1 National Transition Initiative Teleconference Webinar September 20, 2007 Sponsored by:

10/12/ 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

10/12/ 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)

Current Research and Evidence Beth Rous

5 Purpose of N ational E arly C hildhood T ransition C enter (NECTC) To investigate and validate practices and strategies that enhance the early childhood transition process and support positive school outcomes for children with disabilities.

6

7 A Conceptual Framework for Thinking About Transition Rous, Hallam, Harbin, McCormick & Jung, 2005, 2007

8 Conceptual Framework for Transition of Young Children with Disabilities Policies, interagency agreements, formal/informal supports (e.g., interagency councils) Ongoing at all levels of the system 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. Critical Interagency Variables Communication & Relationships S u p p o r t i v e I n f r a s t r u c t u r e A l i g n m e n t a n d C o n t i n u i t y

9 Conceptual Framework for Transition of Young Children with Disabilities 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) Standard Transition Practices and Strategies & Activities

10 Empirical Research Findings Use of transition policies and practices has a modest positive effect on – academic achievement at the end of K – Parent-initiated school involvement Children from low-income families receive fewer transition supports Key indicators of a successful transition – Positive and mutually supported linkages between stakeholders – Use of developmentally appropriate practice – Positive attitudes towards school from families

11 NECTC Large Scale Study 5 Target States (KY, LA, MI, OR & WI) – Purposive sample for representation and diversity region, size, population density, minority membership – Part C lead agency and history of EI/ECSE service delivery Sample of Children within Target States – 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 Preschool Children

12 Study States Birth Mandate Education & Health & Human Services Lead Vendor and Agency Based

13 Transition Policy Characteristics of Study States Use of Section 619 funds to provide FAPE to children before their third birthday – One state has a policy that allows – One state has policy that does not allow The use of Part C funds to provide FAPE for children past their third birthday – No states had a policy that allows – Two states have policies that do not allow

14 Family Interview Service Coordinator Survey Provider Surveys Family Support Scale Community Survey Administrator Survey Provider Surveys LICC survey Family Interview Provider Surveys Family Interview Administrator Survey LICC survey TPP Family Interview Administrator Survey All Instruments Part C Survey 619 Survey SICC Survey Instrumentation

15 Instrumentation Teacher Survey Service Coordinator Survey Administrator Survey Provider Survey BASC Family Empowerment Scale Family Interview TPP Administrator Survey Provider Survey Service Coordinator Survey Family Interview

16 Instrumentation ELM PPVT IGDI DIBELS Early Math BASC Provider Surveys Service Coordinator Survey Family Interview PPVT BASC Provider Surveys Service Coordinator Survey Family Interview BASC Provider Surveys Service Coordinator Survey Family Interview

17 Sample Total sample for at-3 transition (n = 216) Child assessments completed – Pre-transition at age 3 (n = 196) – Post-transition at age 3 (n = 161) Factors affecting attrition – KATRINA – Locating families

18 Family Respondents Most frequent respondents were biological mothers The majority (70%) of children resided in two- parent households Less than half (46%) of family respondents did not work outside the home – 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

19 Child Ethnicity English was primary language for the overwhelming majority (96.7%) of children Child Ethnicity

20 Majority of Children in the Study were male born during summer months

21 Child Disability Categories IDEA CategoryN of Children IDEA CategoryN of Children Autism25Other Health Impaired 32 Deafness4Serious Emotional Disturbance 1 Deaf-Blind0Specific Learning Disability 0 Hearing Impaired4Speech/Language Impaired 109 Mental Retardation18Traumatic Brain Injury 2 Multiple Disabilities0Visually Impaired/Blindness 4 Orthopedic Impaired42Developmental Delay 52 Non- Specified 13 * Groups not mutually exclusive

22 What was your child’s age at Transition? Significant differences in age of transition planning by state %

23 How much effort did it take on your part to transition your child?

24 How helpful were transition planning services? No significant differences by state %

25 What Does Transition Look Like For Children? % No significant differences by state

26 Post Transition The majority of children transitioned to preschool special education services

27 Children Who Did Not Transition to Preschool Special Education

28 Parent Reported Activities to Support Transition Parent Survey – Occurred or did not occur – If yes, level of satisfaction Organized by: – Before the placement decision (N=7 items) – After the placement decision (N=8 items) – Once services were initiated (N=5 items) 4 = Very Satisfied3 = Somewhat Satisfied 2 = Somewhat Dissatisfied 1 = Very Dissatisfied

