1. Transition From EI Utilizing the Framework of Global Child Outcomes

2. Why Integrate the Child Outcomes Summary into Transition Process?
Provides one framework for EI and ECSE (Early Childhood Special Education) to measure outcomes for toddlers and young children from birth to 5 years old
Families will be familiar with the global child outcomes framework when discussing their child's present level of development and functioning
Will feel more like a single system to families
When transitioning to ECSE, both EI and ECSE will be focusing on child functioning within their daily activities and routines

3. This presentation will address:
The process for children transitioning to early childhood special education (ECSE)
When the child was eligible for EI when they were = or < 28 months old
When the child was eligible for EI when > 28 months old
The process for children who are not potentially eligible for ECSE or those who have opted out of notification

4. Transition Processes that Align with DEC Recommended Practices:
TR1.Practitioners in sending and receiving programs exchange information before, during, and after transition about practices most likely to support the child's successful adjustment and positive outcomes.
TR2.Practitioners use a variety of planned and timely strategies with the child and family before, during, and after the transition to support successful adjustment and positive outcomes for both the child and family.
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education Retrieved from  sped.org/recommendedpractices
Transition refers to the events, activities, and processes associated with key changes between environments or programs during the early childhood years and the practices that support the adjustment of the child and family to the new setting. These changes occur at the transition from hospital to home, the transition into early intervention (Part C) programs, the transition out of early intervention to community early childhood programs, the transition into Part B/619, and the transition to kindergarten or school-age programs.
Transition is a process that generally involves many activities on the part of the practitioner in collaboration with the family. As with other life transitions or changes, positive relationships— in this case positive teacher-child and practitioner-family relationships— are associated with greater satisfaction, better adjustment, and better child outcomes.

5. Resources for Families and Providers
This is a sampling of the resources providers can use. If you are considering additional resources, please share them with OHHS or the TA providers at the Sherlock Center. This way we can ensure all materials are aligned with the Child Outcomes Measurement process and, if they are useful, can be used by other EI programs.

6. Transition to ECSE: Timeline
27 months: IFSP determines “potential eligibility” for ECSE 28 months: Send “Notification” to LEA or family decides to “Opt-out” of notification 30 months: Transition Conference for all children exiting EI months: Referral Meeting months: Eligibility Meeting 36 months: IEP Meeting Timelines and Process are UNCHANGED
It is important to talk with families about the three global child outcomes and how that framework is used to describe and measure the impact of EI and ECSE has on child development and functioning. The most critical times for this discussion is when a child enters EI and again when they are leaving.

7. Transition Process Overview……
So What Has Changed?
Preparation for Transition
No longer doing Transition Summary
Some of the Paperwork (T1 and T2 are the same)
We will now use COS Section A, B and C (note B and C are done by the school department for children transitioning to ECSE)
Framework for Discussion During Process
More focus on child functioning and comparison to same age peers, across settings and situations
The Child Outcomes Summary Forms have been revised and reformatted to be utilized by both EI and ECSE.

8. Preparing for Transition
Encourage family to include others who spend time with the child, in the transition process (Use Guiding Questions to help facilitate the gathering of information)
Family members, child care providers, early care and education providers, etc.
Ensure caregivers understand the Child Outcomes Measurement process
Begin to discuss and document child development and functioning in each of the Global Child Outcome areas (use COS Section A)
Include information from ongoing assessment, observation, and other sources
Include information related to the RI Early Learning and Development Standards (RIELDS) and the child strengths and needs in each domain (EI Family Guide to Transition)
As we do now, it will still be important to prepare families for the referral meeting for ECSE.
Remember, since children exhibit different skills and behaviors under different circumstances and settings, it is important to either include these individuals in the transition meeting or gather their input through other means.
Use of the Guiding Questions may help families, and other caregivers to think about the child’s functional skills in preparation for transition

9. Preparing for the Referral Meeting
Evaluation Team meets to review the referral
COS Section A - Should be prepared and brought to the Eligibility Referral meeting. This is also sent to LEA prior to Referral Meeting. We highly encourage this information be sent electronically to enable information to be added easily at the meeting.
Document child’s present level of development (PLOD) and functioning in each outcome area. Include:
Child’s strengths (how the child is successful within the outcome) and needs (how a child may be having difficulty and how it is impacting the child's functioning with the outcome)
Child functioning in each area of the RIELDS where applicable
Information gathered from others adults with who the child spends time
Summary of ongoing assessment
Bulleted notes are acceptable
Organizes discussion around the 3 Global Outcome areas
Incorporate information from all sources and across settings and situations
It may be helpful to think of COS A as the replacement for the transition summary.
The “RI Functional Outcomes Discussion Sheet” provides questions that EI may use to guide the conversation with family members and other caregivers. The “Guiding Questions for Families” can also be used, even left behind for families to jot ideas between visits.
If the child spend time in an early care and education setting, it may be helpful to make use of or “Guiding Questions for Teachers and Caregivers” to help caregivers and other adults provide the types of information needed to address present level of development and functioning across settings and situations.
Reviewing the Family Guide to Transition and supporting the family to think about their child’s skills in each of the RIELDS domains is also helpful. Using the RIELDS domains to think about their child’s development and functioning will prepare them to be better contributors to their child’s IEP development should they be eligible for ECSE. All EC providers are trained on the RIELDS, so even if the child is not eligible for ECSE, this document can be a great way to share the child’s strengths and needs with other early care professionals.
COS Section A is where information from all these sources is gathered and recorded.

