Technical Assistance (TA)

What is a TA Plan?

One strategy utilized by KITS to address the needs of an individual, local education agency or infant/toddler network is an individualized technical assistance (TA) plan. These plans are conceptualized to meet the needs of individuals or groups wishing to expand skills to build capacity for systems change 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 goals/objectives, activities related to the State Professional Development Grant (SPDG), or implementation of the Kansas Multi-Tiered System of Supports (MTSS).

The design for focused intervention through development of an individualized TA 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, McCollum, & Catlett, 2011, p. 263). The KITS TA 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 TA plan can be developed to support the Individual Development Plan (IDP) process for professional relicensure. An example of a TA 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.

References

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. (2011) A framework and recommendations for a cross-agency professional development system. In Winton, McCollum, & Catlett (eds) (2011) Practical approaches to early childhood professional development, Washington, DC: Zero To Three National Center for Infants, Toddlers, and Families, pp. 263-272.

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Example of a Kansas Inservice Training System Technical Assistance Plan

Name: Shannon Stewart
Agency: USD 888 
Address: 2601 Sunflower Drive, Harvest Plains, KS 67890
Date of Initiation: : 9-2-10
Date of completion: 6-23-11
Number impacted by this TA plan:

• _3__ Administrators
• _11_Service Providers/ Early Intervention Practitioners
• _25_ Children
• ____ Families (Part C Only)

 

Others to receive potential benefit: Harvest Plains Infant Toddler Services, Leslie Manning, Coordinator

Position: Early Childhood Coordinator
Phone number: 316-888-6440
Email: stews@usd.mail.com
Other (AIM, Skype): AIM account; Moodle 
TA Consultant: Jamie Baker
Individual or program TA? Program

USD # (s), if appropriate: USD 888

SPED Coop. #, if appropriate: Not Applicable

_X_ SPP/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(s) to be addressed):

In 2010, Shannon's district was notified of noncompliance by the Kansas State Department of Education on State Performance Plan (SPP) 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 one instance, the referral from Part C was made to Part B less than 90 days prior to the child's third birthday. In the other instance, the referral was made to the district 90 days prior to the child's third birthday, but repeated cancellations of scheduled appointments on the part of the family reportedly prevented the completion of a timely evaluation and determination of eligibility. In neither case could Harvest Plains orUSD 888 provide accurate documentation of their repeated attempts to contact parents to schedule meetings at a time and place convenient to the family, nor specific dates and times that parents failed to make the child available for scheduled appointments, as was reported anecdotally by staff members questioned this year.

Current status: (Where are you now?)

Through file review the district identified multiple problems related to documentation of Part C transitions. Subsequently, an electronic database was developed to track all referrals from Harvest Plains infant toddler services. 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

1. Working with Harvest Plains to ensure the transition conference occurs at least 90 days prior to the child's third birthday;
2. Working with Harvest Plains to ensure that family members are fully informed participants in the transition process and understand their procedural safeguards, the continuum of Part B special education services and potential placements options;
3. Ensuring Part C and Part B staff works cooperatively to implement effective transition procedures, follow established timelines, and provide necessary documentation of compliance with IDEA and the SPP transition indicator (12B and 8C).

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 children 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 conference 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. Shannon further believes that Part C and Part B staff can work together to better assist parents in fully understanding their rights and options for participation in the transition process as well as the continuum of services available through their school district.

What are the anticipated outcomes of the technical assistance?

Short-term outcome(s): 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 agreement (MOA), with the Harvest Plains Part C network. The agreement would address timelines, especially for the Part C referral to the district and scheduling of the transition conference, information to be shared with family members by Part C regarding Part B evaluation procedures, and evaluation information to be shared between USD 888/Part B and Harvest Plains/Part C programs.

Long-term outcome(s): In 2011-2012, USD 888/Part B and Harvest Plains/Part C programs will work cooperatively to ensure that all (100%) children transitioning from Part C services have eligibility determined and, if appropriate, an IEP in place by their 3rd birthday.

