Early Childhood 1 A Training on Early Childhood Transition from Part C to Part B sponsored by:

Early Childhood 2 State Lead Agency Personnel Coordinating the Early Childhood Transition Initiative  Deb Balsdon, Part C Coordinator Developmental Disabilities Unit Department of Human Services  Nancy Skorheim, Section 619 Coordinator Office of Special Education Department of Public Instruction  With the Invaluable Input and Support of the Early Childhood Transition Workgroup

Early Childhood 3 Technical Assistance and Support Catherine Benitz Mountain Plains Regional Resource Center (MPRRC) Kathy Whaley National Early Childhood Technical Assistance Center (NECTAC)

Early Childhood 4 Training Goals and Outcomes for Participants  Participants will understand the requirements and responsibilities for supporting transition for both the early intervention and LEA programs.  Participants will be aware of and understand the steps for successful transition.  Participants will develop strategies within their own communities for collaboration in order to meet requirements of transition.  Participants will consider strategies relating to the use of the guidance document with other staff and with families.  Participants will recognize the importance of focusing on child and family issues during steps of transition. Heritage Park. Minot by P. Klein

Early Childhood 5 The North Dakota Strategic Process  State Lead Agencies Developed a Strategic Work Plan on Transition  Stakeholders – Early Childhood Transition Workgroup  Review of Monitoring Process – B and C  Looking at Data Collection Processes and Analyses  Use of Consultants  Incorporating Statutory Changes – IDEA 2004  Development of Guidance  Review, Review, Review  Training and TA

Early Childhood 6 North Dakota Engaged in Transition Improvement Strategies because of the Children and Families

Early Childhood 7 Federal Context  Federal expectations and actions have changed in the last five years.  The Government Performance and Results Act (GPRA) is driving accountability in all federal programs by focusing on performance measurement.  Programs funded by the federal government are evaluated by the Program Assessment Rating Tool (PART) to measure performance.

Early Childhood 8 Federal Context  OSEP’s approach to the monitoring of States and State monitoring of local programs focuses on accountability.  States report with the Annual Performance Report (APR) using specific indicators, such as the focus on transition.  OSEP has performance indicators in response to accountability to Congress. There are high stakes for all funding.

Early Childhood 9 Federal Context IDEA 2004 has designated the use of a State Performance Plan (SPP) requiring performance targets for six years along designated indicators with annual reporting.  Part C SPP/APR Website  Part B SPP/APR Website

Early Childhood 10 Federal Context  IDEA 2004 statute strengthened OSEP’s ability not only to monitor but to correct non-compliance.  Need increased for development and improvement of meaningful data systems to identify performance along federal indicators.  Conditions for State eligibility in the State grant application process include assurances that policies and procedures for transition exist and are implemented by districts and Part C programs.

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Early Childhood 13 It is all about local collaboration, partnerships, and problem-solving. Sharing grain. Watford City by Suzie Thompson

Early Childhood 14 So What Are the Compliance Indicators? “Not everything that can be measured counts and not everything that counts can be measured.” Albert Einstein However, we must attend to the following specific aspects of the law as we provide services, collect data, and make data-based decisions at the local and State levels.

Early Childhood 15 IDEA State Performance Plan Effective Transition  Monitoring Priority for both Part B and Part C  Indicator 8—IDEA Part C  Indicator 12—IDEA Part B

Early Childhood 16 Part B Indicator 12—Transition SPP Indicator The 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 Measurement The number of those  Served in Part C and referred for eligibility determination  Referred and determined not eligible prior to their third birthdays  Found eligible who have an IEP developed and implemented by their third birthdays

Early Childhood 17 Effective Transition—Part C SPP Indicator 8 The percent of 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  IFSPs with transition steps and services,  Notification to LEA, if the child is potentially eligible for Part B, and  Transition conference, if the child is potentially eligible for Part B.

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Early Childhood 19 How Will We Measure Part C Indicator #8, Item A  Number of children exiting Part C who have an IFSP with transition steps and services  Outcomes will be reviewed by Technical Assistance Project during Quarterly Monitoring.  By 2, is there an outcome that describes the types of supports the child will need?  Do the activities address how the child, family, and receiving agency will be supported?

