1. Developed by The Parent Information Center
Who is Doing What in Early Childhood Transitions: A Training for Professionals
Hello and welcome to Who’s Doing What in Early Childhood Transitions? A Training for Professionals. This online module is designed to provide both new and experienced Family Centered Early Supports and Services and Preschool Special Education staff an overview of the transition from ESS to preschool special education or another community programs. My name is Jennifer Cunha and I will be your guide in learning more about the Early Childhood Transition process.
Developed by The Parent Information Center
with Funding from Department of Health and Human Service, Part C ARRA Funds

2. This course outlines the regulations, procedures and timelines that guide the transition process and includes interactive components to help ensure you understand the content.  In addition to state and federal laws and regulations, NH requires every school district and Area Agency to have an Interagency Agreement for how early childhood transitions will occur. These Regional Interagency Agreements align with state and federal requirements and contain additional guidance to help ESS and school district work more collaboratively. Make sure you have a copy of your Interagency Agreement and are aware of how things are structured in your region.

3. Training Objectives Upon training completion participants will:
Understand the early childhood transition process
Understand their role in the process as well as the role of others
Know how to access early childhood transition related resources
Understand how to better support families in the early childhood transition process
This training was designed to address 4 key objectives:
Increase your understanding the early childhood transition process
Increase your understanding of your role in the process as well as the role of others
Increase your Knowledge of how to access early childhood transition related resources
And Increase your Understanding how to better support families in the early childhood transition process

4. How to Navigate this Training
Bottom – audio control
Volume
Start/Pause
Slides advance automatically
Left sidebar - menu
the “outline” serves as a menu for navigating sections and slides
Top Right – Attachments link
Provide additional resources and documents
This module is designed so that you can view the modules in order sequentially or can jump to different sections if you are looking for specific information. Journaling entries to help you capture your thoughts and current practices are included throughout the module along with other activities. Once you have completed the training and training evaluation, you will be able to print a certificate of completion for your records.   Here are the basics of maneuvering through this course. Along the bottom of the screen is the audio control. You will also see the slide controls where you can pause and re-start the module. Slides will automatically advance
© The Parent Information Center

5. Navigating the module
Along the left side is a menu bar which serves as the outline for this module. Here is where you can navigate to another section of the module if you are looking specific information. You can also find the text for each of the slides in the Notes tab in this menu bar. In the upper right hand corner of the page you will find a tab called attachments. We will direct you there at certain points in this training to find additional information and resources.

6. Why Transition Happens
To understand the steps in the transition process, we must first understand why transitions happen - All children transition from Family Centered Early Support and Services, otherwise known as ESS. Eligibility for ESS ends when a child turns 3, regardless of whether they are still in need of supports and services or whether their Individualized Family Support Plan goals have been met.

7. Journaling

8. Jennifer’s Story
Meet Jennifer – her son will be turning three soon. Hear her thoughts about her son’s upcoming transition from ESS

9. Individuals with Disabilities Education Improvement Act
Ages 0-2
Ages 3-21
Part C Early Intervention Program for Infants and Toddlers with Disabilities
Part B Education of Children with Disabilities
Transition Beginning at Age 24 Months
Services for infants and toddlers and preschool aged children are all actually provided under the same federal law – the Individuals with Disabilities Education Act (IDEA). IDEA is broken up into sections or parts – Part C which covers children ages birth to 2 and Part B that covers children aged 3 to 21 or graduation with a regular high school diploma, whichever comes first.
States formulate their own state laws and regulations based on IDEA. In NH, Part C is referred to as Family Centered Early Supports and Services. Part B is otherwise known as Special Education. Preschool special education covers children ages three through five.
Children who qualify transition from Part C to Part B by their 3rd birthday. The transition process is designed so that there is no interruption of services for children who qualify for both systems.
Family Centered Early Supports and Service HeM-510
New Hampshire Rules for the Education of Children with Disabilities RSA 186-C

