- 1 Purpose
- 2 22014-2015 Due Dates / Timeline for Articulation
- 3 Procedures
- 4 General Considerations
- 4.1 Reflecting Differences in T/IEP Services
- 4.2 Supports/Services Needed to Transition
- 4.3 Change of Placement to Self Contained Settings
- 4.4 Pre-kindergarten Students Transitioning to Kindergarten
- 4.5 Therapy Services
- 4.6 FAPE 22
- 4.7 Hospital/Homebound and Off Campus Instruction Students
- 4.8 Transportation
- 4.9 School Choice and Charter Schools
- 4.10 Private Schools
- 4.11 Reevaluations
- 4.12 Gifted Students
Articulation procedures promote an organized and efficient exchange of information between sending and receiving schools for students in exceptional student education (ESE), whom are articulating to elementary, middle, high schools, and transition settings. The procedures include: assignment of a primary contact person (i.e., designee) for each school, coordination and transfer of documentation, and special considerations.
22014-2015 Due Dates / Timeline for Articulation
- Designation of articulation designee due to SSPS: Friday, March 13th
- Student Articulation Forms due to receiving school: Friday, April 10th
- Change of Placement Plans due to receiving school: Friday, April 10th
- Update anniversary T/IEPs expiring before August 28, 2015: Tuesday, June 2nd
- Complete re-evaluations due prior to October 9, 2015: Tuesday, June 2nd
Download the list of 2015 Articulation Designees.
Selection of Designee
Administrators for sending and receiving schools shall select a Designee and send the designee’s name and email address to the Office for Student Support Programs and Services by completing the Articulation Designee Form. All schools will need both receiving and sending designees.
Sending School Responsibilities
The sending school must:
- Verify the school zone (by addresses) for articulating students with data entry personnel. New schools, school boundaries and program feeder patterns may impact zoning.
- Complete the Student Articulation Form listing articulating students for each receiving school, including recommendations for course delivery models. In cases where placement at a given school or program may be questionable, a school administrator from the sending school should initiate communication with the receiving school administrator to arrange for classroom observations and/or participation in T/IEP planning.
- Provide School Nurse Input form if health care needs are identified.
- Collect, organize, and send working/program folders for each student by the end of the school year to the receiving school designee.
- For students with assistive technology (AT) needs, develop a plan in collaboration with the receiving school to ensure transfer or ordering of any AT devices or materials.
- For students with indivdiually designed materials (i.e. picture schedules, social stories, visual communication materials) develop a plan in collaboration with the receiving school to ensure transfer or development of these materials.
- For students with behavioral concerns, review and revise, if needed, the Functional Behavior Assessment/Behavior Intervention Plan (FBA/BIP) in collaboration with the receiving school.
- Consider the need for special transportation to/from the new school and complete Special Needs Transportation Form (MIS #768)
Receiving School Responsibilities
The receiving school shall:
- Distribute information to the case managers including a copy of the T/IEP, recommended delivery models, and any additional information sent from the sending school.
As a reminder, each student is assigned to an ESE case manager that is responsible for coordinating and monitoring students’ services, including:
- Having access or developing documentation for T/IEP goals and accommodations
- Having a thorough understanding of how each of the students on his/her assigned caseload is progressing and responding to instruction and support levels
- Identifying essential information that directly impacts learning and developing methods for ongoing dialog with teachers and parents
- Engaging in proactive planning that enhances student engagement in instruction
- Building relationships with colleagues at feeder pattern schools as needed
Reflecting Differences in T/IEP Services
Transitioning between levels can present challenges when ESE service delivery models are structured differently. This is especially evident in the pre-k to kindergarten and 5th grade to 6th grade transitions. School teams are encouraged to create avenues for ongoing dialog between sending and receiving schools so that T/IEPs can reflect the team’s intentions and parents have a clear understanding of why the service model may change. For example, in some cases, the services page may have to reflect two sets of services (e.g., one half of the year in a self-contained prekindergarten and the remainder in a general education kindergarten with ESE supports). If T/IEP teams are not sure of how to proceed, please contact the program supervisor for assistance.
While the majority of students stay in feeder groups, we know that new students transferring into the county and student mobility may not provide opportunity for preparation. When possible, teachers and case managers should have well documented data on student academic progress, T/IEP goals, observations, conference summaries, and other relevant information available for any student transferring in or out of county.
Supports/Services Needed to Transition
Receiving schools should consider supports that will need to be in place at the beginning of the next school year. In some cases, resources may have to be adjusted to assist students more frequently at the start of the school year. For example,the support facilitation level may need to be more frequent at the beginning of the school year until the student is acclimated to the new environment and routines.
Change of Placement to Self Contained Settings
Change of Placement Plan forms are typically utilized for considering significant changes in educational environment (e.g.,student transitioning from basic education into a Self-Contained Academic (SCA) unit).