Action Plan

Activities	Measures	Resources	Person(s) Responsible	Timeline	Results
1. Shannon will contact Harvest Plains Part C coordinator to schedule a collaborative meeting to discuss transition procedures in light of current guidance.	Meeting minutes	USD 888 will provide meeting space and notetaker; Shannon and Leslie will make key transition staff available. Jamie/KITS will participate.	Shannon	11-10	Meeting held 11-19-10 attended by all staff members with designated transition responsibilities. Minutes on file.
2. KITS will provide current information regarding IDEIA2004 regulations and state guidelines that address transition from Part C to Part B services.	Electronic record of documents/ links sent to Shannon and Leslie	KITS TA packet on transition from Part C to B, Kansas InteragencyMOA and Transition Q&A, Synthesis of Key Points from OSEP EC Transition FAQ	Jamie/ KITS	11-10	Jamie emailed links to Shannon and Leslie 10-23-10; transition packets disseminated to 6 participating staff members at meeting on 11-19-10
3. A written transition agreement will be jointly developed and signed byUSD 888/Part B and Harvest Plains/Part C programs.	Signed and dated agreement on file	KITS Word template for sample Part C to B transitionMOA modeled after Kansas InteragencyMOA; Administrative signatures fromUSD 888 and Harvest Plains	Jamie/ KITS         Shannon and Leslie	1-11	Signed and dated MOA on file 1-21-11
4. Written materials will be developed to support implementation of transition procedures identified in the new MOA.	Written procedures, inservice training agenda, andPPTdeveloped for staff; transition handbook developed for families	KITS TA packet on transition from Part C to B; KSDE/KDHEPPT on transition from C to B; sample transition materials for families from ECTAC website	Jamie/ KITS	4-11	Completed and on file 4-26-11
5. USD 888 and Harvest Plains team members will demonstrate understanding of roles, responsibilities, and timelines related to transition regulations and the new MOA.	Inservice agenda with learner objectives; TASN/KITSparticipant evaluation summaries; Pre/post quiz on procedures described inMOA	Standard TASN/KITSevaluation form; Quiz on timelines and staff responsibilities as described inMOA	Jamie/ KITS, Shannon, and Leslie	5-11	KITS evaluations on file, indicating 86% of Part C and B staff reported knowledge, skills, and motivation related to implementing transition procedures improved "quite a bit" or "a lot". 89% said information would change their practices. Results of pre/post quiz regarding transition procedures indicate improved understanding by all participants (average pre-test score = 67% and average post-test score = 93%)
6. Changes implemented byUSD 888 and Harvest Plains will result in 100% compliance withSPP transition indicator 12B/8C for 2011-2012 school year.	KSDE APRDistrict Status Report; Minutes of annual MOAreview meeting and edits to MOA	KSDE APRDistrict Status report for Indicator 12B KDHE APRNetwork report for Indicator 8C	Shannon will convene meeting with Harvest Plains and KITS to share district/network status reports and review/ revise MOA as necessary	4-12	TBA

Goal Attainment Follow-Up Guide

1. Considering the long term outcomes that are the focus of the TA plan, identify at least three (3) goals that describe the intended effect or impact of the change you expect to see upon completion of your action plan. [Alternately, you can develop three (3) attainment scales for one overarching goal.]
2. Give each goal, or scale, a brief title that conveys its intended effect or impact.
3. For each goal, or scale, begin by describing the expected level of effect or impact of your long-term outcome (0). This is your goal attainment "target": the change you realistically expect to accomplish through your TA plan activities.
4. Next, describe what it would look like if you achieved SOMEWHAT MORE (+1) and SOMEWHAT LESS (-1) than expected. These are also realistically attainable outcomes.
5. Describe the MUCH MORE (+2) and MUCH LESS (-2) than expected levels of effect or impact. These represent the achievable limits for this specific goal: the outcomes that have a 5-10% chance of occurrence.
6. Repeat these steps for at least 3 goals or scales. Be as specific as you can with your goals and descriptions. You will be evaluating the level of achievement of each of your goals when your TA plan activities are completed, and again at 6 and 12 months following completion of your TA plan.