10. Working for Children & Families Using Different Approaches
ESS
Family Centered
Maximize a family’s ability to understand & care for their child’s developmental needs
Special Education
Child Centered
Free Appropriate Public Education
The transition from one service delivery system to another can be challenging. Part of that challenge is that these two systems have different eligibility criteria, different service delivery models and different philosophies
The purpose and design of ESS is to help a child develop and build family’s capacity (to care for child). Services are provided in natural setting – where other infants and toddlers play and learn such as the home, child care, or other community-based setting.
ESS Services are provided to both the family and the child and Individualized Family Support Plan can includes both family and child outcomes.
The purpose and design of special education is to provide children with disabilities with free and appropriate public education (FAPE) as determined in their Individualized Education Program (IEP), in least restrictive environment (LRE)
Special education is child-centered in that the focus is on the child. Family involvement looks different in special education. Parents are part of the special education process as they are members of the IEP Team (which makes the decisions). Parental participation and consent is required at each step of the process.
Both systems are there to support children with disabilities, just have different ways of going about it.

11. Journaling

12. Meet Sharon

13. ABC
In the next modules, we will outline the steps and timelines in the transition process. We will also highlight best practices in supporting families during transition.

14. Notification for Child Find
Notification is not actually a part or step of the transition process and does not impact other steps. However, because of the timing of Notification, it is important that everyone is clear about the purpose and requirements of ESS Notification to School Districts for Child Find Purposes

15. Journaling

16. Meet Lucie
Meet Lucie, an ESS Service Coordinator, as she explains how she talks with families about Notification

17. Notification for Child Find Purposes
Required by the IDEA and the NH Memorandum of Agreement of 1998
How ESS and school districts will collaborate to identify children for ‘Child Find’ purposes
Both ESS and school districts have a responsibility to locate or find children who might have a delay/disability and need services. This process is commonly referred to as Child Find. Each system has their separate Child Find requirements. However, Part C and Part B are additionally required by IDEA and the NH Memorandum of Agreement of 1998 to participate in an interagency process for Child Find. We call this process Notification for Child Find.

18. Notification for Child Find ~ Area Agency
Region 1 – Northern Human Services
Region 2 – PathWays of the River Valley
Region 3- Lakes Region Community Services
Region 4 – Community Bridges
Region 5 – Monadnock Developmental Services, Inc.
Region 6 – Gateways Community Services
Region 7 – Moore Center Services, Inc.
Region 8 – OneSky Community Services, Inc.
Region 9 – Community Partners
Region 10- Region 10 Community Supports Services, Inc.
Notification for Child Find is actually an Area Agency responsibility. There are 10 Area Agencies in NH, each one responsible for ESS. Some Area Agencies have their own ESS program, some contract out to community-based programs called vendor programs, and others use both their own program and vendor programs to provide services. The Area Agency, not individual vendor programs, transmit Notification for Child Find information to the school districts.

19. Notification for Child Find ~ Area Agency
For Child Find purposes only
One time only
Child’s name, date of birth, parent(s) name(s), parent contact information
Area Agency responsible for Notification to Special Education Director and/or designee in responsible school district
Policies and procedures that reflect needs of school districts and families in the region
No later than 24 months for all children receiving ESS
For those found eligible after 24 months of age, Notification made as soon as possible
Notification for Child Find is a one-time event where the child’s name, date of birth, parent(s) name(s), and parent contact information is sent to the Special Education Director (or designee) of the school district where the child lives. No additional information can be shared with the school district without a family’s written permission. Area Agencies can determine the age at which Notification for Child Find is sent, however, it must before the child turns 24 months of age. For children who are found eligible for ESS after 24 months of age – notification must happen as soon as possible.

20. Notification for Child Find ~ Opt-out
Parental consent NOT required, however, parent’s may choose to Opt-out of Notification
Opt-out does not effect transition process including the referral process
Contrary to all other areas of service delivery, parental consent is NOT required to send Notification for Child Find. However, NH allows families to Opt out of sending Notification for Child Find. Parents must be given 30 days to make the decision about whether they wish to opt-out of Notification for Child Find. Because Notification is for Child Find purposes only, it is important to know that opting out of notification has no impact on any other part of the transition process. It does not mean a family is refusing special education referral or special education services.

