Mercer/Burgin Preschool IA –Nov 2008
Mercer County Interagency
Transition Agreement
November 2008
SECTION I
A.
Vision/Scope
We, the service providers for the young children and families of Mercer County, will strive to
implement a transition process, which will ensure a timely, smooth, stress-free, and effective movement
from an infant-toddler program to an early childhood program.
B. Timelines for Agreement
The agreement cycle will be effective December 1, 2008 – November 30, 2009, and reviewed annually
by the Mercer County Transition Committee in collaboration with the Bluegrass District Early
Intervention Council (DEIC) Transition Committee, the UK First Steps Technical Assistance team
(TAT), the Berea Early Childhood Regional Training Center (RTC), and the Central KY Special
Education Cooperative. The transition committee chair will be responsible for convening the meeting
during the fall of each year. Any changes in the policy or procedures will be submitted to the DEIC and
agencies each year following the review. Called meetings may be scheduled through the Transition
Committee Chair as deemed appropriate.
C. Agencies
This agreement and procedures have been developed and reviewed by the following subcommittee of
providers:
Agency
Agency Representative
Burgin Independent Schools
PO Box B
Burgin, KY 40310
Maryanna Welch
Mercer County Schools
961 Moberly Street
Harrodsburg, KY 40330
Robin Steininger
Director of Special Education/Preschool
859-734-8700 x 2104
Robin.steininger@mercer.kyschools.us
Director of Special Education/Preschool
859-748-5282 x 454
Maryanna.welch@burgin.kyschools.us
Karen Hatfield, Preschool Principal
859-734-8430 x 4433
Karen.hatfield@mercer.kyschools.us
Peggy Branam, Transition Committee Chairperson
Special Education Consultant
859-734-8700
Peggy.branam@mercer.kyschools.us
- -
1
Mercer/Burgin Preschool IA –Nov 2008
First Steps Technical Assistance Team
University of Kentucky
229 Taylor Education Building
Lexington, KY 40506-0001
859-257-1135
\
Kristi Lunceford, UK Program Consultant
KLLunc00@uky.edu
Connie Coovert, Parent Consultant
Cccoov2@uky.edu
Bluegrass First Steps Point of Entry (POE)
343 Waller Ave, Suite 201
Lexington, KY 40504
Jennifer Lewis –Initial Service Coordinator (ISC)
Eileen Closterman, ISC
859-271-9448 x 230
800-454-2764
jdlewis@bluegrass.org.
First Step Primary Service Coordinators (PSC) serving Mercer County
Abeer Bateh
343 Waller Ave St. 201
Lexington, Ky 40504
859-271-9448 x 333
ambateh@bluegrass.org
Dann Bates
3181 Keithshire Way
Lexington, KY 40503
859-806-8062
dbates@inthebeginninginc.com
Janice Newman
4501 Kenil Court
Lexington, KY 40515
859-272-6807
jwnconsulting@yahoo.com
Mary Beth Shera
535 Indian Gap Road
Frankfort, KY 40601
502-875-8666
maryshera@yahoo.com.
Jill Brown
PO Box 302
Versailles, KY 40383
859-509-1618
Kristy Hamlin
PO Box723
Versailles, KY 40383
859-879-3621
jillbrown.firststeps@yahoo.com
khtem4kids@gmail.com
Kerrin Omer
Carolyn Phelps
151 Old Stone Road
Simpsonville, KY 40067
502-541-1020
61 Keenland Drive
Somerset, KY 42503
606-678-0886
kerrin@shelbywireless.net
gpcp@alltel.net
Mary Smyth
PO Box 2047
Richmond, KY 40476
859-527-7671
marysmyth@victoryforlife.net
- -
2
Mercer/Burgin Preschool IA –Nov 2008
Partners to this agreement through the Child Find Process
Bluegrass Head Start
PO Box 738
Frankfort, KY 40602
JoAnne Travis -Director
Phone 502-695-4290 x226
joann.travis@bgcap.org.
Vicki Kinnaird-Disability Coordinator
Phone 502-695-4290 x 229
Vicki.Kinnaird@bgcap.org.
Cheryl Knight–Director
Harrodsburg/Mercer Co Head Start
580 Perryville Street
Harrodsburg, KY 40330
859-734-4788
Cheryl.knight@bgcap.org
Wilderness Trace Child Development Center
409 N. Stewarts Lane
Danville, KY 40422
859-236-0878
Linda Singler, Director
Linda.singler@danville.kyschools.us
Jenn Fitzhugh
Jenn.fitzhugh@danville.kyschools.us
Central Kentucky Special Education
Cooperative
700 Woodford Drive
Mt. Sterling, KY 40353
Marti Ginter, Coordinator
859-497-8760 x225
marti.ginter@montgomery.kyschools.us
Berea Early Childhood Regional Training Center
PO Box 159, 116 Jane Street
Carol Brooks, Director
Berea, KY 40403
800-343-2959 or 859-986-1929
carol.brooks@berea.kyschools.us
Parent Representative:
