Supporting Early Childhood Transition: State of the Evidence and Implications for Policy and...

Supporting Early Childhood Transition:

State of the Evidence and Implications for Policy and Practice

Beth RousCaroline Gooden

As a result of attending this session, participants will:

Have information on key practices that support the transition process for children and families.

Gain resources and information on key transition outcomes for children and families and supporting research evidence.

Have a clearer understanding and information on key elements for meeting the transition requirements on the APR.

Purpose of the Session

Provide information on the key elements of the transition process for children as they leave

early intervention and enter preschool….. …. while ensuring that states and programs are

able to balance recommended transition practices and transition mandates required as

part of IDEA.

SETTING THE CONTEXT

Overview of NECTC Studies and Conceptual Framework

NECTC Conceptual Framework

Contextual FactorsContextual Factors

Measuring Transition Outcomes for Children

Rous, Harbin & McCormick, 2006

Child and Family

Adjustment

Child and Family

Preparation

Measuring Transition Outcomes for Families

Child and Family

Adjustment

Child and Family

Preparation

Harbin, Rous, Peeler & McCormick, 2007


Transition Outcomes for the Child and Family

Transition Outcomes for the Child and Family


Key Elements of the Transition ProcessKey Elements of the Transition Process

REQUIREMENTS

Transition Indicators for APR

APR Requirement (Indicator C8)

Percent of all children exiting Part C who received timely transition planning to support the child’s transition to preschool and other appropriate community services by their third birthday including:A.IFSPs with transition steps and services;B.Notification to LEA, if child potentially eligible for Part B; andC.Transition conference, if child potentially eligible for Part B.

(20 U.S.C. 1416(a)(3)(B) and 1442)

APR Requirement (Indicator C8)Indicator

A. IFSPs with transition steps and services;

B. Notification to LEA, if child potentially eligible for Part B;

C. Transition conference, if child potentially eligible for Part B.

Measurement

A. Percent = [(# of children exiting Part C who have an IFSP with transition steps and services) divided by the (# of children exiting Part C)] times 100.

B. Percent = [(# of children exiting Part C and potentially eligible for Part B where notification to the LEA occurred) divided by the (# of children exiting Part C who were potentially eligible for Part B)] times 100.

C. Percent = [(# of children exiting Part C and potentially eligible for Part B where the transition conference occurred) divided by the (# of children exiting Part C who were potentially eligible for Part B)] times 100.

APR Requirement (Indicator B12)

Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP

developed and implemented by their third birthdays (20 U.S.C. 1416(a)(3)(B))

Measurementa. # of children who have been served in Part C and referred

to Part B for eligibility determination.b. # of those referred determined to be NOT eligible and

whose eligibilities were determined prior to their third birthdays.

c. # of those found eligible who have an IEP developed and implemented by their third birthdays.

d. # of children for whom parent refusal to provide consent caused delays in evaluation or initial services.


Percent of children with parental consent to evaluate, who were evaluated within 60 days (or State established

timeline)(20 U.S.C. 1416(a)(3)(B))

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

KEY ELEMENTS IN TRANSITION PLANNINGBridging the Transition Requirements with Recommended Transition Practice

Five Key Elements to be Considered:

Preparation of the Child and Family Sharing of Identifying Information with

Potential Programs Conducting the Transition Conference Implementation of the Transition Plan Referral to Receiving Program

The ideal transition planning process is designed to address the key elements, yet is flexible enough to help

meet the specific needs of individual children and families.

C 8 BC 8 B C 2C 2C 8 CC 8 C C 8 AC 8 A B 11B 11

B 12B 12

B 6B 6

C 3C 3

B 7B 7

Key Element #1

Preparation of the child and family for the transition process

Part C-APR-Indicator 8A

APR Requirement (C8)

Percent of all children exiting Part C who received timely transition planning to support the child’s transition to preschool and other

appropriate community services by their third birthday including:

A. IFSPs with transition steps and services

NECTC Preliminary Results:Indicator C8 A

Based on review of IFSPs

Preparation of the child and family: What does this mean?

