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Early Childhood Special Education Part B, Section 619* Part C to B Transition by Three Jessica Brady, Noel Cole Michigan Department of Education Office.

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Presentation on theme: "Early Childhood Special Education Part B, Section 619* Part C to B Transition by Three Jessica Brady, Noel Cole Michigan Department of Education Office."— Presentation transcript:

1 Early Childhood Special Education Part B, Section 619* Part C to B Transition by Three Jessica Brady, Noel Cole Michigan Department of Education Office of Early Childhood Education and Family Services (517) *of the Individuals with Disabilities Education Act (IDEA)

2 2 Required by the reauthorization of the Individuals with Disabilities Education Act (IDEA) Sec. 616 (Monitoring, Technical Assistance, and Enforcement) 6 year plans were submitted in December 2005, 1 st APR Due 02/07 Includes Results Indicators and Compliance Indicators February 2008 report contained 1/3 of all ISDs collected by online survey instrument State Performance Plan (SPP)

3 3 To clarify federal and local requirements for transition to early childhood special education programs from Early On. To discuss steps, activities, and timelines to ensure a smooth transition. To address specific concerns surrounding transition activities and reporting. Training Goals

4 4 Part C APR, Indicator 8 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; B. Notification to LEA, if child potentially eligible for Part B; and C. Transition conference, if child potentially eligible for Part B.

5 5 Timely Timely transition planning means (for Early On) that the child has received a transition plan and a transition conference between the ages of 2 years 3 months and 2 years 9 months.

6 6 Transition Plan vs. Conference All children exiting Early On because of age must have a transition plan which includes steps and services. All children exiting Early On because of age, who are potentially eligible for Part B, must have a transition plan and a transition conference where the service coordinator, parents, and appropriate LEA personnel discuss the placement of the child.

7 7 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 birthday. Indicator 12: Early Childhood Transition

8 8 The state must have in effect policies and procedures to ensure that children participating in Part C programs and who will participate in preschool programs under Part B of the Act: experience a smooth and effective transition. have an IEP developed by their third birthday OSEP Explains -

9 9 Each public agency must ensure that as soon as possible following development of the IEP, services are made available according to the childs IEP. A Free Appropriate Public Education (FAPE) must be available to all children residing in the state between the ages of three and 21. OSEP Explains -

10 10 Step 1: Transition Planning Step 2: Transition Meeting Step 3: Determination of Eligibility Step 4: IEP Meeting Step 5: Implementation of Services Transition Timelines

11 11 Is an ongoing process while the child is enrolled in Early On. Discuss options with families. Obtain permission from family to refer child to ISD. Schedule a transition planning meeting with the family at least 90 days before the childs third birthday. 1. Transition Planning

12 12 Step 2: Transition Meeting Childs Age: months Must occur at least 90 days before the childs third birthday, as early as 9 months prior to birthday. Includes the following components: Review all program options for child Discuss issues related to transition Obtain written consent Discuss plans for the child that is not Part B eligible

13 13 For the Child Not eligible for Part B: Make reasonable efforts to convene a planning conference at least 9 months before the childs third birthday Discuss future possible placements for the child Discuss procedures to prepare the child for changes in service delivery Establish a written transition plan

14 14 Step 3: Determination of Eligibility Childs Age: months The local school system is responsible for determining eligibility with an IEP team Early Childhood team will: Follow up with evaluation and assessment results Conduct all further evaluations Consider all information about the child to determine eligibility

15 15 Step 4: The IEP Meeting Childs Age: months IEP Team Meeting Members include: family, teachers, administrative personnel, and related service providers Goals: To put identified child goals in writing To identify all programs and services the child is receive under their IEP

16 16 Step 4: The IEP Meeting (continued) Together, IEP members decide: The goals and short-term objectives or benchmarks with the highest priority for the child What transportation and/or other related services are needed to reach these goals The least restrictive environment in which the child can best meet the goals and short-term objectives

17 17 Step 5: Putting the IEP into Action Childs Age: 36 months Topics to review upon implementation include: Health records and immunizations Transportation arrangements Special equipment Staffing needs Special diet Staff training Emergency contacts and procedures Other unique needs of the child or family

18 18 How to Ensure Compliance 1. Use the transition page of the state prototype IFSP/IEP. 2. Fill in every blank. 3. Complete the transition plan and transition conference within the timeline (9 months to 3 months before the child turns three).

19 19 MDE Contact Information: Jessica Brady, Early On Consultant Noel Cole, ECSE/619 Consultant


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