Sandy Richardson
220 Cummins Ferry Rd.
Salvisa, KY 40372
859-865-2841
Mercer County Health Dept
900 North College Street
Harrodsburg, KY 40330
859-734-4522
Carol Chumley, RN. – HANDS Coordinator
Rheda Mayes – HANDS, FSW
Rebecca Horn – EPSDT Program
Brenda Mobley -WIC Program
Susanc.chumley@ky.gov
Department of Community Based Services
649 Beaumont Plaza
Harrodsburg, KY 40330
859-734-5448
Tina Hagenbuch, Supervisor
Laura Eldridge, Protection and Advocacy
Bethany Gettis, Protection and Advocacy
Jenny Carman, Protection and Advocacy
Heather Byrd, Protection and Advocacy
- -
3
Mercer/Burgin Preschool IA –Nov 2008
Medical Committee
Pam Johnson, MD
466 Linden Ave.
Harrodsburg, KY 40330
(859) 734-5123
Dr. Thomas C. Jackson, MD
470 Linden Ave
Harrodsburg, KY 40330
(859)734-4307
John C. Hignight, MD
Jonathan M. Doty, MD
Ear, Nose, and Throat
120 Daniel Dr
Danville, KY 40423
(859) 236-0903
Peter Ballard, MD
Ear, Nose, and Throat
218 Southtown Dr
Danville, KY 40422
(859)936-9430
Caldwell & Cook Hearing Service, Inc.
3940 S. Danville Bypass
Danville, KY 40422
(859) 236-3865
dplittle3940s@hotmail.com
Kids Can Do
Pediatric Therapy Services
440 Whirl-A-Way Suite 1
Danville, KY 40422
859-239-6670
bmoore@emrmc.org
Danville Pediatrics
303 South 4th Street
Danville, KY 40422
(859)236-1080
Office Manager: janet@danvillepediatrics.com
Kids Club- Pediatric Medical Day Treatment
1736 Alexandria Drive
Lexington, KY 40504
859-224-0799
Brian Ellis, MD
109 Daniel Dr
Danville, KY 40422
(859)236-3361
Commission for Children with
Special Health Care Needs (CCSHN)
Judy Blackwell
33 Waller Ave
Lexington, KY
Judy.Blackwell@ky.gov
Child Care Council of KY (CCR&R)
1000 E. Lexington Ave #6
Danville, KY 40422-1707
800-809-7076
Melissa Wren, Case Manager
Child Care Asst. Program
melissa.wren@ky.gov
www.childcarecouncilofky.com
- -
4
Mercer/Burgin Preschool IA –Nov 2008
Mercer County Private Day Cares
ABC-123 Daycare &Learning Center
125 Commercial Drive
Harrodsburg, KY 40330
859-734-4933
Central KY Christian School
1501 Danville Road
Harrodsburg, KY 40330
859-734-9347
Debbie Moss
771 Perryville Road
Harrodsburg, KY 40330
859-734-3500
His Kids Learning Center
312 South Main Street
Harrodsburg, KY 40330
859-734-0012
Jean Lockwood
302 Pheasant Drive
Harrodsburg, KY 40330
859-734-9142
Tick Tock Preschool
305 South Main Street
Harrodsburg, KY 40330
859-734-3224
Little People Daycare Center
371 East Lexington Street
Harrodsburg, KY 40330
859-734-8450
Little Wonders Learning Center, Marie Claunch
532 South College
Harrodsburg, KY 40330
859-734-9227
Ronda’s Play & Learn Daycare
289 Shannon Oaks Drive
Harrodsburg, KY 40330
859-734-7567
Kid’s R Us Child/Preschool Center
1638 Danville Road
Harrodsburg, KY 40330
859-733-0303
Spots for Tots
319 Cornishville Street
Harrodsburg, KY 40330
859-734-5251
Wilderness Trace Family YMCA, Eileen Bruner
After School Program
Harrodsburg, KY 40330
859-734-8430
Jim and Bev Davis
124 Lincoln Ave
Harrodsburg,KY 40330
859-734-4450
Loretta Cannada
700 Kennedy Bridge Road
Harrodsburg,KY 40330
859-748-9115
- -
5
Mercer/Burgin Preschool IA –Nov 2008
Section 2
Mechanism for Monitoring Agreement
The Mercer County transition committee, consisting of service providers for children, birth through five
years of age, and at least one parent, has been formed to review and monitor this agreement. The
committee has developed a family satisfaction survey (in appendix) and an agency survey (in appendix)
for distribution. The transition committee will review these surveys once a year. Parties to the
agreement may bring to the attention of the committee (at any time) information as to whether the intent
of the agreement is being respected and implemented.
