Supporting Early Childhood Transition:

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Supporting Early Childhood Transition
State of the Evidence and Implications for Policy
and Practice
Beth Rous Caroline Gooden
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As a result of attending this session,
participants will

• Have information on key practices that support
  the transition process for children and families.
• Gain resources and information on key transition
  outcomes for children and families and supporting
  research evidence.
• Have a clearer understanding and information on
  key elements for meeting the transition
  requirements on the APR.

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Purpose of the Session

• Provide information on the key elements of the
  transition process for children as they leave
  early intervention and enter preschool.. .
  while ensuring that states and programs are able
  to balance recommended transition practices and
  transition mandates required as part of IDEA.

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Setting the Context

• Overview of NECTC Studies and Conceptual Framework

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(No Transcript)
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NECTC Conceptual Framework
Contextual Factors
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Measuring Transition Outcomes for Children
Rous, Harbin McCormick, 2006
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Measuring Transition Outcomes for Families
Harbin, Rous, Peeler McCormick, 2007
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NECTC Conceptual Framework
Transition Outcomes for the Child and Family
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NECTC Conceptual Framework
Key Elements of the Transition Process
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Requirements

• Transition Indicators for APR

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APR Requirement (Indicator C8)

• Percent of all children exiting Part C who
  received timely transition planning to support
  the childs transition to preschool and other
  appropriate community services by their third
  birthday including
• IFSPs with transition steps and services
• Notification to LEA, if child potentially
  eligible for Part B and
• Transition conference, if child potentially
  eligible for Part B.
• (20 U.S.C. 1416(a)(3)(B) and 1442)

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APR Requirement (Indicator C8)

• Measurement

• Indicator

• IFSPs with transition steps and services
• Notification to LEA, if child potentially
  eligible for Part B
• Transition conference, if child potentially
  eligible for Part B.

• Percent ( of children exiting Part C who have
  an IFSP with transition steps and services)
  divided by the ( of children exiting Part C)
  times 100.
• Percent ( of children exiting Part C and
  potentially eligible for Part B where
  notification to the LEA occurred) divided by the
  ( of children exiting Part C who were
  potentially eligible for Part B) times 100.
• Percent ( of children exiting Part C and
  potentially eligible for Part B where the
  transition conference occurred) divided by the (
  of children exiting Part C who were potentially
  eligible for Part B) times 100.

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APR Requirement (Indicator B12)

• 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
• (20 U.S.C. 1416(a)(3)(B))
• Measurement
• of children who have been served in Part C and
  referred to Part B for eligibility determination.
• of those referred determined to be NOT eligible
  and whose eligibilities were determined prior to
  their third birthdays.
• of those found eligible who have an IEP
  developed and implemented by their third
  birthdays.
• of children for whom parent refusal to provide
  consent caused delays in evaluation or initial
  services.

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APR Requirement (Indicator B11)

• Percent of children with parental consent to
  evaluate, who were evaluated within 60 days (or
  State established timeline)
• (20 U.S.C. 1416(a)(3)(B))
• Measurement
• of children for whom parental consent to
  evaluate was received.
• determined not eligible whose evaluations were
  completed within 60 days (or State established
  timeline).
• determined eligible whose evaluations were
  completed within 60 days (or State established
  timeline).

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Key Elements in Transition Planning

• Bridging the Transition Requirements with
  Recommended Transition Practice

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Five Key Elements to be Considered

• Preparation of the Child and Family
• Sharing of Identifying Information with Potential
  Programs
• Conducting the Transition Conference
• Implementation of the Transition Plan
• Referral to Receiving Program

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The ideal transition planning process is designed
to address the key elements, yet is flexible
enough to help meet the specific needs of
individual children and families.
B 12
C 8 B
C 2
C 8 C
C 8 A
B 11
B 6
C 3
B 7
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Key Element 1

• Preparation of the child and family for the
  transition process
• Part C-APR-Indicator 8A

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APR Requirement (C8)

• Percent of all children exiting Part C who
  received timely transition planning to support
  the childs transition to preschool and other
  appropriate community services by their third
  birthday including
• A. IFSPs with transition steps and services

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NECTC Preliminary ResultsIndicator C8 A
Based on review of IFSPs
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Preparation of the child and family What does
this mean?

• Having conversations with family members about
  the upcoming transition of their child.

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What are we talking with families about?

• Discussions about
• the familys needs related to the transition of
  their child at age three.
• the childs needs related to their transition at
  age three.

