Presentation on theme: "A Workshop for Families New Jersey Early Intervention System."— Presentation transcript:
A Workshop for Families New Jersey Early Intervention System
Brought to you by… Southern New Jersey Regional Early Intervention Collaborative Manager of Family Support Beth Lohne x223
3 prepare the child and family to successfully adjust to the new environment within a minimal period of time to maximize positive child outcomes. 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 modules/resources/videos/foundations-of- transition modules/resources/videos/foundations-of- transition 4
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 5
Discussions and training opportunities for you about future placements and your childs 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. Transition Steps 6
IFSP Transition Planning Page This page is used to document all transition planning, steps and activities Lets review this IFSP page now Form to Use for Planning 7
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?
9 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 childs name, date of birth and your name, address and telephone number.
10 Notification/Referral This notification is required no fewer than 90 days before your childs 3 rd 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
11 Notification/Referral Discussion Your service coordinator will discuss notification with you at the IFSP meeting closest to your childs 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 Form Parental Opt-Out of Part B Notification/Referral Lets review this form now 12
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?
15 Transition Planning Conference Not fewer than 90 days before your childs 3 rd birthday, with your approval, a transition planning conference will be convened. The Conference will: Discuss your childs 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
16 Transition Planning Conference 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.
17 Transition Planning Conference: Role of Service Coordinator 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 childs development.
18 Transition Planning Conference: Role of the School District Representative 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
19 Transition Planning Conference: Role of EI Practitioner 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 childs development, progress, and skills. Does not recommend specific placements or types of service for your child.
20 Transition Planning Conference: Parent Participation 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
21 Identification/Evaluation Planning Meeting 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 Process
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 childs 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. 23
Tips for the Transition Process You may want to review your childs 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. 24
Helpful Websites WebsitesWebsite Address Federal IDEA New Jersey Early Intervention System (NJEIS) Regional Early Intervention Collaboratives (REICs) Family Matters NJ Parent Link Statewide Parent Advocacy Network (SPAN) Department of Children & Families (DCF)
26 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 childrens 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 childrens 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
27 Keep in Mind 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.