The transition committee will discuss the result of the data collected and issues brought to their
attention. Members of the committee may propose changes in the agreement and explain their rationale
for these changes. The agreement will be formally readopted by participating transition committee
members every year.
The Mercer County Transition Committee Chair is in charge of convening the meeting annually or as
needed in collaboration with the Bluegrass District Early Intervention (DEIC) Transition Committee, the
UK First Steps TAT, the Berea Early Childhood RTC, and the Central KY Special Education
Cooperative.
All components of this interagency agreement are and shall be maintained in compliance with the
federal and state regulations that provide oversight to Part B and C of IDEA 2004 (Individuals with
Disabilities Education Improvement Act); also in compliance with related laws (ADA and Section 504
of the Rehabilitation Act of 1973) and their accompanying regulations to provide protections against
discrimination of children with disabilities. This agreement enhances and supports Mercer County local
district policies, First Steps guidelines, and Head Start Performance Standards. In the event that any
laws, regulations, or policies are changed that affect this agreement, the Transition Committee will
review the Agreement for compliance and revise accordingly. In the event that any part of this
Agreement is or becomes out of compliance with the laws, regulations, or policies that govern any act(s)
of this Agreement, then such part of the Agreement becomes null and void, and the Committee must
omit or revise it.
- -
6
Mercer/Burgin Preschool IA –Nov 2008
I, the representative of the following agency, agree to the general provisions and policy statements
within this interagency agreement. I support flexibility for changes to specific procedures by the
Mercer County Transition Committee (as stated under Section 2):
_____________________
Agency Name
___________________
Authorized personnel
____________
Date
Please forward a copy of this signature page to the Bluegrass District Early Intervention Council –
Transition Committee Chairperson:
Marti Ginter, Coordinator
Central KY Special Education Cooperative
700 Woodford Drive
Mt. Sterling, KY 40353
FAX- 859-497-8780
- -
7
Mercer/Burgin Preschool IA –Nov 2008
SECTION III
Transition Policies and Procedures
From Early Intervention to Preschool
Mercer County, Kentucky
Policy l.0: All Mercer County agencies will participate in community child find efforts.
Procedures:
1.1
Screenings for children Birth-5 will be provided through individual agencies. The focus
of this screening will be on recruitment and child find:
 Communications with families and agencies will be through e-mails and articles in the
newspaper. Flyers may be posted in businesses and community agencies to advertise
programs and screenings. School marquees and letters sent home with all primary age
students may be used to assist in community awareness of preschool screenings. The Mercer
County transition committee recognizes the importance of the community agencies being
actively involved in child find efforts and will keep the agencies informed.
1.2
Individual screenings/evaluations will be completed as needed:
 If the child is birth to two years 10.5 months, contact Bluegrass First Steps Point of Entry
(POE). This intake information will result in follow-up by the Initial Service Coordinator
(ISC).
 If child is 2 years 10.5 month to 5 years of age, contact the Local Education Agency where
the child resides (see school of residence information in appendix)
Individual screening actions for the school districts are as follows: anyone (childcare
provider, educator, parent, etc.) makes a contact to either school district’s Director of
Special Education, or designee. This contact will generate a screening and/or home
visit to determine need for further evaluation. If applicable, a team meeting will be
scheduled to determine next steps.
 Head Start will use appropriate screening instruments for 3-5 year olds for children
participating in their programs. If potential problems are found, the appropriate school
district personnel will be notified.
Child Care providers may use the Ages and Stages Questionnaire (or any other approved
screening tool) to assist in determining the need for further evaluation. The Child Care
Council of Kentucky Contact (CCR&R) may assist in training.
1.3
A list of part C participants will be sent to each district’s Director of Special Education from Kentucky
Dept. of Education. The list consists of names and addresses of children ages 2.5 to 3.0 years of age
currently served by Part C and residing in the DoSE’s school district. The purpose of the list is to assist
in the transition of children from Part C to Part B.
1.4
The UK Bluegrass First Steps Technical Team consultants will send a current list of Primary
Service Coordinators (PSC) to receiving agencies at least annually.
- -
8
Mercer/Burgin Preschool IA –Nov 2008
Policy 2.0: Early Intervention providers will initiate contact with school district/Head Start to
schedule the Individual Family Service Plan (IFSP) Review and Transition Conference.
Procedures:
2.1
The transition conference should occur no more than 9 months prior to the child’s third birthday,
and no less than 90 days prior to the child’s 3rd birthday. The Primary Service Coordinator (PSC)
with parent permission will notify all participants of the Transition Conference 30 calendar days
before the conference. A sample of a transition conference notice is in the appendix.
