Transcript Transition to Preschool for Families

A Workshop for Families
New Jersey Early Intervention System
Brought to you by…
Southern New Jersey
Regional Early Intervention Collaborative
Manager of Family Support
Beth Lohne
856-768-6747 x223
[email protected]
www.snjreic.org
Effective Transition Practices….
Branson & Bingham (2009), Young Exceptional Children, Vol 12, No 3, page 17
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Families of young children use and move between
different types of early childhood services -like
Head Start, private child care, public preschool, or
kindergarten.
Moving between and among these various
programs is often referred to as ’transition’.”
CONNECT is a partnership between FPG Child
Development Institute & The University of Kentucky
http://community.fpg.unc.edu/connectmodules/resources/videos/foundations-oftransition
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 Part
C: Early intervention for
 Part
B: Special education services
eligible infants and toddlers, ages
birth to three years and their
families
for eligible children and youth,
ages three through twenty-one
years
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http://idea.ed.gov/
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Discussions and training opportunities for
you about future placements and your
child’s transition.
Steps to prepare your child for changes in
services, including helping them adjust to a
new setting.
Discussion of notification/referral.
IFSP team identification of transition
services and activities.
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IFSP Transition Planning Page
 This page is used to document all
transition planning, steps and
activities
 Let’s review this IFSP page now
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Did anything just discussed surprise you?
What do you think about what was
discussed?
How do you think this will work for your
family? Any suggestions?
What else would you want to know about
transition planning?
Required Notification
‣ NJEIS must notify your local school
district that your child is approaching
age three unless you “opt out” of this
notification.
‣ The information sent is limited to your
child’s name, date of birth and your
name, address and telephone number.
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This notification is required no fewer
than 90 days before your child’s 3rd
birthday
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NJEIS must notify both the state special
education office and your local school
district
Federal regulations consider this to be a
referral for special education to your
local school district
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Notification/Referral Discussion
‣ Your service coordinator will discuss
notification with you at the IFSP meeting
closest to your child’s 2nd birthday. At this
meeting, you will be informed that:
• IDEA requires NJEIS to send limited personally
identifiable information without your consent to your
local school district;
• The sending of this written information does not
obligate you to pursue special education services for
your child; and
• You have an opportunity to “opt-out” of this
disclosure of information by signing the NJEIS
Parental Opt-Out of Part B Notification/Referral form.
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“Parental Opt-Out of Part B
Notification/Referral”
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Let’s review this form now
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If you do not opt-out of notification in
writing within 10 calendar days of this
discussion, notification about your child
will be sent.
If you do sign the opt-out form, and later
decide you want to explore the possibility
of special education services for your
child, the service coordinator will offer
assistance to you to refer your child to
your school district.
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Did anything just discussed surprise
you?
What do you think about what was
discussed?
How do you think this will work for your
family? Any suggestions?
What else would you want to know
about “opt-out”?
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Not fewer than 90 days before your child’s 3rd
birthday, with your approval, a transition
planning conference will be convened. The
Conference will:
• Discuss your child’s future needs and services
• Review school district and/or community options for
future programs or services, including referral
processes
• Provide information specific to school district
registration requirements
• Identify desired outcomes of the transition process and
steps/activities to be taken to achieve outcomes
• Discuss procedures to prepare your child for a change
in service delivery
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Participants:
• You and people you invite
• Service Coordinator
• Early Intervention Practitioner(s)
• District Child Study Team (CST) Member
• Community Agency Staff
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Date, time & place - agreeable to
participants.
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Invites all participants and convenes the
meeting.
Leads a review of current IFSP.
Documents in the IFSP any additional
transition steps.
Participates in discussions of how your child
can participate in community settings and
activities typical for three-year-olds
Shares additional information about other
early childhood resources in the community
that can support your child’s development.
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Considers the current IFSP
Provides district registration requirements
Reviews Part B process for evaluation/
assessment, eligibility determination, and IEP
development
Provides information on district programs and
options for placement in general education
classrooms
Provides a form for you to request that the school
district invite your service coordinator to the
initial IEP meeting
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Participates in the discussion of steps to
prepare your child & family for the
transition.
Identifies & implements procedures and
activities to help your child/family adjust to
and function in a new setting.
Provides information about your child’s
development, progress, and skills.
Does not recommend specific placements or
types of service for your child.
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Explains hopes and vision for your
child
Shares information
Asks questions
Participates in planning
Discusses routines of your child
Identifies steps to prepare your
child & family for future
opportunities
Signs appropriate forms
Reviews Parental Rights
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Timeline: Within 20 days of receipt of the
notification/referral.
Purpose of Meeting
• Review available current information
• Determine if evaluation is needed and if so, whether
additional assessments are needed
• Develop written evaluation plan
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Team Members
• Parent(s) and District Child Study Team
• General Education Teacher and Speech-Language Specialist
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This meeting may be held on the same day as the
transition planning conference
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Referral
Identification meeting to determine
need for evaluation
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Parent Consent for evaluation
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Evaluation conducted
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Eligibility meeting
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IEP meeting if child is eligible
 Free and Appropriate Public Education (FAPE)
 Least Restrictive Environment
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Implementation of IEP by third birthday
Special Education federal regulations
require policies and procedures so that:
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Children in Part C, who will participate in
preschool special education have a
smooth and effective transition to their
preschool programs;
By a child’s third birthday, an IEP has
been developed and is being
implemented for the child; and
Each school district will participate in
transition planning conferences arranged
by the NJEIS.
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You may want to review your child’s early
intervention record and request a copy of any
documents you need.
Bring a friend, relative, or advocate to any meeting
if you think that will be helpful.
You can use your Transition Handbook to track
timelines & take notes throughout the process.
Carefully review all documents before signing them.
Be an active participant by asking questions to
clarify, raise issues and make suggestions.
Be ready to support your ideas and requests with
information about your child and family.
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Websites
Website Address
Federal IDEA
http://idea.ed.gov/
New Jersey Early Intervention
System (NJEIS)
http://nj.gov/health/fhs/eis/index.shtml
Regional Early Intervention
Collaboratives (REICs)
http://www.njeis.org/
Family Matters
http://www.thefamilymatterswebsite.org/
NJ Parent Link
http://njparentlink.nj.gov/
Statewide Parent Advocacy
Network (SPAN)
http://www.spanadvocacy.org/
Department of Children &
Families (DCF)
http://www.state.nj.us/dcf/
What Families Want NJEIS to Know
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We-Believe that the intimate knowledge we hold about
our children will be instrumental in all areas of planning,
both within the school and the larger community
We-See ourselves as active partners in all aspects of our
children’s life and look forward to participating as valued
members of the team helping to make educational
decisions
We-Expect people to view our children with special needs
as children first, with the same basic needs, rights, and
access to opportunities as any child
We-Recognize and promote our children’s abilities,
talents, and interests and have high expectations for our
children to become valued and contributing members of
our family, society, and community
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The transition activities carried
out prepare and support your
child and family for changes
you experience as you and
your child leave early
intervention and enter early
childhood programs.
Quality transition planning and
activities make a difference.
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