Early Childhood 20 How Will We Measure Part C Indicator #8, Item B  Number of children exiting Part C and potentially eligible for Part B where notification to the LEA occurred  Need to measure if the LEA received the notification

Early Childhood 21 How Will We Measure Part C Indicator #8, Item C  Number of children exiting Part C and potentially eligible for Part B where the transition conference occurred  Did the 2–7 meeting and 2–9 meetings occur when required?  IFSP needs to be updated at 2–7 and 2–9 meetings and dates and type of meeting recorded on IFSP.  IFSPs will be reviewed by Technical Assistance Project during Quarterly Monitoring.

Early Childhood 22 Item “C” – SPP Indicator 12  Found within several data fields of the NDDPI Online Reporting System – ORS  NDDPI will implement a process to merge required fields to determine “number of those found eligible who have an IEP developed and implemented by their third birthdays”

Early Childhood 23 Transition Monitoring—Part B  Components embedded within the district’s internal monitoring process and reported to NDDPI yearly  Questions included on the 3 – 5 Parent Survey

Early Childhood 24 Issues Relating to SPP Transition Indicators  Variance between ND regions in percentage of children who are not eligible for Part B services  NDDPI sent a survey to early childhood professionals and special education administrators relating to early childhood transition.  Survey results and district data supported inconsistent practices to determine eligibility.  To address inconsistency in practice, DHS and DPI developed joint Early Childhood Transition Guidelines and improved monitoring practices.

Early Childhood 25 Historical Perspective Transition from Part C to Part B has been an early childhood implementation issue since the inception of PL , Amendments to the Education of the Handicapped Act of 1986, when Part H (now known as Part C) was created and Part B extended a Free and Appropriate Public Education (FAPE) to include preschoolers.

Early Childhood 26 Recommended Practices and the Literature Review  Develop an administrative infrastructure with clear policies and guidance supported collaboratively by stakeholders and lead agencies including procedures and timelines based on a vision.   ctivities/adminindex.htm  State and local interagency agreements  State and local councils to clarify, coordinate, and evaluate  State and/or local designated entity or individual to actively take responsibility and ensure ongoing maintenance and joint problem solving instead of uncoordinated efforts  Involvement of families in development, implementation, and evaluation (vision, participation on councils and teams, exit interviews, program design, and evaluation)

Early Childhood 27 Accepted Practices to Support Improved Transition  Staff training and TA based on unique needs assessment  Methods for conflict resolution and problem-solving processes  Dedicate an individual or a project to coordinate transition activities.  Development of State and local teams to assess, propose, and evaluate practices  Monitoring was not explicitly included in this body of accepted practice but is critical.  Data system development and coordination

Early Childhood 28 Understanding Early Childhood Transition: A Guide for Families and Professionals Understanding Early Childhood Transition: A Guide for Families and Professionals North Dakota Department of Human Services Carol K. Olson, Director 600 Blvd Ave, Dept 325 Bismarck, ND And North Dakota Department of Public Instruction Dr. Wayne G. Sanstead, State Superintendent 600 E Blvd Ave, Dept 201 Bismarck, ND

Early Childhood 29 Using This Guide  Staff  Agency planning  Interagency agreements  Parent education  Family worksheets  Clarification of policy and procedure Page 1

Early Childhood 30 Legislative Foundations for Transition Part C (Sec. 637 (a)(9))  Provide smooth transition for toddlers.  Families of toddlers included.  Notify LEA.  Convene conference not less than 90 days before the child is eligible for the preschool services.  If child may not be eligible, make reasonable efforts to discuss appropriates services.  Review program options for period from child’s third birthday through school year.  Establish transition plan with steps. Page3

Early Childhood 31 Legislative Foundations for Transition Part B (Sec. 612 (a)(9))  Children experience a smooth and effective transition to preschool programs.  By the third birthday, an IEP or IFSP has been developed and implemented.  The LEA will participate in transition planning conferences arranged by the designated lead agency. Page 5

Early Childhood 32 Legislative Foundations for Transition  Consider the IFSP. Page 27  The IFSP may serve as the IEP. Page 4  Issues of Summer Birthday Page 31 and Regulations Handout  Comparison of Programs Page 4 – 7