2.2
The PSC will discuss with the family differences in program eligibility before scheduling the
Transition Conference. Initial contact discussion will include the purpose of the meeting,
tentative agenda items, provider options, others selected by the family to attend, and an
opportunity to answer specific questions. Transition information, such as, the “Step by Step
Guide for Families” will be used to prepare the family prior to the transition conference. The
Step by Step Guide can be accessed through www.transitiononestop.org
2.3
Additional transition resources, including the First Steps Family Orientation DVD are available through
the First Steps website. www.chfs.kygov./dph/firststeps.htm
2.4
If the child is in state custody, the social worker will also be a participant. The site of the
conference is determined by the parents/guardians.
2.4
If a parent does not give permission for the initial contact to schedule the Transition
Conference with the school district representative, the PSC will obtain the parent’s signature on
the Refusal Notice of Transition Conference form (sample in appendix). The PSC will make a
courtesy call to the district contact to explain the situation. The PSC will make the parent aware
of the following:
 Missing opportunities to explore all the options available upon the 3rd birthday (district being
one);
 Ignoring the district responsibility as lead agency at 3rd birthday;
 Advising the family that decision to hold conference and complete the transition process does
not hold them obligated to “send their child to preschool.”
 Emphasizing the need to proceed with a timely transition process to best meet the needs of
the child and assure no gap in service.
2.5
Since late entries to First Steps occur from time to time, all agency representatives will need to
work together to assure a timely transition process. Late entry information is as follows:
 If the child enters process at 2.5 years but less than 2 years, 10.5 months, the First Steps POE
will contact the district Director of Special Education (DOSE) and invite the DOSE (or their
designee) to attend the initial IFSP meeting. Note: The Initial IFSP and Transition
Conference are usually held together. The Initial Service Coordinator (ISC) and the family
will determine if Individual Family Service Plan (IFSP) and Transition Conference should
occur at the same meeting or if they would be better served to have two separate meetings.
The ISC has 45 days to do an initial meeting and turn the case over to the PSC.
 If the child is referred to First Steps and is 2 years 10.5 months the POE (with parental
permission) will schedule the Transition Conference as soon as possible with the Preschool
Director of the child’s resident school district.
- -
9
Mercer/Burgin Preschool IA –Nov 2008
Policy 3.0: The early intervention providers will conduct the IFSP Review/Transition Conference.
Procedures:
3.1
For children in First Steps, the Transition Conference should occur no more than 9 months prior
to the child’s third birthday, and no less than 90 days prior to the child’s 3rd birthday. The local
education agency personnel with parent permission will be invited to participate in the transition
planning meeting. The First Steps PSC will chair this conference and create a welcoming climate
for all participants.
3.2
The PSC (or POE as appropriate) with parent permission will obtain a release of information
from the family for copies of records to be transferred to the school district or next placement.
The PSC will assist families with obtaining copies of record (family may choose to transfer to
district at the conference). Information should include current (within one year) evaluation and
assessment reports, progress reports and the current IFSP.
3.3
The Transition Conference will provide an opportunity for information exchange using a family
friendly approach and include the development of a Transition Plan. This Transition Plan will
document activities by participants to provide a smooth transition for a possible school
experience and/or other services. Meeting participants will discuss various options, eligibility
requirements and other enrollment information. The Transition Plan will record decisions
regarding transition activities and document responsibilities with timelines. If the family decides
to refer their child due to suspected disabilities, then the LEA of residence’s school calendar
should be discussed.
3.4
The PSC, with parent permission, will send a copy of the Transition Plan to meeting participants
no later than ten calendar days following the meeting.
3.5
If a child that is enrolled in First Steps has a summer birthday, the Transition Conference needs
to be held by February. School Districts use days students attend schools for calculating
timelines, and First Steps uses actual calendar days. The PSC should consider this difference
when scheduling the transition conference.
Policy 4.0: With parental permission, the early intervention agency person responsible will initiate
a referral to school district of the child’s residence.
Procedures:
4.1
The First Steps PSC (with parent permission) will complete a written referral and send it to the
Director of Special Education (DoSE) of the child’s residence at least 90 calendar days before
the child’s 3rd birthday. A sample referral form is in the appendix. The completed referral is
forwarded with additional information gathered since the Transition Conference.
4.2
If a child has a transition conference, in February, due to a summer birthday, the Referral will be
sent to the DoSE by March to ensure a smooth transition to the next service setting.
- -
10
Mercer/Burgin Preschool IA –Nov 2008
4.3
The school district DoSE of the child’s residence (see District Map in appendix) will facilitate
the completion of the referral form.
Policy 5.0: The school districts will schedule/conduct the Initial Admission and Release Committee
(ARC) to act upon the Notice of Referral.
Procedures:
5.l
The Admissions and Release Committee (ARC) Chair will send the notice of meeting (sample in
appendix) to the parent/guardian and all ARC members with a minimum of 7 school days notice.
ARC members to be invited include: parent, Primary Service Coordinator, school representatives
(special education teacher, general education teacher, ARC Chairperson), and others as
requested.
