06.032.98 Early Childhood 1 A Training on Early Childhood Transition from Part C to Part B sponsored by:

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06.032.98 Early Childhood

A Training on Early Childhood Transition from Part C to Part B

sponsored by:


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State Lead Agency Personnel Coordinating the Early

Childhood Transition Initiative Deb Balsdon, Part C Coordinator

Developmental Disabilities UnitDepartment of Human Services

Nancy Skorheim, Section 619 CoordinatorOffice of Special EducationDepartment of Public Instruction

With the Invaluable Input and Support of the Early Childhood Transition Workgroup


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Technical Assistance and Support

Catherine BenitzMountain Plains Regional Resource Center (MPRRC)

Kathy WhaleyNational Early Childhood Technical Assistance Center (NECTAC)


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Training Goals and Outcomes for Participants

Participants will understand the requirements and responsibilities for supporting transition for both the early intervention and LEA programs.

Participants will be aware of and understand the steps for successful transition.

Participants will develop strategies within their own communities for collaboration in order to meet requirements of transition.

Participants will consider strategies relating to the use of the guidance document with other staff and with families.

Participants will recognize the importance of focusing on child and family issues during steps of transition.

Heritage Park. Minot by P. Klein


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The North Dakota Strategic Process

State Lead Agencies Developed a Strategic Work Plan on Transition

Stakeholders – Early Childhood Transition Workgroup Review of Monitoring Process – B and C Looking at Data Collection Processes and Analyses Use of Consultants Incorporating Statutory Changes – IDEA 2004 Development of Guidance

Review, Review, Review Training and TA


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North Dakota Engaged in Transition Improvement Strategies because of the

Children and Families


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Federal Context Federal expectations and actions have

changed in the last five years. The Government Performance and Results

Act (GPRA) is driving accountability in allfederal programs by focusing on performance measurement.

Programs funded by the federal government are evaluated by the Program Assessment Rating Tool (PART) tomeasure performance.

http://www.whitehouse.gov/omb/part/2006_part_guidance.pdf


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Federal Context

OSEP’s approach to the monitoring of States and State monitoring of local programs focuses on accountability.

States report with the Annual Performance Report (APR) using specific indicators, such as the focus on transition.

OSEP has performance indicators in response to accountability to Congress. There are high stakes for all funding.


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Federal Context

IDEA 2004 has designated the use of a State Performance Plan (SPP) requiring performance targets for six years along designated indicators with annual reporting. Part C SPP/APR Websitehttp://www.ed.gov/policy/speced/guid/idea/capr/index.htm

Part B SPP/APR Websitehttp://www.ed.gov/policy/speced/guid/idea/bapr/index.html


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Federal Context IDEA 2004 statute strengthened OSEP’s

ability not only to monitor but to correct non-compliance.

Need increased for development and improvement of meaningful data systems to identify performance alongfederal indicators.

Conditions for State eligibility in the State grant application process include assurances that policies and procedures for transition exist and are implemented by districts and Part C programs.


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It is all about local collaboration, partnerships, and problem-solving.

Sharing grain. Watford City by Suzie Thompson


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So What Are the Compliance Indicators?

“Not everything that can be measured counts and not everything that counts

can be measured.” Albert Einstein

However, we must attend to the following specific aspects of the law as we provide services, collect data,

and make data-based decisions at the local and State levels.


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IDEA State Performance Plan

Effective Transition Monitoring Priority for both Part B

and Part C Indicator 8—IDEA Part C Indicator 12—IDEA Part B


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Part B Indicator 12—TransitionSPP Indicator

The 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

Measurement

The number of those Served in Part C and referred for eligibility determination Referred and determined not eligible prior to their

third birthdays Found eligible who have an IEP developed and

implemented by their third birthdays


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Effective Transition—Part CSPP Indicator 8

The percent of children exiting Part C who received timely transition planning to support the child’s transition to preschool and other appropriate community services by their third birthday, including

IFSPs with transition steps and services, Notification to LEA, if the child is potentially eligible

for Part B, and Transition conference, if the child

is potentially eligible for Part B.