Having conversations with family members about the upcoming transition of their child.

What are we talking with families about?

Discussions about:– the family’s needs related to the transition of their

child at age three.– the child’s needs related to their transition at age

three.

How can I structure these conversations with the family?

Help families identify their needs by asking questions like:

“When you think about your child leaving early intervention when they turn three….”– “Where do you see your child? At home? In a

preschool program in the public school? In a Head Start Program?”

– “What questions do you have?” – “What information do you think you need?”– “What can we do to begin to help you and your child

get ready?”

Considerations

Desired Child and Family Transition Outcomes

Planning for the Transition Conference

Conversations also include helping families think about the upcoming Transition Conference including:

– Current services they receive outside of early intervention.– Their ideas about services, programs, and resources they

are interested in continuing or exploring for their child at age three.

– Give them ideas about programs if they don’t know what is available.

– Get the family’s permission to contact those programs to invite them to the Transition Conference.

– Talk with them about what will happen at the Transition Conference.

What do I do with this information?

Specific child and family needs are addressed on the IFSP

Information about potential services for the child at age three is used to determine who to invite to the Transition Conference

When does this happen?

Family needs and questions determine when and how transition conversations take place.

However, specific conversations that lead to the Transition Conference should begin around the child’s 2nd Birthday.

NECTC Preliminary Results

As reported by families

NECTC Results: Age when concerns were identified

10%

46%6%

38%

Before birth At birth Less than 1 month Later than 1 month


Reflection

What does preparation of the child and family for the transition process look like:– In your state?– What key strategies do you promote to support

preparation of the child and family?– What key strategies might you implement to better

support preparation of the child and family?

Key Element #2

Sharing identifying information about the child and family

Part C-APR-Indicator 8B




B. Notification to LEA, if child potentially eligible for Part B

What is Identifying Information?

Identifying information includes:1. The child and family’s names and contact

information

2. The child’s birthday

3. The child’s disability or diagnosis and current program

4. Services the child is currently receiving and by whom

What does this mean?

With family permission, issuing an Invitation to the Transition Conference to the list of agencies families identified as potential receiving agencies.

This is the first official contact that includes identifiable information about child and family.

How is the invitation issued?

Invitations can be issued in a number of ways, based on state policy, the relationship between agencies & agreements made.

This includes:– A formal written invitation– A phone call, followed by a written invitation– An e-mail invitation– A personal contact

Who gets the invitation?

Conversations with programs should be held in advance to determine who should receive the Transition Conference invitation.

In some programs, there is a designated Transition Coordinator, in others it may be the Director or a Lead Teacher.

LEA representatives are required to attend the Transition Conference for children who may be eligible for IDEA services at age 3.

What is the content of the invitation?

The invitation should include information about:– The purpose of the Transition Conference.– An overview of the specific information the agency

representative will be asked to share at the meeting.

– The time and location of the meeting that has been agreed upon with the family.

– A list of the invited attendees.

When do we issue the invitation?

Two (2) to four (4) weeks prior to the Transition Conference

OR

Within the timeframe negotiated between the agencies or as part of the state or community interagency agreement.

Reflection

What does sharing of identifying information about the child and family look like:

– In your state?– What key strategies do you promote to support

sharing of identifying information?– What key strategies might you implement to better

support sharing of identifying information?

Key Element #3

The Transition Conference

Part C-APR-8A and C

Part C, §637 (a)(9)(A)(ii)(II)




A. IFSPs with transition steps and services;

C. Transition conference, if child potentially eligible for Part B.

Part C §637 (a)(9)(A)(ii)(II)

The IFSP must include the steps to be taken to support the transition of the child (Sec. 303.148 of Part C, §637 (a)(9)(A)(ii)(II))– Preschool services under Part B of the Act, to the

extent that those services are appropriate; – Other services that may be available, if

appropriate.