5.2
The ARC process to complete the referral will be conducted in a family friendly environment.
The ARC will determine whether available information is sufficient and/or supports a potential
disability.
5.3
The school district due process policy and procedures based upon referral and permission for
evaluation will be followed. When permission to evaluate is obtained from the parent/guardian,
the school district timeline of 60 school days begins.
5.4
The PSC with parent permission will receive a copy of the ARC conference summary within 10
school days.
5.5
It is important for each agency to be alert to the timeline between initiation of the referral and the
beginning of the District timeline (60 school days from permission to evaluate). If the LEA
believes a referral should have been initiated regarding the KDE Part C list or as follow-up from
a Transition conference, the DoSE should contact the PSC and/or the family. If the PSC has not
heard from the LEA in a timely manner (7-10 school days after sending the referral), the PSC
should make a follow-up call to the LEA to determine receipt of the referral. If action is not
taken by any agency as described, follow up contact to the agency will be made to determine
next steps.
Policy 6.0: Based upon the outcome of the Initial ARC, the school district will schedule/conduct an
ARC to determine eligibility, and next steps.
Procedures:
6.1
All ARC members will receive a notice of meeting. ARC members to be invited include: parent,
Primary Service Coordinator, school representatives (special education teacher, general
education teacher, ARC Chairperson), and others as requested.
6.2
Parent rights and due process procedures are explained to the parents. Evaluation data will be
discussed, and eligibility determined. If eligible, an Individual Education Program (IEP) will be
written.
- -
11
Mercer/Burgin Preschool IA –Nov 2008
6.3
The Individual Education Program (IEP) goals will be developed based on unique needs of the
child and how areas of disability will impact the child’s ability to progress utilizing special
designed instruction, related services and appropriate personnel supports.
6.4
Service delivery decisions will be determined based upon the IEP with discussion of the Least
Restrictive Environment (LRE), and the “continuum” or range of how those services could be
delivered.
6.5
If the child is determined eligible, permission for services will be obtained from the
parent/guardian.
6.6
After the ARC determines location of services, a case manager is assigned record
responsibilities. If location of services is other than the district site, a copy of the records will be
transferred to agency providing service (with the original going to the DOSE office).
6.7
If the child is not eligible for special education and related services, other options will be
discussed (e.g. Head Start eligibility, Early Periodic Screening Diagnosis and Treatment
(EPSDT), Child Care Programs, public library children’s programs, mother’s day out programs,
etc). The PSC or child’s therapist will discuss follow up with family to determine what is best for
the child and inform them of what would be needed to access EPSDT.
6.8
The PSC with parent permission will receive a copy of the ARC conference summary within 10
school days.
Policy 7.0: Implementation: The IEP will be in place by the 3rd birthday.
Procedures:
7.1
The date of implementation will be specified on the IEP and services will begin
accordingly.
7.2
Progress reports will be sent to the family on a schedule consistent with local school
district Special Education Policies and Procedures.
Policy 8.0: School District will follow-up to determine success of transition.
Procedures
8.1
The DoSE or designee will be responsible for gathering information from the family regarding
their transition. Information will be gathered in a non-biased manner using the Family Survey
(sample in Appendix). Methods to collect the survey will be sending the survey via e-mail or US
mail one month after enrollment with SASE, preschool home vistits, and phone contacts.
8.2
For families with children whose transition does not result in enrollment in the public schools
preschool services, the PSC will complete the appropriate items on the Family Survey with the
- -
12
Mercer/Burgin Preschool IA –Nov 2008
family prior to the child’s 3rd birthday and forward the completed survey to the First Steps TAT
Consultant.
8.3
The Transition Committee Chair will distribute and collect the Agency Surveys (sample in
Appendix) prior to the annual agreement review.
8.4
The Transition Committee will review survey data each year to aid in procedure review.
8.5
The Transition Committee will review survey data periodically, or least annually during the
transition committee meeting to evaluate transition procedure and practice, support family
satisfaction, and assure implementation of interagency transition procedures and the adherence to
timelines. The document will be disseminated to all agencies and to the Kentucky Early
Childhood Transition Project at brenda.mullin@uky.edu for ongoing updates to be placed on
www.transitononestop.org
SECTION IV
Glossary of Terms
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.
Child Find – Activities each local school district (with community partners as appropriate) 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.
Director of Special Education – The administrator assigned by the local school director to oversee
special education programs.
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 with a disability and the parents to be fully
informed and included in any decisions, which affect the education of the child or youth.
Due Process Hearing – A hearing requested by parents of a child 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.
Evaluation – A process of gathering information about the educational needs and abilities of a child
through individual tests, review of records, behavioral observations, interviews, and rating scales.
Early Intervention – Services for infants and toddlers (birth through 2 years of age) and their families.
