1. The Early Childhood Direction Center (ECDC) We know where to look for answers Ellen Burns, Director

2. Transition from Early Intervention to CPSE

3. Goals of Today  Introduction to the early intervention transition process, Committee on Preschool Special Education (CPSE) process and Individualized Education Program (IEP) development  Learn about time lines, processes, and vocabulary  Learn about the role of the family/guardian, the provider, the county and the CPSE

4.  No longer need specialized services  Connection to community programs or resources  Move to Preschool Special Education Planning for Transition Three Options:

5.  120 day notification  Transition Conference Transition

6. At the 90 day meeting:  Learn about the preschool system: Decide whether the child should be referred to preschool special education  Begin relationship with the district Parents may choose not to participate in the conference EIO should notify in writing about the information that was discussed at the conference. Transition Conference

7. If parents prefer, children can continue to receive EI services beyond their 3 rd birthday; only if: 1.the child is referred to the CPSE 2.an evaluation is conducted 3.the child is found eligible for preschool special education prior to their 3 rd birthday 4.AND an IEP is developed Decisions, Decisions

8.  If the child’s birthday is between Jan 1 and August 31, they can remain in EI until September 1 of the year they turn 3.  If the child’s birthday is between September 1 and December 31, they can remain in EI until Jan 2 of the next year.  If eligibility for CPSE is not determined prior to the child’s 3 rd birthday, EI services cease the day before their birthday. How long can children continue to receive EI services?

9.  If the child has a birthday between Jan 1 and June 30, they can begin to receive services on January 2 of the year they turn three.  If their birthday is between July 1 and December 31, they can begin to receive services on July 1 st. When can Preschool Special Education Begin?

10. http://www.p12.nysed.gov/specialed/preschool/transitio ncalculator.htm Transition Calculator Date of BirthApril 1, 2011 1. Date Child First Potentially Eligible for CPSE Services January 2, 2014 2. Notice to CPSE of potential eligibility by:September 2, 2013 3. Transition Conference Convened by:October 1, 2013 4. Last Date for Referral to CPSE to Ensure Eligibility Determination Before Age Three January 2, 2014 5. Last Date for a Child Found Eligible for CPSE Services to Receive EIP Services August 31, 2014

11. EI AND PRESCHOOL SAME VERSUS DIFFERENT Parents are involved with the process of developing their child’s plan. The evaluation looks at all areas of development Parents can make a referral Parents can say “no” to a referral and services No cost to parents for the evaluation Parents pick the evaluation site Both systems stress the provision of services for children in natural settings (EI) or least restrictive environment (CPSE) No appointed service coordinator IFSP focuses on the child and the family/IEP focuses on the child in the school setting Preschool programs are often center based although services can occur in the home IFSP reviewed every 6 months, IEP annually Under CPSE, children are identified as Preschoolers with a Disability Meetings will be held at school, not home SameDifferent

12.  Evaluation and special services for children 3-5 years old  Each school district has a CPSE (Committee on Preschool Special Education)  Children must meet eligibility requirements to qualify for services What is Preschool Special Education?

13. CPSE Meeting Eligibility IEP/LRE Determined Annual Review Within 1 yr. of Date of IEP Evaluation by an Approved Evaluator 1. Services Provided CPSE Process 2. 3. 4. 5. As soon as possible following development of the IEP, but no later than 30 school days from the recommendation of the CPSE and within 60 school days from consent 60 Day s } } Initial Referral and Consent for Evaluation

14. At transition meeting, or upon receipt of referral or request for referral, CPSE establishes contact with parent to:  Verify residency and identify responsible municipality  Validate age eligibility  Determine native language or mode of communication of child and parent  Obtain information regarding child’s development and concerns of the parent  Explain CPSE process  Encourage parent participation CPSE Process: Referral - Parent Consent

15.  Parent gives written consent for evaluation and selects approved evaluator  CPSE notifies approved evaluating agency, who initiates the evaluation process  CPSE provides evaluator with information regarding the specific evaluations requested to assess the needs of the preschool child Evaluation Process

16. The approved evaluating agency:  completes the evaluations as requested by the CPSE;  submits the evaluation reports; and  completes the Preschool Student Evaluation Summary Report. 16 Evaluation Process

17. The Preschool Process - Evaluation The team of evaluators may assess the following areas: -motor -cognitive -speech -language -adaptive -social emotional -physical

18.  Physical  Social History  Psychological  Observation  Other The Evaluation includes:

19.  Use of formal and informal evaluations to determine the necessary supports and services to address the child’s needs  Evaluators should actively seek parent’s concerns, observations and relevant information.  Full evaluation report must be provided to the parents prior to the child’s scheduled CPSE meeting. Evaluations