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How can I structure these conversations with the
family?

• Help families identify their needs by asking
  questions like
• When you think about your child leaving early
  intervention when they turn three.
• Where do you see your child? At home? In a
  preschool program in the public school? In a Head
  Start Program?
• What questions do you have?
• What information do you think you need?
• What can we do to begin to help you and your
  child get ready?

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Considerations

• Desired Child and Family Transition Outcomes

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Planning for the Transition Conference

• Conversations also include helping families
  think about the upcoming Transition Conference
  including
• Current services they receive outside of early
  intervention.
• Their ideas about services, programs, and
  resources they are interested in continuing or
  exploring for their child at age three.
• Give them ideas about programs if they dont know
  what is available.
• Get the familys permission to contact those
  programs to invite them to the Transition
  Conference.
• Talk with them about what will happen at the
  Transition Conference.

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What do I do with this information?

• Specific child and family needs are addressed on
  the IFSP
• Information about potential services for the
  child at age three is used to determine who to
  invite to the Transition Conference

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When does this happen?

• Family needs and questions determine when and how
  transition conversations take place.
• However, specific conversations that lead to the
  Transition Conference should begin around the
  childs 2nd Birthday.

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NECTC Preliminary Results
As reported by families
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NECTC Results Age when concerns were identified
As reported by families
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Reflection

• What does preparation of the child and family
  for the transition process look like
• In your state?
• What key strategies do you promote to support
  preparation of the child and family?
• What key strategies might you implement to better
  support preparation of the child and family?

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Key Element 2

• Sharing identifying information about the child
  and family
• Part C-APR-Indicator 8B

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APR Requirement (C8)

• Percent of all children exiting Part C who
  received timely transition planning to support
  the childs transition to preschool and other
  appropriate community services by their third
  birthday including
• B. Notification to LEA, if child potentially
  eligible for Part B

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What is Identifying Information?

• Identifying information includes
• The child and familys names and contact
  information
• The childs birthday
• The childs disability or diagnosis and current
  program
• Services the child is currently receiving and by
  whom

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What does this mean?

• With family permission, issuing an Invitation to
  the Transition Conference to the list of agencies
  families identified as potential receiving
  agencies.
• This is the first official contact that includes
  identifiable information about child and family.

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How is the invitation issued?

• Invitations can be issued in a number of ways,
  based on state policy, the relationship between
  agencies agreements made.
• This includes
• A formal written invitation
• A phone call, followed by a written invitation
• An e-mail invitation
• A personal contact

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Who gets the invitation?

• Conversations with programs should be held in
  advance to determine who should receive the
  Transition Conference invitation.
• In some programs, there is a designated
  Transition Coordinator, in others it may be the
  Director or a Lead Teacher.
• LEA representatives are required to attend the
  Transition Conference for children who may be
  eligible for IDEA services at age 3.

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What is the content of the invitation?

• The invitation should include information about
• The purpose of the Transition Conference.
• An overview of the specific information the
  agency representative will be asked to share at
  the meeting.
• The time and location of the meeting that has
  been agreed upon with the family.
• A list of the invited attendees.

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When do we issue the invitation?

• Two (2) to four (4) weeks prior to the
  Transition Conference
• OR
• Within the timeframe negotiated between the
  agencies or as part of the state or community
  interagency agreement.

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Reflection

• What does sharing of identifying information
  about the child and family look like
• In your state?
• What key strategies do you promote to support
  sharing of identifying information?
• What key strategies might you implement to better
  support sharing of identifying information?

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Key Element 3

• The Transition Conference
• Part C-APR-8A and C
• Part C, 637 (a)(9)(A)(ii)(II)

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APR Requirement (C8)

• Percent of all children exiting Part C who
  received timely transition planning to support
  the childs transition to preschool and other
  appropriate community services by their third
  birthday including
• A. IFSPs with transition steps and services
• C. Transition conference, if child potentially
  eligible for Part B.

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Part C 637 (a)(9)(A)(ii)(II)

• The IFSP must include the steps to be taken to
  support the transition of the child (Sec. 303.148
  of Part C, 637 (a)(9)(A)(ii)(II))
• Preschool services under Part B of the Act, to
  the extent that those services are appropriate
• Other services that may be available, if
  appropriate.

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What does this mean?

