or their parents as a part of the
regular education program.
Identification – Collection and use of all available information to decide if a child or youth has a suspected
disability and possibly needs specially designed instruction and should be referred for evaluation.
Independent Evaluation – An evaluation conducted by a qualified examiner who is not employed by the school
district responsible for the education of a child or youth.
Individual Education Program (IEP) – A written plan of action developed by an Admissions and Release
Committee (ARC) to meet the specially designed instruction and related service needs of a child or youth with a
disability.
Individuals with Disabilities Education Act (IDEA) – The purpose of this law is to make sure that all children and
youth with disabilities, who are between the ages of 3 and 21, have available to them a free appropriate public
education (FAPE). IDEA includes special education (specially designed instruction and related services) designed
to meet the unique needs of a child or youth with disabilities. Reauthorization of IDEA occurred in 1997 and most
recently in 2004.
Kentucky Administrative Regulations (KARs) Related to Exceptional Children – These regulations establish
requirements necessary to assure uniformity in providing specially designed instruction and related services to
children and youth with disabilities and to conform with the Individuals with Disabilities Education Act (IDEA).
Kentucky Early Childhood Standards – The range of developmental abilities typical of young children at different
ages and the expectations for the skills and levels of knowledge that children are able to achieve. What children
should know and be able to do.
Least Restrictive Environment (LRE) - This is the educational setting in which a child or youth with a disability
can learn effectively, based upon unique needs and capabilities, and interact with similar age peers who are not
disabled.
Mediation – This is one way to settle disagreements between parents and school personnel without going to a due
process hearing. Parents and school districts are not legally required to use mediation.
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
Multidisciplinary Team Evaluation – An individual evaluation done by a team or group of people who are trained
to give the tests and procedures and interpret results.
Native Language – The language used in the home for communication by the parent of the child or youth.
Non-discriminatory Testing – Tests given in the language a child or youth uses and in a way that a child or youth
can best answer.
Outreach/Recruitment – the process used by local programs to sustain enrollment within programs and support
linkages for families/children to other agencies. Through outreach/recruitment activities, all community
agencies/programs support and embrace local child find efforts.
Parent Guides (KY EC Standards) – A tool to assist parents in understanding the developmental sequence that
unfolds in the first four years of life. The guides help parents to understand their role in supporting development and
learning during the early years.
Placement – The location where the individual education program (IEP) for an individual child or youth with a
disability is implemented.
Procedural Safeguards – All rights that are guaranteed to the parent and the child or youth with disabilities under
Subpart E of the Individuals with Disabilities Education Act (IDEA).
Referral – A written request for a child or youth to be individually tested to determine if the child or youth has an
educational disability and needs specially designed instruction and related services. A referral may also consist
of linking a family to a community resource. Or it could be a call to an agency for assistance for any child
or family for action such as child care services, housing, etc.
Related Services – Additional services that a child or youth with a disability may need to benefit from specially
designed instruction.
Sending Program – The variety of programs which serve children in the early childhood community. These
programs include Head Start, child care centers and homes, preschool, First Steps, HANDS, etc.
Special Education – The specially designed instruction that meets the unique needs of a child or youth with a
disability that is provided at no cost to parents or guardians.
Specially Designed Instruction – Modifications or alterations in instructional methods, techniques, materials,
media, or content, needed for a child or youth with a disability to meet Individual Education Program (IEP) goals
and objectives.
Surrogate Parent – A person assigned by the school district to represent a child or youth with a disability when the
natural parents or guardian are not known or cannot be located or when the child or youth is a ward of the state.
Transition – movement or change from one program or environment to another. May be either vertical (change that
occur over time, such as moving from preschool to kindergarten) or horizontal (changes that occur during the same
day, such as moving from child care to Head Start to child care).
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Lake Cumberland Regional IA 2007-08
Transition Plan – A written plan for children or youth with a disability which will assist them in the process of
changing from one program to another (i.e., early intervention services to school district education program), one
grade to another, one organizational level to another (i.e., primary to intermediate), and entry to exit from school
district programs. The transition plan from First Steps into Preschool is written during the Transition Conferences
and is part of the IFSP Review. Other transition plans may be written to support
child/family/program/community that relate to transition issues and do not have to be disability related.