20. Approved evaluator sends a copy of evaluation reports, including the Preschool Student Evaluation Summary Report to:  the parents  each member of the CPSE, including the municipal representative, and  the appropriate professional designated by the EI programs if the parents request this person to attend the CPSE meeting for the child transitioning from an EI program. Evaluation Process

21. WHO IS A PRESCHOOLER WITH A DISABILITY  A 12-month delay in one or more areas  A 33% delay in one area or 25% delay in two areas  A score of 2.0 Standard Deviations below the mean in one or 1.5 SD below in two areas OR A preschool child with a disability is defined by one of the following:

22.  Meet criteria for student with a disability who because of mental, physical, or emotional reasons is identified as having one of the following disabilities as defined in section 200.1(zz):  Autism; Deafness; Deaf-Blindness; Hearing Impairment; Orthopedic Impairment; Other Health Impairment; Traumatic Brain Injury; Visual Impairment

23.  Must include assessments to determine entry levels of functioning in:  positive social-emotional skills (including social relationships),  acquisition and use of knowledge and skills (including early language/communication and early literacy) and,  use of appropriate behaviors to meet their needs  Required for ALL preschool children who were initially evaluated and found eligible for preschool special education programs and/or services on or after March 6, 2006 SPP # 7 - Entry Assessment Preschool Outcome Summary Form

24. The purpose of a CPSE meeting is to discuss results from a recent evaluation and if appropriate, to develop a plan (IEP) to meet the needs of the child. The CPSE is made up of several members, including parents. The Preschool Process – CPSE Meeting

25. Who are the members of the Committee on Preschool Special Education? (known as the CPSE)  Parent of the child  The Chairperson  Not < 1 General Education Teacher  Not < 1 Special Education teacher/provider  Evaluator of the child  Parent Member (if requested)  County Representative  Representative from EI (invited)  Others parents wish to invite who have knowledge and expertise

26.  Identify and determine eligibility  Develop and review IEP  Determine present levels of performance, strengths, and needs  Recommend services and LRE (Least Restrictive Environment)  Build consensus  Forward recommendations to Board of Education Role of the Committee

27.  Present Level of Educational Performance:  Describe the child’s current abilities and where the child is functioning (baseline) Identify student’s needs and skill delays evident  Develop measurable goals/objectives  Recommend supplementary aids and services, program accommodations or modifications  Consideration of Least Restrictive Environment  Recommend special education programs and related services  Provide a statement of how the child’s parents will be informed of their child’s progress toward the annual goals Develop the IEP

28. Continuum of Services Related Services: Speech, OT, PT, And more S.E.I.T. Special Education Itinerant Teacher S.C.I.S. Special Class in an Integrated Setting S.C. Special Class L.R.E. S.E.I.T. And Related Services

29. Locations for the delivery of services  Home  Work Place of Provider  Child Care  Head Start  Nursery School  Pre-K  Center-Based Program

30. At least once per year, the committee will review the child’s program and make recommendations for the next school year Based on:  Progress  Recent evaluations by the child’s team of providers *Reviews can occur more frequently and are done to discuss changes to the child’s current program Annual Review

31. oDo you understand your child’s strengths and areas of need? oDo you know and understand what goals will be addressed during the upcoming year? oDo you understand the type, frequency, and duration of services your child will receive? oDo you understand how often and when you will receive progress updates from professionals working with your child? oDo you agree with the IEP and the recommendations made? CPSE Meeting Adjourned! Parents should ask themselves:

32.  To be fully informed  To be notified about all meetings at least five school days before  To have a new meeting time and day arranged if you let the CPSE know that you can’t attend  To participate in decision making  To have all information explained  To have confidentiality maintained  To be able to review all school records  To have access to mediation, due process and impartial hearing, if needed Parent Rights

33. Questions

34. Early Childhood Direction Centers: http://www.p12.nysed.gov/specialed/techassist/ecdc/home.html New York State Education Department: www.p12.nysed.gov/specialed Transition Booklet and All About Me: http://ecdc.syr.eduhttp://ecdc.syr.edu Parent to Parent of NYS: www.parenttoparentnys.orgwww.parenttoparentnys.org Parent Network: http://www.p12.nysed.gov/specialed/techassist/parentcenters.htm http://www.p12.nysed.gov/specialed/techassist/parentcenters.htm SED and DOH joint memo on Transition from EI to CPSE: http://www.health.ny.gov/community/infants_childrehttp://www.health.ny.gov/community/infants_children/early_interven tion/transition/ Resources

35. DO YOU HAVE ANY QUESTIONS ABOUT TRANSITIONING FROM EI TO CPSE? Call us… The Capital District/North Country Early Childhood Direction Center 518-464-6356 or toll free 1-877-669-3232 Or visit us online at: www.capregboces.org/ecdc ellen.burns@neric.org We know where to look for answers.