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How Will We Measure Part C Indicator #8, Item A

Number of children exiting Part C who have an IFSP with transition steps and services

Outcomes will be reviewed by Technical Assistance Project during Quarterly Monitoring.By 2, is there an outcome that describes the types of

supports the child will need?Do the activities address how the child, family, and

receiving agency will be supported?


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How Will We Measure Part C Indicator #8, Item B

Number of children exiting Part C and potentially eligible for Part B where notification to the LEA occurred

Need to measure if the LEA received the notification


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How Will We Measure Part C Indicator #8, Item C

Number of children exiting Part C and potentially eligible for Part B where the transition conference occurred

Did the 2–7 meeting and 2–9 meetings occur when required?IFSP needs to be updated at 2–7 and 2–9 meetings

and dates and type of meeting recorded on IFSP.IFSPs will be reviewed by Technical Assistance

Project during Quarterly Monitoring.


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Item “C” – SPP Indicator 12

Found within several data fields of the NDDPI Online Reporting System – ORS

NDDPI will implement a process to merge required fields to determine “number of those found eligible who have an IEP developed and implemented by their third birthdays”


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Transition Monitoring—Part B

Components embedded within the district’s internal monitoring process and reported to NDDPI yearly

Questions included on the 3–5 Parent Survey


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Issues Relating to SPP Transition Indicators

Variance between ND regions in percentage of children who are not eligible for Part B services

NDDPI sent a survey to early childhood professionals and special education administrators relating to early childhood transition.

Survey results and district data supported inconsistent practices to determine eligibility.

To address inconsistency in practice, DHS and DPI developed joint Early Childhood Transition Guidelines and improved monitoring practices.


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Historical Perspective

Transition from Part C to Part B has been an early childhood implementation issue since the inception of PL 99-457, Amendments to the Education of the Handicapped Act of 1986, when Part H (now known as Part C) was created and Part B extended a Free and Appropriate Public Education (FAPE) toinclude preschoolers.


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Recommended Practices and the Literature Review

Develop an administrative infrastructure with clear policies and guidance supported collaboratively by stakeholders and lead agencies including procedures and timelines based on a vision. http://www.nectac.org/topics/transition/statees.asphttp://www.ihdi.uky.edu/stepsweb/sampletree/docs/

adminactivities/adminindex.htm State and local interagency agreements State and local councils to clarify, coordinate, and evaluate State and/or local designated entity or individual to actively

take responsibility and ensure ongoing maintenance and joint problem solving instead of uncoordinated efforts

Involvement of families in development, implementation, and evaluation (vision, participation on councils and teams, exit interviews, program design, and evaluation)


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Accepted Practices to Support Improved Transition

Staff training and TA based on unique needs assessment Methods for conflict resolution and problem-solving

processes Dedicate an individual or a project to coordinate transition

activities. Development of State and local teams to assess, propose, and

evaluate practices Monitoring was not explicitly included in this body of

accepted practice but is critical. Data system development and coordination


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Understanding Early Childhood Transition:A Guide for Families and Professionals

North Dakota Department of Human ServicesCarol K. Olson, Director600 Blvd Ave, Dept 325

Bismarck, ND 58505-0250And

North Dakota Department of Public InstructionDr. Wayne G. Sanstead, State Superintendent

600 E Blvd Ave, Dept 201Bismarck, ND 58505-0440


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Using This Guide

Staff Agency planning Interagency agreements Parent education Family worksheets Clarification of policy and procedure

Page 1


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Legislative Foundations for Transition

Part C (Sec. 637 (a)(9)) Provide smooth transition for toddlers. Families of toddlers included. Notify LEA. Convene conference not less than 90 days before the

child is eligible for the preschool services. If child may not be eligible, make reasonable efforts

to discuss appropriates services. Review program options for period from child’s

third birthday through school year. Establish transition plan with steps.