 

Goal 1: USD 888 and Harvest Plains ITS will develop, implement, review, revise and maintain a joint memorandum of agreement on transition from Part C to Part B services.

Level of Attainment	Description
Much more than expected +2	All of "expected level" is implemented and USD 888 and Harvest Plains ITS have jointlyreviewed and/or revised the MOA on transition from Part C to Part B services, written procedures for all staff, and the transition handbook for families at least once.
Somewhat more than expected +1	All of "expected level" is implemented and USD 888 and Harvest Plains ITS have jointlyreviewed and/or revised the MOA on transition from Part C to Part B services, written procedures for all staff, or the transition handbook for families at least once.
Expected level of outcome 0	USD 888 and Harvest Plains ITS developed a joint memorandum of agreement on transition from Part C to Part B services. Based on the MOA, written procedures were developed and disseminated to all staff involved in transitioning children from Part C to Part B and a transition handbook was developed and disseminated to all families of a child transitioning from Harvest Plains prior to their third birthday.
Somewhat less than expected -1	USD 888 and Harvest Plains ITS developed a joint MOA on transition from Part C to Part B services. Based on the MOA, written staff procedures and a transition handbook have been developed but not yet disseminated to all staff involved in transition and all families of a child transitioning from Harvest Plains prior to their child's third birthday.
Much less than expected -2	USD 888 and Harvest Plains ITS developed a joint MOA on transition from Part C to Part B services. Written staff procedures and/or transition handbook for families based on the MOA are still in development.

Degree of Goal Attainment

Completion of TA Plan Date ___________________ Interviewer:	6 Months After Completion Date____________________ Interviewer:	12 Months After Completion Date____________________ Interviewer:
Comments:	Comments:	Comments:

Goal 2: All children potentially eligible for services from USD 888 are referred by Harvest Plains and a transition conference is convened with a school district representative at least 90 days prior to the child's third birthday.

Level of Attainment	Description
Much more than expected +2	A referral is made by Harvest Plains to the USD 888 and a transition conference/IFSP meeting is convened with a district representative present for all children potentially eligible for USD 888 servicesat least 90 days prior to their third birthday without exception, and there is evidence of individualization in the transition process timeline (e.g., exceptions were made to accommodate for unique situations, such as earlier referral for a child with significant disabilities).
Somewhat more than expected +1	A referral is made by Harvest Plains to the USD 888 and a transition conference/IFSP meeting is convened with a district representative present for all children potentially eligible for USD 888 servicesat least 90 days prior to their third birthday without exception.
Expected level of outcome 0	A referral is made by Harvest Plains to the USD 888 and a transition conference/IFSP meeting is convened with a district representative present for all children potentially eligible for USD 888 servicesat least 90 days prior to their third birthday except for those situations where allowable justification is documented.
Somewhat less than expected -1	For one percent (1%) or less of potentially eligible children, the referral is not made by Harvest Plainsor the transition conference/IFSP meeting is not convened with a district representative present at least 90 days prior to the child's third birthday and no allowable justification is documented.
Much less than expected -2	For greater than one percent (1%) of potentially eligible children, the referral to USD 888 is not made by Harvest Plains or the transition conference/IFSP meeting is not convened with a district representative present at least 90 days prior to the child's third birthday and no allowable justification is documented.

Degree of Goal Attainment

Completion of TA Plan Date ___________________ Interviewer:	6 Months After Completion Date____________________ Interviewer:	12 Months After Completion Date____________________ Interviewer:
Comments:	Comments:	Comments:

Goal 3: All children referred by Harvest Plains will have eligibility determined and, if appropriate, an IEP in place by their third birthday.

Level of Attainment	Description
Much more than expected +2	All children referred by Harvest Plains prior to their third birthday have had eligibility determined and, if appropriate, an IEP in place by their third birthday.
Somewhat more than expected +1	All children referred by Harvest Plains at least 45 days prior to their third birthday have had eligibility determined and, if appropriate, an IEP in place by their third birthday.
Expected level of outcome 0	All children referred by Harvest Plains at least 90 days prior to their third birthday have had eligibility determined and, if appropriate, an IEP in place by their third birthday.
Somewhat less than expected -1	One percent (1%) of children referred by Harvest Plains at least 90 days prior to their third birthday did not have eligibility determined and, if appropriate, an IEP in place by their third birthday.
Much less than expected -2	Two percent (2%) or more of children referred by Harvest Plains at least 90 days prior to their third birthday did not have eligibility determined and, if appropriate, an IEP in place by their third birthday.