This is the official meeting to plan for the transition of the child out of EI (Part C).

All children participating in EI must have a Transition Conference, whether or not they will continue to receive services through an agency after age three.

What happens at the Transition Conference?

Representatives from other programs provide specific information about the resources and services they provide, what children are eligible for their services, and how the referral process works in their program or agency.

A Transition Plan is developed for the child and family as part of the IFSP.

What do we include on the Transition Plan?

During the meeting, the team (including the family) discusses and documents…..– Specific family needs, goals and activities to help

them make a decision about where to refer their child for services at age three.

– How records will be transferred. – Specific outcomes and goals related to preparing

the child for the transition.

What Does the Transition Plan Look Like?

Embedded within the IFSP with notation that it is part of the Transition Plan

Specific form attached to the IFSP

When does the Transition Conference take place?

At least 90 days, and up to 9 months prior to the child’s third birthday

Who is responsible for the Transition Conference?

The child’s Early Intervention Service Coordinator initiates and chairs the meeting.

IFSP team members and family members participate.

Other program representatives attend and participate.

A representative from the public school (Part B, Section 619 - early childhood special education) must attend the Transition Conference as outlined in IDEA.

Reflection

What does the transition conference and Transition Plan look like:– In your state?– What key strategies do you promote to support the

transition conference and Transition Plan?– What key strategies might you implement to better

support the transition conference and development of the Transition Plan?

Key Element #4

Implementation of the Transition Plan

Part C-APR-8C

Part C, §637 (a)(9)(A)(ii)(II)

APR Requirement (C8) and Part C, §637 (a)(9)(A)(ii)(II)



C. IFSPs with transition steps and services;

Part C, §637 (a)(9)(A)(ii)(II) Early Conference option

Part C §637 (a)(9)(A)(ii)(II)

The IFSP must include the steps to be taken to support the transition of the child (Sec. 303.148 of Part C, §637 (a)(9)(A)(ii)(II))– Preschool services under Part B of the Act, to the

extent that those services are appropriate; – Other services that may be available, if

appropriate.


Families initiate or participate in activities identified on the IFSP Transition Plan.

Providers work with families to help them accomplish the family goals & outcomes identified on the IFSP Transition Plan.

Providers work with children & families to support activities and interventions based on child’s goals & outcomes identified on the IFSP Transition Plan.

When does this happen?

After the transition conference (3 to 9 months prior to child’s 3rd birthday).

Prior to the official referral for services that would begin at age three.

In a manner that allows sufficient time to ensure that goals and outcomes included on the IFSP Transition Plan can reasonably be accomplished.

How do we support and document progress on transition activities?

Service Coordinators & Providers should:– Check in regularly with families & provide support as

needed to help families reach a decision about where they would like to refer their child.

– Provide information & strategies to families so they can support their child’s preparation to a new environment.

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

Reflection

What does implementation of the transition plan look like:– In your state?– What key strategies do you promote the

implementation of the IFSP Transition Plan?– What key strategies might you implement to better

support implementation of the IFSP Transition Plan?

Key Element #5

Referral to the receiving agency

Part B-APR-Indicators B11 and B12

Part B, §614 (d)(2)(A)(B)


Percent of children with parental consent to evaluate, who were evaluated within 60 days (or State established

timeline).(20 U.S.C. 1416(a)(3)(B))

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


Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP

developed and implemented by their third birthdays.(20 U.S.C. 1416(a(3)(B))

Measurementa. # of children who have been served in Part C and referred

to Part B for eligibility determination.b. # of those referred determined to be NOT eligible and

whose eligibilities were determined prior to their third birthdays.

c. # of those found eligible who have an IEP developed and implemented by their third birthdays.

d. # of children for whom parent refusal to provide consent caused delays in evaluation or initial services.

Part B, §614 (d)(2)(B)

The IEP team shall consider the services and information contained in the child’s IFSP and may use the IFSP as

the child’s IEP if appropriate.


