Transcript New Directions in Early Childhood Special Education

Early Childhood Special Education
Part B, Section 619*
Part C to B Transition by Three
Jessica Brady, Noel Cole
Michigan Department of Education
Office of Early Childhood Education and Family Services
(517) 373-8483
*of the Individuals with Disabilities Education Act (IDEA)
State Performance Plan (SPP)




2
Required by the reauthorization of the
Individuals with Disabilities Education Act
(IDEA) Sec. 616 (Monitoring, Technical
Assistance, and Enforcement)
6 year plans were submitted in December
2005, 1st APR Due 02/07
Includes Results Indicators and Compliance
Indicators
February 2008 report contained 1/3 of all
ISDs collected by online survey instrument
Training Goals



3
To clarify federal and local requirements
for transition to early childhood special
education programs from Early On.
To discuss steps, activities, and
timelines to ensure a smooth transition.
To address specific concerns
surrounding transition activities and
reporting.
Part C APR, Indicator 8
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.
4
Timely
Timely transition planning means (for
Early On) that the child has received a
transition plan and a transition
conference between the ages of 2
years 3 months and 2 years 9 months.
5
Transition Plan vs. Conference


6
All children exiting Early On because of age
must have a transition plan which includes
steps and services.
All children exiting Early On because of age,
who are potentially eligible for Part B, must
have a transition plan and a transition
conference where the service coordinator,
parents, and appropriate LEA personnel
discuss the placement of the child.
Indicator 12: Early Childhood
Transition
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 birthday.
7
OSEP Explains 
The state must have in effect policies
and procedures to ensure that children
participating in Part C programs and
who will participate in preschool
programs under Part B of the Act:
experience a smooth and effective
transition.
 have an IEP developed by their third
birthday

8
OSEP Explains 

9
Each public agency must ensure that as
soon as possible following development
of the IEP, services are made available
according to the child’s IEP.
A Free Appropriate Public Education
(FAPE) must be available to all children
residing in the state between the ages of
three and 21.
Transition Timelines
Step 1: Transition Planning
Step 2: Transition Meeting
Step 3: Determination of Eligibility
Step 4: IEP Meeting
Step 5: Implementation of Services
10
1. Transition Planning




11
Is an ongoing process while the child is
enrolled in Early On.
Discuss options with families.
Obtain permission from family to refer
child to ISD.
Schedule a transition planning meeting
with the family at least 90 days before
the child’s third birthday.
Step 2: Transition Meeting
Child’s Age: 33-36 months


Must occur at least 90 days before the
child’s third birthday, as early as 9
months prior to birthday.
Includes the following components:
Review all program options for child
 Discuss issues related to transition
 Obtain written consent
 Discuss plans for the child that is not Part
B eligible

12
For the Child Not eligible for Part B:




13
Make reasonable efforts to convene a
planning conference at least 9 months
before the child’s third birthday
Discuss future possible placements for the
child
Discuss procedures to prepare the child for
changes in service delivery
Establish a written transition plan
Step 3: Determination of Eligibility
Child’s Age: 33-35 months


The local school system is responsible for
determining eligibility with an IEP team
Early Childhood team will:



14
Follow up with evaluation and assessment
results
Conduct all further evaluations
Consider all information about the child to
determine eligibility
Step 4: The IEP Meeting
Child’s Age: 33-36 months


IEP Team Meeting Members include:
family, teachers, administrative
personnel, and related service
providers
Goals:


15
To put identified child goals in writing
To identify all programs and services the
child is receive under their IEP
Step 4: The IEP Meeting
(continued)

Together, IEP members decide:



16
The goals and short-term objectives or
benchmarks with the highest priority for
the child
What transportation and/or other related
services are needed to reach these goals
The least restrictive environment in which
the child can best meet the goals and
short-term objectives
Step 5: Putting the IEP into Action
Child’s Age: 36 months

Topics to review upon implementation
include:
Health records and immunizations
 Transportation arrangements
 Special equipment
 Staffing needs
 Special diet
 Staff training
 Emergency contacts and procedures
 Other unique needs of the child or family

17
How to Ensure Compliance
1.
2.
3.
18
Use the transition page of the state
prototype IFSP/IEP.
Fill in every blank.
Complete the transition plan and
transition conference within the
timeline (9 months to 3 months before
the child turns three).
MDE Contact Information:
Jessica Brady, Early On Consultant
[email protected]
517-373-6565
Noel Cole, ECSE/619 Consultant
[email protected]
19
517-241-6354