Page3


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Part B (Sec. 612 (a)(9)) Children experience a smooth and effective

transition to preschool programs. By the third birthday, an IEP or IFSP has

been developed and implemented. The LEA will participate in transition

planning conferences arranged by the designated lead agency. Page 5


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Consider the IFSP.Page 27

The IFSP may serve as the IEP.Page 4

Issues of Summer BirthdayPage 31 and Regulations Handout

Comparison of ProgramsPage 4 – 7


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Timelines for Transition

Age 2 Years Age 2 Years, 7 months Age 2 Years, 9 months Age 3 Years Age 3 Years, 3 months

Page 7


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Reference Charts

Page 9—Crayon Chart

Pages 44–45—Matrix

Transition Timelines

Checklist – Page37-38


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Child’s Age: 2 Years

Beginning the Process Initiate the process and plan

activities and timelines. Make arrangements for initial

transition planning meeting. Provide written notification to LEA. Share information about

community supports and services. Assist the family.

Page 12


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Transition Outcomes

By the time a child is 2 years of age, their IFSP must contain a Transition Outcome.

The Outcome DESCRIBES the types of supports the child will need when they are 3.Do not NAME the supports.

The Activities address how thechild, family, andreceiving agencies will be supported.


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Records Transfer

FERPA allows referral for Child Find purposes without prior parent consent.Child’s nameDate of BirthSufficient parent contact information so the LEA can

meet their respective Child Find responsibilities. Page 13


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Records Transfer

Separate parental consent is required prior toTransmission of other information about the

child from lead agency to LEA;Evaluation of the child to determine eligibility

under Part B; andIf the child is determined eligible under Part B,

for the initial provision of special education and related services under Part B.


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Part B—Indicator #11—Child Find

The percent of children with parental consent to evaluate, who were evaluated, and eligibility determined within 60 days (or State-established timeline)

MeasurementThe number of children For whom parental consent to evaluate was received Determined not eligible whose evaluations were completed within 60 days or State timeline Determined eligible whose evaluations and eligibility determinations were completed within 60 days or State timeline

Page 15


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Age: 2 Years, 7 Months

Who Will Attend? Family DD Case Manager ID Staff Representatives of LEA Special education, regular

education, and related service

Others

What will Happen? Rights explained Transition Timeline Records and Status Review Evaluation Process Planning

First Joint Meeting

Page 15


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Prior Notice First Joint Meeting

Part CIFSP Meeting

Part BIEP Meeting

(Assessment Planning)

Page 22


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Developmental Areas Included in Assessment Hearing and Vision Health and Medical History Developmental History Thinking and Problem Solving Talking, Listening, and Understanding Movement Self-care Skills Social-Emotional Development and Behavior Assistive Technology Environmental Influences Specific Assessments that relate to the disability of the child


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Team Approach to Assessment Ways to Complete the Assessment

ObservationReview of recordsEvaluation appointment with teacher /specialistTeam evaluationParent observation checklistMedical evaluationScreening results


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Age: Prior to 2 Years, 9 Months

Assist the family in exploring placement options.

Conduct an evaluation process. Complete DD case management

re-determination. Schedule 2 years, 9 month meeting. Send prior notice to family and team.

Page 22


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By the time the child is 2 years, 9 months (or 90 days before the child turns 3). conduct the meeting to share results:

Share DD Case Management Eligibility Results. (Who?) Determine disability under IDEA

Part B (Who?)


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If the child is found to be eligible, the IEP meeting is held:

Review the IDEA Part B Procedural Safeguards. Write the IEP or IFSP with IEP

required components. Sign parent consent for placement, if eligible for IDEA Part B services.


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The IEP

Similarities and Differences PLAAFP Measurable annual goals Special education and related services Placement options Progress measurement and information Case management and coordination Pertinent family information and parent consent at initial placement

Page 25


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Continuation of the IFSP

In some cases, the continuation of the IFSP or the development of a new IFSP can become the individual plan for a child age 3 through 5. (Sec. 614 (d)(2)(B))

Page 27


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Continuum of Alternative Placements/LRE

Childcare center/preschool Child’s home Cooperative play group Family childcare Head Start Public school classroom Preschool special education classroom Title I preschool

Page 29


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If the child is found ineligible, discuss the service options and develop the transition plan.