10. At the Referral Meeting
The family will share information about their child
The EI team member(s) will support the family and lead the discussion about the child’s functioning using the COS framework in Section A
The LEA will use Section A, provided by EI, to add any new information shared during the Referral Meeting
The team will decide if additional information is required to support eligibility decision and how that information will be obtained
The LEA will provide EI with a copy of the updated COS Section A at the end of the meeting
Ending the meeting with a shared document will ensure the family, EI and ECSE have a common understanding of the child’s functioning.
Using COS A, the EI provider will prepare for the Eligibility Meeting by consulting with other staff and age anchoring tools and preparing to lead the discussion with the LEA and family regarding how the child’s behaviors and skills and compare to same age peers using the framework of age expected, immediate foundational and foundational skills.

11. The Eligibility Meeting
Evaluation Team meets to determine eligibility for special education services
At this meeting:
Any new information shared by the team will be updated by the LEA on COS Section A
EI will lead the discussion about the child’s functioning and present level of development in comparison to same age peers using the categories of age-expected, immediate foundational, or foundational development (AE, IF, F).
The LEA will record the child’s behavior, skills and functioning on COS Section B using the framework of the Global Outcomes in comparison to same age peers (AE, IF, F)
Because EI knows the child’s behaviors and skills best, the EI provider will lead the discussion about how the child compares to same age peers.
During this meeting, the LEA will updates information from Section A and categorizes it into foundational, immediate foundational and age-expected skills in each outcome area. It is important to consult with an child development age anchoring tool to ensure the appropriate categorization (F, IF, AE) of the child's functional skills and behaviors.
This discussion will be a component of the eligibility decision.

12. Resources to Support Discussions
The RI Functional Outcomes Discussion Sheet can be used as a tool to facilitate discussion related to the three global outcomes.
The following age anchoring tools are available for reference:
OSEP Outcomes Alignment with the RIELDS (Rhode Island Early Learning and Development Standards)
Rhode Island Early Intervention Child Outcomes Developmental Guidance
Larimer County Age Anchoring Tool for Outcomes 1, 2 and 3
All have been aligned with the Global Child Outcomes and should be used to ensure accuracy of age anchoring.
These are the preferred age anchoring tools used by EI and ECSE. It would be helpful to become familiar with these useful tools. Copies can be found on the Sherlock Center website.

13. The IEP Meeting At this meeting:
Any new information shared by the team will be updated by the LEA on COS Section B
The group, which includes the family, will then select an overall statement of functioning, also know as a summary statement, that best describes the child’s functioning in each Outcome area; utilizing COS Section C
Use of the Decision Tree (see next slide) will be helpful in consensus building around the most accurate rating
The child’s IEP is developed
The LEA will provide EI with a copy of the completed COS Section B and C
While the discussions during our meetings with the school departments should focus on the summary statement and not the numerical rating, the numerical rating is not a “secret”. We should be transparent with families that the numerical ratings are for data purposes so RI can measure the impact EI has on children and their development. It is not a “grade”. Therefore it is very important that we rate children accurately.

14. The Decision Tree can be an important tool in helping teams reach the most accurate rating. This is a document shared between EI and E

15. Follow Up after the IEP Meeting
While the summary statement is the primary discussion at the meeting, both EI and ECSE should ensure the numerical rating provided to data entry to be entered into Welligent
The next step is to answer the progress question for EI
If the child has acquired at least one new skill in the outcome area since their original dates of EI eligibility, the answer to the progress statement is “Yes”
If the child has not acquired any new skills, or has lost skills (typically due to a degenerative condition), the progress answer is ”No”
Note: The summary statement may also be called the overall statement of functioning
We expect there are extremely few children who do not make progress during their time in EI.

16. If there is disagreement…
If after using the decision tree there is disagreement in choosing an overall statement of functioning, the LEA’s decision should prevail as this is THEIR child outcomes entry rating.
Following the meeting, the EI provider should return to the office and assign the statement /rating they feel best reflects the child functioning
It is important to utilize and SRF to clearly describe the discrepancy between the rating chosen by ECSE and EI on an SRF.
It would be helpful for staff to share their feedback and experiences with the Leslie, Pat and Donna so that this new process can be monitored.