Early Intervention services are funded under Part C of the Individuals with Disabilities Improvement
Education Act (IDEIA) and Kentucky’s Early Intervention System (as lead agency) provides services
through First Steps providers.
- -
13
Mercer/Burgin Preschool IA –Nov 2008
Eligible – Child meets certain requirements to qualify for services.
Extended School Year (ESY)-Special Education programming that extends beyond the 180 days of the
traditional school year. Schools are required to provide ESY programming for IDEA-eligible students
for whom it is appropriate. Generally the regression-recoupment analysis is performed to determine
whether a child will be receiving FAPE. Additional factors may need to be considered when evaluating
whether a student with a disability should receive ESY programming.
Head Start (HS) – A federal program, which provides comprehensive, services for children ages 3 to 5
(and their families) who meet the federal income eligibility guidelines and who are at-risk.
IDEIA (IDEIA 2004)– Individuals with Disabilities Improvement Act. The purpose of the law is to
make sure that all children with disabilities, who are between the ages of 3 and 21, have available to
them a free appropriate public education (FAPE). IDEIA includes special education (specially designed
instruction and related services) designed to meet the unique needs of a child or youth with disabilities.
In Kentucky, the Local Education Agency is the lead agency to serve children with Disabilities 3-21
years.
Inclusion – The practice of including children with disabilities in settings/activities that is appropriate
for their non-disabled peers.
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
with a disability.
Individualized Family Service Plan (IFSP) – A written plan of action developed by an initial IFSP
team comprised of the parent, the Point of Entry and Primary Service Coordinator with First Steps,
therapist, and other providers. The IFSP addresses child needs and the family resources, priorities and
concerns related to identify developmental needs of the child.
Initial Service Coordinator (ISC)- A staff person at the First Steps of Point of Entry who accepts and
acts upon a referral for possible early intervention services. The ISC gathers information, coordinates
evaluation, and facilitates the IFSP process for a child and family for the first 45 days following a
referral.
Least Restrictive Environment (LRE) – This is the educational setting in which a child with a
disability can learn effectively, based upon unique needs and capabilities, and interact with similar age
peers who are not disabled.
Native Language – The language used in the home for communication by the parent and child.
Parent means:
a. A biological or adoptive parent of a child;
b. A guardian but not the state if the child is a ward of the state;
c. An individual acting in the place of a biological or adoptive parent (including a grandparent,
stepparent or other relative) with whom the child lives, or an individual who is legally responsible for
the child’s welfare;
- -
14
Mercer/Burgin Preschool IA –Nov 2008
d. A foster parent if the biological parents’ authority to make educational decisions on the child’s behalf
has been extinguished and the foster parent has an ongoing, long-term parental relationship with the
child, is willing to make the educational decisions required of parents under 707 KAR Chapter 1, and
has no interest that would conflict with the interests of the child or
e. A surrogate parent who has been appointed in accordance with 707 KAR 1:340, Section 7 and the
Individuals with Disabilities Education Act. Except when directed otherwise by a court order, the
biological or adoptive parent, when attempting to act as the parent must be presumed to be the parent
unless the biological or adoptive parent does not have legal authority to make educational decisions for
the child. If a judicial decree or order identifies a specific person or persons listed under (a) through (d)
to act as the ‘‘parent’’ of a child or to make educational decisions on behalf of a child, then such person
or persons shall be determined to be the ‘‘parent’’ for purposes of this section. See the Representation of
Children section of the Procedural Safeguards and State Complaint Procedures chapter for direction on
surrogate parents appointed by a judge.
Placement – The location where the individual education program (IEP) for an individual child with a
disability is implemented. Schools are required to provide a continuum of placement options. For a
preschooler with special needs, these options may include a community program such as Head Start, a
private childcare or a segregated early childhood special education classroom. Decisions regarding
placement are made after the development of the IEP at that meeting.
Point of Entry (POE)- The centralized office that accepts referrals for possibly entry into the First
Steps early intervention system and is responsible for child find/public awareness in the district. A Point
of Entry is located in each of the 15 Area Development Districts (ADDs) in Kentucky. One or more
registered nurses and one or more developmental / family specialists jointly staff each.
Preschool Education – Programs for young children that focus on the cognitive (thinking), language,
communication, physical (motor development, self-help/adaptive behavior), social and emotional
development of a child.
Primary Service Coordinator (PSC)- A service provider in the First Steps early intervention system
who is chosen by the family at the initial IFSP meeting to coordinate and monitor the delivery of
services for their child and themselves, facilitate the IFSP reviews, serve as a resource, and coordinate
the transition of their child from First Steps to the next service setting at age three.
Receiving Agency – Agency/program that “receives” a child after he or she exits early intervention
services. In many instances this will be a program run by the public school (if the family desires to
access a publicly funded special education and related services). However, a community based
preschool, Head Start program, or childcare may also be a potential receiving agency.
