1. Supporting Early Childhood Transition: State of the Evidence and Implications for Policy and Practice Beth Rous Caroline Gooden

2. 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.

3. 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.

4. SETTING THE CONTEXT Overview of NECTC Studies and Conceptual Framework

6. NECTC Conceptual Framework Contextual Factors

7. Measuring Transition Outcomes for Children Rous, Harbin & McCormick, 2006 Child and Family Adjustment Child and Family Preparation

8. Measuring Transition Outcomes for Families Child and Family Adjustment Child and Family Preparation Harbin, Rous, Peeler & McCormick, 2007

9. NECTC Conceptual Framework Transition Outcomes for the Child and Family

10. NECTC Conceptual Framework Key Elements of the Transition Process

11. REQUIREMENTS Transition Indicators for APR

12. APR Requirement (Indicator C8) Percent of all 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: 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. (20 U.S.C. 1416(a)(3)(B) and 1442)

13. APR Requirement (Indicator C8) Indicator A. IFSPs with transition steps and services; B. Notification to LEA, if child potentially eligible for Part B; C. Transition conference, if child potentially eligible for Part B. Measurement A. 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. B. 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. C. 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.

14. 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 a.# of children who have been served in Part C and referred to Part B for eligibility determination. b.# of those referred determined to be NOT eligible and whose eligibilities were determined prior to their third birthdays. c.# of those found eligible who have an IEP developed and implemented by their third birthdays. d.# of children for whom parent refusal to provide consent caused delays in evaluation or initial services.

15. 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 a.# of children for whom parental consent to evaluate was received. b.# determined not eligible whose evaluations were completed within 60 days (or State established timeline). c.# determined eligible whose evaluations were completed within 60 days (or State established timeline).

16. KEY ELEMENTS IN TRANSITION PLANNING Bridging the Transition Requirements with Recommended Transition Practice

17. 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

18. 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. C 8 B C 2 C 8 C C 8 A B 11 B 12 B 6 C 3 B 7

19. Key Element #1 Preparation of the child and family for the transition process Part C-APR-Indicator 8A

20. APR Requirement (C8) Percent of all 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: A. IFSPs with transition steps and services

21. NECTC Preliminary Results: Indicator C8 A Based on review of IFSPs

22. Preparation of the child and family: What does this mean? Having conversations with family members about the upcoming transition of their child.

23. What are we talking with families about? Discussions about: – the family’s needs related to the transition of their child at age three. – the child’s needs related to their transition at age three.

24. 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?”

25. Considerations Desired Child and Family Transition Outcomes

26. 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 don’t know what is available. – Get the family’s permission to contact those programs to invite them to the Transition Conference. – Talk with them about what will happen at the Transition Conference.

27. 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

28. 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 child’s 2nd Birthday.

29. NECTC Preliminary Results As reported by families

30. NECTC Results: Age when concerns were identified As reported by families

31. 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?

32. Key Element #2 Sharing identifying information about the child and family Part C-APR-Indicator 8B

33. APR Requirement (C8) Percent of all 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: B. Notification to LEA, if child potentially eligible for Part B

34. What is Identifying Information? Identifying information includes: 1. The child and family’s names and contact information 2. The child’s birthday 3. The child’s disability or diagnosis and current program 4. Services the child is currently receiving and by whom

35. 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.

36. 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

37. 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.

38. 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.

39. 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.

40. 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?

41. Key Element #3 The Transition Conference Part C-APR-8A and C Part C, §637 (a)(9)(A)(ii)(II)

42. APR Requirement (C8) Percent of all 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: A. IFSPs with transition steps and services; C. Transition conference, if child potentially eligible for Part B.

43. 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.

44. 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.

45. 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.

46. 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.

47. 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

48. When does the Transition Conference take place? At least 90 days, and up to 9 months prior to the child’s third birthday

49. Who is responsible for the Transition Conference? The child’s 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.

50. 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?