21. Notification for Child Find ~ School Districts
Must have clear policies and procedures in place regarding how they will respond to Notification for Child Find
For Child Find purposes only NOT a referral
Special Education Director/Administrator notify Area Agency who is designee
School districts are required to have written policies and procedures as to who receives Notification for Child Find and how they will respond to it. Since Notification for Child Find is not a referral, this response may simply be a letter or brochure about the district sent to the family. In some smaller districts, they may call a family to introduce themselves. In the upper right hand corner of your screen is a tab that says attachments. Click on this tab and you will see resources we want to make sure you know about. We’ve included some sample letters that school districts have used to respond to Notification for Child Find. These samples can be downloaded and modified to meet the needs of your district.

22. Your Role in Notification for Child Find – Tips for Professionals
For ESS:
Find out what paperwork you need to complete
Find out how the districts in your region respond
For Districts:
Make sure your district has a process for responding and using Notification
Make sure you know what age you receive Notification from the Area Agency
It is important that you know your role in the Notification for Child Find –
For ESS Providers
Find out what paperwork you need to complete and when it must be completed to ensure you are able to provide Notification for Child Find information to your program administrator or the Area Agency in a timely manner
Find out how the districts in your region respond so that you can tell families what to expect
For school district personnel
Make Sure your district has a response in place and that the ESS programs in your area know what that response is so they can help prepare families
Make sure you know at what age your district receives notification for Child Find from the Area Agency

23. Responsibilities of ESS Service Coordinator in the Transition Process
Assist the family and child through the process
Serve as a link between ESS and other community options, including preschool special education
Prepare the Transition Plan with the family
Schedule & coordinate the Transition Conference
With parental permission, submit the Referral
With parental permission, share information necessary to ensure continuity of supports and services
The ESS Service Coordinator plays a critical role in the transition process. They serve as a link between the family, school district, or other community-based programs and support the family through the process. ESS Service Coordinators are not in the role of advocating for a family but instead there to help families explore their options and learn to advocate for themselves. They also have specific responsibilities to help ensure that a child has access to supports and services, if eligible, after they age out of ESS. Those responsibilities include preparing the transition plan with the family, coordinating the transition Conference, submitting a referral, and sharing information.

24. Suzanne’s Story
Meet Suzanne whose child recently transitioned from ESS talk about her experiences in the process.

25. Preparing the Transition Plan in the IFSP
The formal transition planning process starts with the formation of a transition plan in the Individual Family Support Plan (IFSP). The key to ensuring a child’s developmental needs are met and that there are no gaps in services is to develop a solid Transition Plan. The Transition Plan also becomes part of the IFSP.

26. Transition Planning ~ ESS
A written transition plan is created with the family & it becomes part of the child’s IFSP
Beginning at 24 months of age for a child in ESS, or
Less than 24 months of age if the child is determined to be no longer eligible for ESS, or
As soon as possible for a child found eligible for ESS after 24 months of age
The Transition Plan becomes part of the IFSP and requirements for its development are based on a child’s age.
A written transition plan is created with a family beginning at 24 months of age for a child currently receiving ESS.
A transition plan must also be created if a child is determined no longer eligible or if the family chooses to leave ESS before the child is 24 months of age
In the case of a child who is found eligible for ESS after 24 months of age, a transition plan must be created as soon as possible to ensure a smooth transition.

27. Written Transition Plans Must include:
Supports for the family in exploring future service options
List activities to prepare the child for transition
List parent training and information resources
With parental consent, referrals to their local school district, local area agency family support, or other community resources
With parental consent, steps to arrange and facilitate a Transition Conference with the local school district
For the family of a child who might not be eligible for services from the local school district, include bringing together the family and team to discuss other services that might be helpful to the child and family
The law requires that a written Transition Plans:
Support the family in exploring future service options;
List activities to prepare the child for transition;
List parent training and information resources;
Include, with parental consent, referrals to their local school district, local area agency family support, or other community resources;
Include, with parental consent, arrangements for facilitating a transition planning conference for children referred to their local school district ; and
For the family of a child who might not be eligible for services from the local school district, include bringing together the family and team to discuss other services that might be helpful to the child and family.

