Transcript Slide 1

National Transition
Initiative
Sponsored by:
Teleconference
Webinar
September 20, 2007
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Objectives for the Webinar
Participants will be provided with current
information on:
• the state of the evidence in early
childhood transition for both empirically
and socially based transition practices
• a conceptual model to support the
transition of young children with
disabilities
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Participant Outcomes
Participants will be able to:
• Identify and link empirical and social
transition practices to activities being
implemented in their state to support
transition
• Identify key components of transition
planning that support the state agency
in meeting the SPP/APR early
childhood
transition indicators (C8 & B12)
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7/18/2015
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Current Research and
Evidence
Beth Rous
Purpose of National Early Childhood
Transition Center (NECTC)
To investigate and validate practices and
strategies that enhance the early
childhood transition process and
support positive school outcomes for
children with disabilities.
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A Conceptual Framework
for Thinking About
Transition
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Rous, Hallam, Harbin, McCormick & Jung, 2005, 2007
Conceptual Framework for Transition
of Young Children with Disabilities
Alignment - conscious
& transparent
connections made
between program
practices (e.g.,
curriculum and
expectations)
Continuity –
Congruence or fit
between programs that
supports harmony and
reduces conflict in
approach, intent, &
outcomes.
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Critical
Interagency
Variables
Communication & Relationships
Ongoing at all levels
of the system
Policies,
interagency
agreements,
formal/informal
supports (e.g.,
interagency
councils)
Conceptual Framework for Transition
of Young Children with Disabilities
Standard
Transition
Practices and
Strategies &
Activities
Standard Practice: Broad practice that staff
regularly implement
Strategy: specific activities selected as a
means to implement the Standard Practice
(e.g., program visits, open house, cross agency
training; transition fair, parent handbooks)
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Empirical Research Findings

Use of transition policies and practices has a
modest positive effect on
–
–


Children from low-income families receive
fewer transition supports
Key indicators of a successful transition
–
–
–
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academic achievement at the end of K
Parent-initiated school involvement
Positive and mutually supported linkages between
stakeholders
Use of developmentally appropriate practice
Positive attitudes towards school from families
NECTC Large Scale Study

5 Target States (KY, LA, MI,
OR & WI)
–
Purposive sample for
representation and diversity

–

–
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region, size, population
density, minority
membership
Part C lead agency and
history of EI/ECSE service
delivery
Sample of Children within
Target States
–
Final Sample
Met state criteria for Part C
and at least 30 months old
Met state criteria for 619
and will transition to
kindergarten
Early Intervention Children
225
Preschool Children
311
536 Total Children
Study States
• Birth Mandate
• Education & Health & Human Services Lead
• Vendor and Agency Based
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Transition Policy
Characteristics of Study States

Use of Section 619 funds to provide FAPE to
children before their third birthday
–
–

The use of Part C funds to provide FAPE for
children past their third birthday
–
–
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One state has a policy that allows
One state has policy that does not allow
No states had a policy that allows
Two states have policies that do not allow
Instrumentation
Community Survey
Administrator Survey
Provider Surveys
LICC survey
Family Interview
Family Interview
Service Coordinator Survey
Provider Surveys
Family Support Scale
All Instruments
Family Interview
Provider Surveys
Family Interview
Administrator Survey
LICC survey
TPP
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Family Interview
Administrator Survey
Part C Survey
619 Survey
SICC Survey
Instrumentation
Teacher Survey
Service Coordinator
Survey
Administrator Survey
Provider Survey
BASC
Family Empowerment Scale
Family Interview
TPP
Administrator Survey
Provider Survey
Service Coordinator Survey
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Service Coordinator Survey
Family Interview
Instrumentation
BASC
Provider Surveys
Service Coordinator
Survey
Family Interview
ELM
PPVT
IGDI
DIBELS
Early Math
PPVT
BASC
Provider Surveys
Service Coordinator
Survey
Family Interview
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BASC
Provider Surveys
Service Coordinator
Survey
Family Interview
Sample


Total sample for at-3 transition (n = 216)
Child assessments completed
–
–

Factors affecting attrition
–
–
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Pre-transition at age 3 (n = 196)
Post-transition at age 3 (n = 161)
KATRINA
Locating families
Family Respondents
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

