Transition from Early Intervention to Preschool Special Education A Workshop for Families New Jersey Early Intervention System This presentation was developed by New Jersey’s Early Intervention System to assist and prepare you and your family for transition from the New Jersey Early Intervention System (NJEIS). Your service coordinator & early intervention practitioner will partner with you to offer information & guidance throughout the transition process. The transition process is designed to help your family plan for services or programs, if any, your child may receive once he or she turns three. This workshop will focus on children who are leaving early intervention at age three who may be eligible for preschool special education services from their local school district. Keep in mind as you participate in this workshop that some children may not transition to preschool special education at age three, but may receive other services or participate in programs within their community. HANDOUTS Transition IFSP Page Opt-Out Form

Regional Early Intervention Collaborative Manager of Family Support Brought to you by… Southern New Jersey Regional Early Intervention Collaborative Manager of Family Support Beth Lohne 856-768-6747 x223 bethl@snjreic.org www.snjreic.org

Effective Transition Practices…. “prepare the child and family to successfully adjust to the new environment within a minimal period of time to maximize positive child outcomes.” Both research and experience tell us that: Transition practices are considered effective when as a result the child is able to interact appropriately with the adults, peers, and materials in their new environment. Effective transition practices promote the family’s participation as partners in their child’s educational program. Branson & Bingham (2009), Young Exceptional Children, Vol 12, No 3, page 17 3 3

CONNECT: Foundations of Transition for Young Children 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/connect- modules/resources/videos/foundations-of- transition I am now going to show an 8-minute video that provides an overview of the desirable outcomes of transition, research identifying effective transition practices, as well as the legal requirements of early childhood transition (running time: 8 min. 19 sec.)

Individuals with Disabilities Education Act (IDEA) Part C: Early intervention for eligible infants and toddlers, ages birth to three years and their families Part B: Special education services for eligible children and youth, ages three through twenty-one years http://idea.ed.gov/ The Individuals with Disabilities Education Act (IDEA) is the federal law that contains requirements for providing services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.87 million eligible infants, toddlers, children and youth with disabilities. Infants and toddlers with disabilities (birth to age three ) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B Special Education. For additional information you can visit www.idea.ed.gov.

Transition Steps 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. All children will exit early intervention no later than their 3rd birthday. At the IFSP meeting closest to your child’s second birthday, your service coordinator and early intervention practitioner(s) will discuss a variety of transition planning activities with you. The meeting will include discussions about future educational and community options for your child, training opportunities for you, your Transition Handbook, steps and strategies for transition, and information on community resources. 6

Form to Use for Planning IFSP Transition Planning Page This page is used to document all transition planning, steps and activities Let’s review this IFSP page now The IFSP Transition Page of the IFSP will be updated as transition activities continue. All transition steps and activities will be documented on this page in your child’s IFSP. This page serves as a tool to guide you through the steps of transitioning your child and family beyond early intervention. Let’s take some time to review this page and discuss as a group. 7

Let’s Talk 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? Take some time for the participants to discuss these questions. You may discuss as a large group or, if there are enough participants, you may want to have small groups discuss the questions.

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. Now let’s move to a discussion on notification. Federal regulations require NJEIS to notify your school district that your child will soon be three unless you indicate in writing you do not want us to do that. This is referred to as “opt-out” and we will discuss it in more detail in a few minutes. The purpose of this requirement is to be sure that your local school district becomes aware of any child who was in early intervention that may be eligible for special education services. But, keep in mind, no evaluations or services can be provided to your child without your written consent. 9

Notification/Referral This notification is required no fewer than 90 days before your child’s 3rd birthday 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 Assuming you do not “opt-out”, this notification must be sent no fewer then 90 days before your child’s third birthday. It will be sent both to your local school district and the state special education office. The notification is considered a referral of your child to your local school district to see if they are eligible for special education services. 10

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. The conversations with you about notification/referral including your option to “opt-out” will occur at the IFSP meeting closest to your child’s second birthday. 11

Parental Opt-Out Form “Parental Opt-Out of Part B Notification/Referral” Let’s review this form now Let’s spend a few minutes reviewing the form so you can begin to think about your decision. 12

Opt–Out Of Notification 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. If you “opt-out”, in writing within the timeline, information about your child will not be sent to your local school district. If you do not sign the “opt-out” form within the timeline, information about your child will be sent to your local school district. If you sign the “opt-out” form but later decide you would like to refer your child to your local school district, you should ask your service coordinator to assist you.