28. Transition Planning ~ ESS
Discuss all options available
Preschool special education
Area Agency services
Head Start/Early Head Start
Private/community preschools
Other specialized supports
Since all children transition from ESS, a well-written transition plan for each individual child and family is essential for a successful transition. ESS Service Coordinators should discuss the various options that may be available for a child and family after their child turns three. These might include preschool special education, Area Agency services, Head Start, private and community preschool programs, and/or other specialized services or supports. ESS can help a family evaluate all options and decide what best meets their needs. The transition plan in the IFSP should include time to research community supports, make site visits to preschools or other programs, and complete all necessary paperwork

29. Suzanne
Here Suzanne shares with us her ideas for preparing a family for transition.

30. Your Role in Developing the Transition Plan – Tips for Professionals
It’s the family’s plan
Know your community resources
Collaboration is the key
The role of the ESS Service Coordinator is to assist the family in exploring their options so that they may make the best decisions for their child and family. To do so, it is vital that the ESS Service Coordinator know not only about preschool special education, but all community options. Families will often turn to their ESS Service Coordinator for advice and support during the transition process. When professionals model strategies for effective collaboration will help families learn this important skill.

31. The Transition Conference
As part of a child’s Transition Plan and with the family’s written consent, the ESS Service Coordinator will schedule a Transition Conference with the local school district representative to discuss the special education process. The Transition Conference is coordinated by ESS and school districts are required to participate, however, it is the family’s meeting. When scheduling the Transition Conference, a Preschool Coordinator may ask the ESS Service Coordinator to combine the Disposition of Referral Meeting with the Transition Conference. We will talk more about this in the Section Called Combination of Meetings.

32. Journaling

33. Meredith
Family perspective of a transition conference – what do they think about? How did ESS provider help them prepare? Recommendations they have for ESS and school districts

34. Timelines for ESS
Not more than 9 months but not less than 90 days before a child turns 3
Schedule and conduct a Transition Conference with ESS provider(s), family and the school district representative
The law requires that the Transition Conference occur at least 90 days, but not more than 9 months before a child turns 3. Every effort is made by the ESS Service Coordinator to find a mutually agreeable time with family and the school district representative when scheduling the Transition Conference. However, if a mutually agreeable time and location cannot be found, the Transition Conference must be held regardless of whether the school district representative can attend not less than 90 days before your child turns 3.
Transition Conference participants include:
The family and other persons requested by the family
The ESS Service Coordinator and other service providers as appropriate
And the Local Education Agency (LEA) representative

35. What Happens at the Transition Conference?
Coordinated by the ESS Coordinator
Review program options
Determine if the child is potentially eligible for special education
Establish a transition plan with the school district and update the transition plan in the IFSP, if appropriate
Transition Conferences typically occur in a family’s home but they can also occur at a school or another mutually agreeable location. At the Transition Conference, the IFSP Team will talk with about potential program options for a child, determine whether a child is potentially eligible for preschool special education and if so, create a plan for the transition process with the school.

36. A Child Who is Potentially Eligible for Special Education
IFSP Team determines
Factors including, but not limited to:
Does the child have a perceived delay/concern/issue in any of the 5 domains?
Does the delay/concern/issue impact education and functional performance?
Does the child require specialized instruction?
Does the child’s delay/concern/issue impact their ability to access the curriculum?
Is the child not meeting developmental milestones?
Are current gains in performance a result of services?
Is the child at risk without continued services?
Are there emergent skills?
What is the current amount of services the child is receiving?
The decision about whether a child is potentially eligible for special education is made by the IFSP Team during the Transition Conference. The Representative of LEA must be invited to the Transition Conference; however the decision can be made even if the Representative of LEA is not present.
In making the determination that a child is “potentially eligible”, the IFSP Team should consider the following factors including, but not limited to:
Does the child have a perceived delay/concern/issue in any of the 5 domains?
Does the delay/concern/issue impact education and functional performance?
Does the child require specialized instruction?
Does the child’s delay/concern/issue impact their ability to access the curriculum?
Is the child not meeting developmental milestones?
Are current gains in performance a result of services?
Is the child at risk without continued services?
Are there emergent skills?
What is the current amount of services the child is receiving?

37. With informed written parental consent
A Child Who is Potentially Eligible for Special Education ~ Making the Referral
With informed written parental consent
Referral for special education submitted at or immediately following Transition Conference
If the IFSP Team is unsure, the IFSP Team should determine the child is potentially eligible
If the IFSP Team determines a child is “potentially eligible”, and with informed, written consent from the parent, a written Referral is made to the school district at or immediately following the Transition Conference.
If the IFSP Team is unsure whether a child is potentially eligible for special education, the IFSP Team should determine the child is “potentially eligible” and as long as the parent provides informed written consent, submit a referral.

38. Your Role in the Transition Conference – Tips for Professionals
Prepare families for what to expect
Understand your role
Know what forms are being used to document the Transition Conference
Communication and collaboration is key
The Transition Conference is an opportunity for the ESS Service Coordinator to help a family begin to build a relationship with the school district. ESS can help a family by assisting them to prepare what information they would like to share about their child and brainstorm questions they could ask the school district representative. Also ESS Service Coordinators should make sure that they know what forms their program uses to document the transition conference and for making a referral. And don’t forget- good communication and collaboration between ESS, the family and the school district is essential to a smooth transition.

39. Lynn’s Story
Meet Lynn - a preschool coordinator who has worked in the field for over 20 years. Hear her thoughts on what preschool coordinators should do to help ensure a smooth transition.

40. Making the Referral and the Special Education Process

41. Journaling

42. More from Lucie
Hear Lucie, an ESS Service Coordinator, shares what she feels is important for ESS to do to help ensure smooth transitions.

43. Referral for Special Education
Immediately following the Transition Conference
With written parental permission, Service Coordinator:
Sends written referral to school district
Shares other information to ensure continuation of supports and services
With the family’s written permission, the ESS Service Coordinator will provide the school district with a referral to special education. A referral is a request that the school district consider the child for special education eligibility. The ESS Service Coordinator will also send other information such as the latest IFSP or other evaluation information. The referral is given or sent to the school district at or immediately following the transition conference. Once a school district receives a referral they must act on it by holding a meeting Individualized Education Program (or IEP) team.

44. IEP Team Parent(s), guardian, or surrogate parent
ESS Service Coordinator
At least one regular education teacher
At least one special education teacher or service provider
Representative of the Local Education Agency (LEA)
Individual who can interpret the instructional implications of evaluations
Other individuals
All decisions during the special education process are made by the Individualized Education Program (or IEP) team. IEP Team members include the parent, at least one regular education teacher, at least one special education teacher or service provider, the representative of the Local Education Agency (LEA) representative, an individual who can interpret instructional implications of the evaluation, the ESS Service Coordinator (at parent’s request) and other individuals. The role of the ESS Service Coordinator/Provider in any IEP team/special education meeting is to provide the team with information regarding the child and to support the family in the process. It is not an advocacy role. ESS has very important information to share and is the link between a family and the school district. It is important that each member of the IEP team, including families, share their expertise about the child.

45. Disposition of Referral
Within 15 Days of Receipt of Referral
School District:
Invites parents to a meeting to discuss disposition of referral
Provides parents with a copy of procedural safeguards
ESS Service Coordinator is invited to meetings
** The Transition Conference and the Disposition of Referral Meeting may be combined
The school must schedule an IEP team meeting, which includes the parent, within 15 calendar days after receiving a referral. This meeting is called the disposition of referral meeting. At this meeting the IEP team will discuss all available information about the child and determine whether the child’s needs can be met through regular education services (including the use of regular education interventions) or if further evaluations should be conducted for special education eligibility. Written parental permission (consent) is needed before the school can evaluate. A Preschool Coordinator may ask the ESS Service Coordinator to combine the Disposition of Referral Meeting with the Transition Conference. We will talk more about this in the Section Called Combination of Meetings.

46. Within 45 Days From Parental Consent
Evaluation
Within 45 Days From Parental Consent
Complete evaluations for eligibility for special education & develop written summary
IEP Team holds a team meeting to determine eligibility
When the IEP team determines a child needs to be evaluated for special education, they will also decide what testing is needed. After receiving written parental consent, the school district will evaluate the child to determine eligibility & identify the child’s educational needs. The evaluations and written summary must be completed and a meeting held to determine special education eligibility within 45 calendar days. Parents may agree in writing to one-time 15 day extension.

47. Evaluations
Must
Assess present levels of academic achievement & related developmental needs
Be administered by certified or licensed personnel
Identify all of the child’s special education and related service needs
Include a variety of tools and strategies (not just a single procedure)
There are a great deal of requirements for evaluation in Special Education. School districts can utilize ESS evaluations (commonly referred to as “accepting” ESS evaluations) as part of the process, however, they also must ensure that evaluations
Assess present levels of academic achievement & related developmental needs
Be administered by certified or licensed personnel
Identify all of the child’s special education and related service needs
Include a variety of tools and strategies (not just a single procedure)
To ensure they have current information that meets state evaluations requirements, many school districts are conducting evaluations or observations during the transition process.

48. Determining Eligibility
IEP Team decision
Medical diagnosis does not “automatically” qualify a child for special education
The child requires specialized instruction and related services
The IEP team based on the information provided by ESS, the family and any evaluations the school district may have conducted, determines if the child is eligible for special education. Having a medical diagnosis does not automatically qualify a child for special education, though in some cases a medical diagnosis is required to determine eligibility under a specific category. To be eligible, the IEP Team must determine that the child require special instruction and related services to receive a Free Appropriate Public Education.

49. Educational Disabilities
Intellectual Disability (formerly Mental retardation)
Hearing impairment
Deafness
Speech or language impairment
Visual impairment (including blindness)
Deaf/blindness
Emotional disturbance
Orthopedic impairment
Autism
Traumatic brain injury
Other health impairment
Specific learning disability
Multiple disabilities
Developmental delays for children ages 3-9
When the IEP Team determines a child eligible for special education, they also determine what disability classification (commonly referred to as the child’s code) the child is eligible under. There are 14 different codes. These include:
Intellectual Disability (formerly Mental retardation)
Hearing impairment
Deafness
Speech or language impairment
Visual impairment (including blindness)
Deaf/blindness
Emotional disturbance
Orthopedic impairment
Autism
Traumatic brain injury including Acquired Brain Injury
Other health impairment
Specific learning disability
Multiple disabilities
Developmental delays for children ages 3 through 9
Having a medical diagnosis does not automatically qualify a child for special education, though in some cases a medical diagnosis is required to determine eligibility under a specific category. Some medical diagnosis are not readily seen in this list. For instance, a child with apraxia could be found eligible under speech and language or Children with ADHD could be found eligible under the category of Other Health Impairment

50. Developing the IEP The IEP Team must meet within 30 days to write the IEP
Present levels of academic achievement & functional performance
Measurable annual goals
Short term objectives
How progress will be measured
How parents will be informed of progress
Special education, related services & other supports for the child or on behalf of the child
Parent’s signature & LEA signature
Within 30 days after a child is found eligible for special education, the IEP team must meet to develop the IEP. Sometimes developing the IEP occurs at the same meeting where eligibility is determined. IEPs must include the following:
Present levels of academic achievement & functional performance
Measurable annual goals
Short term objectives
How progress will be measured
How parents will be informed of progress
Special education, related services & other supports for the child or on behalf of the chi
Parent’s signature & LEA signature

51. Parents have up to 14 calendar days to review and sign
Approving the IEP
Parents have up to 14 calendar days to review and sign
That they:
Agree
Agree with exceptions/conditions
Ask for another meeting
Disagree
Request mediation or a neutral conference, request a due process hearing
Parents have up to 14 calendar days to review and sign the IEP and to make any decision in the special education process. Parents may choose to agree, agree with exceptions or conditions or disagree with the proposed IEP. If parents sign that they disagree with the IEP this means they are rejecting the IEP and no special education services will be provided and the school district is not required to pursue providing special education to that child. Before a family rejects the IEP or accesses formal dispute resolution options such as due process, neutral conference or mediation, we suggest they contact the Parent Information Center to talk more about working effectively within the IEP team. It is important to know that parents can also ask for another meeting to review and revise the IEP or just ask questions.
The IEP must be signed by both the parent and LEA by the child’s third birthday

52. Meet Gennie
Meet Gennie – Her son recently transitioned from ESS – Hear her thoughts on the special education process and what information would have been helpful for her to know in the process.

53. Placement IEP Team decision based on Individual child
Where services listed in IEP can be delivered
Least Restrictive Environment
After the IEP has been signed by the parent & the school district LEA representative, the IEP team determines the child’s educational placement to implement the IEP. Placement is based on the individual child and the needs outlined in the child’s IEP. Placement options may include a variety of settings but must be in the child’s Least Restrictive Environment (LRE). Many times this is the first question parents have – where will my child go to school. It is important that parents know that it’s actually the last step in the process. We can’t determine placement until we know what the child’s needs are.

54. Continuum of Placements - PRESCHOOL
Early childhood program
Home
Special education program
Service provider location
Separate school
Residential facility
A child’s placement is determined by the child’s IEP team.  The placement is based on the least restrictive environment where the supports and services outlined in the child’s IEP can be provided.  This can include an early childhood program run by either the school district or a community based program, the child’s home; a special education early childhood program where more than 50% of children in the program have disabilities; a service provider location (commonly referred to as “drop in services”); or a school that specializes in providing services to children with disabilities either day or residentially.

55. Transition Planning By 3rd Birthday
IEP Team:
Develops and agrees upon IEP
Determines placement
Determines start date
Services and/or program may begin at later date, as determined by the IEP team
IEP must be signed on or before 3rd birthday
It is required by state and federal law that by the child’s third birthday the IEP Team must:
develop and agree upon an IEP
determine placement and
determine a start date for services
Services and/or program may begin after a child’s third birthday. There may be occasions when services may not actually begin on the child’s third birthday – for instance when the child’s third birthday is on a Saturday or in the middle of February vacation.

56. Summer Birthdays Extended School Year (ESY)
Factors to be Considered by IEP Team:
Child would suffer harm or regression in skills without services
Degree of Progress
Emerging Skills/Breakthrough Opportunities
Interfering Behaviors
Nature and/or Severity of Disability
Special Circumstances or Other Factors
Services provided during times such as the summer, when school is typically not in session are referred to as extended school year services. For children whose third birthday occurs during the summer months, IEP Teams consider the following factors to determine if the child requires extended school year services to receive a free appropriate public education.
the child would suffer harm or regression in skills without services
the degree of progress is such that they will not receive a free appropriate public education without services
there are emerging skills or breakthrough opportunities
the child has interfering behaviors
the nature and/or severity of the child’s disability is such that continued services is required
there are special circumstances or other factors the IEP Team feels requires ESY services to receive a free appropriate public education
Regardless of when a child turns three, per state and federal law, an IEP with the date to begin the provision of special education and related services must be agreed on by both the school district and parent by the child’s third birthday.

57. Combination of Meetings
There may be occasions where the family, ESS and a school district may wish to combine meetings, specifically the Transition Conference and the Disposition of Referral meeting. Communication is key to ensure that everyone is clear what is taking place and what decisions have been made. Ultimately, however it is the families’ decision whether or not to make a referral and combine meetings.

58. Combining the Transition Conference and the Disposition of Referral Meetings
If the parent agrees
All required members of the IEP Team and IFSP Team are present
Refer to your region’s Interagency Agreement
The combination of the transition conference may be decided prior to the transition conference or at any point during the transition conference as long as:
the family agrees
all team members required by the NH Rules for the Education of Children with Disabilities and HeM 510 are in attendance
It is important that you refer to your region’s Interagency Agreement for Early Childhood Transitions for additional important details such as requirement participants, location, and paperwork regarding the combination of meetings.

59. Wrap Up
Knowing the steps in the early childhood transition process is very important, but just as important is understanding your role in the process and how you can support families. In the next few slides you will hear from families, ESS and Preschool Coordinators sharing their important tips for professionals to ensure smooth and successful early childhood transitions.

60. Final words from families and professionals
Suzanne: What
is needed from
ESS

61. Final words from families and professionals
Andrea:
Professionals
need to know…

62. Final words from families and professionals
Chris: Why
Collaboration is
Important…

63. Please complete the module evaluation
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64. Acknowledgements
Special thanks to the families and professionals who were willing to share their thoughts and expertise with us.

65. This training course was developed by the Parent Information Center with funding from NH Department of Health and Human Services, Bureau of Developmental Services, NH Part C Office through the American Recovery and Reinvestment Act (ARRA)
This training course was developed by the Parent Information Center with funding from NH Department of Health and Human Services, Bureau of Developmental Services, NH Part C Office through the American Recovery and Reinvestment Act (ARRA).