• This is the official meeting to plan for the
  transition of the child out of EI (Part C).
• All children participating in EI must have a
  Transition Conference, whether or not they will
  continue to receive services through an agency
  after age three.

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What happens at the Transition Conference?

• Representatives from other programs provide
  specific information about the resources and
  services they provide, what children are eligible
  for their services, and how the referral process
  works in their program or agency.
• A Transition Plan is developed for the child and
  family as part of the IFSP.

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What do we include on the Transition Plan?

• During the meeting, the team (including the
  family) discusses and documents..
• Specific family needs, goals and activities to
  help them make a decision about where to refer
  their child for services at age three.
• How records will be transferred.
• Specific outcomes and goals related to preparing
  the child for the transition.

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What Does the Transition Plan Look Like?

• Embedded within the IFSP with notation that it is
  part of the Transition Plan
• Specific form attached to the IFSP

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When does the Transition Conference take place?

• At least 90 days, and up to 9 months prior to
  the childs third birthday

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Who is responsible for the Transition Conference?

• The childs Early Intervention Service
  Coordinator initiates and chairs the meeting.
• IFSP team members and family members participate.
• Other program representatives attend and
  participate.
• A representative from the public school (Part B,
  Section 619 - early childhood special education)
  must attend the Transition Conference as outlined
  in IDEA.

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Reflection

• What does the transition conference and
  Transition Plan look like
• In your state?
• What key strategies do you promote to support the
  transition conference and Transition Plan?
• What key strategies might you implement to better
  support the transition conference and development
  of the Transition Plan?

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Key Element 4

• Implementation of the Transition Plan
• Part C-APR-8C
• Part C, 637 (a)(9)(A)(ii)(II)

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APR Requirement (C8) and Part C, 637
(a)(9)(A)(ii)(II)

• Percent of all children exiting Part C who
  received timely transition planning to support
  the childs transition to preschool and other
  appropriate community services by their third
  birthday including
• C. IFSPs with transition steps and services
• Part C, 637 (a)(9)(A)(ii)(II) Early Conference
  option

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Part C 637 (a)(9)(A)(ii)(II)

• The IFSP must include the steps to be taken to
  support the transition of the child (Sec. 303.148
  of Part C, 637 (a)(9)(A)(ii)(II))
• Preschool services under Part B of the Act, to
  the extent that those services are appropriate
• Other services that may be available, if
  appropriate.

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What does this mean?

• Families initiate or participate in activities
  identified on the IFSP Transition Plan.
• Providers work with families to help them
  accomplish the family goals outcomes identified
  on the IFSP Transition Plan.
• Providers work with children families to
  support activities and interventions based on
  childs goals outcomes identified on the IFSP
  Transition Plan.

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When does this happen?

• After the transition conference (3 to 9 months
  prior to childs 3rd birthday).
• Prior to the official referral for services that
  would begin at age three.
• In a manner that allows sufficient time to ensure
  that goals and outcomes included on the IFSP
  Transition Plan can reasonably be accomplished.

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How do we support and document progress on
transition activities?

• Service Coordinators Providers should
• Check in regularly with families provide
  support as needed to help families reach a
  decision about where they would like to refer
  their child.
• Provide information strategies to families so
  they can support their childs preparation to a
  new environment.
• Support ongoing communication with the family and
  the IFSP team about areas of concern progress
  on the family and childs goals outcomes on the
  IFSP Transition Plan.

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Reflection

• What does implementation of the transition plan
  look like
• In your state?
• What key strategies do you promote the
  implementation of the IFSP Transition Plan?
• What key strategies might you implement to better
  support implementation of the IFSP Transition
  Plan?

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Key Element 5

• Referral to the receiving agency
• Part B-APR-Indicators B11 and B12
• Part B, 614 (d)(2)(A)(B)

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APR Requirement (Indicator B11)

• Percent of children with parental consent to
  evaluate, who were evaluated within 60 days (or
  State established timeline).
• (20 U.S.C. 1416(a)(3)(B))
• Measurement
• of children for whom parental consent to
  evaluate was received.
• determined not eligible whose evaluations were
  completed within 60 days (or State established
  timeline).
• determined eligible whose evaluations were
  completed within 60 days (or State established
  timeline).

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APR Requirement (Indicator B12)

• 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.
• (20 U.S.C. 1416(a(3)(B))
• Measurement
• of children who have been served in Part C and
  referred to Part B for eligibility determination.
• of those referred determined to be NOT eligible
  and whose eligibilities were determined prior to
  their third birthdays.
• of those found eligible who have an IEP
  developed and implemented by their third
  birthdays.
• of children for whom parent refusal to provide
  consent caused delays in evaluation or initial
  services.

