Identifying a child with special needs at Kingman Unified School District …
Identifying a child with special needs at Kingman Unified School District
Is the child under 3?
Your child is enrolled at Little Explorers which is the KUSD (Kingman Unified School District) public preschool.
Because your child is under 3, your child will qualify for an Individualized Family Service Plan (IFSP).
How will my child be placed on an IFSP?
Most children are recommended for an IFSP either by their teacher or a parent who observes them struggling with specific motor skills. Once a child is identified, the IFSP 45 day- process can begin
Step 1: identification/ Referral
Once a child is identified, a specialized early interventionist will begin the screening process to identify who referred the child, why the child was referred and the results of any screening or assessments.
At the conclusion of this assesssment, the early interventionist will establish a service coordinator who will contact the family to gather any general information about the child, note any concerns the family has, provide information about the IFSP program and process, and determine times for follow-on visits.
Step 2: Intake and Family Assessment
At this step, the service coordinator will schedule an initial visit with the family to determine if the child needs a screening AND if the family wishes for the child to be screened.
If yes, the service coordinator will explain to the family their rights, obtain written consent of parent permission for child to be assessed, get to know the child's daily activities and routines, and identify additional family resources to help in IFSP process.
If no, the service coordinator will send the parents a letter documenting the decision and outlining how to get in touch in the future if problems persist.
Step 3: Child Evaluation and Assessment
At this step, the service coordinator requests existing
developmental and medical information to determine if the child is automatically eligible for services.
If not automatically eligible, the service coordinator will screen the child to identify the child's developmental status and unique needs as well as schedule an evaluation and assessment with the team and family.
Step 4: IFSP Development
At this step, the service coordinator will provide the family with written notice of the IFSP meeting.
Here is what you can expect from an IFSP in the state of Arizona. (
Step 5: Service Delivery and Transition
At this step, the service coordinator will
Your child is enrolled at one of five of our elementary schools, one of three of our middle schools, or one of two of our high schools. Each of these schools follow the same process for identifying a struggling student.
Is your child new to the district?
Within the first 60 days of enrollment, each one of your child's core teachers will be asked to fill out an observation form that asks the teacher to identify specific areas where your child may be struggling. In order to complete this process, the teacher will be observing the child closely, noting their academic, social and behavioral skills as well as any deficiencies they may notice.
Once this paper is filled out, the core teachers will meet and determine if a child has specific needs that should be further addressed, or if their needs can be met by additional classroom support.
If the teachers believe the child should be referred for further observation, the team lead (often the child's English or Math teacher) will contact the parents to discuss the findings and the team's concerns.
Has your child been evaluated before?
If your child has not been evaluated before to see if he/she should be on an IEP or 504 plan, the teacher may being a three step process to identify if referral for evaluation is necessary.
Step 1: Additional support provided in the general classroom. Teachers may utilize techniques such as differentiated instruction in order to assist the struggling student.
1 more item...
How is your child struggling?
Withdrawn from classroom and school as a whole
does not engage with classmates
sits in the back of the class
is disruptive or disrupts those around them
lack of school pride
does not participate in social activities
does not participate in class
isolates himself or herself from his or her peers
Performs poorly on assignments consistently
does not complete assignments on time
does not complete assignments at all
Frequently out of class
Asks to go to the bathroom
by: Shannon Murray
Reference: Hurt, L. (2006). "The Early Intervention/ IFSP Process." [PDF] Retrieved from: