Florida Interagency Coordinating Council

for Infants and Toddlers

Quarterly Meeting

January 23-24, 2007

8:30 a.m. – Tallahassee, Florida

Meeting Called by: Randee Gabriel Note taker: Joanne Rainey Timekeeper:

8:30 – 9:00 9:00 – 9:15 9:15 – 10:15 10:15 – 10:45 10:45 – Until 4:00 – 5:30

Tuesday, January 23, 2007 Registration, Pick up packets – Tameka Davis Call to Order, Introductions – Randee Gabriel FICCIT Business – Randee Gabriel

• Approval of Minutes • Membership – Welcome New Members • DRAFT Annual Report-Martha Harbin

BREAK Committee Meetings (locations to be announced) Executive Committee Meeting

9:00 am 9:15 – 10:00 10:00 – 10:15 10:00 – 10:30 10:30 – 11:30 11:30 – 12:00 12:00– 12:15 12:15

Wednesday, January 24, 2007 Full Council Reconvenes FICCIT Business (continued, if needed)

• Final DRAFT Annual Report Early Steps Update – Janice Kane

• Early Steps Workgroups Update • Budget Update

Break – check out Committee Reports

• Executive Committee – Randee Gabriel • Personnel Development and Training - Judy Corso • Family Leadership – Lou Ann Long • Public Affairs – Martha Harbin

Agency Updates Member Updates

• Children Forum • Family Café

Public Comments ADJORN

Florida Interagency Coordinating Council for Infants and Toddlers (FICCIT)

Quarterly Meeting January 23 – 24, 2006

8:30 a.m. to 4:00 p.m. – Tallahassee, Florida

Members Present: Roni Bader-Tables, Judy Corso, Lori Fahey, Dominique Fethiere, Cynthia Fuller, Randee Gabriel, Martha Harbin, Janice Kane for Phyllis Sloyer, Paula Kendig, Lou Ann Long, Angella Malave, Elaine Mathews, Sue Ross, Lee Sherry, Jeanne Sisco and Michelle Polland as Bambi Lockman’s delegate. Members Absent: John Walker. Non-members Present: Sally Barrios, Dynitia Brimm, Patty Corder, Tameka Davis, Susan Dohoran, Danielle Jennings, Ernie Kessel, Sue Loftis, Dawn Lynch, Joanne Rainey, Carole West, Pam Tempson and Liza Smith.

FICCIT Business

Approval of Minutes – Randee Gabriel Discussion: The Council Chair called for a vote to approve the minutes from the November meeting. Discussion pursued with minor changes made. Conclusion: Members voted to ratify motion to approve the minutes with modifications from the November meeting.

Action Person(s)

Responsible Date Due

Make modifications to the November minutes and post to the web.

Tameka Davis ASAP

Membership – Randee Gabriel Discussion: - Randee announced the newly established Membership Committee and appointed Paula Kendig as Chair. She also announced Elaine Mathews has resigned as Co-chair of the Family Leadership Committee. Randee appointed Lou Ann Long as Chair of the Family Leadership Committee. The council also discussed membership rules and requirements for those members that have missed more than two consecutive meetings. A question regarding the whereabouts of a list generated at the “Unite Nite” event of the Family Café Conference of families interested in becoming involved was asked and Janice agreed to follow-up for Paula.

1

Conclusion: Council members voted to approve the chair’s recommendation to send Mr. Walker a letter with a copy of the by-laws indicating attendance requirements as well as an application for term renewal. Action Person(s)

Responsible Date Due

Janice to follow up on securing information about a family list compiled by those attending “Unite Night” at Family Café.

Janice

Chair will send letter to the Mr. Walker. Randee Early Steps Update- Janice Kane Discussion: Janice presented her report which included updated information about workgroups, the stipend process and the budget. This item on the agenda was moved up in order to use time wisely. (See attachment #1) DRAFT Annual Report- Martha Harbin Discussion: -. Martha presented copies of the most up to date draft FICCIT annual report and asked members to review, edit directly on the copies and return them to her so that the Public Affairs Committee will have all input for their upcoming meeting break out. Conclusion: - Committee will make the changes and present the final draft for approval when the full council convenes on the second day of the meeting. Local Early Steps Update- Dynitia Brimm, Big Bend Program Director Discussion: An update was provided by Dynitia Brimm in reference to Big Bend Local Early Steps. Conclusion: The council commended Big Bend Early Steps on a job well done.

Committee Reports

Executive Committee – Randee Gabriel Discussion: Randee discussed the need for Guidelines and Procedures for FICCIT and committee business. The Guidelines will include procedures on how to properly notify the public of all meetings and conference calls. The guide will outline timeframes for committee conference calls, meetings, minutes, and other events, in addition to outlining items that should be voted on. Conclusion: All Guidelines and Procedures will be in writing and submitted to the council once they are developed and approved by the Executive Committee. Action Person(s)

Responsible Date Due

Outline the procedures and guidelines document Randee Gabriel ASAP

2

and Janice Kane Personnel Development and Training – Judy Corso Discussion: (See attachment #2) Conclusion: Members voted for an approval to have a DOE representative work with DOH to establish a partnership to allow Part C provider applicants access to the DOE fingerprinting system. Action Person(s)

Responsible Date Due

DOE and DOH work together to allow Early Steps providers/applicants access to the DOE fingerprinting system.

Janice Kane and Bambi Lockman

ASAP

Family Leadership – Lou Ann Long Discussion: Reviewed and accepted conference call notes for December 15, 2007. Reviewed Conversation with Families data form, Space Coast, Melbourne, Florida, November 13, 2006. Shared verbal overview of the Conversation with Families, Tallahassee, Florida, January 22, 2007. Committee will be developing a plan for Communication to Families statewide. This effort will be continued at the next quarterly meeting. Beginning phase was to invite Parent Support Groups to present to the Council at the quarterly meetings. Conclusion: Committee accepted draft form for Conversation with Families for November 13, 2006 with the addition of a summary at the end of the report. Executive Committee approved inviting Parent Support. Action Person(s)

Responsible Date Due

Completed data form will be provided to the council and DOH. Lou Ann Long Next Meeting

Public Affairs – Martha Harbin Discussion: The committee has been working on the final DRAFT FICCIT Annual Report. Many edits were discussed and additions made. Members will receive an electronic version of Martha’s changes. Once approved, 500 copies of the report will be printed and it will also be available on the web. Conclusion: The Council voted to allow Martha to work with Randee and Paula on finalizing the Chair’s letter on the 2nd page of the document. The Council also voted to allow Martha to make all additional changes and work with the ESSO staff and the committee to seek final approval to produce the report. The completion target is scheduled for March 2007. Action Person(s)

Responsible Date Due

3

Compile changes and edits for review by the ESSO. Martha Harbin ASAP Send electronic and hard copy of report to FICCIT Martha Harbin ASAP Seek final approval through the Department process and send final product to printer. Post to web

Janice Kane and Martha Harbin

ASAP

Agency Updates – Sue Ross, Department of Children and Families, presented information regarding the Infant Mental Health Strategic Plan Update activities. (See attachment # 3) Agency Updates – Carole West, Department of Education (See attachment #4) Agency Updates – Cynthia Fuller, Department of Insurance, announced that the consumer might see a change on insurance reform in the future. Member Updates- Children Forum- Lou Ann Long, presented information about Children’s Week activities that will be held on 3/25 through 4/01. www.childrens-week.org/ Member Updates- Family Café- Lori Fahey, presented information about the Family Café. Registration begins February 14, 2007. Please contact Lori Fahey for exhibits for the Family Café.

Public Comments

Discussion: One member came to report her concerns about the DEI Program. Members asked many questions. Conclusion: Members voted to request that ESSO provide a briefing at the next council meeting on the difference between the original DEI Program and the current Program. This briefing will include the impact of babies served in NICU. Action Person(s)

Responsible Date Due

ESSO to provide a briefing at the next council meeting on the difference between the original DEI Program and the current Program. This briefing will include the impact of babies served in NICU.

Janice Kane Next meeting

Meeting Adjourned

FICCIT Quarterly Meetings

2007 April 24-25, 2007 – Tampa

4

July 24-25, 2007 – Miami October 23-24, 2007 - Daytona

5

#1

Florida Interagency Coordinating Council for Infants and Toddlers Early Steps State Office Report January 23, 2007

Council Membership Update - Early Steps has requested assistance in having the six outstanding applications reviewed and acted upon by the new Governor. We have not yet been assigned a contact person in the Governor's appointment office to assist us with our request however we are confident this matter will be taken up soon.

Stipend Update - At the last meeting the Stipend Procedure was discussed and finalized. Early Steps has presented the procedure, forms and a request to the department legislative affairs office to request approval by the Governor. As there is new leadership in Florida, it may take time to transition these operational issues and we have been assured we will be notified when our request is approved. A copy of the procedure is attached for reference and information.

Budget Update - The DOH Budget office has notified us of unexpended Part B grant cash totaling $1,450,321.38 that was transferred to DOH when the department split from the Department of Health and Rehabilitative Services. We have requested input from all our stakeholders and will be developing a spending plan. A draft plan based on input was developed my Management Team .in conjunction with Dr. Sloyer and will be shared with the Personnel Development and Training Committee.

The Governor's Legislative Budget Request will be released February 1,2007. We believe it will include the spending authority increase of $1.6 million in Federal Grants Trust Fund. The. requests for additional increased funding that were addressed in the Department of Health's Budget Information Proposals are under consideration. We will not know what if any increase will be recommended until then.