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Part B, 614 (d)(2)(B)

• The IEP team shall consider the services and
  information contained in the childs IFSP and may
  use the IFSP as the childs IEP if appropriate.
•  

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What does this mean?

• Completion and transmittal of the official
  referral forms required by the receiving agency
  or agencies, so they can
• Determine eligibility for services if required by
  the program, such as public preschool services
  under IDEA or Head Start,
• Ensure that the child has a slot in the program
  if required by the agency, such as with Head
  Start or a private child care program.

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What information is needed for the actual
referral?

• The specific content needed for a referral is
  dependent on the agency to which the referral is
  being made.
• Therefore, it is helpful to obtain referral forms
  from all relevant agencies and providers.
• As part of the referral, the activities and
  processes for transfer of records that have been
  included in the IFSP Transition Plan as required
  in Part C regulations are implemented.

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Standard Information on Referrals

• Generally, referrals to the LEA for children to
  determine if they are eligible for special
  education include
• Personally identifiable information.
• Data and information on current status of the
  child including existing screening and evaluation
  information.
• Pre-intervention strategies that have been used
  with the child.

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When does the referral happen?

• After the Transition Conference.
• After family has sufficient time to explore all
  options for resources, services and/or programs
  based on the IFSP Transition Plan.
• Once family has made a decision about resources,
  services and/or programs for which they wish to
  initiate a referral.

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NECTC Preliminary ResultsIndicator B12 A B
As reported by families
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Reflection

• What does referral to the receiving agency look
  like
• In your state?
• What key strategies do you promote to support
  referral to the receiving agency?
• What key strategies might you implement to better
  support referral to the receiving agency?

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Identifying Strategies

• Preliminary List of Standard Practices for
  Transition

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Setting the Context

• Scientifically-based Practices
• validated by research
• Evidence-based Practices
• best available research
• professional wisdom experience
• consumer values
• Recommended Practices
• set of practices designed to inform decisions
  about services

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Linking Research and Evidence
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(Preliminary) Social Practices Identified
Interagency Structure

1. Primary contact person for transition identified
   within each program or agency.
2. Referral processes timelines clearly specified.
3. Enrollment processes timelines clearly
   specified.
4. Program eligibility processes timelines clearly
   delineated.

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(Preliminary) Social Practices Identified
Interagency Structure

1. Staff family members actively involved in the
   design of transition processes systems.
2. Families meaningfully participate as partners
   with staff in program- and community-wide
   transition planning efforts.
3. Agencies develop formal mechanisms to minimize
   disruptions in services before, during, after
   the transition of the child and family.

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(Preliminary) Social Practices Identified
Continuity and Alignment

1. Community- program-wide transition activities
   timelines identified.
2. Conscious transparent connections made between
   curricula child expectations across
   programs/environments.
3. Transition plans developed that include
   individual activities for each child and family.
4. Children have opportunities to develop practice
   skills they need to be successful in the next
   environment.

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(Preliminary) Social Practices Identified
Communication Relationships

1. Methods in place to support staff-to-staff
   communication both within across programs.
2. Staff roles responsibilities for transition
   activities clearly delineated.

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(Preliminary) Social Practices Identified
Child and Family Preparation and/or Adjustment

1. Staff follow-up on children after the transition
   to support their adjustment.
2. Staff know key information about a broad array of
   agencies services available within the
   community.
3. Individual child family transition meetings
   conducted.
4. Transition team members share appropriate
   information about each child making a transition.

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(Preliminary) Social Practices Identified
Child and Family Preparation and/or Adjustment

1. Families are aware of the importance of
   transition planning have information they need
   to actively participate in transition planning
   with their child.
2. Families needs related to transition assessed
   addressed.
3. Families have information about are linked with
   resources services to help them meet their
   specific child family needs.
4. Families actively participate in gathering
   information about their childs growth
   development.

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For More Information

• Caroline Gooden
• Interdisciplinary Human Development Institute
• University of Kentucky
• 126 Mineral Industries Building
• Lexington, KY 40506-0051
• Phone [phone]
• Toll Free 866-742-4015
• Fax [phone]
• EmailCaroline.Gooden_at_uky.edu
• http//www.ihdi.uky.edu/nectc