Transition from Early Intervention to Preschool Special Education

A Workshop for FamiliesNew Jersey Early Intervention

System

Brought to you by…Brought to you by…

Southern New Jersey Southern New Jersey Regional Early Intervention CollaborativeRegional Early Intervention Collaborative

Manager of Family SupportManager of Family SupportBeth Lohne Beth Lohne

856-768-6747 x223856-768-6747 [email protected]@snjreic.orgwww.snjreic.orgwww.snjreic.org

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Branson & Bingham (2009), Young Exceptional Children, Vol 12, No 3, page 17

Effective Transition Practices….

Families of young children use and move between different types of early childhood services -like Head Start, private child care, public preschool, or kindergarten.

Moving between and among these various programs is often referred to as ’transition’.”

CONNECT is a partnership between FPG Child Development Institute & The University of Kentucky

http://community.fpg.unc.edu/connect-modules/resources/videos/foundations-of-transition

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Part C: Early intervention for eligible infants and toddlers, ages birth to three years and their families

Part B: Special education services for eligible children and youth, ages three through twenty-one years

http://idea.ed.gov/

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Discussions and training opportunities for you about future placements and your child’s transition.

Steps to prepare your child for changes in services, including helping them adjust to a new setting.

Discussion of notification/referral. IFSP team identification of transition

services and activities.

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IFSP Transition Planning Page This page is used to document all transition planning, steps and activities

Let’s review this IFSP page now

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Did anything just discussed surprise you? What do you think about what was

discussed? How do you think this will work for your

family? Any suggestions? What else would you want to know about

transition planning?

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Required Notification

‣ NJEIS must notify your local school district that your child is approaching age three unless you “opt out” of this notification.

‣ The information sent is limited to your child’s name, date of birth and your name, address and telephone number.

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This notification is required no fewer than 90 days before your child’s 3rd birthday

NJEIS must notify both the state special education office and your local school district

Federal regulations consider this to be a referral for special education to your local school district

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Notification/Referral Discussion ‣ Your service coordinator will discuss

notification with you at the IFSP meeting closest to your child’s 2nd birthday. At this meeting, you will be informed that:• IDEA requires NJEIS to send limited personally

identifiable information without your consent to your local school district;

• The sending of this written information does not obligate you to pursue special education services for your child; and

• You have an opportunity to “opt-out” of this disclosure of information by signing the NJEIS Parental Opt-Out of Part B Notification/Referral form.

“Parental Opt-Out of Part B Notification/Referral”

Let’s review this form now

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If you do not opt-out of notification in writing within 10 calendar days of this discussion, notification about your child will be sent.

If you do sign the opt-out form, and later decide you want to explore the possibility of special education services for your child, the service coordinator will offer assistance to you to refer your child to your school district.

Did anything just discussed surprise you?

What do you think about what was discussed?

How do you think this will work for your family? Any suggestions?

What else would you want to know about “opt-out”?

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Not fewer than 90 days before your child’s 3rd birthday, with your approval, a transition planning conference will be convened. The Conference will:• Discuss your child’s future needs and services • Review school district and/or community options for

future programs or services, including referral processes

• Provide information specific to school district registration requirements

• Identify desired outcomes of the transition process and steps/activities to be taken to achieve outcomes

• Discuss procedures to prepare your child for a change in service delivery

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Participants:• You and people you invite• Service Coordinator • Early Intervention Practitioner(s) • District Child Study Team (CST)

Member• Community Agency Staff

Date, time & place - agreeable to participants.

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Invites all participants and convenes the meeting.

Leads a review of current IFSP. Documents in the IFSP any additional

transition steps. Participates in discussions of how your

child can participate in community settings and activities typical for three-year-olds

Shares additional information about other early childhood resources in the community that can support your child’s development.

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‣ Considers the current IFSP‣ Provides district registration requirements‣ Reviews Part B process for evaluation/

assessment, eligibility determination, and IEP development

‣ Provides information on district programs and options for placement in general education classrooms

‣ Provides a form for you to request that the school district invite your service coordinator to the initial IEP meeting

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Participates in the discussion of steps to prepare your child & family for the transition.

Identifies & implements procedures and activities to help your child/family adjust to and function in a new setting.

Provides information about your child’s development, progress, and skills.

Does not recommend specific placements or types of service for your child.

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Explains hopes and vision for your child

Shares information Asks questions Participates in planning Discusses routines of your child Identifies steps to prepare your

child & family for future opportunities

Signs appropriate forms Reviews Parental Rights

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Timeline: Within 20 days of receipt of the notification/referral.

Purpose of Meeting• Review available current information• Determine if evaluation is needed and if so, whether

additional assessments are needed• Develop written evaluation plan

Team Members • Parent(s) and District Child Study Team • General Education Teacher and Speech-Language

Specialist

This meeting may be held on the same day as the transition planning conference

Referral Identification meeting to determine

need for evaluation Parent Consent for evaluation Evaluation conducted Eligibility meeting IEP meeting if child is eligible

Free and Appropriate Public Education (FAPE)

Least Restrictive Environment

Implementation of IEP by third birthday

Special Education federal regulations require policies and procedures so that:

• Children in Part C, who will participate in preschool special education have a smooth and effective transition to their preschool programs;

• By a child’s third birthday, an IEP has been developed and is being implemented for the child; and

• Each school district will participate in transition planning conferences arranged by the NJEIS.

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You may want to review your child’s early intervention record and request a copy of any documents you need.

Bring a friend, relative, or advocate to any meeting if you think that will be helpful.

You can use your Transition Handbook to track timelines & take notes throughout the process.

Carefully review all documents before signing them.

Be an active participant by asking questions to clarify, raise issues and make suggestions.

Be ready to support your ideas and requests with information about your child and family.

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Websites Website Address

Federal IDEA http://idea.ed.gov/

New Jersey Early Intervention System (NJEIS)

http://nj.gov/health/fhs/eis/index.shtml

Regional Early Intervention Collaboratives (REICs)

http://www.njeis.org/

Family Matters http://www.thefamilymatterswebsite.org/

NJ Parent Link http://njparentlink.nj.gov/

Statewide Parent Advocacy Network (SPAN)

http://www.spanadvocacy.org/

Department of Children & Families (DCF)

http://www.state.nj.us/dcf/

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We-Believe that the intimate knowledge we hold about our children will be instrumental in all areas of planning, both within the school and the larger community

We-See ourselves as active partners in all aspects of our children’s life and look forward to participating as valued members of the team helping to make educational decisions

We-Expect people to view our children with special needs as children first, with the same basic needs, rights, and access to opportunities as any child

We-Recognize and promote our children’s abilities, talents, and interests and have high expectations for our children to become valued and contributing members of our family, society, and community

What Families Want NJEIS to Know

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The transition activities carried out prepare and support your child and family for changes you experience as you and your child leave early intervention and enter early childhood programs.

Quality transition planning and activities make a difference.