Transcript Slide 1

OVERVIEW OF
Designing and Implementing
Effective Early Childhood
Transition Processes
Developed by the
National Early Childhood Technical Assistance Center
for the Early Childhood Transition Initiative
March 19, 2008
History and Context for TA
FUNDED BY OSEP
 Model Demonstration & Outreach Projects
 Research Institutes
 National Early Childhood TA System
 National Early Childhood Transition Center
2
History and Context for TA
IDEA 2004
created SPP and APR requirements
C8 and B12
Transition Compliance Indicators
An analysis of ’05- ’06 state performance on the
transition compliance indicators demonstrated a
need for system improvement and enhancement.
3
National Issues – Part C
Coordination/Collaboration





Difficulty scheduling the meeting with
required participants
Late referrals to the system
Clarifying role and level of participation by
LEA
Clarifying policies for timeline requirements
Differentiating between referral and LEA
notification policies
4
National Issues – Part C
Data Capacity





Inability to report on all sub-indicators
Missing required data elements (e.g.,
exceptional family circumstances causing
delays in conference timelines)
Accuracy of data entry
Ability to generate reports to assist with
data verification as part of monitoring
Data sharing with Part B and processes for
notification
5
National Issues – Part B
Coordination/Collaboration







Child Find and Part C notification procedures
Delays in scheduling conferences
Part C referral
Delays in conducting evaluations
Late referrals from Part C created delays in
timelines for determining eligibility
Timelines for implementation of IEPs
Summer birthdays
6
National Issues – Part B
Data Capacity




Inability to report on all measurement
components and requirements
Missing required data elements (e.g.,
range of days beyond 3rd birthday when
eligibility determined and IEP developed)
Difficulty determining the number of
children for whom parent refusal to
provide consent caused delays in
evaluation or initial services
Data sharing with Part C
7
National Early Childhood
Transition Initiative


OSEP approved the allocation of RRC and
NECTAC resources to support collaborative
technical assistance activities focused on
improving state agencies’ implementation of
transition requirements of the IDEA
TA includes Webinars, meetings,
individualized TA to States and the
development of resources such as the
“Transition Document”
Stakeholders Workgroup
Meeting
•
•
•
•
•
•
All RRCs
NECTAC
NECTC
OSEP
PACER
State PTI director
• Two state Part C
Coordinators
• Three state 619
Coordinators
9
A Framework
 Provides
a process for analyzing transition
system infrastructure and program
components
 Based
on past experience, recommended
practice, and emerging evidence base
 Recommends
improvement strategies
reflecting the most current research and
recommended practice
10
Components
A component represents
a major aspect of a system or framework
that is integral to the efficacy
of the system.
11
TRANSITION
INFRASTRUCTURE
INTERAGENCY
Structure
Relationships
Service System
Policy Alignment and Continuity
Interagency Agreements
Personnel Development
Data System
Monitoring and Evaluation
SENDING
Transition Policies
Training
Staff Knowledge
Data System
Monitoring
RECEIVING
Transition Policies
Training
Staff Knowledge
Data System
Monitoring
Relationship of Transition Components
Content & Scope
of Services
I-A
Structure
Policy
Align.
I-A
Relations/
Commun.
Poli
cy
Alig
nm
ent
/Co
ntin
uity
Broad
I-A
Agreements
Personnel Dev.
Data System
Monitoring
( Financing )
Quality Assurance
Specific
I-A
Agreements
Elements
Each component contains a list of
sub-components called elements.
which are then operationalized with
specific evidences.
14
Evidences
 observable
policy, product, training
strategy, event, or practice
 indicator
of accountability for a
component and its elements.
 list
of possible processes and actions
demonstrating the existence of a practice.
 not
intended to be a required or
exhaustive list.
15
Evidences, continued

Across Programs: participation of more than
one program or agency is required for the
practice to be effective.

Within Program: may be present within one
state or local program/agency

System Level:


may need to be implemented at a local
program or state agency level.
could be present at more than one level, thus
demonstrable in a local program, a state
agency and as an interagency activity.
16
Realities
While all of the components and elements are
considered necessary for an effective
infrastructure, a state might be unable to
attend to all elements at once.
States may opt to thoughtfully consider which
elements best address their unique context,
address their most critical transition issues,
and may best support desired transition and
system outcomes.
I. Content & Scope of Services
Access to a broad array of:
A. Child developmental and
educational services, supports,
settings
B. Child health and medical services
to promote overall well-being
C. Family services
18
Content & Scope of Services
Concepts for Consideration
 Ability to understand and respond to
individualized child and family strengths and
needs
 Access to services, resources and supports
above and beyond those provided by IDEA
 Capacity to understand, locate and refer to
other services, resources and supports
II. Interagency Structures
A. Interagency entity has membership with
authority to influence agencies’ policies
and procedures.
B. Shared philosophy is foundation for
policies and determination of
responsibilities
C. Primary contact person for transition is
identified within each program/agency
(C, 619) at the state & local level
20
Interagency Structures




