Kansas Inservice Training System
What is Technical Assistance?
One strategy utilized by KITS to address the needs of an individual, local education agency or infant/toddler network is the Individual Technical Assistance Plan. These plans are conceptualized to meet the needs of individuals or groups wishing to expand skills in their own work environment, rather than in a traditional or formal training situation. Any representative of a Kansas school district early childhood special education program (Part B/619) or infant/toddler early intervention network (Part C) can request technical assistance from KITS. Priority will be given to requests related to improving local levels of determination or results on State Performance Plan (SPP) indicators. Technical assistance for Part B/619 programs is also available to support the Kansas State Board of Education goal/objectives, activities related to the State Professional Development Grant (SPDG), or implementation of a Multi-Tiered System of Supports (MTSS).
The design for focused intervention through development of an individualized technical assistance plan is consistent with current research suggesting that “professional development is more likely to be effective when it is long term, focuses on changes at multiple levels (individuals, programs, organizations, districts, states), and is aligned with policies, standards, and expected child and family outcomes” (Winton, McClure, & Catlett, 2008, p. 263). The KITS technical assistance plan combines training (knowledge acquisition) with assessment of implementation (knowledge utilization), two components predictive of effective systems change (Fixen, Naoom, Blasé, Friedman, & Wallace, 2005). Further, a KITS Technical Assistance Plan can be developed to support the Individual Development Plan (IDP) process used for professional relicensure. An example of a technical assistance plan follows. In this example, a request for assistance from KITS came from the Part B/619 coordinator but it could just as easily have come from the Part C coordinator, since the topic relates to transition at age 3.
Fixen, D.L., Naoom, S.F., Blasé, K.A., Friedman, R.M., & Wallace, F. (2005) Implementation research: A synthesis of the literature. Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute.
Winton, P.J., McCollum, J.A., & Catlett, C. (2008) A framework and recommendations for a cross-agency professional development system. In Winton, McCollum, & Catlett (eds) (2008) Practical approaches to early childhood professional development, Washington, D.C.: Zero To Three National Center for Infants, Toddlers, and Families, pp. 263-272.
Example of a Kansas Inservice Training System Technical Assistance Plan
Name: Shannon Stewart
Agency: USD 888
Address: 2601 Sunflower Drive, Harvest Plains, KS 66666
Date of Initiation: September 2, 2007
Date(s) of onsite contact: 9-2-07, 1-3-08, 2-14-08,
5-29-08
Date of completion: 6-23-08
Number impacted by this plan:
- 3 Administrators
- 11 Teachers/Therapists
- 25 Students/Children
Others potentially impacted:
- Harvest Plains Infant Toddler Services, Leslie Manning, Coordinator
Position: Early Childhood Coordinator
Phone number: 555-555-5555
Email: stews@usd.mail.com
Other (Marratech, AIM, Skype): AIM account (need account name and PW)
TA Consultant: Jamie Baker
Individual or program TA? Program
USD # (s), if appropriate: USD 888
SPED Coop. #, if appropriate: Not Applicable
_X_OSEP/APR Transition Indicator Part C to Part B
___ SPDG ______________________________
___ KSBOE Goals________________________
___ MTSS ______________________________
Part of TIP Application? _X__ Yes ____No ____TBA
Description of Technical Assistance Plan Interest (need to be addressed):
In 2007, Shannon’s district was notified of noncompliance by the Kansas State Department of Education on State Performance Plan Indicator #12: Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays. Noncompliance notification on indicator 12 was based on 2 untimely transitions from Part C to Part B. In both cases the district had not completed an initial evaluation prior to the students’ third birthdays and had subsequently made a “diagnostic placement” in the district preschool program. Since learning that this practice is contrary to state and federal regulations, it has been discontinued by the school district.
Current status: (Where are you now?)
Through file review the district identified problems related to documenting Part C transitions. Subsequently, an electronic database has been developed to track all referrals from Part C infant toddler services. However, through the review process, it also became clear to Shannon that her district needs to improve practices to support the timely and effective transition from Part C to Part B services, including
- ensuring that the transition meeting occurs at least 90 days prior to the child’s third birthday;
- ensuring that family members are fully informed participants in the transition process and understand their procedural safeguards, the continuum of services and potential placements options;
- ensuring Part C and Part B staff work cooperatively to implement effective transition procedures, follow established timelines, and provide necessary documentation of compliance with the OSEP.