17. The following slides include charts meant to summarize the transition process for:
Children transitioning to ECSE
Children exiting EI between 28 and 36 months and not moving onto ECSE
Children exiting EI prior to 28 months (children who are no longer eligible or parent chooses to withdraw)

18. Process and Documentation Summary for Children eligible for EI prior to 28 months (Transitioning to ECSE)
Child’s Age
Process/ Meeting
Documentation
27 months
Discuss Eligibility for Spec Education/Opt Out
28 months
Notification Sent
Complete T1
30 months
Transition Conference
Begin T2
Following Transition Conference begin preparation of COS A
33-35 months
Referral Meeting
Add to T2 if necessary; Discuss and update COS A
Eligibility Meeting
LEA updates COS A and completes COS B**
36 months
IEP Meeting
LEA updates B and completes COS C*
Refer back to slide 9 to review examples of sources of information
Each COS Form includes Outcome 1,2 and 3. LEA will provide copies of COS B and C after each meeting
Remember, all dates/ages mean the action must happen before the end of the month the child turns 28 months, 30 months etc.
Children determined eligible 29 months through 90 prior to age 3 the process is the same, only the timelines are condensed.
LEA is documenting information shared by all team members, including EI and the family in order to record a shared understanding of the child. Copies are provided to EI and the family after each meeting.
Note: This is a simplified outline. Consult guidance documents for details.

19. Process and Documentation Summary for Children eligible for EI between 30 and 34.5 months (Transitioning to ECSE)
Children found eligible 30 months through 34.5 months, will follow the same process, but on a condensed timeline.
Notification occurs as soon as possible after eligibility is determined, i.e. upon completion of the IFSP.
Transition Conference convened as soon as possible, but in no case later than 90 days prior to the child’s 3rd birthday.*
Children determined eligible less than 90 but greater than 45 days (approx months) prior to the child’s 3rd birthday, do not require a transition conference with the LEA, however a transition plan is required.
Refer back to slide 9 to review examples of sources of information
Each COS Form includes Outcome 1,2 and 3. LEA will provide copies of COS B and C after each meeting
Remember, all dates/ages mean the action must happen before the end of the month the child turns 28 months, 30 months etc.

20. Remember…
The Purpose of the Transition Conference is to develop a plan for the effective transitioning of the child and family as they exit part C
The agenda must include a discussion o any services that the child may receive from Part B.
Parents must receive RI Special Education Procedural Safeguards and the Special Education Advisory Committee contact information for their district

21. What About Children NOT Transitioning to ECSE?*
Process is similar to the one used for children transitioning to ECSE
Meeting to develop a transition plan at 30 months
Between 31 and 36 months gather information from family and others who spend time with the child (Use resources such as Guiding Questions, Transition Workbook: A Family Guide)
Document on COS A
* These timelines reflect children found eligible before or during their 28th month

22. What About Children NOT Transitioning to ECSE? (continued)
IFSP team and family discuss how the child’s behaviors and skills compare to same age peers using the categories of age-expected, immediate foundational, or foundational development (AE, IF, F).
Document on COS B
IFSP team, including the family, decide on an overall statement of functioning for each Global Child Outcome area and answers the progress statements
Document on COS C
Summary Statement is also called statement of functioning.

23. Children exiting EI prior to 28 months (child is no longer eligible or family elects to withdraw from EI)
As child approaches discharge
Prior to discharge gather information from multiple sources including on going assessment and other adults with who the child spends time Document on COS A
EI and family discuss how the child’s behaviors and skills compare to same age peers using the categories of age-expected, immediate foundational, or foundational development (AE, IF, F). If child is no longer eligible, most if not all skills will be age-expected.
Document on COS B
IFSP team, including the family, decide on a summary statement for each Global Child Outcome area Team answers the progress question in each Outcome area
Document on COS C
This process is similar t the COS process we have today except family will leave with a document (COS B) that summarizes their child’s functioning an PLOD organized by Global Child Outcome area.

24. Coordination with ECSE
EI and ECSE have agreed to begin this new Outcomes Measurement Process November 1st, 2016
RIDE and EI have collaborated to update the modules created by ECTA (Early Childhood Technical Assistance Center) to reflect the process created in RI.
To view these modules, please contact Leslie Bobrowski to obtain access.
LEA’s have reviewed these modules and received training in their respective regions.
Any questions should be directed to Leslie Bobrowski, Pat Maris or Donna Novak
We would also like to hear about what is going well and what needs improvement

25. Sample of COS
A sample transition COS A has been created This and other resource files will be available on the Sherlock Center website