Transition from Birth to Three Services to Early Childhood Education
The
school district works closely with the Birth to Three system to ensure
the effective transition from one service delivery system to the other
when children requiring special education and related services reach
school age. In accordance with Connecticut statutes and regulations, a
transition plan is developed to support the transition to preschool
services provided by the school district. The transition plan is
contained in the Individualized Family Service Plan (IFSP). School
district staff attend IFSP meetings when invited. The transition plan
must be in place at least 90 days prior to the child’s third birthday.
The school district must ensure that an Individualized Education Plan
(IEP) is in place by the child’s third birthday, for each child eligible
for special education and related services.
Transition Meeting:
The Birth To Three service coordinator contacts the Early Childhood
staff to schedule a transition meeting. The team members for this
conference consist, at the minimum, of the child’s parent(s), service
coordinator, representative of the current Birth to Three team, and a
local education agency representative.
Planning & Placement Team Meeting (PPT): The
Ledyard Public Schools Early Childhood Team will schedule a meeting
with the family and Birth to Three team no later than the month prior to
the child’s third birthday to determine appropriate programming to take
place by the child's third birthday. Required participants are the
child’s parent(s), the service coordinator, a representative of the
child’s current program provider, and a special educator. This meeting
is for reviewing assessments, determining eligibility for services, and
developing an IEP (if appropriate).
Evaluations
Evaluations
may be recommended following Child Find Screening or Transition
meeting. These evaluations may include developmental skills,
speech/language, fine motor, gross motor, and/or school psychological
evaluation. The team may also request a copy of the child’s current
hearing and vision screening, and a developmental history. All
evaluations require parent consent, and remain confidential.
Evaluations are free to Ledyard resident children referred for
evaluations following Child Find or Transition Meetings.
Individual Educational Program (IEP)
The
IEP components consist of a written description of the child’s present
level of educational performance, goals and objectives, service plan,
statement of placement in the least restrictive environment, and consent
of parents. Preschool services available include special education,
speech/language therapy, Occupational Therapy, Physical Therapy, School
psychologist, transportation, and possible outside agency support. Any
services are based on the needs of the child and determined by the IEP
team members. Parents are afforded specific rights under special
education law in CT. To learn more about the Individual Educational
Program and parent rights, please refer to Procedural Safeguards Parent
handbook (July, 2011) or visit www.sde.ct.gov.
CONFIDENTIALITY
Confidentiality
of student records is an essential component of the legal rights
granted to students by education law. All personal information,
evaluations and special education records are kept in locked cabinets.
Please be aware that staff cannot discuss information about other
students in the program with you. Any written records that are shared
with other agencies require the parent’s written consent.