Early Childhood 33 Timelines for Transition  Age 2 Years  Age 2 Years, 7 months  Age 2 Years, 9 months  Age 3 Years  Age 3 Years, 3 months Page 7

Early Childhood 34 Reference Charts  Page 9—Crayon Chart  Pages 44–45—Matrix  Transition Timelines Checklist – Page37-38

Early Childhood 35 Child’s Age: 2 Years Beginning the Process  Initiate the process and plan activities and timelines.  Make arrangements for initial transition planning meeting.  Provide written notification to LEA.  Share information about community supports and services.  Assist the family. Page 12

Early Childhood 36 Transition Outcomes  By the time a child is 2 years of age, their IFSP must contain a Transition Outcome.  The Outcome DESCRIBES the types of supports the child will need when they are 3.  Do not NAME the supports.  The Activities address how the  child,  family, and  receiving agencies will be supported.

Early Childhood 37 Records Transfer  FERPA allows referral for Child Find purposes without prior parent consent.  Child’s name  Date of Birth  Sufficient parent contact information so the LEA can meet their respective Child Find responsibilities. Page 13

Early Childhood 38 Records Transfer  Separate parental consent is required prior to  Transmission of other information about the child from lead agency to LEA;  Evaluation of the child to determine eligibility under Part B; and  If the child is determined eligible under Part B, for the initial provision of special education and related services under Part B.

Early Childhood 39 Part B—Indicator #11—Child Find The percent of children with parental consent to evaluate, who were evaluated, and eligibility determined within 60 days (or State-established timeline) Measurement The number of children  For whom parental consent to evaluate was received  Determined not eligible whose evaluations were completed within 60 days or State timeline  Determined eligible whose evaluations and eligibility determinations were completed within 60 days or State timeline Page 15

Early Childhood 40 Age: 2 Years, 7 Months Who Will Attend?  Family  DD Case Manager  ID Staff  Representatives of LEA  Special education, regular education, and related service  Others What will Happen?  Rights explained  Transition Timeline  Records and Status Review  Evaluation Process Planning First Joint Meeting Page 15

Early Childhood 41 Prior Notice First Joint Meeting  Part C  IFSP Meeting  Part B  IEP Meeting (Assessment Planning) Page 22

Early Childhood 42 Age: 2 Years, 7 Months Developmental Areas Included in Assessment  Hearing and Vision  Health and Medical History  Developmental History  Thinking and Problem Solving  Talking, Listening, and Understanding  Movement  Self-care Skills  Social-Emotional Development and Behavior  Assistive Technology  Environmental Influences  Specific Assessments that relate to the disability of the child

Early Childhood 43 Age: 2 Years, 7 Months  Team Approach to Assessment  Ways to Complete the Assessment  Observation  Review of records  Evaluation appointment with teacher /specialist  Team evaluation  Parent observation checklist  Medical evaluation  Screening results

Early Childhood 44 Age: Prior to 2 Years, 9 Months  Assist the family in exploring placement options.  Conduct an evaluation process.  Complete DD case management re-determination.  Schedule 2 years, 9 month meeting.  Send prior notice to family and team. Page 22

Early Childhood 45 Age: 2 Years, 9 Months By the time the child is 2 years, 9 months (or 90 days before the child turns 3). conduct the meeting to share results:  Share DD Case Management Eligibility Results. (Who?)  Determine disability under IDEA Part B (Who?)

Early Childhood 46 Age: 2 Years, 9 Months If the child is found to be eligible, the IEP meeting is held:  Review the IDEA Part B Procedural Safeguards.  Write the IEP or IFSP with IEP required components.  Sign parent consent for placement, if eligible for IDEA Part B services.