Most frequent respondents were biological
mothers
The majority (70%) of children resided in twoparent households
Less than half (46%) of family respondents
did not work outside the home
–



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Of those, 35% were in two parent households
A slight majority made $50,000 or less
annually
~ 50% of children received WIC benefits
22% of children received SSI benefits
Child Ethnicity
English was primary language for the
overwhelming majority (96.7%) of children

Child Ethnicity
2%
6%
3%
2%
21%
A fric an
A meric an
A s ian/P ac ific
Is lander
W hite
His panic /L atin
o
Multirac ial
66%
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O the r
33%
NonWhite
White
67%
Majority of Children in the Study
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
were male

born during
summer months
*Groups not mutually exclusive
Child Disability Categories
IDEA Category
N of
Children
IDEA Category
N of
Children
Autism
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Other Health Impaired
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Deafness
4
Serious Emotional Disturbance
1
Deaf-Blind
0
Specific Learning Disability
0
Hearing Impaired
4
Speech/Language Impaired
109
Mental Retardation
18
Traumatic Brain Injury
2
Multiple Disabilities
0
Visually Impaired/Blindness
4
Orthopedic Impaired
42
Developmental Delay
52
Non- Specified
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What was your child’s age at
Transition?

%
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Significant
differences in
age of
transition
planning by
state
How much effort did it take on your
part to transition your child?
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How helpful were transition
planning services?
No significant differences by state
%
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What Does Transition Look Like For
Children?
%
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•No significant differences by state
Post Transition
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The majority of
children
transitioned to
preschool special
education
services
Children Who Did Not Transition to
Preschool Special Education
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Parent Reported Activities to Support
Transition
Parent Survey
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–
Occurred or did not occur
If yes, level of satisfaction
Very Satisfied
4 =Organized
–
–
–
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3 = Somewhat
by:
Satisfied
2 = Somewhat
Dissatisfied
1 = Very Dissatisfied
Before the placement decision (N=7 items)
After the placement decision (N=8 items)
Once services were initiated (N=5 items)
Transition Activities Before
Placement Decision
Average of 4.3 (61%) Activities; 3.68 Satisfaction
Before Placement Decision
% Yes
Satisfaction
Easy access to my child’s records
88.3
3.78
EI provider helped prepare me ahead of time for transition
82.2
3.72
Received information needed to make decision about how services would
change
81.2
3.61
I was major decision maker about where child would go for preschool
74.0
3.77
Had a choice between different options for preschool and/or other services
57.5
3.58
Had opportunity to visit different preschools before final decision
41.1
3.64
Offered opportunity to talk with other parents about their experiences during
transition from EI to preschool*
17.7
3.63
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Transition Activities After
Placement Decision
Average of 3.8 (48%) Activities; 3.73 Satisfaction
After Placement Decision
% Yes
Satisfaction
Talked with preschool staff about special needs of my child and details
(meals)
82.3
3.76
Received information about the new setting (skills child should have)
82.1
3.71
Parent had the opportunity to visit the class child will attend
76.4
3.78
EI and preschool staff communicated with each other about child’s transition
76.0
3.76
EI continued services, if gap between the child’s 3rd birth and school entry
32.5
3.68
Parent introduced to other families in the child’s class*
21.0
3.72
Preschool teacher visited the family in their home
20.0
3.76
8.9
3.65
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Parent given contact information of other families in child’s class*
Transition Activities After Services
are Initiated
Average of 3.64 (73%) Activities; 3.78 Satisfaction
After Services Start
% Yes
Satisfaction
Child’s provider shared information about how child adjusting to new
setting
86.8
3.78
All or most needed services on IEP were in place at time child
started preschool
81.0
3.79
Child’s records promptly followed him/her to the preschool or new
agency
74.6
3.85
New teacher asked how parent thought child was adjusting to new
setting
70.7
3.78
Staff from EI and preschool worked with parent to solve any
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difficulties
with encountered with the new setting
55.8
3.73
Summary of Practice Findings
Parents’ perception of how helpful transition planning
services were to the family was directly related to
transition activities they participated in, specifically:
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TOTAL number where…more = more helpful
Number of activities BEFORE and AFTER the
placement decision – where….
But
Not the number of transition activities AFTER
services were initiated
Key NECTC Findings on Social
Transition Practices
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
A large number of practices, strategies and
activities identified by families and
practitioners as effective

