Enrollment of Children with Special Needs

Children are placed in three ways:
1) through an established waiting list exclusively for children with disabilities administered by a representative of USD 497,
2) transition from Part C to one of the 4 USD 497 spaces, or
3) enrolled as a typically developing child and later identified as eligible for special education services.

Development of the Individualized Education Plan (IEP)

The IEP is developed by the team (including parents, classroom staff, all service providers, any others who impact the child or parents wish to participate) at a team meeting. We begin by listing the child's strengths and build objectives from these strengths by looking for next steps, or gaps to fill. Goals are identified by grouping objectives logically, but not necessarily by discipline. After the team meeting, "official" objects, written in "legal" language are written by each provider responsible for the objective. All is entered in the computer, printed and sent for signature from the parent within two weeks.

Individual Child Team

Each team meets once a month. Services are delivered in the classroom when possible. Classroom staff address objectives throughout the week as opportunities present themselves during naturally occurring opportunities.

Delivery of Related Services

Special education services are developed during the identification and Individualized Education Plan process. As need is identified, service providers are added to the child's case. Services are delivered in the classroom when possible. Classroom staff address objectives throughout the week as opportunities present themselves during naturally occurring opportunities.

Progressing Monitoring

Progress and performance is monitored through a variety of means depending on the objective. Traditional means such as frequency, or percentage correct are used as well as less traditional means like teacher check list and positive team rating (we agree the child is successful).

Family Involvement

Families have daily contact with classroom staff, either through a notebook (if the child rides the bus) or during drop off and pick up. Parents are also invited to attend all school functions, parent nights, and parent-teacher conferences. Input from team meetings is acted upon and parents are encouraged to work on objectives at home if desired.

Schedules

Team meetings, notes left in mail boxes (files) and notebooks between home and school are all used to keep us all organized.

Program Financing

The school district can not pay tuition for a child. Therefore, USD 497 provides a set dollar amount paid to Raintree to help pay a portion of the salary of the ECSE teacher who is employed by Raintree. This allows Raintree to use that money that would have been used for salary to offset tuition. Excess tuition cost is absorbed by Raintree. Tuition for all children enrolled and then identified is paid by the parent. USD 497 also provides a half-time paraprofessional. Additional staff are University of Kansas students seeking degrees in the fields of Early Childhood Special Education, Elementary Education, School Psychology or Severe Mental Handicaps in practicum placements. Equipment costs are absorbed by Raintree or USD #497 depending on the item. All building modification costs are absorbed by Raintree.

Transportation

Either by the parent or by bus (USD #497) depending on the parent's need/preference. Each child is provided with one round trip daily.

In Service Training?

Staff can attend USD 497 training/inservice. Raintree pays the cost of one conference registration per year. Training/Inservice provided by service providers in the classroom especially for each new practicum student or if classroom staff changes.

Peers

Many relationships begin as "helping" interactions, and gradually turn into friendships. The adults in the classroom facilitate interactions, communication and work/play until the children can sustain them on their own. Some children are drawn in naturally. Others may rarely interact. This is the same with typically developing peers. Children, when allowed, develop friendships very naturally.