Degree of Goal Attainment

Completion of TA Plan Date ___________________ Interviewer:	6 Months After Completion Date____________________ Interviewer:	12 Months After Completion Date____________________ Interviewer:
Comments:	Comments:	Comments:

The following people reviewed this plan and agree to the commitment of resources identified:

____________________________________________________________________________ TA	____________ Date
____________________________________________________________________________ Program Administrator	____________ Date
____________________________________________________________________________	____________ Date
The TA Consultant and the Program contact have reviewed this form jointly.	____________ Date

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Please Note: This sample MOA will be revised in 2012 to reflect Part C IDEA regulatory guidance and consequent revisions to the Kansas State-level Interagency Memorandum of Agreement (MOA) between KDHE and KSDE. For the most current state and federal guidance on transition from Part C to B services, consult the references at the end of this document.

Memorandum of Agreement for Transition 
from Harvest Plains Infant Toddler services to
USD 888 Early Childhood Special Education Services

The Purpose of this Memorandum of Agreement is to ensure that families and children experience a smooth, consistent, predictable, and timely transition from Harvest Plains Infant Toddler Services to Early Childhood Special Education Services in USD 888.

 

Common Goals: Harvest Plains Infant Toddler Services (ITS) and USD 888 agree

1. To have both agencies meet their legal responsibilities according to the Individuals with Disabilities Education Improvement Act (IDEIA 2004).
2. To recognize that any child currently receiving ITS services or identified as eligible for ITS services at least 45 days prior to their third birthday is a child considered potentially eligible for special education services from the school district.
3. To work together as a team to share responsibilities for transition and support families' full and informed participation in team decision making.
4. To support staff members in fulfilling their roles and responsibilities in the transition process.
5. To support families in understanding and identifying transition activities including the purpose, key players, and desired outcomes, as well as skills and information they need to facilitate their child's smooth transition to preschool special education services.
6. To support families in reviewing program options from the time of the child's third birthday through the remainder of the current school year or the start of the new school year to determine services that best meet the needs of their child and family.
7. To prepare and support children with special needs and their families by acquainting them with their future service providers and environments.
8. To have both agencies monitor and evaluate transition plan activities throughout and after the transition process.
9. To increase all participants' satisfaction with the transition process, their participation in it, and the results.
10. To make every attempt to work with the family to make timely notification to the appropriate school district when a child and family move at any time during the transition process.

 

Common Activities: Harvest Plains Infant Toddler Services (ITS) and USD 888 agree

1. To meet annually in January to review and make necessary revisions to this agreement based on Annual Performance Plan (APR) transition data (State Performance Plan Indicator 8C/12B) and participant feedback from the past year. Additional meetings can be requested by either agency at any time during the year.
2. To identify annually (and anytime there is a change) contact person(s) and acceptable method(s) of contact for referral information provided to USD 888 by ITS.
3. To maintain confidentiality: no confidential information will be shared between the agencies without written parental permission, except that required for referral (described below).
4. To adhere to transition timelines in accordance with IDEIA (2004) and the State of Kansas Interagency Memorandum of Agreement (2011) between KDHE and KSDE.
5. To annually assess the sending, receiving agencies' and families' satisfaction with the transition process using a jointly developed and agreed upon survey.
6. To collaborate, with parent permission, in the development of a transition plan that identifies options for the child and family, a USD 888 contact person, and the activities to be completed during the transition process.

 

Sending Agency: Harvest Plains Infant Toddler Services (ITS) agrees

1. To provide referral of potentially eligible children residing within the USD 888 boundaries at least 90 days and up to nine months prior to the child's third birthday. Referral should include child's name, date of birth, parent contact information (names, addresses, telephone numbers) and may also include the name and contact information for the family service coordinator and the language(s) spoken by the child and family.
2. To initiate the transition process for any child potentially eligible for services from USD 888. At discretion of all parties, the process may be initiated up to 9 months before the child's third birthday for families with specific needs.
3. To convene an IFSP meeting to which a representative of USD 888 is invited, with parent approval (oral consent is acceptable), at least 90 days prior to the child's third birthday. Will document all decisions made at the transition conference/IFSP meeting.
4. To ensure, whether or not a USD representative participates in the transition conference/IFSP meeting, that parents are provided with information (provided by USD 888) to include:
   • A description of the Part B eligibility definitions.
   • Timelines and process for consenting to an evaluation and conducting eligibility determinations under Part B.
   • Availability of special education and related services.
5. To share information about service delivery options for those children who turn three in the late spring or summer, including:
   • Once a child begins USD 888 services, he/she is no longer eligible for ITS services (and ITS funds cannot be used to serve the child).
   • If a child turning age three during the summer (defined as the day after the last day of school) is determined to be eligible for special education, and has an IEP in place with special education services to begin the following school year, the child can continue to be served on an IFSP by the ITS program during the summer until the IEP is implemented at the beginning of the next school year.
   • If a child turns age three before the end of the school year and it is determined by the IEP team that it is in the best interest of the child to be served by ITS providers on an IEP in the child's home until the beginning of the next school year, the school district can contract with ITS to provide those services to the child.
   • If a child turns age three during the summer and the Part B IEP team determines the need for extended school year (ESY), the team may decide that it is in the best interest of the child to be served in the child's home by Part C providers on a Part B IEP until the next school year. The LEA can choose to contract with the ITS network to provide extended school year (ESY) services to an eligible child in order to minimize disruption to the family and to assure a smooth transition.
6. To obtain families' written permission to share relevant information between USD 888 and Harvest Plains ITS including evaluation information and contents of the IFSP, as well as any family and child services not included in the IFSP (i.e., Social and Rehabilitation Services, Head Start, Mental Health). The Harvest Plains ITS parent consent form will include permission for USD 888 to release a copy of the child's eligibility determination report/IEP to ITS. The written consent may be obtained up to 9 months before the child's third birthday.
7. To provide written documentation, no later than 90 days prior to the child's third birthday, to USD 888 in the event that the family chooses not to have a school district representative participate in the transition conference/IFSP meeting and does not intend to pursue transition to preschool services from the school district.
8. To assist families in contacting and scheduling visits to appropriate programs for their child including community programs.
9. To participate in gathering assessment information and all meetings held during the transition process at the families' request. With parent consent, every attempt will be made to participate in the eligibility/IEP meeting.
10. To invite, with parent consent, a representative from Head Start to the transition conference if Head Start services are an option for the family.
11. For a child referred to ITS between 45 and 90 days prior to 3rd birthday, ITS will
    • Conduct initial evaluation
    • Conduct initial IFSP meeting (if eligible)
    • Develop transition plan
    • Provide notification/referral information to USD 888 as soon as possible
12. For a child referred to ITS between 45 and 90 days prior to 3rd birthday, ITS may:
    • Request parental consent to conduct a joint evaluation with USD 888
    • Conduct a transition conference in conjunction with the initial IFSP meeting, including, with parent consent, a representative from USD 888
    • Schedule and conduct with family and USD 888 a transition conference following development of initial IFSP
13. For a child referred to ITS fewer than 45 days prior to 3rd birthday, ITS will generally assist family in contacting USD888 or provide family with information concerning referral to USD 888. With parent consent, ITS may convene a transition conference with USD 888 to develop a transition plan.
14. For a child served by ITS more than 90 days prior to the 3rd birthday, but referred to USD 888 fewer than 90 days prior to the 3rd birthday, ITS will document and share with the district reason(s) for the late referral.