Transition planning – the process of preparing children, families, and agencies for change.
Transition Services – Services or programs needed by a child or youth with a disability to meet the outcomes in
the transition plan of the child or youth.
Triennial Review – A re-evaluation done every three (3) years on or before the third anniversary of the meeting
when the Admissions and Release Committee (ARC) determined a child or youth eligible for specially designed
instruction and related services.
Quality Self Study – Research-based recommended policies and practices that contribute to program
quality and to successful outcomes for children in early care and education programs.
Revision Date: June 2007
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Lake Cumberland Regional IA 2007-08
6 Local Agency Contacts
DISTRICT
Adair County
Campbellsville
Independent
Casey County
NAME
Anita
Wethington
Carol Cravens
Tishana Cundiff
Clinton County
Eddie Tallent
Cumberland
Co.
Joyce Daniels
Green County
Rhonda
Simpson
McCreary
County
Monticello
Independent
Jenny Worley
Pulaski County
Sheila Tucker
Gary Abbott
Phyllis Turpen
Amy Smith
Russell County
Verlene Rogers
Science Hill
Independent
Somerset
Independent
Krystal Combs
Sandi Dick
Revision Date: June 2007
TITLE
DOSE/Preschool
Coord
DOSE/Preschool
Coord
DOSE/Preschool
Coord
DOSE/Preschool
Coord
DOSE/Preschool
Coord.
ADDRESS
1204 Greensburg St.
anita.wethington@adair.kyschools.us
136 S. Columbia
carol.cravens@kyschools.us
1922 N. US 127
Tishana.cundiff@casey.kyschools.us
Clinton Co Preschool 204 King Dr.
Eddie.tallent@clinton.kyschools.us
810 North Main
dcsmith@cland.k12.ky.us
CITY
Columbia
ZIP
42728
PHONE
270-384-2476
Campbellsville
42718
270-465-4162
Liberty
42539
606-787-6941
Albany
42602
Burkesville
42717
606-387-4283
606-387-6480
270-864-3377
DOSE
416 Scottsville St.
Ronda.simpson@green.kyschools.us
Greensburg
42743
270-932-5231
6461 South Hwy 1651
jenny.worley@mccreary.k12.ky.us
131 Cave St.
sheila.tucker@monticello.kyschools.us
gary.abbott@monticello.kyschools.us
222 Langdon St.
Phyllis.turpen@pulaski.kyschools.us
amy.smith@pulaski.kyschools.us
Pine Knot
42635
606-354-3590
Monticello
42633
606-348-7160
Somerset
42501
606-678-4100
P. O. Box 440
Verlene.rogers@russell.kyschools.us
6007 North Hwy 27
krystal.combs@science.kyschool.us
305 College St.
Sandra.dick@somerset.kyschools.us
Jamestown
42629
270-343-3191
Science Hill
42553
606-423-3341
Somerset
42502
606-679-5466
DOSE -Preschool
Coordinator
Preschool
Coordinator
Special Education
Liaison/Transition
DOSE/Preschool
Coord.
DOSE/Preschool
Coord.
DOSE/Preschool
Coord.
42
Lake Cumberland Regional IA 2007-08
DISTRICT
Taylor County
Wayne County
Wilderness
Trail Special
Education
Co-op
NAME
Linda
Huchinson
Susan Kilby
TITLE
DOSE
Preschool
Coordinator
Carolyn Davis
Preschool
Coordinator
Shirley Simpson DOSE
Belinda Bowling Executive
Director Contact
Revision Date: June 2007
ADDRESS
1209 Broadway
Linda.Huchinson@taylor.kyschools.us
susan.kilby@taylor.kyschools.us
CITY
Campbellsville
ZIP
42718
500 Albany Rd.
carolyn.davis@wayne.kyschools.us
shirley.simpson@wayne.kyschools.us
707 North 2nd
belinda.bowling@kedc.org
Monticello
42633
Richmond
40475
PHONE
270-465-5371
270-465-0590
606-348-1494
606-348-8484
43
Lake Cumberland Regional IA 2007-08
7 Lake Cumberland First Steps/ Head Start/ EHS/Other Contacts
NAME & TITLE
Linda Harris –
CPC
Education
Specialist
Jeanie Hardin –
CPC/FA
AGENCY
Lake Cumberland
Head Start
ADDRESS
Po Box 830
lindah@lc-caa.org
CITY
Jamestown
ZIP
42629
PHONE
270-343-6400
LCHS Campbellsville/Taylor
County
LCHS - Taylor Co.