Update the IFSP to reflect the transition plan, including follow-up activities.


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Invitations

300.321 (f) (IDEA Regulations)

In the case of a child who was previously served under Part C of the Act, an invitation to the initial IEP Team meeting must, at the request of the parent, be sent to the Part C service coordinator or other representatives of the Part C system to assist with the smooth transition of services.

Documentation of invitations


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Summer Birthday Transitions

Planning ahead is important. North Dakota – Extended School

Year Services guidanceSpecify the child’s program including

ESY needed to receive FAPE or that the date of initiation of services would be the beginning of the upcoming school year.

LEA assumes responsibility or contract for services as IEP.

Page 31


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Age: 3 Years and Beyond

Putting the transition plan and the IEP into action.

If the child is not eligible, transition services will be provided to other community supports and services.

Initiate follow-up activities as stated in the transition plan.

Page 33


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Age: 4 Years and Beyond

Annual Review Meeting Reevaluation at age 6 years or

earlier

Page 35


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Special Tips for Families

Advocating Page 11

Sharing Information Page 14 Visiting Programs Page 17

Making Decisions Page 21

Family Worksheets Page 36 - 43


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Resources

Terms and definitions Transition outcome examples Family survey questionnaire

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Transitions

6 Key Points

Adapted from Rosenkoetter, S.E., Hains, A.H. & Fowler, S.A. (1994). The rationale for transition planning: Why do we need a

bridge? In Bridging Early Services for Children with Special Needs and Their Families: A Practical Guide for Transition Planning. (pp

4-8) Baltimore: Paul H. Brookes.


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Transition—Key Point #1

Good transitions require a great deal of


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Good transitions require a great deal of

Agencies Service providers at different levels Parents and teachersAllied professionals



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Good transitions require

and



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Good transitions

for the needs of their children.



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Good transitions seek the

and prepare children to function there.

.



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Good transitions are

in order to be improved upon. Parent opinion Staff opinion Child data Financial costs



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Three Components of Successful Transition

1. Interagency collaboration and written procedures involving

Agencies Buildings Classroom Teachers Therapists


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2. Parent involvement at the

level they wish



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3. Preparation of the environments to aid the child’s transition

Sending personnel Receiving personnel Parents, if they wish


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Business Cards Kathy T. Whaley

National Early Childhood Technical Assistance Center Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill Campus Box 8040Chapel Hill, NC 27599-8040 USA *

Desk phone 919/962-7317 * reception 919/962-2001 Fax: 919/966-7463 [email protected]://www.nectac.org/

Catherine Benitz Mountain Plains Regional Resource Center

Utah State University1780 N. Research Parkway, No. 112Logan, UT 84341

Phone: (435) 752-0238 Ext. 13 Fax: (435) [email protected] http://www.rrfcnetwork.org/mprrc


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Business Cards Debra Balsdon, Part C Coordinator

North Dakota Department of Human ServicesDevelopmental Disabilities Unit1237 W Divide Ave Ste 1ABismarck, ND 58501-1208Phone: (701) 328-8936 Fax: (701) 328-8969 E-mail: [email protected] http://ndearlyintervention.com/

Nancy Skorheim, 619 CoordinatorOffice of Special EducationDepartment of Public Instruction600 East Boulevard Avenue, Dept. 201Bismarck, ND 58505-0440Phone: (701) 328-2277 Fax: (701)328-4149Email: [email protected]: http://www.dpi.state.nd.us/speced/index.shtm


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Business Cards

National Early Childhood Transition CenterInterdisciplinary Human Development InstituteUniversity of Kentucky126 Mineral Industries BuildingLexington, KY 40506-0051Phone: 859-257-2081 Fax: 859-257-2769Toll Free: 866-742-4015http://www.ihdi.uky.edu/nectc

06.032.98 Early Childhood 1 A Training on Early Childhood Transition from Part C to Part B sponsored by:

Documents

performance indicators

steps of transition

requirements of transition

successful transition

government performance

performance targets

tomeasure performance

performance measurement