FICCIT Bud t Updat Anticipated Estimated

Anticipated Number Number of Actual of Days of Travel Purpose of Trip Persons on Each Cost of Expenditures

Trip Travel

3 FICCIT Auqust Quarterlv Meetinq 25 $6,575.00 $5,220.443 FICCIT November 14-15 Meetina 25 $6,575.00 $5,012.66

FICCIT January 23-24 Quarterly 3 Meetinq 25 $6,575.00 3 FICCIT Quarterlv Meetinq 25 $6,575.00

Chairoerson Travel $700.00 $1,495.50

TOTAL $27,000.00 $11,728.60

BALANCE $15,271.40

Medicaid Reform -Our contract with the Agency for Health Care Administration (AHCA) for Broward County was signed and we began implementation in Broward County December 1,2006. The two subcontractors we are working with are South Florida Community Care Network in Broward County which is made up of the North Broward Hospital District and Memorial Health Systems which serves south Broward County. PediCare will be our subcontractor in Duval

FICCIT Report Page Two

County. They are a component of the University of Florida Jacksonville. We anticipate a March 1 start date. AHCA is looking to expand to Baker, Clay and Nassau counties and we have submitted a letter of intent to expand into those counties. July 2007 is the expected expansion date. Our expansion into these counties will be accomplished through our subcontract with PediCare.

Auditor General's Office -We reported last meeting about the Auditor General's Office review of the Part C grant as a part of their annual audit of the Department of Health. Preliminary information sharing began in July. The focus of the audit is on financial compliance with federal and state regulations. The target date for the final report was December 2006, however, the timeframe has been extended. They have been very thorough in requesting information from us and some of the local Early Steps areas. The exit conference is scheduled for January 24,2007.

Medicaid Early Intervention Handbook - We have been working on a Revised Early . Intervention handbook which will support our team based primary service delivery model. The Handbook will include clear guidance on the role of Infant and Toddler Developmental Specialists. Karen Anderson has been identified as lead staff liaison with the Medicaid Office. We have been informed Richelle Cook's last day in her position was January 4,2007. Her supervisor has assured us she is actively seeking her replacement. Once her replacement has been selected, we will have him/her complete the application to become a FICCIT Member.

Annual Performance Report Update - Florida's Annual Performance Report (APR) is due to the Office of Special Education Programs (OSEP) in February 2007. D'Lo Trejo provided a status report at the last Council Meeting and continues to work with the Office of Special Education and Programs staff to assure Florida has provided .all necessary information. The Continuous Improvement Workgroup has been actively providing input as components of the report are developed. We've made progress to be proud of this past year and have a much better understanding of our system and how to make it better.

Workgroups Update - There are active numerous workgroups/committees/projects/councils. Attached is a copy of the January 2007 Update.

COUNCI LSIWORKGROUPS/COMMITTEES/PROJECTS JANUARY 12, 2007

Child Abuse Prevention and Treatment Act (CAPT A) Workgroup (Janice Kane, Dawn Lynch) The workgroup is a collaborative effort between the Department of Children and Families; Department of Health, Children's Medical Services Early Steps and Division of Prevention & Intervention; Department of Health Maternal & Child Health; Agency for Workforce Innovation Office of Early Learning; Department of Education, the FSU Center for Prevention and Intervention; and Partnership for Strong Families. The focus is to ensure the State meets the requirements set forth in the Child Abuse Prevention and Treatment Act of 2003 and the reauthorized 2004 Individual with Disabilities Act, Part C (specifically, the provisions for the screening and referral of children under age 3 who are involved in a substantiated case of child abuse or neglect). The current focus of the workgroup is to develop policies and procedures for the screening and referral of children to meet the requirements.

The Center to Guide Personnel Preparation Policy and Practice in Early Intervention and Preschool Education (Birth to 5) Project (Susan Duwa) This Office of Special Education Programs project is working with an advisory group from several states to collect, synthesize, and analyze information related to: (a) certification and licensure requirements for personnel working with infants, toddlers, and preschoolers who have special needs and their families; (b) the quality of training programs that prepare these professionals; and (c) the supply and demand of professionals representing all disciplines who provide both early childhood special education and early intervention services. After data have been gathered on these three issues, project staff will design and implement a series of research studies that will serve to determine the relationships among the three issues as well as the impact of these issues on the education and development of young children with special needs.

CMS Marketing Group (Catherine Duncan) This marketing group works on marketing and communications issues. The goal is to communicate about common marketing products which can be used across diverse CMS programs. CMS hired a marketing person to coordinate all current projects and programs, and develop CMS-wide recommendations.

Continuous Improvement Workgroup (D'Lo Trejo) This workgroup was instrumental in the development of Florida's State Performance Plan for Part C. In addition, the group assists in the development of Florida's Annual Performance Report for Part C which is due February 2007, and each year thereafter. On an ongoing basis, the workgroup reviews and analyzes performance trends and provides recommendations to the Early Steps State Office on improvements strategies. The workgroup will be instrumental in developing a plan for public reporting of state performance. The workgroup consists of stakeholders representing families, providers, LES directors, FICCIT, Medicaid, Department of Education, and the Early Steps Data Center.

Fetal Alcohol Spectrum Disorder (FASD) Interagency Action Group - (Dawn Lynch) The focus of this action group is to prevent children from being born with FASD. Priorities for the group in 2007 are:

. Conduct a stateside public awareness campaign

. Expand diagnostic and intervention clinics statewide

1

. . Establish a networking/Resource Center for FASD Obtain legislation requiring point of sale warning signs

Florida Inclusion Team/Workgroup (Danielle Jennings) In 2005, Florida was invited by the Office of Special Education Programs (OSEP) to participate with several other states in a cross agency inclusion initiative "Expanding Opportunities for Young Children with Disabilities and Their Families through State-Wide Interagency Efforts". The team is responsible for development of a collaborative state action plan targeted at improving inclusive opportunities for young children with disabilities.. The inclusion team is working to identify tasks, roles, and outcome measures related to: (a) implementation strategies; (b) training/personnel, and (c) families informed about options. The group is now working on combining all three issue areas into a strategic plan to increase opportunities for inclusion within federal and state agencies caring for infants, toddlers, and young children with special needs and their families.

Florida Interagency Coordinating Council for Infants and Toddlers - FICCIT (Janice Kane, Tameka Davis - Danielle Jennings, Kelly Purvis, Catherine Duncan/Dawn Lynch on Committees) FICCIT is a Governor appointed Council authorized and required by Part C of the Individuals with Disabilities Education Act (IDEA) whose mission is to assist public and private agencies in implementing a statewide system of coordinated, comprehensive, multidisciplinary, interagency programs providing appropriate early intervention services to infants and toddlers with disabilities and risk conditions and their families. Some resp ibilities include to: ons

. Assist and advise the lead agency in coordinating activities for the planning and. implementation of the Part C program. Provide advice and assistance to the lead agency in the development of policy and definitions for the minimum components of Public Law 102-119, IDEA, Part C. Assist in the preparation and submission of an annual report on the status of Early Intervention Programs for infants and toddlers with disabilities and risk conditions Conduct quarterly meetings at various locations throughout the State that are open to the public

.

.

FICCIT Committees are defined below.

FICCIT Family Leadership Committee (Kelly Purvis) The purpose of the Family Leadership Committee is to provide expertise and leadership to increases family awareness and participation in Florida's Early Steps System, and to prioritize the development and maintenance of local, state and federal partnerships and programs. The Committee has begun implementation of "Conversation with Families" meetings in the host city of the quarterly FICCIT Meetings. The purpose is to get input and recommendations from families in the Early Steps system. The meetings are planned and coordinated collaboratively with FICCIT, the Early Steps State Office, and the Local Early Steps.

FICCIT Personnel Development and Training Committee - PDAT (Danielle Jennings) PDA T is assists the lead agency in the development, design, recommended irnplementation and evaluation of a cohesive birth to five training and technical assistance system for Florida's IDEA, Part C program. The scope of the activities include, but are not limited to, efforts to promote the recruitment, preparation, credentialing, and retention of appropriately qualified early intervention and education personnel, including families, paraprofessionals, and professionals engaged in pre-service and in-service delivery.

FICCIT Public Affairs Committee (Catherine Duncan/Dawn Lynch) The Public Affairs Committee is responsible for communications work. Their goals are to increase public awareness on the value of early intervention and to become a resource of

2

information to the Legislature. They are also responsible for monitoring the development of relevant legislative initiatives and keeping the rest of the council informed of legislative initiatives and activities. This FICCIT Committee is currently working on an Annual Report and plans to participate with Early Steps State Office at Children's Week in March. They continue to seek additional family members to join FICCIT who fall under the category of "Caregiver of a child with disability" .

Florida Coordinating Council for the Deaf and Hard of Hearing-FCCDHH (Karen Anderson, Mary Grace Tavel) FCCDHH is a Governor appointed council of 17 members to serve as an advisory and coordinating body which recommends policies that address the needs of deaf, hard of hearing, late-deafened, and deaf-blind individuals including providing information and referral services and promoting individual and public advocacy. This Council is staffed by Children's Medical Services in the Department of Health.

Florida Outreach Project for Children and Young Adults who are Deaf-Blind Advisory Council (Karen Anderson) This Advisory Council provides gLiidance to a long term federally funded project that is committed to promoting educational practice via a family-centered and person-centered approach that leads to the full participation of people who are deaf-blind as active members of the community. The FOP Advisory Board continues to meet biannually and Karen is a member. .

Florida's Transition Project/STEPS Group (Pamela Tempson) Florida's Transition Project assists local communities in establishing trained teams to develop a seamless system of transition among agencies providing services to benefit young children, birth to age 6 years, with disabilities and their families. The trained teams identify issues and barriers, as well as the strengths in their community and create a plan to resolve the issues and build on the strengths to define the community's transition system. The project goals include increasing the number of communities in Florida that address transition across agencies, providing training to community teams using the training model Sequenced Transition to Education in the Public Schools (STEPS), and providing technical assistance to help communities develop transition interagency agreements. The state advisory team for Florida's Transition Project includes representatives from the Department of Education, Early Steps, Early Head Start, Agency for Workforce Innovation, Family Health Services, TATS, Children's Forum, Division of Blind Services, Agency for Persons with Disabilities, and Department of Children and Families. Florida's Transition Project is funded through the Technical Assistance and Training System (TATS) by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, with federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.

Pre-Admission Screening and Resident Review (PASRR) Interagency Workgroup (Renee Jenkins) The workgroup is a collaborative effort between the Agency for Health Care Administration, Department of Elder Affairs (CARES), Department of Health, Children's Medical Services (CMAT and Early Steps), Agency for Person's with Disabilities (APD), and the Department of Children and Families, Substance Abuse and Mental Health (SAMH) Program in order to design and implement strategies for compliance with state and federal regulations related to the Pre-Admission Screening and Resident Review (PASRR) process required for all residents in Medicaid certified nursing facilities. The purpose of PASRR is to ensure that nursing facility applicants and residents with mental illness or mental retardation and related conditions are

3

identified and admitted or allowed to remain in a nursing facility only when there is a verified need for nursing facility services. Additionally, if a need for specialized services is determined, federal regulations require that such services be provided.

Service Coordination Workgroup(Pam Tempson, Arnetta Givins and Danielle Jennings) The Service Coordination Workgroup's overall purpose is to develop strategies and products to support service coordinators in their responsibilities, thereby improving the quality of service coordination for infants, toddlers and families receiving services from Early Steps. The group consists of stakeholders including Early Steps State Office staff, Service Coordinators, Service Coordinator Supervisors, Early Steps Directors, the Department of Education liaison, the Medicaid liaison, and a parent of a child with a disability.

Service Delivery Implementation Workgroup (Sally Golden-McCord) This workgroup initially had both short-term and strategic issues to consider. The short-term issue called upon the group to make recommendations for a phase-in implementation of the new Early Steps enhanced service delivery system, using the State's most recent Office of Special Education Programs' Annual Performance Report (APR) as a guide. The group consists of stakeholders including Local Early Steps Directors/Coordinators, a parent member of the Florida Coordinating Council for Infants and Toddlers and Early Steps State Office staff. Twenty seven recommendations were submitted in April 2005. Many have been accepted, others are waiting for IDEA 2004 regulations to come out, several are waiting for further information from the group and a few were denied. The strategic issue relates to how Early Steps can remain a high quality service to the children and families of Florida in the current climate in which it operates. The group decided to remain active to provide operational input to the Early Steps State Office and held their last meeting in October 2006. They also voted to invite several new members to replace members on the workgroup who have left. The workgroup has recently been provided additional information regarding Medicaid reimbursement for evaluation/assessment/service planning and asked to recommend strategies related to one of their previous recommendations.

Systems Evaluation Workgroup - General Supervision Enhancement Grant -GSEG II (Sally Golden-McCord, Pamela Tempson, Kelly Purvis) The Early Steps program received federal funding from the Office of Special Education Programs (OSEP) to enhance its system evaluation of Part C services in Florida. Early Steps will work with the Early Childhood Outcomes (ECO) Center to develop an outcomes measurement system. The outcomes measurement aspect of Part C's system evaluation will focus on child and family outcome assessment in the context of Florida's new service delivery system. This Workgroup will address steps toward the development of a child and family outcomes measurement system to include:

• The development of impact statements and evaluation questions for child and family outcomes,

• Identification of data sources that can be used to provide evidence of outcomes, • A methodology plan for using data to measure outcomes, • Piloting methods for measuring outcomes, • The revision of methodology, and • The development of a training and technical assistance plan for measuring child and

family outcomes. .

The group will be reconvened after family survey results from 05-06 are analyzed and baseline entry/exit data from 06-07 are available, in order to further consider the piloted/phase in plan.

4

#2

PDA T REPORT 1-24-2007

A full strategic plan was developed during this meeting, to be provided at a later date:

Three major priority areas identified by the committee:

1. Recruitment of highly-qualified personnel 2. Preparation and professional development of highly-qualified personnel 3. Retention of highly-qualified personnel

Three objectives to meet these critical areas of concern:

1. The number of providers enrolled in Early Steps will increase by 25%. 2. A comprehensive, coordinated training and technical system will be implemented for Early Steps in collaboration with Part B. 3. Early Steps will retain 85% of current highly-qualified personnel.

Action Items

1. Provide funding, in collaboration with Part B, for development andimplementation of a summer institute to address need for Infant ToddlerDevelopment Specialists. The summer institute would be four weeks inlength, with four courses provided. Successful completion of the fourcourses would include both the IT OS certificate and PreK DisabilitiesEndorsement. Recommend 3 locations provide the summer institute, located throughout the state. Funding would include faculty payment,tuition payment and book costs. Persons completing the summer institutewould sign a contract to provide services to children birth to five for 2years.

2. Provide funding to develop and distribute marketing materials regarding the different team members and their role on the Early Steps team. Emphasis to be placed on the ITDS role.

3. Funding to develop and implement regional trainings with consistent trainers, with follow-up system to ensure implementation:

• Coaching • Adult Learning • BDI-2 Trainings • Business Model-small group trainings • Transitions in collaboration with Part B/DOE • Infant Mental Health • ASD Conference

4. Funding to provide a Mentoring Workshop, including stipends and CEU's for 30 mentors.

5. Evaluate current rate structure, and determine feasibility of increasing payment to providers; incentives for providers working in enhanced model, adequate funding for travel, equal funding for consultation/direct service...

6. Determine feasibility of coordinating fingerprinting process with local DCF or DOE agencies. Look at possibility of acquiring needed equipment to complete fingerprinting on site for LES offices.

7. Funding to train ITDS's regarding low incidence disabilities; vision and hearing impairment.

8. Funding to develop and implement Communities of Practice throughout the state to address professional development needs.

Additional Suggestions for Part B funds:

Updating and printing of palm cards for marketing

_u_ - u - u -- - u --- - -u------------------------------------ ----

#3

Department of Children and Families Children's Mental Health Update for FICCIT 1/23-24/07

Developing Alternative Measures for Birth to Five Outcomes

As a result of a mandate from the legislature in the mid 1990's, the Department of Children and Families adopted outcome measures to document the impact of state dollars used to fund mental health services. In 2002 Infant Mental Health services (birth to five) were added to the Florida Medicaid Coverage and Limitations Handbook, and the Children's Mental Health Program Office utilized the same outcome measures that were developed earlier in the mid nineties to document the functioning status of older children and adolescents. Efforts are currently underway to adopt and implement alternative assessment tools for the birth to five population beginning the FY 2007-08. Although no single functional assessment has been identified to cover ages birth to five, approval has been given to pilot a group of instruments that will provide more meaningful functional levels and aid in treatment planning and improved outcomes. The DC:0-3R Diagnostic system for children from birth to age three will be utilized for infants and toddlers, incorporating the Parent-Infant Relationship Global Assessment Scale (PIR-GAS) that rates the parent-infant relationship which is an important part of developing a diagnostic profile for infants and toddlers. This scale will replace the C-GAS (Child Global Assessment Scale) which is the current level of functioning component. The Child and Adolescent Needs and Strengths (CANS-0-3) which is being currently used for children of this age who receive the Medicaid Comprehensive Behavioral Assessment as part of Child Welfare Case Plan process, will be utilized as an alternative to the Problem Severity Rating Scale. The alternative tools are strength-based, and will provide information that can assist in planning for protective factors to increase resiliency. They are tools that most providers are already familiar with and utilize in their assessment of young children. We look forward to this implementation and the opportunity to gather more meaningful information for this population, enhance accountability, and provide the legislation with valid information for funding decisions. Participation in the Maternal & Child Health Bureau ECCS Grant to Florida

The Federal MCHB funded State Early Childhood Comprehensive Systems (ECCS) planning grants to the state Title V (Department of Health) agencies to:

Goal 1 : To provide leadership to the development of cross systems integration partnerships that support children in early childhood in order to enhance their ability to enter school healthy and ready to learn.

Goal 2: To support states and communities in their efforts to build early childhood service systems that address the critical components of access to comprehensive pediatric services and medical homes; social-emotional development of young children; early care and education; and parenting education and family support.

The Florida Department of Health is actively engaging in collaboration efforts to promote the development of comprehensive systems of early childhood services. On January 18-19, 2007 a representative from Children's Mental Health, Head Start, Early Learning Coalition and the Department of Health will be attending the Head Start-Child Care-MCHB Meeting in Washington, D.C. This meeting will bring together state leaders that represent agencies serving young children and their families. The meeting will offer the stakeholders an opportunity to come together to hear the latest Federal updates and current national initiatives, as they develop and implement a comprehensive plan for Florida's young children.

Support for the 7th Annual Florida Infant Mental Health Association and the 9th Annual Family Care Conference

The Children's Mental Health Program office has had several opportunities recently to help support through financial sponsorship upcoming state conferences. The Seventh Annual Florida Infant Mental Health Association will be held on May 17th and 18th in Fort Lauderdale, Florida. To assist this important conference a commitment of $10,000 has been made available to the association. Additional funds will also be offered to the association to help support the 13 local chapters of the association through out Florida in providing training and support for community providers that serve the birth to five population.

The Family Cafe will meet this year June 8th -10th in Orlando, Florida. A $10,000 commitment has also been made to assist with conference printing expenses. The Family Cafe provides families of children with disabilities the opportunity for collaboration, advocacy, friendship and empowerment.

Florida Department of Education (DOE) Bureau of Exceptional Education and Student Services (BEESS)

Florida Interagency Coordinating Council for Infants and Toddlers (FICCIT)

Tallahassee, Florida January 23-24, 2007

1. Bureau Staff Update

Lezlie Cline, Program Director, Exceptional Student Education (ESE) Program Development and Services (PD&S) Section of the BEESS, has recently accepted a position with Florida State University’s Center for Interactive Media. Lezlie assumed this new position on January 16, 2007. Additional vacancies within the PD&S section of our Bureau include the section administrator vacated by Evy Friend and a program specialist position with responsibilities in the area of the prekindergarten disabilities program. Persons interested in any of these positions may provide a resume to Myra Rogers either by fax at (850) 245-0953 or via e-mail at Myra.Rogers@fldoe.org.

2. State Board of Education Exceptional Student Education (ESE) Rules

The State Board of Education passed the following Exceptional Student Education Rules on December 12, 2006:

• 6A-6.03013, FAC.Exceptional Student Education Eligibility for

Students Who are Deaf or Hard-of-Hearing (Amended) • 6A-6.030151, FAC., Exceptional Student Education Eligibility for

Students Who Are Physically Impaired with Orthopedic Impairment (New)

• 6A-6.030152, FAC., Exceptional Student Education Eligibility for Students Who Are Physically Impaired with Other Health Impairment (New)

• 6A-6.030153, FAC., Exceptional Student Education Eligibility for Students Who Are Physically Impaired with Traumatic Brain Injury (New)

• 6A-6.03016, FAC., Exceptional Student Education Eligibility for Students with Emotional/Behavioral Disabilities (Amended)

• 6A-6.03023, FAC., Exceptional Student Education Eligibility for Students with Autism Spectrum Disorders (Amended)

• 6A-6.03015, FAC., Special Programs for Students Who Are Physically Impaired (Repealed)

• 6A-6.03021, FAC., Exceptional Student Education Special Programs for Students Who Are Profoundly Handicapped (Repealed)

These rule changes will become effective on July 1, 2007. The Bureau will be

1

working to develop technical assistance materials for the implementation of these rules and forums to discuss implementation issues to begin after the first of the year. For more information on the State Board action, please visit the following Web site at http://www.fldoe.org/meetings/2006_12_12/agenda.asp. Please contact the ESE Program Development Office at (850) 245-0478 regarding these rules.

Proposed revisions have been drafted and public hearings were held in four

locations during the last week of November for the following rules: • 6A-6.03011, FAC., Special Programs for Students Who Are Mentally

Handicapped • 6A-6.03014, FAC., Special Programs for Students Who Are Visually

Impaired • 6A-6.03019, FAC., Special Programs for Students Who Are Gifted

The draft rules can be found at the following Web site: http://info.fldoe.org/docushare/dsweb/Get/Document-4076/k12_06_166memo.pdf. All written and public comments received are being reviewed and consideration will be given for additional revisions. Comments and questions received are helpful in determining technical assistance that is needed.

3. Florida Kindergarten Readiness Screener (FLKRS)

Results of the 2006 FLKRS, previously known as the School Readiness Universal Screening System (SRUSS), were announced by Commissioner of Education John Winn in the memorandum dated December 8, 2006 (see handout). These results are noteworthy as many of Florida’s 2006-07 kindergarteners participated in the first year of the Voluntary Prekindergarten (VPK) Education Program in 2005-06. The Florida DOE established a kindergarten readiness screener based upon the standards adopted by the State Board of Education for the VPK Program. These standards describe what children should know and be able to do at the end of the VPK year in the areas of:

• Physical health • Approaches to learning • Social and emotional development • Language and communication • Emergent literacy • Cognitive development and general knowledge • Motor development.

The 2006 FLKRS consists of a subset of the Early Childhood Observation System (ECHOS), designed to measure a child’s performance across seven

2

developmental areas, and two measures from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Letter Naming Fluency and Initial Sound Fluency. Scores are reported for FLKRS/ECHOS in the following readiness categories:

• Consistently Demonstrating – the child demonstrated what he or she should know and be able to do at the beginning of kindergarten. 2006-07: 42%

• Emerging/Progressing – the child demonstrated some of the skills he or she needs to know or be able to do at the beginning of kindergarten 2006-07: 44%

• Not Yet Demonstrating – appropriate skill development was not yet demonstrated during the screening. 2006-07: 14%

Scores for both measures of the DIBELS are reported in the following

categories: • Above Average – the child’s the child’s performance was at or above

the 60th percentile Letter Naming Fluency: 56% Initial Sounds Fluency: 44%

• Low Risk – the child’ s performance was at grade level Letter Naming Fluency: 14% Initial Sounds Fluency: 19%

• Moderate Risk – the child’s performance was moderately below grade level and additional intervention is needed

Letter Naming Fluency: 14% Initial Sounds Fluency: 19%

• High Risk – the child’s performance was seriously below grade level and substantial intervention is needed.

Letter Naming Fluency: 16% Initial Sounds Fluency: 18%

This year, there is an increase in the percentage of students demonstrating early literacy skills. Shan Goff, Executive Director of the Office of Early Learning, indicates that the “improvements are direct results of collaborative efforts to raise the awareness across the state of the importance of these emergent literacy skills through our development of and training on the VPK standards and online literacy course. Preschool instructors and parents should take full credit for these gains.”

4. Florida’s Transition Project

To assist families and preschool staff as children transition from one program or classroom to another, Florida’s Transition Project (FTP), a part of the Technical Assistance and Training System (TATS) project funded by the Department of Education (DOE), Bureau of Exceptional Education and

3

Student Services (BEESS), has developed two new tools, Getting to Know Me and Getting to Know Your New Teacher and School (see handout). These tools provide a connection for preschool teachers, families, and caregivers to share information that is useful and family-friendly; can be used to introduce a child to a new school or program; and can help the child and family feel more comfortable with a new school, program, or teacher.

• Contact: Bettianne Ford, (352) 372-2573 or bettianne@floridatransitionproject.com

• Web site to download Transition Tools: http://www.floridatransitionproject.com

5. Technical Assistance Paper (TAP) on Transition

The Department of Education, BEESS and the Department of Health, Children’s Medical Services, Early Steps, have jointly developed a TAP on Transition from Early Steps to the School District Prekindergarten Program for Children with Disabilities or Other Community Programs. The draft TAP (see handout) which addresses questions raised by local Early Steps and prekindergarten disabilities program staff regarding requirements related to notification, the transition process, the transition conference, referral procedures, use of the individualized family support plan (IFSP) and the individual educational plan (IEP), and improving transition practices has been disseminated statewide for the purpose of obtaining feedback and comments. Interested constituents are requested to return their comments via a response form (see handout) to Carole West, Program Specialist, DOE, fax # (850) 245-0955.

6. Florida’s State Performance Plan (SPP)

The joint effort between Early Steps and the DOE to build a birth to five system to measure outcomes for young children with disabilities, SPP, Indicator # 7, is moving forward with a meeting for Early Adopters Primary Contacts in Orlando, Florida, on January 30, 2007. The purpose of the meeting is to address the following agenda topics:

• Update on the Office of Special Education Programs (OSEP) revised reporting requirements for child outcome indicators for both IDEA, Part C and Part B

• Reports and discussion by Early Adopter school district/Early Steps teams regarding shared data point and local plans

• Review process for reporting the assessment results • Discussion of future training plans.

7. The Florida Exceptional Student Education Process Web System

BEESS has initiated the development and implementation of a web-based exceptional student education (ESE) process. On May 15, 2006, the DOE

4

contracted with Ohio State University to develop the project in collaboration with the Bureau. The Florida ESE Process Web System will provide a statewide mechanism for teachers to implement the Individual Educational Plan (IEP) process for students with disabilities, the Educational Plan (EP) process for students identified as gifted, the Services Plan (SP) process for parentally-placed students in private schools, and the Transition Individual Educational Plan (TIEP) for students 14 years of age and older. The ESE Process Web System will provide an environment for full compliance with federal and state requirements; ease the transition of students from district to district and state to state; enable more efficient communication with families; and, streamline the monitoring process. Information about the Florida ESE Process Web System can be viewed at http://ecqnet.org/fliep.

8. 4th Annual National Training Institute: Addressing Challenging Behavior

This year’s institute, sponsored by the Center for Evidence-Based Practice: Young Children with Challenging Behavior, will be held March 14-17, 2007, at the Sheraton Sand Key Resort, Clearwater Beach, Florida. The institute, sponsored by the Division for Early Childhood (DEC) of the Council for Exceptional Children, is designed to provide cutting-edge information on challenging behavior in an in-depth, intensive learning experience and opportunities to practice new strategies, interact with experts, and promote discussions with colleagues.

• Contact: DEC at nti@dec-sped.org or (406) 543-0872 • http://www.addressingchallengingbehavior.org for hotel reservations,

travel, registration, and information about presenters/sessions 9. Upcoming Conferences

• 9th Annual Family Café’ – June 8-10, 2007, Rosen Shingle Creek Resort, Orlando, Florida. Information regarding the 2007 Café’ is available on the Web site at: http://www.familycafe.net.

• One Goal: Building the Future Together, “Putting Families and

Children First” - July 18-20, 2007, Hyatt Regency, Tampa, Florida. Information regarding the 2007 Conference will soon be available on the Web site at http://www.onegoalsummerconference.org.

5

Children in Florida 3,924,123 children live in Florida

A child in Florida is abused or neglected every 4 minutes A child in Florida is born into poverty every 15 minutes A child in Florida dies before his or her first birthday every 6 hours A child or teen in Florida is killed by gun fire every 3 days

Florida Rankings* Florida ranks 18th among states in the percent of babies born to mothers who received early prenatal care. Florida ranks 29th among states in infant mortality. Florida ranks 35th among states in the percent of children who are poor. Florida ranks 36th among states in percent of babies born at low birthweight. Florida ranks 38th among states in per pupil expenditures. [* 1 st represents the best state for children and 51st represents the worst state for children.]

Child Poverty in Florida Number of poor children Percent of children who are poor Number of adults and children receiving cash assistance from Temporary

Assistance for Needy Families (TAN F) Maximum monthly T ANF cash assistance for a family of three

704,817 18.6%

115,510 $303

Child Hunger in Florida Number of children who receive food stamps Percent of eligible persons who receive food stamps Number of children in School Lunch Program Number of women and children receiving WIC (Supplemental Nutrition Program

for Women, Infants and Children)

435,200 48% 1,369,013

340,954

Early Childhood Development in Florida Percent of children under age six with all parents in the labor force Number of children served by Head Start Number of children served by the Child Care and Development Block Grant Average annual cost of child care for a four-year-old in a center

63.8% 35,610 80,500 $4,255

Child Welfare in Florida Number of children who were victims of abuse and neglect Number of children in foster care Number of children adopted from foster care Number of grandparents raising their grandchildren

122,131 31,963 2,206 145,030

Education in Florida Amount spent per pupil in public school Percent of fourth graders reading below grade level Percent of fourth graders below grade level in math Average class size in public elementary schools Average class size in public secondary schools

$5,831 68% 69% 23.3 26.6

Child Health in Florida Number of children without health insurance Percent of children without health insurance Percent of two-year-olds who are not fully immunized

677,000 16.6% 25.5%

Youth At Risk in Florida Percent of 16- to 19-year-olds who are not enrolled in school and are not high

school graduates High school completion rate Percent of 16- to 19-year-olds who are unemployed N umber of juveniles arrested Number of children and teens in juvenile or adult correctional facilities Number of children and teens killed by firearms:

65 homicides; 38 suicides; 5 accidents; and 3 undetermined

12.0% 84.6% 13.9% 123,260 7,775 111

GET INVOLVED: CDF and our partners in Florida offer a variety of projects, which individuals, organizations and congregations can initiate at the local level to improve the lives of children. CDF provides training and/or ongoing technical assistance for many of these projects.

The Dodd-Miller comprehensive Act to Leave No Child Behind (S. 448/H.R. 936) will help provide all children a Heald]! Start, a Head Start, a Fak Start, a Safe Start, and a Moral Start in life and successful passage to adulthood with the help of caring families and communities. For more information on how the Act to Leave No Child Behind will help children in your state, and how your Representatives and Senators vote for children, please visit WViTW.cdfactioncouncil.org.

Compiled from the most up-to-date data available

For more information on the state of America's children contact: Children's Defense Fund 25 E Street, NW JiVashington, DC 2000] (202) 628-8787 www.childrensdefense. org

Tools to Help When Children Are Transitioning to a New Classroom

Florida's Transition Project has created two new tools that are helpful for teachers and families. The tools are Getting to Know Me, and Getting to Know Your New Teacher and School.

Getting to Know Me is designed for parents (or parents with the help of the teacher), to complete and send to the new teacher any time a child is leaving one program or classroom and entering another. It is designed for the family or teacher to complete as a hard copy and give to the new teacher.

I I .. ....---! i . ~

i ~!;~:- I ,.., . ,

/:)'..~.--=!

Getting to Know Your New Teacher and School provides teachers with a document into which they can enter information about themselves and the school on a template with form fields.

Once completed, the teacher can simply print out the number of copies needed and pass it out to the parents of children entering the classroom at the beginning of a new school year, or whenever a new child arrives.

Both tools are available to download as hardcopies from the website, to be completed by hand and copied. Visit www.floridatransitionproiect.com on the web to find the documents on the home page.

For the Microsoft Word documents to complete on computer and print out, contact the Coordinator at bettianne@floridatransitionDroiect.com and request they be emailed to you as attachments.

Bettianne S Ford, Coordinator Florida's Transition Project 401 SW 42nd Street Gainesville, FL 32607 352.372.2573 www.floridatransitionproiect.com www.tats.ucf.edu bettianne@fIoridatransitionoroiect.com bettianne@qmail.com

------------------------------------------------- -----

Florida Department of Education Review/Response Form Draft Technical Assistance Paper

Transition from Early Steps to the School District Prekindergarten Program or Other Community Programs for Children with Disabilities

This draft technical assistance paper relates to providing transition guidance applicable for all children "aging out" of Early Steps. This paper was prepared jointly by staff members from the Department of Health, Early Steps and the Bureau of Exceptional Education and Student Services. We are requesting your comments on this material prior to preparing the final document.

Reviewer

Reviewer's District/Agency

Reviewer's Title

Reviewer's email

y N1. Are the issues in this technical assistance paper adequately addressed?

2. If no, what other information needs to be included?

3. Other comments?

Please return this form and your marked copy of the draft material by February 9, 2007, to:

Carole West, Program Specialist Bureau of Exceptional Education and Student Services 325 West Gaines Street, Suite 601 Tallahassee, Florida 32399-0400 Phone: (850) 245-0478 Fax: (850) 245-0955

Technical Assistance Paper

Transition from Early Steps to the School District Prekindergarten Program or Other Community Programs for Children with Disabilities

Purpose This technical assistance paper (TAP) has been jointly developed by staff members from the Department of Health, Children’s Medical Services/Early Steps; and the Department of Education, Bureau of Exceptional Education and Student Services. The purpose is to clarify the requirements of the Individuals with Disabilities Education Act (IDEA 2004) related to the transition of children from Early Steps—Florida’s early intervention system for children from birth to age three (IDEA, Part C)—to school district prekindergarten programs for children with disabilities (IDEA, Part B) or to other community-based programs at age three. Our shared intent is to provide transition guidance that can be applied to all children “aging out” of Early Steps. Many issues related to this topic have been identified by both school districts and Early Steps staff. The focus of this TAP is to provide guidance regarding requirements related to transition and to clarify the roles and responsibilities of school districts (local education agencies) and Local Early Steps for ensuring a smooth transition. In addition, both agencies have established activities related to improving the transition process through their respective State Performance Plans as required by the U.S. Department of Education, Office of Special Education Programs (OSEP). Background Information In order to build a common understanding regarding the applicable federal and state laws and rules that apply, we have organized the following information to reflect the applicable policies. For certain requirements, information from the Department of Health’s Program Plan and Operations Guide has been included to clarify some of the procedures that may be unique to Florida. Early Steps Requirements The following information is summarized from IDEA, Public Law (PL)108-446, Part C, Sections 636(d), 637(a)(9), and 639 (3); Title 34, Part B, Section 303.148, Code of Federal Regulations; and Department of Health, Children’s Medical Services, Program Plan and Operations Guide (PPOG), Component 7: • Early Steps must have policies and procedures that describe how families will be

involved in transition planning [PL 108-446, Section 637(a)(9)]

• Local Early Steps must notify the school district of children who will shortly reach the age of eligibility for preschool services under Part B [PL 108-446, Section 637(a)(9)].

January 02, 2007 1

(Note: In Florida, the PPOG requires that if personally identifiable information will be shared through this notification process, parental consent must be obtained.)

• Initial planning for transition of the child at age three must begin six months to one

year prior to the child’s third birthday (PPOG 7.8.0).

• Local Early Steps (with consent of the family) must convene a transition conference to include Local Early Steps, the family, and the school district (if the child is potentially eligible for Part B preschool) not less than 90 days or more than 9 months before the child’s third birthday to discuss possible services that the child may receive [PL108-446, Section 637(a)(9)].

• In the case of a child who may not be eligible for school district preschool services,

and with consent of the family, Local Early Steps must make reasonable efforts to convene a transition conference among Early Steps, the family, and providers of other appropriate services that the child may receive not less than 90 days or more than 9 months before the child’s third birthday to discuss possible services that the child may receive [PL 108-446, Section 637(a)(9)]. (Note: In Florida, the PPOG does not make a distinction between potentially eligible and not potentially eligible for Part B. A transition conference is required for all children with the consent of the family.)

• In addition to using Part C funds to maintain and implement the statewide early

intervention system required, a state may use funds to provide a free appropriate public education (FAPE), in accordance with Part B, to children with disabilities from their third birthday to the beginning of the following school year [PL 108-446, Section 638 (3)]. The child’s program options will be reviewed for the period from the child’s third birthday through the remainder of the school year [PL 108-446, Section 637(a)(9)(B)].

• Local Early Steps must develop a transition plan as a part of the individualized family

support plan (IFSP). This transition plan must include the steps to be taken to support the transition from Early Steps to preschool or other community services [PL 108-446, Section 636(d)(8)].

• Interagency agreements for transition are required between Local Early Steps and

each school district within the Local Early Steps service area (PPOG, 7.14.2). Part B Preschool Requirements • In the case of a child who was previously served under Early Steps, families must be

informed of the provisions in the law that they may request the participation of the Early Steps service coordinator or other representatives of the Part C system to be in attendance at the initial individual educational plan (IEP) team meeting. If requested, an invitation to the initial IEP meeting must be sent to the Early Steps service coordinator or other representatives of the Part C system to assist with the

January 02, 2007 2

January 02, 2007 3

smooth transition of services [IDEA, Public Law 108-446, Part B, Section 614(d)(1)(D), Title 34, Code of Federal Regulations (CFR) 300.322(b)ii) and 300.321(f)], and Analysis of Comments and Changes, page 46677.

• The Florida Department of Education must have policies and procedures ensuring

that children who participate in Early Steps and who will be participating in preschool programs under Part B experience a smooth and effective transition (Title 34, CFR, 300.124).

• Each school district is required to participate in the transition conference arranged by the Local Early Steps for those children who are potentially eligible for the school district prekindergarten program for children with disabilities [Title 34, CFR, 300.124 (c)].

• “By the third birthday of a child participating in the early intervention program for

infants and toddlers with disabilities, an IEP consistent with this rule [Rule 6A-6.03028, Florida Administrative Code (FAC.)] or an [individualized] family support plan consistent with Rule 6A-6.03029, FAC., must be developed and implemented” [Rule 6A-6.03028(9)(a)] and Title 34, CFR, 300.124].

• “… each school district will participate in transition planning conferences arranged by

the state lead agency for the infants and toddlers with disabilities early intervention program” [Rule 6A-6.03028(9)(b), FAC.].

• “If the child’s third birthday occurs during the summer, the child’s IEP team shall

determine the date when service under the IEP or [individualized] family support plan will begin” [Rule 6A-6.03028(9), FAC.] and Title 34, CFR, 300.101(b)(2).

Note: IDEA, Part C and Part B requirements stated in this paper are reflective of IDEA 2004 and the final Part B Federal Regulations.

January 02, 2007 4

Questions and Answers The questions and answers addressed by this paper are organized by five broad areas. Those areas address content on the following topics: • Notification • Transition Conference • Referral Procedures Related to Transition Process • Evaluation/Eligibility Determination/Individual Educational Plan Development • Improving Transition Practices NOTIFICATION 1. What is notification? Notification is a process that is required by federal law and Early Steps policy. Through this policy Local Early Steps are required to notify the school district of children who “will shortly reach the age of eligibility” [PL 108-446, Section 637(a)(9)] for preschool services under Part B. The federal requirement is broader than that reflected in the Early Steps PPOG, in that the PPOG requires notification only for those children who are potentially eligible for Part B, while the federal law requires notification for all children. Therefore, in order to be compliant with the federal law, Local Early Steps must notify the school district of all children who are eligible for Part C as well as children who are being served by Early Steps, regardless of whether there is a determination that they are “potentially eligible for Part B” based on specific program eligibility criteria. Notification is not the same as “referral” to the school district. 2. What is the purpose of notification? The notification process is intended to provide assistance to school districts with future program planning. 3. Is parent consent required for notification? While federal law does not require consent for notification, state policy established through the PPOG does require that parent consent be obtained if personally identifiable information will be provided to the school district. With parent consent, the content of notification should include the child’s name, date of birth, and sufficient parent contact information. 4. If a parent refuses to provide consent, must Early Steps still provide

notification to the school district? Yes. When a parent refuses consent to release personally identifiable information, Early Steps should provide information that is not personally identifiable. It is recommended that such information include the number of children per zip code turning

January 02, 2007 5

three within a specified time-period (e.g., month or quarter) who have not been personally identified. The process and timelines related to notification should be addressed in interagency agreements between the Local Early Steps and the school district. 5. Does provision of information regarding children served by a Local Early

Steps to the Florida Diagnostic and Learning Resources System (FDLRS) for entry into the Children’s Registry and Information System (CHRIS) database meet the requirements of notification?

In preparing our response to this question we asked for feedback from school districts, FDLRS Associate Centers, and Local Early Steps on their current practices. The result of that inquiry revealed varied practices across the state. The federal requirement is that Early Steps notify the “local education agency for the area in which the child resides that the child will shortly reach the age of eligibility.” Since FDLRS is a statewide network with multiple obligations and services, one of which is child find, but not a local educational agency (LEA), provision of information to FDLRS for entry into CHRIS would only meet this requirement if FDLRS communicates this information to the LEA where the child resides. While some areas report effective interagency agreements that assure that this occurs, other areas do not have such a system. Since this is a compliance indicator for Early Steps, it is incumbent on Early Steps to make certain that effective notification procedures are in place. TRANSITION CONFERENCE 6. What is the transition conference? The transition conference is the opportunity to review service delivery changes that will occur when a child turns three years of age and exits Early Steps. This conference can provide the opportunity to discuss potential options with the parent and to address parent’s questions about supports and services that are available when a child turns three. Conversely, this conference should provide the parent the opportunity to discuss information about their child and to identify any concerns they may have. The Early Steps service coordinator should discuss his or her knowledge of the child and the services Local Early Steps has provided. Transition conferences give school district staff and other potential community providers the opportunity to share information about their program and the evaluation/eligibility process. The conference also provides an opportunity to identify the preparation that the child and family will need as they transition. Part of the initial transition planning process, documented on Form I of the individualized family support plan (IFSP), should include discussions with the family about whether or not the child should be given the opportunity to practice specific skills in preparation for the transition. Discussion should focus on the best ways to prepare the child for the child’s upcoming changes in the child’s daily routine. Whenever possible, the transition conference should take place in conjunction with a regularly scheduled IFSP meeting.

January 02, 2007 6

7. When must the transition conference be held? The transition conference may be held up to nine months prior to the child’s third birthday but must be held not less than three months (90 days) before the child’s third birthday. 8. Is parent consent required to conduct a transition conference? Yes. Without the consent of the parent, the transition conference cannot be convened. Local Early Steps are not required to hold a transition conference if the parent does not consent. However, the Early Steps service coordinator must document this on the transition plan page of the IFSP, Form I (see copy of Form I in Appendix A) and in the service notes. This does not preclude the service coordinator from having a discussion with the family regarding transition options, any other requested information and assistance, and updating Form I of the IFSP. Planning and preparation for exiting Early Steps should be a part of the IFSP process regardless of whether the family is interested in transitioning to Part B or to other community program services. 9. Who are the minimum required participants for the transition conference? For children who are “potentially eligible for Part B,” the family, the Early Steps service coordinator, and a representative of the school district are the required participants for the transition conference. For children who are not potentially eligible for Part B, the family, the Early Steps service coordinator, and other appropriate community providers are the required participants. Regardless of potential eligibility for Part B, in instances where the family declines inclusion of any particular participant for the transition conference, this person should not be invited and the conference will be held among the remaining participants. All special circumstances related to attendance of participants at the transition conference must be documented on Form I of the IFSP and in the case notes. 10. May the transition conference be conducted without the parent? No. The parent must be in attendance. If the parent is unable to be physically present for the meeting, as an alternative, the parent could participate via conference phone call as long as the transition conference is not held in conjunction with an initial or annual IFSP meeting, as face-to-face participation is required for these meetings. 11. If unforeseen circumstances arise, and the school district representative is

unable to attend a scheduled transition conference, can the conference be postponed and re-scheduled?

January 02, 2007 7

Yes, if the family concurs and re-scheduling will not jeopardize compliance with the required timeline. Rule 6A-6.03028(9)(b), FAC., Development of Individual Educational Plans for Students with Disabilities, states that “each school district will participate in the transition conferences arranged by the state lead agency for the infants and toddlers with disabilities early intervention program.” In most school districts, a specific staff member(s) is assigned the responsibility of attending these transition conferences. If unforeseen circumstances arise and re-scheduling is acceptable to the Local Early Steps and the family, and does not jeopardize meeting required timelines, then the conference can be postponed and re-scheduled. However, if re-scheduling is not agreed upon with family or will jeopardize compliance, then the school district should identify another staff member to attend the already-scheduled transition conference. While not preferred, another option is to consider participation of the school district staff member via phone conference call. If re-scheduling will jeopardize compliance with the required timelines and there are no school district staff members available to attend, then the conference should proceed without school district representation. This activity must be documented on Form I of the IFSP and in the case notes. 12. Is Early Steps considered out of compliance under the following

circumstances? A transition conference is scheduled within the 90-day timeline but the family cancels or is a no-show resulting in the need for a rescheduling of the meeting that will then occur less than 90 days before the child’s third birthday.

No. Early Steps would not be out of compliance since the family circumstances delayed the process by canceling or not showing up for the appointment. This situation justifies a timeline delay and must be documented on Form I of the IFSP and in the case notes. 13. Who is the appropriate staff member to represent the school district at a

transition conference? In identifying staff members to serve in this capacity, school districts should select individuals who have a thorough understanding and ability to communicate information regarding the evaluation/eligibility process and the district’s prekindergarten program for children with disabilities. This individual may be a school district staffing specialist, preschool teacher, or the contact person for the program. It is not appropriate to assign the FDLRS child find specialist to serve in this capacity. The FDLRS child find specialist may attend the transition conference for the purpose described in Question #15. However, the FDLRS child find specialist cannot represent the school district unless the child find function is only a portion of the individual’s job and this individual assumes other part-time responsibilities on behalf of the school district (e.g., part-time staffing specialist function, part-time child find specialist).

January 02, 2007 8

14. If a FDLRS staff member (e.g., the child find specialist) attends the transition conference, what is his/her role?

FDLRS representatives at the transition conference can provide screenings or screening information; provide service coordination information that is available from the CHRIS system; gather records; arrange for necessary appointments or program visitations and evaluations, as needed; provide follow-up to ensure timelines are met; and assist the school district or family in whatever other ways necessary to facilitate a smooth transition process. 15. Does conducting the transition conference six to nine months prior to the

child’s third birthday start the “60 school-day evaluation clock”? • No. State Board of Education Rule 6A-6.0331, FAC., establishes requirements

related to timelines for the completion of evaluations for students who may be eligible for specially designed instruction and related services. Specifically, this rule requires school districts to ensure that prekindergarten-age children suspected of having a disability are evaluated within 60 school days after receipt of the referral for evaluation and the receipt of parental consent for the evaluation. School districts define what constitutes “receipt of referral” in the district’s Policies and Procedures for the Provision of Specially Designed Instruction and Related Services for Exceptional Students (SP&P). Initiating transition planning, in and of itself, does not start the 60 school-day evaluation clock nor is the transition planning conference necessarily considered “receipt of referral.” However, the 60 school-day clock must begin once referral is received (as defined by the district’s approved SP&P) and parental consent for evaluation is received.

The district is obligated to have an IEP in effect and implemented on or before the third birthday for children who have been determined eligible for Part C by Early Steps. REFERRAL PROCEDURES RELATED TO TRANSITION PROCESS 16. What is a referral? Referral is the formal process by which the child and family are referred to the school district for prekindergarten program eligibility determination or to another community-based service provider to determine eligibility for services. 17. When should a referral occur? It is recommended that the formal referral occur after the transition conference. It is important that families are provided with and understand their options before they are asked to provide consent for an agency referral. 18. The school district or community-based program finds it helpful to have

some information in advance of the transition conference so that they can be adequately prepared for the conference. How does waiting until after the transition conference impact this?

January 02, 2007 9

With the consent of the parent, information that will be helpful to the school district or community agency may be shared in advance of the conference. This should not be confused with making a formal referral for services. Defining this step in the transition process could be specified in an interagency or written agreement among the parties. 19. What information should be included in the “referral packet”? It is recommended that the packet include the current IFSP, recent evaluations and assessments, most recent sensory screening, and a copy of the written consent for release of information executed by the parent. Additional information may be required by the school district. EVALUATION/ELIGIBILITY DETERMINATION/INDIVIDUAL EDUCATIONAL PLAN (IEP) DEVELOPMENT 20. May the school district use existing evaluation data from Early Steps as a

basis for eligibility determination for the school districts? Yes. For children ages birth through five years, Rule 6A-6.03026(3)(b), FAC., Special Programs for Prekindergarten Children with Disabilities, states that “existing screening and evaluation information available from agencies that previously served the child and family shall be used as appropriate.” The purpose of this provision is to minimize the need for repeating evaluations that are current and have been conducted by appropriately qualified staff. 21. Does the state establish criteria for determining whether an evaluation is

considered “current”? No. Such decisions are left up to the professional judgment of staff. Because young children develop at a very rapid rate, it is of critical importance that existing information be carefully reviewed to determine if it represents an accurate assessment of the child’s current functioning level. In order to minimize the need for the comprehensive reevaluation of the child, expedite the transition process, and save time and expense, the school district should work with the Local Early Steps to use existing Local Early Steps information and data—such as parent reports, evaluation and current assessment, IFSP information, and observations by service providers–to assist in determining eligibility. 22. What is the difference between the Early Steps transition conference and the

school district eligibility staffing meeting? These two meetings have very different purposes. Please refer to question #5 for discussion of the purpose of the transition conference.

The school district will schedule and conduct an eligibility staffing meeting for a child who is potentially eligible for Part B services. The purpose of the eligibility staffing meeting is to review the available evaluation data (both existing information and any new evaluations conducted by the school districts, if needed) and determine the child’s eligibility for specially designed instruction. Specific processes related to the eligibility

January 02, 2007 10

staffing are set forth in Rule 6A-6.0331(5), FAC., Identification and Determination of Eligibility of Exceptional Students for Specially Designed Instruction. An eligibility staffing committee must be composed of a minimum of three professionals, one of whom is the district administrator for exceptional student education or his/her designee. The parents of the child must be invited and are encouraged to “participate as equal members of the staffing committee.” This rule establishes the following responsibilities for the committee: • Interpret evaluation data by drawing upon information from a variety of sources

including aptitude and achievement tests, parent input, teacher/service provider recommendations, physical condition, social or cultural background, and adaptive behavior.

• Ensure that information obtained from the sources noted above is documented and considered carefully.

• Determine eligibility in accordance with the criteria included in applicable State Board of Education Rules.

23. Can the eligibility determination staffing and the IEP meeting be conducted at the same time as the transition conference?

This is not an appropriate practice and is strongly discouraged on a routine basis. The family must be given the opportunity to explore all possible service options for their child. With parental consent, Local Early Steps staff have the responsibility of making the referral to the school district in sufficient time to ensure that school district prekindergarten services for children with disabilities begin at age three. The transition conference is most appropriately held during regularly scheduled IFSP meetings. There may be circumstances when a child is a “late referral” to Early Steps and, in order to meet timeline requirements, meetings are conducted at the same time. 24. If a child is referred to Early Steps 45 calendar days or less prior to the

child’s third birthday, what is the obligation of Early Steps?

Early Steps’ obligation is to provide service coordination and offer to assist with making a formal referral to Part B or other appropriate services. Early Steps may offer evaluation services that would assist the family with accessing other services, such as the prekindergarten program for children with disabilities or other community services, but it is not required to do so. 25. If a child is referred to Early Steps 45 days or less before turning three (for

example, three weeks prior to the child’s third birthday) and Early Steps is unable to complete an evaluation to determine eligibility, is the school district obligated to have an IEP in effect on the child’s third birthday?

No. The obligation to have an IEP in effect on the child’s third birthday applies to children who have been determined eligible for Part C by Early Steps. In this example, the child should be referred to the school district for evaluation.

January 02, 2007 11

This evaluation would be subject to the timeline for evaluation found in Rule 6A-6.0331(4)(b), FAC., Identification and Determination of Eligibility of Exceptional Students for Specially Designed Instruction. This section of the rule requires that prekindergarten children suspected of having a disability must be evaluated within 60 school days after receipt of referral and parental consent for evaluation. The school district must define what constitutes “receipt of referral” in the school district’s Policies and Procedures for the Provision of Specially Designed Instruction and Related Services for Exceptional Students.

26. May the temporary assignment rule be used for children transitioning from

Early Steps? Yes—however, temporary assignment as a routine practice for all children is discouraged. Rule 6A-6.0334, FAC., Temporary Assignment of Transferring Exceptional Students, was created to ensure that students with exceptionalities moving into and within Florida public schools receive appropriate services in a timely manner. This rule defines a transferring exceptional student as “one who was previously enrolled as an exceptional student in another Florida public school or private school or agency program or an out-of-state public or private school or agency program and who is enrolling in a Florida school district.” Early Steps is considered an agency program. If not enough information is available to determine placement permanently, children who were previously enrolled in the Part C component of Early Steps, upon verification of previous program eligibility or assignment, may be temporarily assigned. The IEP or IFSP team must develop a temporary IEP or IFSP. Parental consent must be obtained for temporary placement. The school district then has up to six months to conduct the necessary evaluations to determine if the student is eligible for permanent assignment. While permitted in rule, it is a far more appropriate practice to conduct a complete evaluation of the child to ensure that the best possible decisions are being made regarding a child’s eligibility and initial IEP development. In addition, data from an evaluation provides a far superior basis for the development of an IEP that has meaningful goals and objectives. If a child who has been temporarily placed is later determined ineligible for services, then the services for the child will have to be terminated. 27. Must the Early Steps service coordinator be invited to the first IEP meeting

upon transition from Early Steps? Yes, if requested by the parent. This is new language that was included in IDEA 2004. Families are to be informed that they can request participation of the Part C service coordinator or other representatives of the Part C system at the initial IEP team meeting.

January 02, 2007 12

28. What is the school district’s obligation when a child turns three during the “summer months”?

When a child turns three years old near the end of or following the conclusion of the 180-day school year, the district continues to have the obligation to have an IEP in effect and implemented by the child’s third birthday. 29. If the school district does not have adequate staff during summer months to

conduct an IEP meeting, can the meeting be postponed until the beginning of the school year?

No. The obligation in IDEA for school districts is clear. The district would either have to conduct the IEP in advance of the child’s third birthday or institute staffing practices that ensure that sufficient staff are available to conduct the IEP meeting during the summer. 30. Must extended school year (ESY) services be considered for a child exiting

Early Steps? Yes. ESY services are provided if the child’s IEP team determines, on an individual basis, that the services are necessary for the provision of a free appropriate public education (FAPE). 31. If a school district does not have sufficient data to determine “regression and

recoupment,” does that mean that ESY services need not be considered? No. School districts should review the Bureau of Exceptional Education and Student Services publication entitled “ESY: Extended School Year Services for Students with Disabilities: A Guide for IEP and FSP Teams” on the Web site at http://www.myfloridaeducation.com/commhome/tap-home.htm. The following questions appear in that document and should be considered in addition to questions regarding whether significant regression could occur: • Do the data indicate that the student is at a crucial state of development of a critical

life skill and that a lapse in service would substantially jeopardize the student’s chances of learning that skill? This may include emerging skills as well as critical points of instruction on existing skills.

• Is the nature or severity of the student’s disability such that the student would be unlikely to benefit from his or her education without the provision of ESY services? This may be reflected in the student’s rate of progress.

• Are there extenuating circumstances pertinent to the student’s current situation that indicates the likelihood that FAPE would not be provided without ESY services?

School districts and Local Early Steps should work together to ensure that there is sufficient information for the IEP team to consider the questions identified above. 32. Are children exiting Early Steps automatically entitled to ESY? No. Children with disabilities who have their third birthday during the summer months are not automatically entitled to receive special education and related services during

January 02, 2007 13

the summer. However, the school district must provide such services during the summer if the IEP team determines that the child needs extended school year services at that time in order to receive FAPE.” 33. If a decision is made that ESY services are not needed, is it acceptable to

wait until the beginning of the school year to initiate the services on the IEP? Yes. One of the changes in the regulations for IDEA 2004 was the inclusion of the following language found at Title 34, CFR, 300.101(2): “If a child’s third birthday occurs during the summer, the child’s IEP Team shall determine the date when services under the IEP or IFSP will begin.” If a child does not receive ESY, an IEP developed in late May may no longer be entirely appropriate when that child comes to school in late August. School district staff should be mindful of the need to re-convene the IEP team to examine goals and objectives for these children. 34. May Early Steps provide services after the child’s third birthday? Yes. IDEA 2004 (and prior authorizations) permits the use of Part C funds “to provide a free appropriate public education (FAPE),” in accordance with Part B, to children with disabilities from their third birthday to the beginning of the following school year [PL 108-446, Section 638(3)]. The Early Steps state office, while not requiring that this be done, has permitted the continuation of services beyond age three for a period of up to three months, as specified in the child’s IFSP. The reasons for the Local Early Steps continuing to fund services beyond the child’s third birthday and how this facilitates transition coordination and continuity of services must be documented in the IFSP (PPOG, 7.13.1 B.) 35. Can a school district provide FAPE to a child prior to age three? Yes. Title 34, CFR 300.800, permits the use of IDEA preschool grant funds to support services for children who are two years old and will turn three during the school year. FAPE, in accordance with the Part B regulations, applies in this circumstance, including the Part B procedural safeguards. This instance is the only time, however, when FAPE and Part B would apply when a school district serves children prior to the age of three. In other circumstances, (e.g., an 18-month-old child eligible for Early Steps who receives some services from the school district) the requirements of Part C apply. 36. If a child turns three in April, and it does not seem appropriate to enroll the

child for a brief period of time in a prekindergarten class that has well-established routines, could implementation of the IEP be postponed until the beginning of the next school year?

No. This would not be consistent with the intent of the law. In such a circumstance, the IEP team should consider what services would best meet the child’s needs. Districts

January 02, 2007 14

should explore continuing services that the child is currently receiving that would support the goals of the IEP. This can be accomplished through contractual or purchase of services arrangements. IMPROVING TRANSITION PRACTICES The Early Steps PPOG requires that a written agreement be in place between the Local Early Steps program and each school district in a service area. A high priority should be placed on ensuring that such agreements are current; used routinely to inform transition practices; reviewed at periodic intervals; and revised, as needed, based on changes in community service delivery systems. 37. What are the recommended components of a transition interagency

agreement? How does this agreement promote transition planning?

A transition interagency agreement must contain the following ten components and reflect the procedural and timeline expectations of the sending and receiving agencies: • Purpose • Description of participating agencies • Requirements that impact the agreement • Definition of terms • Working procedures and timelines • Implementation of agreement • Monitoring and evaluation of agreement • Interagency dispute resolution process • Duration of agreement (recommended) • Signatures and dates The development of a local transition interagency agreement is needed to document and formalize the process for collaboration and the provision of services within a community. Interagency agreements can help avoid gaps in services, increase accessibility and timelines for services, clarify roles and responsibilities, formalize the outcomes of collaboration, and foster the serenity and integrity of families and children being transitioned.

A transition interagency agreement is a written document that indicates the willingness of two or more agencies or programs to work in a collaborative manner to deliver services to a specific group or population. Responsibilities, timelines, and procedures for the delivery of services are clearly delineated. Transition interagency agreements between Local Early Steps and the local school district are required by Early Steps. Agreements should be reviewed on a regular basis and updated when changes in services and other activities occur that impact the agreement. Florida’s Transition Project funded by the Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under IDEA, provides training and guidance in the development of an interagency transition agreement. Additional information regarding the project can be obtained by visiting the Web site at http://www.floridatransitionproject.com.

January 02, 2007 15

38. What type of procedures/practices will improve the transition process? Consideration should be given to implementing the following practices: • Ensuring notification of children from Local Early Steps to CHRIS with parent

permission • Using data from CHRIS and the Local Early Steps data system to project needs • Establishing procedures that specify a process for referring children to the school

district from Local Early Steps who are potentially eligible for the school district’s prekindergarten program for children with disabilities

• Establishing procedures that encourage conducting the transition conference as

early as possible before the child turns three years of age • Ensuring projection of program needs and services by establishing processes and

procedures agreed upon by the agencies for the school district to notify the Local Early Steps of the eligibility staffing date and, at the parent’s request, inviting the Early Steps service coordinator to the IEP or IFSP development planning meeting. (These procedures will ensure the child is receiving services at the age of three.)

• Creating regularly scheduled blocks of time specifically for transition conferences

• Implementing periodic meetings between the Local Early Steps administrators and the school district contact person for the prekindergarten program for children with disabilities to discuss transition practices

• Using resolution procedures if written interagency agreements are not being

successfully implemented

Appendix A

Name: _____________________________ DOB: ________ IFSP Date: ____________________________ ID#: _______________________________ Service Coordinator: _______________________________________ Form I: Your Family’s Transition Plan Page ____ of Form I

Transition Planning Steps 1. Initial Transition Planning (6 months to 1 year prior to our child’s 3rd

birthday): In conjunction with an IFSP

meeting, the IFSP team discussed the following with us: a) Program options available within the community (e.g., local school district, Early Head Start, Head Start, Agency for Persons

with Disabilities, other early care and education programs, etc.) were discussed with us. At this time, we are interested in the following options:

b) We discussed our specific concerns and the skills and preparation our child will need to be successful in a new environment.

Concerns: Strategies to Address Concerns (write relevant outcomes on Form F): c) We scheduled the Transition Conference and listed the possible participants we would like to invite.

Possible Participants / Date / Time:

2. Referral: The service coordinator, with our consent, makes a formal referral to the school district and/or other agencies and community providers that we choose and sends a transition “packet.” (This may occur before, during, or after the Transition Conference.)

Referral Date: ________________ Agency: _________________________________________ Referral Date: ________________ Agency: _________________________________________ 3. Transition Conference (not less than 90 days and not more than 9 months prior to our child’s 3rd birthday): The

Transition Conference is held at the same time as our child’s IFSP meeting, if possible. At this meeting, information was provided to us about how our school district provides services to prekindergarten children with disabilities, including the district's evaluation/eligibility process and how the Individual Educational Plan (IEP) is developed. Also, information about other agencies/community providers that we have requested was provided. We had the opportunity to ask questions and discuss any new concerns for the coming transition. Transition Conference Date:

a) Following are our new concerns and strategies we discussed: Concerns: Strategies to Address Concerns (write relevant outcomes on Form F):

b) We identified that these additional activities (e.g., agency/program/placement visitations, enrollment, immunizations, transportation issues, assistive technology, etc.) need to be completed before our child moves into the new setting:

Activity: Persons Involved: Timeframes: We attended the Transition Conference and developed this transition plan. Our rights in transition were provided and explained to us. ____________________________ _______________________ __________________________ Parent/Guardian Parent/Guardian Date We attended the Transition Conference and developed this transition plan. _________________________ ______________________ __________________________ Service Coordinator IFSP Team Member/Title Local School District Representative/Title _________________________ ______________________ __________________________ Community Representative/Agency/Title IFSP Team Member/Title Other/Title

January 02, 2007 16

Appendix B Resources The following is a partial list of resources which may prove to be helpful in the implementation of a smooth transition from the Early Steps Program to the Prekindergarten Program for Children with Disabilities and other community programs. These resources are available through the Florida Department of Health (DOH), Children’s Medical Services, Early Steps Program, or the Florida Department of Education (DOE), Clearinghouse Information Center (CIC). Booklet, ESE 311662, “Transition: A Booklet to Help Children and Families in Moving from Early Steps at Age Three to Other Community Programs,” (Revised 2005) Brochure, ESE 311372: “What’s the IDEA Behind Extended School Year Services for Students with Disabilities?” Federal Regulations, Title 34, Parts 300 (March 2004) and 303. Individuals with Disabilities Education Act (IDEA) 2004, Public Law 108-446 “Guidebook on Developing Interagency Agreements,” (Revised 2006) – (This Guidebook is currently under revision by Florida’s Transition Project. If available when the TAP is finalized, we will include it. This will be deleted if the Guidebook is not available at the time of final dissemination of the TAP.) Pamphlet, ESE 311373: “Extended School Year Services for Students with Disabilities: A Guide for IEP and FSP Teams” Technical Assistance Paper, FY 2000-1, Evaluation Procedures and Determination of Eligibility for Children in Transition from Part C to Prekindergarten Program for Children with Disabilities Technical Assistance Paper, FY 2000-2, Re-evaluation Procedures for Students with Disabilities Technical Assistance Paper, FY 2000-5, Determining an Individual Student’s Need for Extended School Year

January 02, 2007 17

Web sites: Technical Assistance and Training System (TATS): http://www.tats.ucf.edu Florida’s Transition Project: http://www.floridatransitionproject.com Children’s Registry and Information System (CHRIS): http://www.Chris.miami.edu National Early Childhood Technical Assistance Center http://www.nectac.org/topics/transition/transition.asp National Early Childhood Transition Center http://www.ihdi.uky.edu/NECTC Early Steps: http://www.cms-kids.com/EarlyStepshome.htm Department of Education, Bureau of Exceptional Education and Student Services: http://www.myfloridaeducation.com/commhome/ese-home.htm Florida Head Start: http://www.floridaheadstart.org./search.html

January 02, 2007 18