- T/IEP teams may consider self-contained placement options at any time during the school year, however, to assist schools in planning for the following school year, T/IEP teams are encouraged to consider change of settings as early as possible.
- To best coordinate effective communication, it is recommended that Change of Placement Plan, be submitted to self-contained feeder schools by the established due date (see above) for students who wish to be considered for these programs at the beginning of the following school year.
- The following forms can be accessed at the Office for Student Support Programs and Services Wiki in the Change of Placement Section
- Request for ESE Support Form
- Observation Summary Form
- Change of Educational Environment Process
- Change of Placement Plan
Pre-kindergarten Students Transitioning to Kindergarten
The BDI-2 exit assessments must be completed within the established test window (March 3rd through April 30th). The assessment information will be helpful to IEP teams in determining supports needed for kindergarten.
For pre-k students who will be entering a general education classroom, the IEP team should set up a transition meeting with the parents/guardians and child's home school to ensure the IEP sufficiently captures the student's present level of performance, appropriate goals and level of special education and related services. The intent of this process is that all students leaving pre-k settings have a smooth transition from pre-k to kindergarten.
For pre-k students who are recommended for a self-contained setting for kindergarten, supporting data including Galileo and the BDI-2 assessment will be important. When scheduling with the receiving schools, be sure that they are scheduled after the BDI-2 assessments are completed. If multiple placements are being considered, the pre-k IEP team should begin holding meetings with potential schools in April to ensure that kindergarten placement decisions have been made prior to the end of the current school year.
For students in pre-k ESE programs, it is not a recommended practice to maintain kindergarten-age students in pre-k ESE classroom settings. If the school team feels there are extenuating circumstances to warrant an extension in a pre-k ESE classroom, please contact Kelli Boles (ext. 42672 or firstname.lastname@example.org) for procedures.
It is important for T/IEP teams to take into consideration the scheduling structure of the receiving school when making recommendations regarding the intensity of services to be provided at the next school level. For example, elementary schools will commonly recommend 60 minutes of speech-language therapy, whereas secondary schools will commonly recommend 50 minutes of therapy. The T/IEP team should consider the student’s progress and whether the service area(s) continue to be a priority educational need. Consider whether a difference of reducing 10 minutes of therapy outweighs the impact on missed core academic instruction. This occurs because students scheduled for 60 minutes would miss instruction from two classes each week, as opposed to missing just one class if scheduled for 50 minutes.
In addition to sending student information to the receiving FAPE 22 teacher, for students who will be graduating with a special diploma, information regarding appropriate FAPE 22 programs shall be provided to students and their parents and arrangements made for a visit and/or meeting.
Hospital/Homebound and Off Campus Instruction Students
- Provide information regarding student course selection for the upcoming school year (middle and high school levels).
- Sending school nurse should mail home medical update and parent agreement if the current medical expires before August 30, 2014. The contact information on the forms should include the receiving school nurse contact information.
- Homebound students should be case managed at the home school or boundary school for students requiring increased levels of support. Off Campus Instruction service delivery model expires at the end of each school year. A re-entry plan should be developed in conjunction with the receiving school. Continuation of Off Campus Instruction for the new school year requires district level case review of current student data and needs.
A Transportation Planning form should be completed for each student who will need transportation for the upcoming school year.
School Choice and Charter Schools
For students requesting School Choice to another public school in the district, proceed with the articulation process as if the student will be attending his/her zoned receiving school, unless the school choice request has been approved.
Children in pre-k ESE programs who wish to remain in the current school for kindergarten placement must re-apply for School Choice, if not at zoned school.
If a parent indicates that a student may attend a charter school, the T/IEP should still be developed because the T/IEP team remains accountable to develop a T/IEP as long as the student is enrolled in Pasco County Schools. If parents choose not to attend the T/IEP meeting, the team should still meet to develop the T/IEP so the charter school can determine whether it can be implemented.
If a parent indicates a student may attend a private school, proceed with the articulation process as if the student will be attending his/her zoned receiving school. The T/IEP team is still accountable to develop a T/IEP as long as the student is enrolled in Pasco County Schools. If the parent wants their child(ren) to receive ESE services whole enrolled at the private school, they must contact Glennda McCallister in the Office for Student Support Programs and Services at 813-794-2609. Once the request is made, a determination will be made for eligibility for services and a service plan will be developed according to district procedures.
All formal reevaluations due through October FTE need to be completed prior to the end of this school year and sent to the receiving school as soon as possible. This includes students identified as Developmentally Delayed (DD) who will be turning six years of age. Every effort should be made to complete formal reevaluations before the articulation process begins. Special attention should be provided to students articulating to middle and high school levels who have not been formally reevaluated for several years. All reevaluation paperwork must be placed in the red folder for the receiving school.
A separate memo was issued through the Office of Teaching and Learning for students enrolled in the gifted program.