Referral – A written request for a child to be individually tested to determine if the child has an
educational disability and needs specially designed instruction and related services.
Sending Agency – Early intervention program, may also be called the referring agency. (Could be First
Steps, a private program, a therapist with the hospital, etc)
Special Education – The specially designed instruction that meets the unique needs of a child with a
disability that is provided at no cost to parents or guardians.
- -
15
Mercer/Burgin Preschool IA –Nov 2008
Specially Designed Instruction – Modifications or alterations in instructional methods, techniques,
materials, media, or content, needed for a child with a disability to meet the IEP goals and objectives.
Surrogate Parent – A person assigned by the school district to represent a child with a disability when
the natural parents or guardian are not known or cannot be located or when the child is a ward of the
state.
Transition Plan – A written plan for children with a disability, which will assist them in the process of
changing from one program to another. The transition plan from First Steps into Preschool is written
during the Transition Conferences and is a part of the IFSP Review.
- -
16
Mercer/Burgin Preschool IA –Nov 2008
SECTION V
Appendix
F1.2
School of Residence Information
F2.3
Sample Notice of Transition Conference (First Steps)
F2.4
Sample Refusal Notice of Transition Conference
F4.1
Referral Form
F5.1
Sample Notice of Meeting (School District)
F8.1
Family Survey
F8.2
Agency Survey
*Forms are numbered in sequence related to the Policy Section where they are referenced.
- -
17
Mercer/Burgin Preschool IA –Nov 2008
F1.2
School of Residence Information
Note to PSC’s If a road or street in Mercer County is not listed on the Burgin
School District Street Index then the address will be part of the Mercer County School System
Burgin Independent School District – Residence Area Information
Streets and Roads in Burgin District – Revised 3/11/03
Access Street
Dean Drive
Moore’s Lane
Arrasmith Court
Depot Street
Mulberry Street
Arthur Court
Dossett Lane
Murphy Lane
Ashley Camp Road
First Street
Nicole Drive
Ashley Square
Gayle Street
Norman’s Camp Road
Bailey Pike
Hager’s Camp Road
Oster Drive
Balden Lane
Hamner Road
Pandora Cove
Barrett Lane
Hancock Circle
Pandora Drive
Beam’s Road
Handy Pike (to Moore’s Lane) Paradise Camp Road
Bellow’s Mill Road (to #1795) Herrington Woods
Paradise Circle
Benton Street
High Street
Peach Street
Bonta Street
Highway 33 (to Boyle Co line) Perkins Drive
Bradshaw Lane
Hougue Lane
Persimmon Way
Brook Street
Hughes Camp Road
Pleasant Hill Drive
Brown Drive
Hughley Lnne
Ragona Court
Brummett Street
Ison Court
Railroad Street
Burgin Main
Ison Lane
Robinson Roe Street
Burgin Road (to Montgomery
Joyce Street
Russell Street
Lane)
Kennedy Bridge (to Bridge at
Second Street
Buster Pike (to Boyle Co line) Mercer Line)
Shakertown Road (to 1626)
Can Run Road
Klein Court
Shawnee Run Road (to 245)
Carmichael Road
Lake Village Drive
Spring Street
Cedar Lane
Lakeland Drive
Sunrise Shores
Cedarwood Court
Lakeview Point
Sycamore Street
Chimney Roack Village
Lovette Lane
Third Street
Chimney Rock Road
Maple Hill Road
Trail’s End
Court Street
Maple Street
Waggener Drive
Curdsville Lane
Maude Lane
Water Street
Curdsville Road (to overpass) Meredith’s Avenue
Wildwood Road
Daniel Lane
Mill Street
Danville Street
Montgomery Lane
If there is a question about school of residence between Burgin Independent Schools
and Mercer County School System contact the district Director of Special
Education.
- -
18
Mercer/Burgin IA – Nov. 2008
F2.3 (Sample)
Notice of Meeting
Transition Conference
Date:___________________________
From:
Primary Service Coordinator_______________________________________________
Agency________________________________________________________________
Address____________________________ Phone______________________________
To:
Designee of the Local Education Agency_____________________________________
Address____________________________Phone_______________________________
Transition Conference:
Date____________________Time_______________Location_____________________
Child’s Name____________________________________________________________
Name of Parent or Guardian_________________________________________________
Address_________________________________________________________________
Phone___________________________________
Purpose of the Meeting: (brief description of agenda)
Meeting Participants: (List those that have accepted, agency and job title of each)
- 19 -
Mercer/Burgin IA – Nov. 2008
F2.4 (Sample)
Refusal Notice of Transition Conference
From: (Primary Service Coordinator)
(Agency)
(Address & Telephone Number)
To:
(Designee for Local Education Agency)
(Address & Telephone Number)
Date:
REASON AS STATED BY PARENT/GUARDIAN –
PARENT/GUARDIAN HAS BEEN INFORMED THAT THE SCHOOL DISTRICT MAY BE CONTACTED AT ANY
TIME TO REQUEST SERVICES FOR THE CHILD.