Completion and transmittal of the official referral forms required by the receiving agency or agencies, so they can…– Determine eligibility for services if required by the

program, such as public preschool services under IDEA or Head Start,

– Ensure that the child has a slot in the program if required by the agency, such as with Head Start or a private child care program.

What information is needed for the actual referral?

The specific content needed for a referral is dependent on the agency to which the referral is being made.– Therefore, it is helpful to obtain referral forms from

all relevant agencies and providers.

As part of the referral, the activities and processes for transfer of records that have been included in the IFSP Transition Plan as required in Part C regulations are implemented.

Standard Information on Referrals

Generally, referrals to the LEA for children to determine if they are eligible for special education include:– Personally identifiable information.– Data and information on current status of the child

including existing screening and evaluation information.

– Pre-intervention strategies that have been used with the child.

When does the referral happen?

After the Transition Conference. After family has sufficient time to explore all

options for resources, services and/or programs based on the IFSP Transition Plan.

Once family has made a decision about resources, services and/or programs for which they wish to initiate a referral.

NECTC Preliminary Results:Indicator B12 A & B


Reflection

What does referral to the receiving agency look like:– In your state?– What key strategies do you promote to support

referral to the receiving agency?– What key strategies might you implement to better

support referral to the receiving agency?

IDENTIFYING STRATEGIES

Preliminary List of Standard Practices for Transition

Setting the Context

Scientifically-based Practices– validated by research

Evidence-based Practices– best available research– professional wisdom & experience– consumer values

Recommended Practices– set of practices designed to inform decisions about

services

Linking Research and Evidence

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(Preliminary)

Social Practices Identified:

Interagency Structure

1. Primary contact person for transition identified within each program or agency.

2. Referral processes & timelines clearly specified.

3. Enrollment processes & timelines clearly specified.

4. Program eligibility processes & timelines clearly delineated.

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(Preliminary)

Social Practices Identified: Interagency Structure

5. Staff & family members actively involved in the design of transition processes & systems.

6. Families meaningfully participate as partners with staff in program- and community-wide transition planning efforts.

7. Agencies develop formal mechanisms to minimize disruptions in services before, during, & after the transition of the child and family.

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(Preliminary)

Social Practices Identified: Continuity and Alignment

8. Community- & program-wide transition activities & timelines identified.

9. Conscious & transparent connections made between curricula & child expectations across programs/environments.

10. Transition plans developed that include individual activities for each child and family.

11. Children have opportunities to develop & practice skills they need to be successful in the next environment.

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(Preliminary) Social Practices Identified:

Communication & Relationships

12. Methods in place to support staff-to-staff communication both within & across programs.

13. Staff roles & responsibilities for transition activities clearly delineated.

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(Preliminary) Social Practices Identified: Child and Family Preparation and/or Adjustment

14. Staff follow-up on children after the transition to support their adjustment.

15. Staff know key information about a broad array of agencies & services available within the community.

16. Individual child & family transition meetings conducted.

17. Transition team members share appropriate information about each child making a transition.

Child and Family

Adjustment

Child and Family

Preparation

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(Preliminary) Social Practices Identified: Child and Family Preparation and/or Adjustment

18. Families are aware of the importance of transition planning & have information they need to actively participate in transition planning with their child.

19. Families’ needs related to transition assessed & addressed.

20. Families have information about & are linked with resources & services to help them meet their specific child & family needs.

21. Families actively participate in gathering information about their child’s growth & development.

Child and Family

Adjustment

Child and Family

Preparation

For More Information

Caroline GoodenInterdisciplinary Human Development Institute

University of Kentucky126 Mineral Industries Building

Lexington, KY 40506-0051Phone: 859-257-2081

Toll Free: 866-742-4015Fax: 859-257-2769

Email:[email protected]://www.ihdi.uky.edu/nectc

Supporting Early Childhood Transition: State of the Evidence and Implications for Policy and...

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