Currently no written procedures exist to guide teams in the Part C to Part B transition process and the district has no written information on the transition process to share with prospective families.
Proposed Status: (Where do you want to be in 10 months?)
Shannon would like to put procedures in place this year that will ensure that all students referred from Part C services have an initial evaluation completed, eligibility determined, and, if appropriate, an IEP in place prior to their third birthday. She believes that the first step would be ensuring that the transition meeting always occurs at least 90 days prior to a child’s third birthday and that transition timelines, roles, and responsibilities are clearly defined and agreed to by Part C and Part B programs.
What are the anticipated outcomes of the technical assistance?
Short term results: Shannon would like to meet with the Harvest Plains Infant Toddler Services (Part C) staff involved in the referral and transition of children to Part B services at age 3 to discuss the transition process. The district would like to establish an agreement, perhaps even a formal memorandum of understanding (MOU), with the Harvest Plains Part C network. The agreement would address timelines, especially for the 90-day transition meeting, information to be shared with family members regarding Part B evaluation procedures, and evaluation information to be shared between USD 888/Part B and Harvest Plains/Part C programs.
Long term results: In 2008-2009, USD 888/Part B and Harvest Plains/Part C programs will work cooperatively to ensure that all (100%) Part B eligible children transitioning from Part C services have an IEP in place by their 3rd birthday.
Action Plan
| Activities | Timelines |
|
10-07 |
|
11-07 |
|
1-08 |
|
4-08 |
|
5-08 |
|
4-09 |
Resources:
KITS technical assistance packet on Transition from Part C to Part B Services http://kskits.org/ta/Packets/TransitionPartCtoPartB.shtml; Kansas State Department of Education Process Handbook http://www.ksde.org/Default.aspx?tabid=3152; Kansas Department of Health and Environment, Infant Toddler Services technical assistance documents http://www.kdheks.gov/its/index.html; samples of transition materials developed for families http://www.nectac.org/topics/transition/stateex.asp#parent; National Early Childhood Transition Center http://www.hdi.uky.edu/NECTC/Home.aspx
Evaluation Plan:
| Questions | Measures | People Responsible | Timeline |
|
KITS TA packet
on transition from Part C to B |
Shannon | Accomplished 11-19-07 |
|
KITS TA packet on transition from Part C to B |
Jamie/KITS | Emailed links to Shannon 10-23-07; transition packets shared with 6 staff members at meeting 11-19-07 |
|
Signed & dated MOU |
Shannon & Leslie | MOU on file 1-23-08 |
|
Written documents, inservice training agenda and PPT presentation
developed |
Shannon, Leslie, & Jamie/KITS | Completed 4-26-08 |
|
Inservice agenda |
Jamie/KITS | Results of pre/post quiz regarding transition procedures indicate improved understanding by all participants (average post-test score = 93%) |
|
KSDE District Status Report Minutes of annual MOU review meeting | Shannon will share outcomes with Leslie & KITS | TBA |
X The TA Consultant and the Program contact have reviewed this form jointly.
Memorandum of Understanding
Example: Transition Portion of a Comprehensive Interagency Agreement Between Infant/Toddler Services and Preschool Education Services
Memorandum of Understanding: Transition
between
Unified School District 888
Shannon Stewart, Early Childhood Coordinator (Point of Contact)
2601 Sunflower Drive
Harvest Plains, KS 66666
316-888-6440
and
Harvest Plains Infant Toddler Services
Leslie Manning, Coordinator (Point of Contact)
6920 Sunset Lane
Harvest Plains, KS 66666
316-888-0446
The purpose of this memorandum of understanding is to facilitate cooperation and collaboration that will support and assist families in the transition process within the Harvest Plains community. These guidelines will assist families, community agencies and service providers with the transition process and assure smooth, timely transitions for children with special needs who are served by these programs.
Common Goals: USD 888 and Harvest Plains Infant Toddler Services
- To have both agencies meet their legal responsibilities according to the Individuals with Disabilities Education Improvement Act (IDEIA 2004).
- To work together to ensure adequate funding is available for services during the transition period and to assist families in identifying and accessing additional supports as needed.
- To work together as a team to share responsibilities for transition and support the families full and equal participation in team decision making.
- To support families in evaluating an array of service options in the community to determine services that best meet the needs of their child and family.
- To support families in understanding and identifying transition activities including the purpose, key players, and desired outcomes for child’s transition, as well as skills and information they need to facilitate their child’s smooth transition into the next environment.
