EARLY CHILDHOOD TRANSITIONSWHAT TO EXPECT FOR YOUR FAMILY AND CHILD

TABLE OF CONTENTSThe Purpose of This Training

Individualized Family Service Plans VS. Individualized Education

Plan

Family Involvement – Rights and Levels of Involvement

Support Team Membership – IFSP VS. IEP

Local Early Childhood Teams and Resources

How to Prepare for the Transition –Families Transitioning Tool Kit

Short Transitioning Video

Question and Answer Period

PURPOSE OF THIS TRAINING

The purpose of this family training is to help you plan for your child’s

transition from home based care to a preschool setting. This training

contains information on the Individualized Education Plan (IEP), what your

rights and responsibilities are as parent, information on the preschool team

and transition resources and agencies.

You will also be given pointers on how to prepare your family and child for

the transition. Also you will be given a Preschool Transitioning Tool Kit

which will include various checklists and documents. Finally we will follow

up with a brief question and answer period.

Individualized Family Service Plan Individualized Education Plan

Used in early intervention for children ages birth through 2 Used in special education for children ages 3 to 21

Includes information about the child’s present levels of

development

Includes information about the child’s present levels of

educational performance and participation in

developmentally appropriate activities

With the family’s approval, it may also include information

regarding the family’s resources, priorities, and concerns

related to the development of their child

Includes information about the family’s concerns for

enhancing the child’s education

After the team determines a list of priorities and concerns,

the family determines which outcomes will be included on

the IFSP

The IEP team, including the parents or guardians and

related service providers who work with the child,

determines the goals

Includes the major outcomes desired for the child and family,

as well as the methods, timelines, and a plan to

measure progress

Includes measurable annual goals, academic and

functionally, designed to:

• Enable the child to be involved in and make progress

in

the general curriculum;

• Describe how progress will be measured and how

often

• Describe how progress will be reported to the family

Includes the natural environments where services will be

provided

Describes services provided in the least restrictive

environments (LREs) and an explanation of the extent,

if any, that the child will not participate with typically

developing children

Includes the early intervention services and supports

necessary to meet the unique needs of the child and family

in order to achieve the identified outcomes

Includes the special education, related services,

supplemental aides and services, modifications, and

supports to be provided to help the child make progress

and participate in developmentally appropriate activities

YOUR ROLE IN PLANNING FOR TRANSITION

LEAST RESTRICTIVE ENVIRONMENT (LRE)An important step in promoting a positive transition for your child and family is

learning about the transition process. At least 3 months before your child makes

the move from early intervention to preschool someone from the early

intervention program will meet with you to talk about transition and will work with

you to develop a transition plan.

(NOTE: The federal law requires that planning for transition begin at least 90

days before a child turns 3; in some states, such as West Virginia, state law

requires that the planning begin even earlier, at least 6 months before the third

birthday.)

Your family should feel free to ask questions during transition meetings and at

any time during the year.

Family Involvement

FAMILY INVOLVEMENT CHECKLISTLearn about the transition process and plans that

involve my child and family.

Participate in meetings as a member of the planning

team.

Participate in evaluating my child's strengths and needs.

Review my child's file and assessment records.

Help select goals that staff will use to prepare my child for

transition.

Work on goals to prepare my child and family for

upcoming changes.

Help identify my child's educational needs in the new

program

Help identify my child's needs for special services in the

new program.

Help identify and evaluate the range of options that are

available for preschool programs and services including:

(a) school-based programs, (b) community-based

programs, and (c) child care or day care programs.

SUPPORT TEAM MEMBERSHIP- IFPS VS. IEP

Individualized Family Service

Plan

Individualized Education Plan

Team membership includes:

• A parent or parents of the child

• Other family members as

requested by the parent

• An advocate or person outside the

family, if parent

requests that the person participate

• Service coordinator

• A person or persons involved in

conducting

evaluations and assessments

Team membership includes:

• A parent or parents of the child

• Regular education teacher

• Special education teacher

• A representative of the school

district who can commit

resources

• A person who can interpret results

of the evaluations

• Others who have knowledge or

special expertise about

the child

LOCAL EARLY CHILDHOOD TEAMS AND RESOURCES

Agencies with Training and Technical Assistance Staff

West Virginia Birth to Three

Region III Head Start

Disabilities Services Quality Improvement Center

West Virginia Department of Education

Office of Special Programs

Contact: 1-888-983-2827 for more information

West Virginia Early Childhood Lending Library

Contact: 1-800-642-9704

Collaborative Teams Defined

Families

WV Birth to Three

Head Start

Public School System

Child Care

WVDHHR, WV, WIC

YOUR TRANSITIONING TOOL KITPlan ahead for transition. Don't wait until the last minute to begin thinking about transition. Give yourself and

your family time to make decisions and adjust to the changes that will occur.

Realize that stress, uncertainty, and separation anxiety are normal emotions. Many, if not all, parents

experience these feelings when their child starts preschool or kindergarten.

Ask questions throughout the transition process. You have a right to obtain information about transition

and to be involved in the transition planning.

Attend transition planning meetings. Share information with the team about your child and your family, your

resources, your priorities, and any concerns that you may have.

Talk with other families who have made the transition from early intervention to preschool programs.

Talk with members of your family about transition and some of the changes that may occur.

Learn about your child's and family's rights, how to interact with new program staff, and how to

advocate for your child in the new program.

Visit different programs to help select the program that best meets your child's needs.

Try to identify aspects of the new program that may be different or difficult for your child and give your

child experiences with these aspects before the new program begins. For example, if you think that your

child will have trouble working or playing alone, you might give your child an opportunity to play alone for short

periods of time each day.

TRANSITION FROM EARLY INTERVENTION TO PRESCHOOL

This is an exciting time for families and their children with disabilities

and special needs! Families have had the benefit of receiving services

from Early Intervention and are now preparing to receive school-based

programs and services. Come learn about your roles and

responsibilities in working with teams that support your child as s/he

moves into preschool programs.

Parents have specific rights and responsibilities as they navigate

through transition from Early Intervention (EI) programs under Part C of

the Individuals with Disabilities Education Act (IDEA) to preschool

programs under Part B of IDEA. Families need training and information

to assist them with knowledge and understanding to be effective

participants with teams.

Watching a short video

What questions to you have?