Transcript Creating Connections: Strengthening Partnerships between

Creating Connections:
Strengthening Partnerships
between Families and Providers
Transition: Families and
Providers Working Together!
Presenters:
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Debra Holloway, Family Involvement Project
Manager
Vicki Beatty, Family Linkage Coordinator, Infant and
Toddler Connection of Richmond
Phyllis Mondak, Virginia Department of Education,
Educational Specialist
Carol Hagen, Family Involvement Project, Northern
Virginia Parent Representative
Heidi Faustini, Family Involvement Project, Parentto-Parent Coordinator
References:
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New Opportunities: Moving from Early Intervention
to other Educational Settings, ITC of Richmond
Early Intervention Transition document from NJ
Early Intervention Services
Transition Practices, NECTC
Tools for Transition in Early Childhood,
Rous and Hallam
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Transition Document
www.doe.virginia.gov/VDOE/sped/earlychildhoodtra
nsitiondoc.pdf
Transition
Family Concerns During
Transition
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Therapy settings may change.
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No more family centered plans, services are
based on the child’s needs first, them family
needs.
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Communication with therapist and teachers
will be different.
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“Transition” is all the activities that take
place in preparation for your child’s
graduation from early intervention.
“Activities” include:
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Talking to your service coordinator about
what you want for your child;
Meeting with your public school’s preschool
team; and maybe
Visiting a preschool classroom located in a
school or a community location.
Finding out about other services in your
community.
How to Help Pave a Smoother
Transition Road
What we know about the transition
of young children
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Research indicates that children with
disabilities experience all of the same
problems in transitions as typically
developing children . . .
But, often to a more significant degree.
TIPS TO MAKE THE TRANSITION
PROCESS SUCCESSFUL
As you develop a relationship with the people
who will serve your child and family in the
future, it will help for them to know that you
want to work in partnership with them.
Tip #1
Work in Partnership:
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Respect
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Trust
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Communication
Tip #2
Negotiate
Negotiation is a way to work to meet in the
middle or possibly finding a way of arriving at
a solution that can be agreed upon.
Tip #3
Request Additional Help.
Families and schools are partners within a
larger network of family, community, and
agency resources. We should all look to
requesting additional help, if needed, to get
the job done.
Tip #4
Clear, honest, and direct communication
is the key in forming a collaborative
partnership.
Age of Transition Out of Early
Intervention
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Children graduate from early intervention
when they turn 3 years old.
In Virginia, children may exit early
intervention and enter the public school
system if they are found eligible and turn 2
years old by September 30th of that school
year.
Talk to your service coordinator to explore
your child’s options.
Develop a picture/profile of your
child and Share It
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As a parent, you have many chances to
observe your child. Your see your child
in many different situations:
at home,
the playground,
the daycare center,
or around the neighborhood.
How to Plan for Transition
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You and your early intervention team will start
planning for your child’s transition at your first
meeting.
Your service coordinator will discuss with you
all of your child’s options and your
preferences before your child exits early
intervention.
Options After Early
Intervention:
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Public School System
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Early Head Start/Head Start
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Community Preschool Setting
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Child Care Centers
Option # 1
Public Schools
(Part B)
Referral To the School System
for Child Study
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Referral is made to the school division special
education director or their designee. The referral is
made when the family is ready.
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School divisions have 65 business days from
referral to complete evaluations and hold an
eligibility meeting.
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Information from outside sources must be
considered when deciding if your child is eligible for
special education services.
Child Study Meeting
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Decides the next steps. It is a discussion of
what information is available and what is still
needed.
The special education process should also be
explained at this meeting.
Who should attend?
If it is needed, occurs within 10 days of
referral.
Eligibility Meeting
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A second meeting will be held to review the
evaluations’ information. These evaluations
will determine your child’s eligibility for
services within the school system.
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Families have a right to have evaluation
results 2 business days before the eligibility
meeting.
IEP
Individualized Education Program
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The IEP provides a plan on how to address
educational needs within the child’s program.
Your child’s plan should not be exactly like
anyone else’s. Even though other children
may have the same disability, all children
have unique needs and abilities.
The IEP gives you a voice in your child’s
education.
Questions to Consider Before IEP
Development.
1) What do I want for my child?
2) What information do I have to share about
my child?
3) Have I clearly expressed my expectations
and hopes for my child’s program?
4) What supports does my child need to be
successful and functional in a variety of
settings?
Questions to Consider During
IEP Development
1) Has someone documented accurately the
discussion and plans agreed upon?
2) Should I wait to make a decision until I better
understand the plan and am sure that I agree
with the plan?
3) Is there a plan for what happens next and
whose responsibility it is?
4) What related services does my child need speech therapy, occupational therapy,
physical therapy?
Questions to Consider During
IEP Development
5) If my child needs related services, how often are
they needed?
6) When and where will related services be given?
What is the most appropriate setting for these
services?
7) At what intensity level does my child need
special education and related services?
8) What special considerations need to be made
throughout my child’s program in regard to
his/her special needs?
The IEP Should Include:
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The child’s present levels of educational
performance.
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Measurable annual goals
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Program modifications and/or supports that
shall be provided for school personnel.
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The projected start date, frequency, location
and the duration of services or modifications.
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A list of accommodations for your child.
Sampling of Accommodations
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Assistive Technology
Extended school year
Positive Behavioral Supports
Communication services
Placement
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Placement begins in the “Least Restrictive
Environment” (LRE)
A decision addressing your child’s “placement” may
be made at the IEP meeting. The placement
decision describes the environment in which your
child will learn.
Least restrictive environment that will meet the
service needs of your child, give access to the
general education curriculum, and with same age,
typically developing peers as much as possible.
Placement Options
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General education classes
Special education classes
Special schools
Home based instruction
Combination setting
General Education Classes
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Early Head Start/Head Start
Community Preschools
Child Care Centers (if your child already
attends preschool or child care, special
services may be provided at that location.)
School division 4 year old program
VPI
Title I
Even Start HeadStart
Special Education Classes
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Self contained preschool class located in a
school building or early childhood center.
Self contained means that all of the children
in the preschool class received special
services. Transportation can be provided.
Combination Setting
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Services provided in a special class and in a
general education class.
Support to be successful in community
settings.
Direct services, consultation with community
teachers, materials/equipment.
Special Schools
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A preschool classroom located in a special
school. “Special School” means that all of
the students in the school receive special
services.
Transportation can be provided.
Home Based Instruction
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Special services are provided in your home, a
family members’ home, or maybe a family
day care provider’s home.
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Some services may be provided at your
neighborhood school even if your child does
not attend class there.
Summary
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Consider all options.
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Base transition plans on your child’s needs.