Need to differentiate between “Practices”
and “Strategies”
Key NECTC Findings on Social
Transition Practices

Standard Practice
–

Strategies
–
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specific activities selected as a means to implement
a Standard Practice across staff and/or programs
Three major areas of practice
–
–
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global transition practice that reflects shared
understanding of the intent of the practice and that
all staff regularly and consistently implement
–
Interagency Structure
Continuity and Alignment
Child and Family Preparation and/or Adjustment
Social Practices Identified (Preliminary)
Interagency Structure
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Primary contact person for transition identified within each
program or agency.
Referral processes & timelines clearly specified.
Enrollment processes & timelines clearly specified.
Program eligibility processes & timelines clearly delineated.
Staff & family members actively involved in the design of
transition processes & systems.
Families meaningfully participate as partners with staff in
program- and community-wide transition planning efforts.
Agencies develop formal mechanisms to minimize
disruptions in services before, during, & after the transition
of the child and family.
Social Practices Identified (Preliminary)
Continuity and Alignment


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

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Community- & program-wide transition activities &
timelines identified.
Staff roles & responsibilities for transition activities
clearly delineated.
Conscious & transparent connections made
between curricula & child expectations across
programs/environments.
Methods in place to support staff-to-staff
communication both within & across programs.
Children have opportunities to develop & practice
skills they need to be successful in the next
environment.
Social Practices Identified (Preliminary)
Child and Family Preparation and/or Adjustment
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Staff know key information about a broad
array of agencies & services available
within the community.
Individual child & family transition meetings
conducted.
Staff follow-up on children after the
transition to support their adjustment.
Transition team members share appropriate
information about each child making a
transition.
Social Practices Identified (Preliminary)
Child and Family Preparation and/or Adjustment
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
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Transition plans developed that include individual
activities for each child and family.
Families are aware of the importance of transition
planning & have information they need to actively
participate in transition planning with their child.
Families’ needs related to transition assessed &
addressed.
Families have information about & are linked with
resources & services to help them meet their
specific child & family needs.
Families actively participate in gathering
information about their child’s growth &
development.
Analysis of FFY 2005 SPP/APR Indicators
C8 & B12: Early Childhood Transition
Katy McCullough
National Early Childhood TA Center
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Effective General Supervision Part C/
Effective Transition
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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; and
C) Transition conference, if child potentially
eligible for Part B.
C8: Issues
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Inconsistent Policies/Procedures/Contracts
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Other (Scheduling Challenges,
Late Referrals, Meeting Timelines)
Personnel Shortage
Inadequate Data
Inadequate Training/Acceptance or Buy-in
14
Lack of Collaboration/Coordination
4
Inadequate Monitoring
Not Given
2
18
8
8
5
C8: Improvement Activities
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Improve Systems Administration and Monitoring
Provide Training/Professional Development
Improve Collaboration/Coordination
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43
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Improve Data Collection and Reporting
Clarify/Examine/Develop Policies and Procedures
Provide Technical Assistance
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30
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Conduct Evaluation
Increase/Adjust FTE
Program Development
3
2
2
Effective General Supervision Part B/
Effective Transition
Indicator B12:
Percent of children referred by Part C prior to
age 3 and who are found eligible for Part B,
and who have an IEP developed and
implemented by their third birthday.
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B12: Issues
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Inadequate Data
Lack of Collaboration/Coordination
Inconsistent Policies/Procedures/Contracts
Other (Funding Barriers, Family Reasons, Rapid
Increase in Number of Children Served)
Personnel Shortage
Inadequate Monitoring
Inadequate Training/Acceptance or Buy-in
31
14
11
8
Capacity/Inclusive Opportunities
2
TA Needs Identified but not Provided
2
8
5
3
B12: Improvement Activities
45
Improve Data Collection and Reporting
53
Improve Collaboration/Coordination
34
Provide Training/Professional Development
34
Improve Systems Administration and Monitoring
32
Clarify/Examine/Develop Policies and Procedures
31
Provide Technical Assistance
24
Increase/Adjust FTE
3
Program Development
2
Questions, Comments and
Next Steps
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7/18/2015