605 W. Main
Campbellsville 42718
270-465-2619
214 University Dr.
taylor@lc-hs.org
Campbellsville 42718
270-789-3978
Libby Brown(Asst. Director)
Disability
Specialist
Tina Embry – CPC
LCHS
P. O. Box 830
libby@lc-caa.org
Jamestown
42629
270-343-6400
LCHS – Pulaski Co.
Jamestown
42629
270-343-6400
Chrystal Wilson –
Special Needs
Asst.
Joyce Roach -CPC
Education
Specialist
TAT Program
Consultant
LCHS - Pulaski Co.
P. O. Box 830
tinae@lc-caa.org
100 Sunset Drive
cgw42518@hotmail.com
Bronston
42518
606-274-5116
606-875-0155
LCHS- Taylor/Russell
P. O. Box 830
joycer@lc-caa.org
Jamestown
42629
270-343-6400
First Steps
Barbourville,
40906
800-348-4279
ext. 15
Rebecca Steely –
TAT Parent
Consultant
First Steps
CCSHCN
110 Johnson Lane
Robert.day@ky.gov
CCSHCN
110 Johnson Lane
Rebeccai.Steely@ky.gov
Barbourville
40906
800-348-4279
ext 25
– Special Needs
Asst. Pam Rash
Revision Date: June 2007
44
Lake Cumberland Regional IA 2007-08
NAME & TITLE
Penny
Williamson –
Program
Evaluator
POE - Tammie
Isenberg
POEJennifer BodnerRebecca SearsDella M. Kincaid
– PSC
AGENCY
First Steps
ADDRESS
CCSHCN
110 Johnson Lane
PennyS.Williamson@ky.gov
CITY
Barbourville
ZIP
40906
PHONE
800-348-4279
ext. 24
First Steps
259 Parkers Mill Road
tisenberg@adanta.org
jbodner@adanta.org
rsears@adanta.org
Somerset
42501
800-378-2821
606-678-2821
FAX
606-676-0537
Kid Steps, Inc
95 Edmonds Lane
kidsteps@duo-county.com
Russell
Springs
42642
Irene L. Hatton –
DI
Connie Fink –
PSC
LCCDS
P.O. Box 47
ihatton@duo-county.com
74 Hideaway PL.
c.finckpsc@windstream.net
Jamestown
42629
270-866-7848
270-585-1109
(cell)
270-585-2305
Stefanie BrownPSC
Karen Marshall
DI
Jessica Riddle –
PSC
Carolyn Phelps –
PSC
Zero2Three Ped. Rehab. 1118 Heartland Dr.
zero2three@windstream.net
Independent
106 Shady Ln
MARSH123@aol.com
Independent
RR 6 Box 1754
jessicaskids@hotmail.com
Kids First Therapy
61 Keenland Dr.
Services
gpcp@alltel.net
River Hills
Management
Julie McClellan – Independent
PSC
Mike Laiacono,
Eagle Child
Program
Development
Manager
Revision Date: June 2007
301 Mary Linda Dr.
jkmcclellan04@alltel.net
P. O. Box 68
Campbellsville 42718
270-465-6016
cell:
270-469-6301
606-305-7972
Somerset
42503
Somerset
42501
Monticello
42633
Somerset
42503
Monticello
42633
606-678-0168
606-305-3221
606-340-9008
606-278-2256
859-314-2573
Fax:
606-678-0886
606-348-6466
Parkers Lake
42634
606-376-3272
45
Lake Cumberland Regional IA 2007-08
NAME & TITLE
Debbie Nolan
Susanne M.