Receiving Agency: USD 888 agrees

1. To participate in the transition process including the transition conference/IFSP meeting, identification or review of appropriate transition steps and services in the transition plan, and provision of information to the family to include:
   • A description of the Part B preschool special education eligibility definitions.
   • Timelines and process for consenting to an evaluation and conducting eligibility determinations under Part B preschool special education.
   • The availability of Part B special education and related services.
   • A copy of procedural safeguards (provided in native language or other mode of communication used by parents)
2. To review existing evaluation data, including evaluations and information provided by the parents. Based on that review and input by the family, USD 888 will identify what additional data are needed to determine if child is a child with a disability, and administer such assessments and other evaluation measures as may be needed to produce the additional data.
3. If USD 888 determines there is evidence of a potential disability, along with procedural safeguards, to provide parents with prior written notice for evaluation, and obtain written consent for evaluation. If USD 888 chooses not to evaluate, procedural safeguards and prior written notice for evaluation and request for consent will nevertheless be provided for parents explaining why the district refuses to conduct the evaluation.
4. To facilitate and/or participate in home and classroom visits with families and ITS representative(s), as appropriate.
5. To inform parents that ITS service coordinator must be invited to IEP meeting at parent's request; will invite ITS service coordinator to the initial eligibility and IEP meeting if parent requests. If ITS representative is unable to attend,USD will, with parent consent, provide ITS service coordinator with results of Part B eligibility determination.
6. For a child referred to ITS fewer than 90 days before the 3rd birthday, and therefore referred to USD 888 less than 90 days before the 3rd birthday, USD 888 will conduct an initial evaluation within 60 school days of receiving parental consent for evaluation, even if that timeline expires after the child's 3rd birthday. If eligibility is determined, an IEP will be developed and implemented within the 60 school day evaluation timeline.
7. For a child served by ITS more than 90 days prior to the 3rd birthday, but referred to USD 888 less than 90 days before the 3rd birthday, USD 888 will ensure that initial evaluation is completed and, if child is determined eligible, an IEP is developed and implemented by the child's 3rd birthday, even if the state established timeline for evaluation expires after the child's 3rd birthday. Documentation provided from ITS with reasons for the late referral will be placed in the student's file.
8. For a child whose third birthday occurs during the summer, the child's IEP team will develop the IEP and then determine the date when services under the IEP will be delivered, which may be implemented on the first day of school the following school year. It is only the implementation of the IEP that may be delayed. USD 888 services will begin on the date specified on the IEP .
9. For a child turning three close to a school break, the district may determine through the IEP process that a child will start school well in advance of a school break if the team is concerned about a smooth transition. Alternately, the IEPteam may decide that it would be in the child's best interest to continue services provided by ITS providers or its own staff in the child's home under the IEP until the first day after a school break. Once a child begins USD 888 services, he/she is no longer eligible for ITS services (and ITS funds cannot be used to serve the child).
10. If a child turns age three during the school year and the IEP team determines the start date is too close to a school break (i.e. Winter or Spring break) to facilitate a smooth transition, the IEP team may decide that it would be in the child's best interest to continue services provided by ITS providers in the child's home on an IEP until the first day after the break. The LEA can choose to contract with ITS to provide those services to the child in order to minimize disruption to the family and to assure a smooth transition. Alternately, the IEP team may provide services to the child in the home until after the school break is over.
11. To convene at least annually a meeting of representatives from Harvest Plains ITS and USD 888 to review the existing agreement and transition timelines, KSDE data, and participant feedback and to make any necessary changes agreed to by the group.

Problems, concerns or solutions with any portion of this agreement should be referred to the individuals named below who have signed this agreement.

________________________________________________________
Director, Harvest Plains Infant Toddler Services

_________________________________________________________________ 
Assistant Director, Harvest Plains Infant Toddler Services

_________________________________________________________________________ 
Executive Director of Teaching & Learning Services, USD 888

_________________________________________________________
Early Childhood Supervisor, USD 888

Much of the language of this MOA reflects guidance from the following documents: IDEIA 2004, clarification provided in the Synthesis of Key Points from the OSEP Early Childhood Transition FAQ (July 2010), the Kansas State-level Interagency Memorandum of Agreement (MOA) between KDHE and KSDE (2013), the Kansas Special Education Process Handbook (2011), and the Kansas IDEA Part C Procedure Manual (2009).