51. Key Element #4 Implementation of the Transition Plan Part C-APR-8C Part C, §637 (a)(9)(A)(ii)(II)

52. 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 child’s 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

53. 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.

54. 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 child’s goals & outcomes identified on the IFSP Transition Plan.

55. When does this happen? After the transition conference (3 to 9 months prior to child’s 3 rd 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.

56. 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 child’s preparation to a new environment. – Support ongoing communication with the family and the IFSP team about areas of concern & progress on the family and child’s goals & outcomes on the IFSP Transition Plan.

57. 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?

58. Key Element #5 Referral to the receiving agency Part B-APR-Indicators B11 and B12 Part B, §614 (d)(2)(A)(B)

59. 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 a.# of children for whom parental consent to evaluate was received. b.# determined not eligible whose evaluations were completed within 60 days (or State established timeline). c.# determined eligible whose evaluations were completed within 60 days (or State established timeline).

60. 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 a.# of children who have been served in Part C and referred to Part B for eligibility determination. b.# of those referred determined to be NOT eligible and whose eligibilities were determined prior to their third birthdays. c.# of those found eligible who have an IEP developed and implemented by their third birthdays. d.# of children for whom parent refusal to provide consent caused delays in evaluation or initial services.

61. Part B, §614 (d)(2)(B) The IEP team shall consider the services and information contained in the child’s IFSP and may use the IFSP as the child’s IEP if appropriate.

62. 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.

63. 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.

64. 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.

65. 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.

66. NECTC Preliminary Results: Indicator B12 A & B As reported by families

67. 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?

68. IDENTIFYING STRATEGIES Preliminary List of Standard Practices for Transition

69. 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

70. Linking Research and Evidence Research Based Practices Literature Syntheses & Longitudinal and Cross-Sectional Study of Children and Families Social Practices National Surveys, Focus Groups, & Literature Review Practices that directly impact transition and child outcomes

71. 72 (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.

72. 73 (Preliminary) Social Practices Identified: Interagency Structure 5. Staff & family members actively involved in the design of transition processes & systems. 6. Families meaningfully participate as partners with staff in program- and community-wide transition planning efforts. 7. Agencies develop formal mechanisms to minimize disruptions in services before, during, & after the transition of the child and family.

73. 74 (Preliminary) Social Practices Identified: Continuity and Alignment 8. Community- & program-wide transition activities & timelines identified. 9. Conscious & transparent connections made between curricula & child expectations across programs/environments. 10. Transition plans developed that include individual activities for each child and family. 11. Children have opportunities to develop & practice skills they need to be successful in the next environment.

74. 75 (Preliminary) Social Practices Identified: Communication & Relationships 12. Methods in place to support staff-to-staff communication both within & across programs. 13. Staff roles & responsibilities for transition activities clearly delineated.

75. 76 (Preliminary) Social Practices Identified: Child and Family Preparation and/or Adjustment 14. Staff follow-up on children after the transition to support their adjustment. 15. Staff know key information about a broad array of agencies & services available within the community. 16. Individual child & family transition meetings conducted. 17. Transition team members share appropriate information about each child making a transition. Child and Family Adjustment Child and Family Preparation

76. 77 (Preliminary) Social Practices Identified: Child and Family Preparation and/or Adjustment 18. Families are aware of the importance of transition planning & have information they need to actively participate in transition planning with their child. 19. Families’ needs related to transition assessed & addressed. 20. Families have information about & are linked with resources & services to help them meet their specific child & family needs. 21. Families actively participate in gathering information about their child’s growth & development. Child and Family Adjustment Child and Family Preparation

77. For More Information Caroline Gooden Interdisciplinary Human Development Institute University of Kentucky 126 Mineral Industries Building Lexington, KY 40506-0051 Phone: 859-257-2081 Toll Free: 866-742-4015 Fax: 859-257-2769 Email:Caroline.Gooden@uky.edu http://www.ihdi.uky.edu/nectc