29 Transition Activities Before Placement Decision Before Placement Decision % YesSatisfaction Easy access to my child’s records EI provider helped prepare me ahead of time for transition Received information needed to make decision about how services would change I was major decision maker about where child would go for preschool Had a choice between different options for preschool and/or other services Had opportunity to visit different preschools before final decision Offered opportunity to talk with other parents about their experiences during transition from EI to preschool* Average of 4.3 (61%) Activities; 3.68 Satisfaction

30 Transition Activities After Placement Decision After Placement Decision % YesSatisfaction Talked with preschool staff about special needs of my child and details (meals) Received information about the new setting (skills child should have) Parent had the opportunity to visit the class child will attend EI and preschool staff communicated with each other about child’s transition EI continued services, if gap between the child’s 3 rd birth and school entry Parent introduced to other families in the child’s class* Preschool teacher visited the family in their home Parent given contact information of other families in child’s class* Average of 3.8 (48%) Activities; 3.73 Satisfaction

31 Transition Activities After Services are Initiated After Services Start % YesSatisfaction Child’s provider shared information about how child adjusting to new setting All or most needed services on IEP were in place at time child started preschool Child’s records promptly followed him/her to the preschool or new agency New teacher asked how parent thought child was adjusting to new setting Staff from EI and preschool worked with parent to solve any difficulties with encountered with the new setting Average of 3.64 (73%) Activities; 3.78 Satisfaction

32 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 : 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

33 Key NECTC Findings on Social Transition Practices A large number of practices, strategies and activities identified by families and practitioners as effective Need to differentiate between “Practices” and “Strategies”

34 Key NECTC Findings on Social Transition Practices Standard Practice – global transition practice that reflects shared understanding of the intent of the practice and that all staff regularly and consistently implement Strategies – specific activities selected as a means to implement a Standard Practice across staff and/or programs Three major areas of practice – Interagency Structure – Continuity and Alignment – Child and Family Preparation and/or Adjustment

35 Social Practices Identified (Preliminary) Interagency Structure 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.

36 Social Practices Identified (Preliminary) Continuity and Alignment 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.

37 Social Practices Identified (Preliminary) Child and Family Preparation and/or Adjustment 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.

38 Social Practices Identified (Preliminary) Child and Family Preparation and/or Adjustment 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.

39 Analysis of FFY 2005 SPP/APR Indicators C8 & B12: Early Childhood Transition Katy McCullough National Early Childhood TA Center

40 Effective General Supervision Part C/ Effective Transition 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.

41 C8: Issues Inconsistent Policies/Procedures/Contracts 14 Other (Scheduling Challenges, Late Referrals, Meeting Timelines) 14 Personnel Shortage 8 Inadequate Data 8 Inadequate Training/Acceptance or Buy-in 5 Lack of Collaboration/Coordination 4 Inadequate Monitoring 2 Not Given 18

42 C8: Improvement Activities Improve Systems Administration and Monitoring44 Provide Training/Professional Development43 Improve Collaboration/Coordination38 Improve Data Collection and Reporting33 Clarify/Examine/Develop Policies and Procedures30 Provide Technical Assistance29 Conduct Evaluation3 Increase/Adjust FTE2 Program Development2

43 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.

44 B12: Issues Inadequate Data31 Lack of Collaboration/Coordination14 Inconsistent Policies/Procedures/Contracts11 Other (Funding Barriers, Family Reasons, Rapid Increase in Number of Children Served) 8 Personnel Shortage8 Inadequate Monitoring5 Inadequate Training/Acceptance or Buy-in3 Capacity/Inclusive Opportunities2 TA Needs Identified but not Provided2

45 B12: Improvement Activities Improve Data Collection and Reporting53 Improve Collaboration/Coordination34 Provide Training/Professional Development34 Improve Systems Administration and Monitoring32 Clarify/Examine/Develop Policies and Procedures31 Provide Technical Assistance24 Increase/Adjust FTE3 Program Development2

10/12/ Questions, Comments and Next Steps