Concepts for Consideration
Effectiveness of the entity; existence is
insufficient
At state, regional and local levels
Entity may look structurally different in
different states
Designated personnel may function in
different roles
21
III. Interagency Communication &
Relationships
A. Mechanisms for ongoing
communication
B. Effective working relationships
among programs and staff
C. Meaningful family participation
at all levels
22
Interagency Communication &
Relationships
Concepts for Consideration
 Relationships are critical to ensure effective
functioning of interagency structures
 Relationships are critical to ensure alignment of
policies and practices
 Collaborative relationships are ultimately
responsible for the effectiveness of interagency
activities
 Respectful acknowledgement of system capacity
and limitations
23
IV. Interagency Agreements
(IA/MOU/MOA)
A. Clear statements of transition
processes
B. Clearly assigned roles and
responsibilities related to
transition
24
Interagency Agreements
C. Critical policies are specified in the
interagency agreement.
D. Format, content, and level of specificity
of state-level agreements serve as a
model for local agreements.
E. Interagency agreements are routinely
reviewed and revised based on data and
input from stakeholders.
25
Interagency Agreements
Concepts for Consideration
 Degree to which agreement guides
policy implementation and system
practices
 Stakeholders actively participate and
provide input
 Address key issues and solve
problems with clarity
26
V. Policy Alignment &
Congruence
A. Aligned requirements and timelines
B. Delineated and aligned curricula and
interventions
C. Procedures for coordination of services
D. Mechanisms to minimize disruption in
services
27
Policy Alignment and
Congruence
Concepts for Consideration
 Alignment highlights existing and potential
shared practices such as curricula, professional
development, roles and responsibilities.
 How the “Different Parts of Systems Can Work
Together” (NECTC)
 Congruence is “ a fit between programs that
supports harmony and reduces conflict in
approach, intent and outcomes.” (NECTC)
28
VI. Personnel Development, Staff
Training and Resources
A. Shared responsibility of designated
personnel for interagency training & TA
B. Activities jointly designed, implemented,
and evaluated
C. Parents involved in all aspects
29
Personnel Development, Staff
Training and Resources
D. Local mechanisms to inform personnel
development activities and promote
networking and problem solving
E. Variety of personnel development
strategies, over time
F. Support for required cross agency
participation at joint training activities
30
Personnel Development, Staff
Training and Resources
Concepts for Consideration
 Knowledgeable personnel will be more effective
at supporting transition
 Annual events while required and necessary
may be insufficient
 Personnel development activities are driven by
needs of state and local systems but should
also reflect needs of family consumers
 Training and TA is linked to general supervision
and monitoring
VII. Data System and Processes
A. Data system capacity to collect
necessary data to support effective
transitions
B. Protocols for accurate and timely
data collection and entry
32
Data System and Processes
C. Clearly defined procedures for data
sharing
D. Analysis of transition data improves
performance across agencies
E. Monitoring data are used for
decision-making within and across
programs
33
Data Systems and Processes
Concepts for Consideration
 Beyond responding to APR indicators,
data can inform and support effective
practices
 Development and implementation of
effective data systems is complex and
requires training and ongoing TA
VIII. Monitoring & Evaluation
A. Monitoring of transition requirements is
aligned across agencies.
B. Interagency participation in monitoring
activities.
C. Evaluation is an integral part of all transition
components
35
Monitoring and Evaluation
Concepts for Consideration
Statutory basis for general supervision and
consequences at federal, state and local
levels
Focus on compliance and on program
improvement and results
Relationship of Transition Components
Content & Scope
of Services
I-A
Structure
Policy
Align.
I-A
Relations/
Commun.
Poli
cy
Alig
nm
ent
/Co
ntin
uity
Broad
I-A
Agreements
Personnel Dev.
Data System
Monitoring
( Financing )
Quality Assurance
Specific
I-A
Agreements
Contact Information
Martha Diefendorf, NECTAC
[email protected]
Anne Lucas, NECTAC/WRRC
[email protected]
Kathy Whaley, NECTAC
[email protected]