ADDITIONAL STEPS /REQUEST BY PSC –
SIGNATURE OF SERVICE COORDINATOR
DATE
SIGNATURE OF PARENT/GUARDIAN
DATE
- 20 -
Mercer/Burgin IA – Nov. 2008
F4.1
SCHOOL DISTRICT
PRESCHOOL SPECIAL SERVICES REFERRAL
(for 3 and 4 year old students only)
Name of Child
Date of Birth
Address
State, Zip
Home Phone
Referral Source
City
Parent Name
Work Phone
I.
Current status in relation to similar age peers (describe concerns).
1. Cognition
2. Communication
3. Motor Development
4. Social/Emotional
5. Adaptive/Self-Help
II.
Intervention Documentation
1.
Screening
Instrument
Results Attached:
If no, list results:
Yes
No
2.
Describe prior service and intervention strategies.
3.
Other background information:
Submitted by:
Date
- 21 -
Mercer/Burgin IA – Nov. 2008
F5.1 (Sample)
Date:
Second Notice
Date
N O T I C E O F A D M I S S I O N A N D RE L E A S E CO M M I T T E E (A RC ) M E E T I NG
(A t t a c h m e n t t o A R C C o n f e r e n c e S u m m a ry R e p o rt )
Dear
Parent or Guardian,
I am inviting you to attend a conference to discuss the educational needs of:
Student’s Full Name
Date of Birth
PURPOSE FOR CONFERENCE (Check all which apply):
To discuss a referral for multidisciplinary assessment
To discuss results of evaluation
To develop, review, and/or revise the student’s IEP and make placement decisions
To discuss post-secondary transition needs and/or services
To determine evaluation/reevaluation needs
To discuss disciplinary action
At your request to discuss:
Other:
This conference has been scheduled for:
Date:
Address (Optional):
Time:
Location:
Other persons who have been invited to attend this meeting include:
Regular Education Teacher
Special Education Teacher
Educational Diagnostician
Speech and Language Pathologist
Physical Therapist
School Psychologist
Occupational Therapist
Student
Other (Specify):
Other (Specify):
Agencies that have been invited to send a representative to discuss Transition needs and/or services (Required for age 16 and above)
Vocational Rehabilitation
Other (Specify):
You are welcome to bring any information, including formal or informal test results, work samples, etc. to the meeting. You may bring
someone who has knowledge or special expertise regarding the student or someone to assist you at the meeting if you would like.
If you need us to schedule the conference at a different time, date, or location or if you require an interpreter please:

call the District Representative listed below at the telephone number provided, or

complete the bottom of this form and return it to the District Representative.
Sincerely,
Name of District Representative
Telephone Number
- 22 -
Mercer/Burgin IA – Nov. 2008
Mercer County Family Survey
Dec 2008- Nov 2009
Your child has grown up so fast! We hope that transition from First Steps into a new
program has been smooth, and we would like to know how we did on helping you
prepare for the change. Please take a few minutes to give us your feelings on the
following questions so that we can better serve families in the future. Thank you!
1. How old was your child when First Steps services started?
_____
2. How old was your child when planning began for a 3-year-old program?
3. Did your child qualify for preschool services? _______________
For the next questions, please put a check in the column that best describes your
Transition process
YES
NO
4. Were your family’s and child's needs considered
throughout the transition process?
5. Was a transition plan written that included ideas on
how your child and family could prepare for the
change?
6. Were you given information about 3-year-old program
options for your child?
7. Were you informed of differences in the eligibility
requirements between First Steps and 3-year-old
programs?
8. Were you given opportunities to visit and meet
teachers/providers in the different programs available
to your child?
9. Did you actively participate in the Admission and
Release Committee (ARC) meetings hosted by the
school district?
10.Did you feel adequately prepared for the transition
process into the 3-year-old program, including
awareness of your parental rights?
11.Was the Individual Education Plan (IEP) in place on
your child's 3rd birthday?
12.Were you satisfied with the transition from First Steps
into the three-year-old program?
If no was answered for any question, please provide additional information.
________________________________________________________________
________________________________________________________________
________________________________________________________________
- 23 -
Mercer/Burgin IA – Nov. 2008
Mercer County
Interagency Transition Agreement Survey
2009
For Children Transitioning on their Third Birthday
Agency / Provider
Name of Person Completing Form
Number of children transitioned during the survey year
1. What portions of the agreement have been easy to implement? Why?
2. What portions of the agreement have been difficult to implement? Why?
3. What, if any, parts of the transition process were unclear or difficult for parents?
4. What changes, if any, would you make in this agreement?
5. Has your contact information changed since the last agreement? (address, phone #)
Additional comments:
- 24 -