- To support staff members in fulfilling their roles and responsibilities in the transition process.
- To support and assist families in determining the level of participation they desire in their child's transition process (a minimum level of participation would require parent permission to release information to the school district and initiate an initial evaluation).
- To prepare and support children with special needs and their families by acquainting them with their future service providers and environments.
- To provide follow-up activities related to transition to support families, children and service providers.
- To have both the sending and receiving agencies evaluate and monitor the activities during and after the transition process.
- To increase all participants’ satisfaction with the transition process, their participation in it, and the results of the process.
Common Activities: USD 888 and Harvest Plains Infant Toddler Services
- Will meet at least annually to coordinate services. Either agency may request a meeting at any time during the year. Topics could include such items as service delivery options when a child has a late spring or summer birthday, funding for services during transition, information sharing for COSF ratings process, or review of staff and family satisfaction with transition process.
- Will maintain confidentiality. No confidential information will be shared among the agencies without written parental permission. In the event that parents do not give permission to release confidential information, only non-identifiable information will be shared between agencies.
- Will use the Transition Timelines (attached) to guide transition activities in accordance with IDEIA 2004.
- Will assess the sending, receiving agencies' and family's satisfaction with the transition process through formal and informal processes.
- Will provide information about differences between the Individual Family Service Plan (IFSP) and the Individual Education Plan (IEP) so families can be informed members of the team making the decision about which plan would be most appropriate for their child and/or family.
- Will provide information about eligibility and service delivery options for those children who turn three in the late spring or summer, such as continued services provided by Part C over the summer, or ESY provided by the district, either by its own staff or through contractual arrangements with Part C.
- Will collaborate in the development of a transition plan which identifies options for the child and family, a contact person and activities to be completed during the transition process. The transition plan will include the process for completing the Child Outcomes Summary Form at time of exit from Part C if the child is found eligible for Part B services.
Sending Agency: Harvest Plains Infant Toddler Services
- Will provide a list of students residing within the USD 888 boundaries at least quarterly. This list should include non-identifiable information including date of birth, general demographic information and a general description of child needs.
- Will initiate the transition process, in collaboration with receiving agency. Educate families about the evaluation process and the continuum of services and placement options available through USD 888.
- Will obtain familys' permission to share relevant information with USD 888, including information regarding family and child services (i.e., Social and Rehabilitation Services, Mental Health, Head Start) not included in the Individual Family Service Plan (IFSP) Will provide copy of transition plan to USD 888, or provide written documentation to USD 888 in the event that the family chooses not to pursue transition.
- Will assist families in contacting and scheduling visits to appropriate programs for their child including community programs.
- Will participate in the assessment process, IEP/IFSP development and all meetings during the transition process at the families' request or desire. If Child Outcomes Summary Form (COSF) is not completed jointly with USD 888, will provide KIDS number to allow USD 888 to access COSF Part C exit data.
- With parent permission, will invite a representative from Head Start to the transition meeting if the child is eligible for Head Start services.
- Will share informal/formal transition follow-up activities with receiving agency.
Receiving Agency: USD 888
- Will participate in the transition process including evaluation, services, and placement options.
- Will assure that families have been informed of their rights as related to special education services for their child and will provide a written copy.
- Will ensure families receive written information regarding all existing options related to services, programs and transition activities available through USD 888, including the differences between an IFSP and IEP.
- Assist families in scheduling visits to potential programs for their child with special needs and give families additional information about these programs at their request.
- Participate in home, district, and community visits with families and sending agency, as appropriate.
- Will obtain families written permission to conduct an evaluation of their child to determine if they are eligible for special education services including the review of relevant evaluation and assessment information from sending agency, including IFSP and results of curriculum based assessment.
- With parent permission, invite Harvest Plains representative to the initial eligibility/IEP meeting for any child referred from Part C to Part B services.
Problems or concerns with any portion of this agreement should be referred to the below named individuals who have signed this agreement. This agreement will be reviewed yearly and changed, at that time, as appropriate.
______________________________________________________________________________
Shannon Stewart, Early Childhood Coordinator, Unified School District
888 Date
______________________________________________________________________________
Ben N. Charge, Director, Special Education, Unified School District 888
Date
______________________________________________________________________________
Leslie Manning, Coordinator, Harvest Plains Infant Toddler Services Date
______________________________________________________________________________
Wanda Dorite, Chair, Harvest Plains Infant Toddler Board of Directors
Date
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