Potter, DI
Denise Neal,
Owner
Lana Lester,
Owner
Alisa Smith,
Owner
Linda Lay,
Owner
Pam Bowles,
Director
Becky Davis
Carol Ann
Busher,
Kathy Bernard
Sue Ann Losey
Gay Latham
Mark Gibson
Carol Brooks
Linda Comley
AGENCY
Parents Are Teachers
CAP
ADDRESS
70 Eagle School Rd.
dnolan@chrisapp.org
PO box 1390
spotter@chrisapp.org
Hwy 70
CITY
Parkers Lake
ZIP
42634
PHONE
606-376-3181
Corbin
40701
606-523-5732
Whitley City
42653
606-376-4266
Step Ahead Learning
Center
TinyTown Family CC
Home
Tower Learning
127 Loudermilk Rd
Whitley City
42653
606-376-3534
PO Box 1020
Whitley City
42653
HC 69
Stearns
42647
606-376-1323
Pine Knot Academy
PO Box 181
Pine Knot
42635
606-354-3777
Whitley, McCreary Co.
Kids World Child Care
McCreary County
Health Department
Lake Cumberland Child
Care Resource and
Referral Agency
Clinton County Health
Independent
Community Based
Services – Clinton
County
Berea Regional
Training Center
Berea Regional
Training Center
Revision Date: June 2007
606-376-2412
800-254-3703
Kathyj.bernard@ky.gov
208 Allen Dr.
sslosey@earthlink.net
Gay.latham@ky.gov
Mark.gibson@ky.gov
116 Jane Dr .PO Box 159
carol.brooks@berea.kyschools.us
116 Jane Dr.
PO box 159
linda.comely@berea.kyschools.us
Somerset
42503
Berea
40403
Berea
40403
606-387-5711
606-679-2240
606-305-8888
606-387-6446
800-343-2959
859-986-1929
800-343-2959
859-986-1929
46
Lake Cumberland Regional IA 2007-08
NAME & TITLE
Glenda Phillips,RN
AGENCY
CCSHCH
ADDRESS
401 Bogle St., Suite 104
Glenda.phillips@ky.gov
CITY
Somerset
ZIP
42503
Shelia Hudson
Liberty Head Start
Liberty
42539
Helen Hunter
Clinton County Early
Childhood Center
Burkesville Center
630 Whipp Ave.
liberty@lc-hs.org
202 King Dr.
Clinton@lc-hs.org
953 North Main St.
Cumberland@lc-hs.org
100 Kidz Crner
Greensburg@lc-hs.org
1941 N. Hwy 27
mccreary@lc-hs.org
255 Maple St.
dunbar@lc-hs.org
223 Hope Way
hopeway@lc-hs.org
1836 S. Hwy. 92
Jamestown@lc-hs.org
605 West Main St.
Campbellsville@lc-hs.org
214 University Dr.
taylor@lc-hs.org
500 Albany R.
tonya.thomas@wayne.kyschools.us
1354 Cave St.
Monticello@lc-hs.org
PHONE
800-525-4279
606-678-4454
ext.14
606-787-9207
Albany
42602
606-387-8747
Burkeville
42717
606-864-2524
Greensburg
42743
270-932-5912
Whitley City
42653
606-376-5437
Somerset
42501
606-679-3496
Somerset
42501
606-679-8602
Jamestown
42629
270-343-2340
Campbellsville 42718
270-465-2619
Campbellsville 42718
270-789-3978
Monticello
42633
606-348-7235
Monticello
42633
606-348-4078
Debbie Spears
Donna Rogers
Angela Adkins
Green County Head
Start
McCreary County Head
Start
Dunbar
Intergenerational Center
Somerset Hopeway
Center
Jamestown Center
Julie Underwood
Campbellsville Center
Pamila Rash
Taylor County Center
Tonya Thomas
Wayne County Early
Childhood Center
Monticello Head Start
Brenda Meece
Chrystal Wilson
Dana Roberts
Brandi Kearney
Revision Date: June 2007
47