Let’s Talk 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”? Take some time for the participants to discuss these questions. You may discuss as a large group or, If there are enough participants, you may want to have small groups discuss the questions.

Transition Planning Conference 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 Now lets discuss the Transition Planning Conference. You will be asked by your service coordinator if you approve the convening of this conference. Before you get to this conference, transition activities have been occurring already. By this time, you have initiated the Transition Planning page at the IFSP meeting, you have received your transition booklet, you may have participated in a transition workshop, and you may have been visiting programs or reading about options. The Transition Planning Conference (TPC) provides you with an opportunity to meet a school district representative of the preschool special education program Child Study Team (CST). At this TPC, you will discuss the items listed on this slide. You will have the opportunity to ask questions and gather information; express the priorities & goals you have for your child; and if you choose, give your written consent to release early intervention information to the school district. You may also be interested in inviting representatives of other community programs that may be appropriate for your child to this meeting. 15 15

Transition Planning Conference Participants: You and people you invite Service Coordinator Early Intervention Practitioner(s) District Child Study Team (CST) Member Community Agency Staff Date, time & place - agreeable to participants. Participants for the TPC are listed on this slide. It is best if all who are planning to attend are consulted to find a date, time, and place agreeable for the meeting. This meeting may occur in your home or other locations but often it is scheduled in a school district location to provide an opportunity for multiple CST members to attend and familiarize you with the school district’s programs and services. 16 16

Transition Planning Conference: Role of Service Coordinator 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. Let’s discuss the role of the service coordinator at the transition planning conference. 17 17

Transition Planning Conference: Role of the School District Representative 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 Let’s discuss the role of the school district representative at the transition planning conference. 18 18

Transition Planning Conference: Role of EI Practitioner 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. Let’s discuss the role of an early intervention practitioner at the transition planning conference. 19 19

Transition Planning Conference: Parent Participation 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 During the meeting, it is important for you to provide information about your child’s routines, how you view their strengths and needs and how you think the Child Study Team should consider your child’s abilities if evaluation is needed and you decide to consent to the evaluation. Remember this is your transition plan based on what supports your child and family need and want to make the transition successful. 20

Identification/Evaluation Planning Meeting 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 Team Members Parent(s) and District Child Study Team General Education Teacher and Speech-Language Specialist This meeting may be held on the same day as the transition planning conference Within 20 days of receipt of the notification/referral, your school district must convene an identification/evaluation planning meeting to review current available information about your child and determine whether an evaluation is appropriate. If it is decided an evaluation is needed, you will be asked to give your written consent. This meeting may be held on the same day or even as a part of the transition planning conference. 21 21

Special Education Process Referral Identification meeting to determine need for evaluation Parent Consent for evaluation Evaluation conducted Eligibility meeting IEP meeting if child is eligible Free and Appropriate Public Education (FAPE) Least Restrictive Environment Implementation of IEP by third birthday This slide lists the steps that occur in the special education process. You should note that the IEP decides what special education and related services will be provided for your child and also determines where the services will be provided. The services must be provided in the least restricted environment for your child and at no cost to you. Representatives from your school district will explain the IEP process to you and discuss “implemented” in relation to a summer birthday and ESY requirements. 22

Special Education federal regulations require policies and procedures so that: 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. These are some specific special education requirements under IDEA that relate to children transitioning from Part C. 23

Tips for the Transition Process 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. Here are some tips for you to consider as you proceed through this transition process. 24 24

Helpful Websites 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/ 25

What Families Want NJEIS to Know 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 Discuss how these items were developed by families and provided to EI and LEA folks in their training to help them prepare for these meetings. 26 26

Keep in Mind 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. 27 27