Early Childhood 47 The IEP Similarities and Differences  PLAAFP  Measurable annual goals  Special education and related services  Placement options  Progress measurement and information  Case management and coordination  Pertinent family information and parent consent at initial placement Page 25

Early Childhood 48 Continuation of the IFSP  In some cases, the continuation of the IFSP or the development of a new IFSP can become the individual plan for a child age 3 through 5. (Sec. 614 (d)(2)(B)) Page 27

Early Childhood 49 Continuum of Alternative Placements/LRE  Childcare center/preschool  Child’s home  Cooperative play group  Family childcare  Head Start  Public school classroom  Preschool special education classroom  Title I preschool Page 29

Early Childhood 50 Age: 2 Years, 9 Months  If the child is found ineligible, discuss the service options and develop the transition plan.  Update the IFSP to reflect the transition plan, including follow-up activities.

Early Childhood 51 Invitations  (f) (IDEA Regulations) In the case of a child who was previously served under Part C of the Act, an invitation to the initial IEP Team meeting must, at the request of the parent, be sent to the Part C service coordinator or other representatives of the Part C system to assist with the smooth transition of services.  Documentation of invitations

Early Childhood 52 Summer Birthday Transitions  Planning ahead is important.  North Dakota – Extended School Year Services guidance  Specify the child’s program including ESY needed to receive FAPE or that the date of initiation of services would be the beginning of the upcoming school year.  LEA assumes responsibility or contract for services as IEP. Page 31

Early Childhood 53 Age: 3 Years and Beyond  Putting the transition plan and the IEP into action.  If the child is not eligible, transition services will be provided to other community supports and services.  Initiate follow-up activities as stated in the transition plan. Page 33

Early Childhood 54 Age: 4 Years and Beyond  Annual Review Meeting  Reevaluation at age 6 years or earlier Page 35

Early Childhood 55 Special Tips for Families  Advocating Page 11  Sharing Information Page 14  Visiting Programs Page 17  Making Decisions Page 21  Family Worksheets Page

Early Childhood 56 Resources  Terms and definitions  Transition outcome examples  Family survey questionnaire

Early Childhood 57 Transitions 6 Key Points Adapted from Rosenkoetter, S.E., Hains, A.H. & Fowler, S.A. (1994). The rationale for transition planning: Why do we need a bridge? In Bridging Early Services for Children with Special Needs and Their Families: A Practical Guide for Transition Planning. (pp 4-8) Baltimore: Paul H. Brookes.

Early Childhood 58 Transition—Key Point #1 Good transitions require a great deal of

Early Childhood 59 Good transitions require a great deal of  Agencies  Service providers at different levels  Parents and teachers  Allied professionals Transition—Key Point #2

Early Childhood 60 Good transitions require and Transition—Key Point #3

Early Childhood 61 Good transitions for the needs of their children. Transition—Key Point #4

Early Childhood 62 Good transitions seek the and prepare children to function there.. Transition—Key Point #5

Early Childhood 63 Good transitions are in order to be improved upon.  Parent opinion  Staff opinion  Child data  Financial costs Transition—Key Point #6

Early Childhood 64 Three Components of Successful Transition 1. Interagency collaboration and written procedures involving  Agencies  Buildings  Classroom  Teachers  Therapists

Early Childhood Parent involvement at the level they wish Three Components of Successful Transition

Early Childhood 66 Three Components of Successful Transition 3.Preparation of the environments to aid the child’s transition  Sending personnel  Receiving personnel  Parents, if they wish

Early Childhood 67 Business Cards  Kathy T. Whaley National Early Childhood Technical Assistance Center Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill Campus Box 8040 Chapel Hill, NC USA * Desk phone 919/ * reception 919/ Fax: 919/  Catherine Benitz Mountain Plains Regional Resource Center Utah State University 1780 N. Research Parkway, No. 112 Logan, UT Phone: (435) Ext. 13 Fax: (435)

Early Childhood 68 Business Cards  Debra Balsdon, Part C Coordinator North Dakota Department of Human Services Developmental Disabilities Unit 1237 W Divide Ave Ste 1A Bismarck, ND Phone: (701) Fax: (701)  Nancy Skorheim, 619 Coordinator Office of Special Education Department of Public Instruction 600 East Boulevard Avenue, Dept. 201 Bismarck, ND Phone: (701) Fax: (701) Website:

Early Childhood 69 Business Cards National Early Childhood Transition Center Interdisciplinary Human Development Institute University of Kentucky 126 Mineral Industries Building Lexington, KY Phone: Fax: Toll Free: