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Successful Early Intervention
Transitions Webinar Series
Early Intervention Transition to
Preschool Special Education or Other
Settings
June 27, 2019
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Presenters:
❖ Chris Miller, Child Find Specialist,
Colorado Department of Education
❖ Laura Merrill, Evaluation Manager,
Early Intervention Colorado, CDHS
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Topics
• Exploring the components of successful transitions
• Understanding the role of the primary care
provider, early intervention, preschool special
education and community resources in the
transition process
• Empowering families to understand their role and
rights in the early intervention transition process
• Utilizing the IFSP transition plan and conference to
support a meaningful transition out of Part C Early
Intervention
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Components of successful
transitions
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“It’s not the changes that do
you in, it’s the transitions.”
William Bridges
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DEC Recommended Practices:
Transition
❖ Practitioners in sending and receiving
programs exchange information before,
during, and after transition about practices
most likely to support the child’s successful
adjustment and positive outcomes.
❖ Practitioners use a variety of planned and
timely strategies with the child and family
before, during, and after the transition to
support successful adjustment and positive
outcomes for both the child and family.
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Roles in the EI transition process
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Early childhood transition is the process of
change within or between services that
involves children, families, other caregivers
and service providers.
- Nebraska Early Development Network
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Collaboration
Opportunities for interaction, collaboration and
coordination exist at every step in the transition
process
Collaboration is necessary to ensure smooth
transitions for children and families
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❖ Service Coordinators➢ Talk with families about the transition process and
their desired outcomes for their child, no later
than age 2
➢ Convene the IFSP meeting to develop the
individualized transition plan between 2 yrs, 3 mos
and 2 yrs, 9 mos
➢ Collaborate with the AU to invite a representative
to participate in the transition conference
➢ Make the referral to preschool special education if
child is potentially eligible
➢ Connect family with other resources as appropriate
The Role of Early Intervention
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The Role of Early Intervention
❖ Providers➢ Talk with the family about the skills needed to
transition to the new setting
➢ With the IFSP team, develop new outcomes to
address these skills
➢ Coach the family on the implementation of
strategies to meet these outcomes
➢ Participate in the IFSP meeting to develop the
transition plan
➢ Share current and complete information on the
child’s strengths and needs with practitioners in the
receiving setting
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The Role of the Family❖ Talk with your EI providers and service coordinator about
what kind of setting you would like for your child.
❖ Ask questions!
❖ Participate in transition planning and the development of
the transition plan.➢ This is YOUR individualized plan for your child. It should go beyond basic
regulatory requirements.
➢ Share information about your child’s likes, dislikes, strengths and
challenges
❖ Participate in the development of IFSP outcomes to support
your child and family’s successful transition
❖ Talk with your EI provider(s) about strategies within home
or community that will support the continued learning and
development of your child.
❖ Let your primary care provider (PCP) and medical
specialists know of the upcoming transition and share the
IEP
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The Role of the AU (School District) for
children who are potentially eligible
❖ Review current developmental information
provided by EI and the family
❖ Participate in the transition conference➢ Discuss available options
❖ Determine the make up of the preschool
eligibility evaluation team
❖ Evaluation for eligibility
❖ Develop the IEP and have in place by the
child’s third birthday
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The Role of the PCP
❖ Talk with the family about their desires for
their child
❖ Discuss options for continuing service
provision
➢ Insurance
➢Medicaid
❖Ask that you receive a copy of the IEP❖ Check in with family at next visit after the
child has transitioned
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We are all in this together!
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Who Has How Much Influence
on What?
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Professional Support
Child Outcomes
Caregiver Competence &
Confidence
(Dr. Robin McWilliam, 2014)
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• In a comprehensive review of 29 studies, parent
involvement with their child(ren)’s school was found to
be twice as predictive of academic success as
socioeconomic status.
• Family, School, Community Partnering from the earliest
childhood through high school contributes to:
✔ Higher student academic achievement
✔ Better child behavior at school and home
✔ Enhanced parent satisfaction, knowledge, competence, and
support of their child(ren)’s learning and their schools
✔ Increased resources and funding to support schools
✔ Improved school leadership
Why is Partnering with
Families So Critical?
(E.g., *Walberg, 1984, cited by Henry, 1996, p. 16; *Rosenzweig, 2001, p. 1; Barnett, 1995; Flouri & Buchanan, 2004; Epstein, 1992; 2011; Hill & Tyson, 2009; Miedel & Reynolds, 1999; Reynolds, et al., 2011; *Ramey, et al., 2000; National School Public Relations Association, n.d.).
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Outcomes of Successful
Transitions
❖ Families show positive attitudes toward
preschool or community learning
opportunities
❖ Providers, teachers and primary care
providers recognize and value differences
and provide developmentally appropriate
practice
❖ All stakeholders are linked through positive
and mutually-supported and focused efforts(adapted from Rous, et al, 2008)
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Questions?
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Empowering families in the early
intervention transition process
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No later than a child’s third
birthday, the child will transition
out of the early intervention
program.
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Transition planning:
What do you want to achieve?
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❖ Your child can learn to adjust to new
people, programs and settings.
❖ Professionals can gain insight into your
child and what will help your child to be
successful.
❖ You can learn new skills to help with
future transitions.
Celebrate Change
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Moving from a “family focus” to a
“child focus” in preschool special
education
❖ The Individual Education Plan (IEP) ➢goals and objectives to address the
child’s unique needs as he or she learns
the skills needed to prepare for
kindergarten
➢ services provided in the Least Restrictive
Environment (LRE)
➢Team members change ■ IEP case manager instead of a service
coordinator
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Moving from Early Intervention (EI)
services to community settings
❖Consider the types of settings in which
your child thrives
❖Work with your SC to identify possible
community options and resources
❖ Talk with your EI provider about
strategies and activities to support your
child’s continuing development and
learning
❖Document these options and activities in
your transition plan
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Knowing what to expect at a
Transition Meeting and Conference
❖Discussion of your child’s needs and
program options
❖Determination of outcomes, timelines
and team member responsibilities
❖Discussion of your concerns, your child’s
strengths and needs and desired future
for your child
❖ Timeline for determination of eligibility
for preschool eligibility, if appropriate
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Preparing Your Family
❖ Plan ahead. Allow time for decisions
❖ Talk with other families about what the
process was for them
❖ Learn how to advocate for your child
❖Understand your rights in the transition
process
❖Make sure your child’s records are up to
date
❖ Include your child in the preparation
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Preparing your Child
❖Activities such as:➢Talking to your child about going to a
new program and visit that setting.
➢Reading books about going to preschool
or out in the community
➢Provide opportunities for your child to
play with other children.
➢Encourage your child to communicate
with others and ask for help when
needed.Adapted from “Preparing for Transition”, PACER center, 2012
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MythBusters
•The Big Unknown
•Realities of placement options for
preschool special education
•Ways in which Educational Impact is
understood - every child is a triangle of
instructional and support needs
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Questions?
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Supporting a meaningful transition
from early intervention
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When a Child Eligible for Early Intervention
Turns Three
❖ During the six months between when the child turns 2
years, 3 months of age and 2 years, 9 months of age, the
following activities take place:
➢ Planning for transition
➢ Developing a transition plan that considers:
■ How the parent(s) are included in and informed of the transition
process
■ The skills the child needs to be successful in the new setting
■ The program options available to the child
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Transition Timelines (IFSP)
•Start planning very early. Transition plans happen at an IFSP meeting that is 3 – 9 months before child’s 3rd birthday.
•Transition conference held at least 90 days before child’s 3rd birthday
•Final transition planning and arrangements up to child’s third birthday
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Initial IdentificationEarly Intervention notifies Part B
(school district) that a child that may
be eligible for preschool special
education services is soon to turn
three. This is the referral to Part B
(preschool special education )and
starts the process of evaluation and
eligibility determination for Part B.
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Where Might a Child Transition to?
Early Intervention Services
Child remains
at home until
kindergarten
Preschool
Special
Education
(Part B)
Early
Education
Program
-Head Start
-Child Care
Other
settings in
the
community
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“Potentially Eligible”
❖ Referring a child who is “potentially
eligible” for preschool special education
means:➢ a child has not met all their IFSP outcomes
➢ a child is demonstrating a developmental
delay
❖ Families may “opt out” of this referral
being made ➢ no information is shared with the AU(School
District)
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When is it NOT appropriate to refer a
child to Part B (preschool special
education)?
❖ IFSP Outcomes have been met
❖Child is developmentally on target
❖ Parents do not want to be referred
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Components of the
Transition Plan (IFSP)
• What’s next for the child and family?
• Review of current assessment information
• Activities and strategies to help prepare the child for
the new setting
Step Out of EI!
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Components of the
Transition Conference
• Requires parent consent
• Convened only for those children who are potentially
eligible for preschool special education services
• Participants include the parents, the EI service
coordinator, and the AU (School District)
• Discussion of preschool special education program
options, including specifics about the new services and
new setting, if known
Step Out of EI!
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Evaluation
Two or more professionals from different disciplines complete a developmental evaluation of all five areas of development to determine if a significant delay is present and to determine the child and family needs
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Early Intervention (birth to 3rd birthday)
Preschool Special Education(3 through 5 year olds)
A team of qualified professionals determines if the child has an educational disability (as defined by state and federal criteria) and identifies all of the child’s special education and related services needs
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Significant Developmental delay
in one or more areas (25%):
adaptive, physical,
social/emotional,
communication, cognitive
OR
A medical diagnosis of a
condition that is likely to result
in developmental delay.
Condition which prevents the child
from receiving reasonable
educational benefit from general
education.
Must meet specific criteria for
specific Educational Disability
Categories (shown on next slide)
Early Intervention (birth to 3rd birthday)
Preschool Special Education(3 through 5 year olds)
Eligibility
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▪ Autism Spectrum
Disorder*
▪ Deaf-Blindness
▪ Developmental Delay*
▪ Hearing Impairment,
including deafness
▪ Intellectual Disability
▪ Multiple Disabilities
▪ Orthopedic Impairment
▪ Other Health
Impairment
▪ Serious Emotional
Disability
▪ Specific Learning
Disability (SLD)
▪ Speech or Language
Impairment*
▪ Traumatic Brain Injury
▪ Visual Impairment,
including blindness
Educational Disability Categories:
Part B
* Most common for preschool aged children
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Free and Appropriate Public Education in
the Least Restrictive Environment
“The student’s IEP team must develop an IEP
that will provide a Free, Appropriate, Public
Education (FAPE) in the Least Restrictive
Environment (LRE) that will enable the student
to be involved and make progress in the general
curriculum [34 C.F.R. 300.320(a)(2)]”
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Least Restrictive Environment (LRE)
❖ To the maximum extent appropriate, children with
disabilities, including children in public or private
institution or other care facilities, are educated with
children who are non-disabled; and
❖ Special classes, special schooling, or other removal of
children with disabilities from the general educational
environment occurs only if the nature or severity of
the disability is such that education in general
education classes with the use of supplementary aids
and services cannot be achieved satisfactorily.Colorado Code of Regulations (CCR) 2.28
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Clarifying LRE
❖Our job is to make sure the child can fully access the
general education curriculum➢This means the routines, materials, environment, and
instruction
❖Conceptual Knowledge and literacy (e.g., colors,
shapes, numbers, etc.) is something all preschoolers are
working on to varying levels of attained knowledge
➢This means all 3 year olds are learning their shapes,
colors, numbers, and letters
❖Special education should be "special"
➢This means it’s all about the specially designed instruction
the child requires to fully access the general curriculum,
which may include accommodations and modifications but
these cannot stand alone.
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Questions?
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Resources
❖ Designing and Implementing Effective
Early Childhood Transition Processeshttps://ectacenter.org/~pdfs/topics/transition/ECTran
sitionPaper.pdf
❖Making Least Restrictive Environment
Placement Decision for Preschoolershttps://www.cde.state.co.us/cdesped/ta_lre
❖ Colorado IEP Forms -http://www.cde.state.co.us/cdesped/IEP_Forms
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Colorado Transition Modules
https://www.cde.state.co.us/early/transition
Module 1 Module 2
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Helpful Websites
www.peakparent.org
www.eicolorado.org
www.cde.state.co.us
Parent Information and Resources –
www.parentcenterhub.org
www.zerotothree.org
www.wrightslaw.com
https://www.cde.state.co.us/cdesped/ta_lre
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Thank you for participating!