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OSEP “Hot Topics in Early Childhood” Meeting
2007 Council for Exceptional Children Conference, Louisville, KY OSEP “Hot Topics in Early Childhood” Meeting Research Findings from NECTC July 2008 Rous, McCormick & Gooden, April 20, 2007
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Purpose of National Early Childhood Transition Center (NECTC)
To investigate and validate practices and strategies that enhance the early childhood transition process and support positive school outcomes for children with disabilities. 2 © National Early Childhood Transition Center, 2008
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State Efforts To Support Transition
Relevant Findings from Part C and Section 619 Coordinator Surveys 3 © National Early Childhood Transition Center, 2008
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State Surveys Part C = 44 of 51 states responded (86%)
Represented all regions, lead agencies, sizes Data-related SPP/APR issues: Interagency Coordination and Communication Monitoring and Data Policies and Procedures Compliant Non Compliant No data reported Part C 8 A 3 28 9 8 B 13 23 4 8 C 1 34 5 619 12 2 33 6 4 © National Early Childhood Transition Center, 2008
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Mechanisms for Transition Coordination at 3 Years
Part C n = 37; 619 n = 36 Types of Groups Part C 619 ICC Task Force 4 8 Broader Early Childhood Group 6 12 Core Group of State Administrators 11 Local Interagency Group 3 No group Lead Agency is 0-5 1 Part C n = 24; 619 n = 36 5 © National Early Childhood Transition Center, 2008
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Interagency Agreement Specificity
Level of Specificity Part C 619 Not at all 5.5% 7.5% Only in a general way 25.0% 30.0% Provides a few specifics 31.0% 20.0% Includes very specific instructions for all agencies 17.0% Individual agreements w/ multiple agencies, specificity varies 8.0% In process of developing or revising transition section of the IA 10.0% No IA .5% Part C n = 36; 619 n= 40 Agreements are primarily general with few specifics 6 © National Early Childhood Transition Center, 2008
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Interagency Agreements Include…
Part C 619 Transition Responsibilities 69% 49% Philosophy or Values Guiding Transition 51% 33% Transfer of Data or Information Procedures for Transition Conflicts Between Agencies 43% 44% Developing Individualized Plans Fiscal Responsibilities 41% 39% Desired Outcomes for Transition 34% 36% Child Assessments 31% Training Role of Family in Transition Process 28% 18% Forms 17% Evidence-Based Strategies to Promote Transition 11% 8% Part C n = 36; 619 n = 40 7 © National Early Childhood Transition Center, 2008
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Level of Working Relationships
Part C 619 Specialized Intervention Programs Deaf Blind, Hearing/Visually Impaired 4.27 4.28 Disability Intervention (e.g., autism, CP) 4.09 3.61 Private Providers 3.84 3.16 Preschool Special Education 4.76 Education Programs Public Preschool 3.63 4.58 Head Start 4.03 4.53 Early Head Start 4.16 Public Schools 3.33 3.53 Private 2.94 3.44 Service Agencies Developmental Disabilities 3.95 Social Services 4.14 3.77 Health 4.49 3.69 Mental Health 3.58 3.66 Child Care 3.57 3.50 Rating of 1 = very poor; 6 = fantastic 8 © National Early Childhood Transition Center, 2008
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Who Provides Transition Effectiveness Data
Part C n = 37; 619 n = 20 9 © National Early Childhood Transition Center, 2008
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Use of Effectiveness Data
© National Early Childhood Transition Center, 2008 10
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Policies and Procedures
Part C 619 Handbook 93% 88% Rules 90% Guidelines 75% 65% IA 85% Policy Memos 63% 55% TA Memos 50% Legislation 35% 38% Philosophical Focus Part C n = 32 619 n = 25 Settings 27 (84%) 22 (88%) Collaboration 31 (97%) 20 (80%) Family Participation 19 (76%) Child Development 21 (66%) 17 (68%) Admin or TA Support 16 (50%) 16 (64%) Child Comfort 14 (56%) Family Comfort 18 (56%) Staff Approach to Assistance 24 (75%) Support of Staff 18 (56%) 12 (48%) 11 © National Early Childhood Transition Center, 2008
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Values that Guide State Policy
12 © National Early Childhood Transition Center, 2008
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Transfer of Child Information
Unidentifiable Information (619: n= 32) Part C provides info at: during school year (38%) in next school year (22%) varied times during year (22%) Records transferred… Part C (n = 35) 619 (n = 38) After family permission 74% 61% Locally determined 14% 26% IA – 3 months prior 6% 3% IA - 6 months prior When child officially enters 619 11% Identifiable Information 13 © National Early Childhood Transition Center, 2008
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Transition Outcomes 14 Part C 619
61% (n = 27) Part C Programs indicated Child and Family Transition Outcomes in Policy 41% (n = 19) 619 Programs indicated Child Level and 43% (n = 20) Family Transition Outcomes in Policy Part C 619 Child Outcomes in New Environment Success 63% 47% Adjustment 60% 53% Improved developmental outcomes 33% 21% Ability to communicate effectively 30% 16% Ability to interact with others 22% Engaged in learning Happy and Comfortable 26% Family Knowledge of Service Options 89% 70% Knowledge to navigate transition process 78% Family as primary decision-maker 41% Less worry and anxiety Confident in ability to advocate for child 59% 25% 14 © National Early Childhood Transition Center, 2008
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Transition Outcomes 61% (n= 27) of Part C and 46% (n = 21) of 619 Programs indicated System Transition Outcomes in Policy System Outcomes Part C 619 Families… feel supported 82% 48% experience easy transitions 74% 57% are satisfied with child’s services 38% are satisfied with transition process 67% 33% feel valued and respected 63% are offered meaningful options 43% as primary decision-maker 41% Staff… are knowledgeable about receiving programs 59% feel confident in helping with transition 52% have positive relationships with receiving agency staff are knowledgeable about sending programs 30% 29% 15 © National Early Childhood Transition Center, 2008
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State of Transition Practices & Activities
16 © National Early Childhood Transition Center, 2008
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Interagency Service Systems
Include 4 practices that address Interagency Communication & Relationships Interagency Structures Alignment & Continuity Salient SPP/APR Issues Inconsistent Policies/Procedures/Contracts Lack of Collaboration/Coordination Inadequate Training/Acceptance or Buy-In 17 © National Early Childhood Transition Center, 2008
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Use of Interagency Transition Practices
National Studies Multi-State Study Part C 619 Public Pre-K Teachers Sending Provider Receiving provider Family Regular meetings of early intervention and preschool programs geared toward coordination 100% 83% 49.2% 61.6% 52.8% Attending general meetings to discuss transition practices across programs 97% 81% 66.5% 50.0% Providing transition training to program staff 66% 50% 35.6% 34.7% Participating in joint trainings/workshops with other programs 60.1% 48.6% 18 © National Early Childhood Transition Center, 2008
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Use of Interagency Transition Practices
National Studies Multi-State Study Part C 619 Public Pre-K Teachers Sending Provider Receiving provider Family Regular meetings of early intervention and preschool programs geared toward coordination 100% 83% 49.2% 61.6% 52.8% Attending general meetings to discuss transition practices across programs 97% 81% 66.5% 50.0% Providing transition training to program staff 66% 50% 35.6% 34.7% Participating in joint trainings/workshops with other programs 60.1% 48.6% 19 © National Early Childhood Transition Center, 2008
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Child/Family Preparation & Adjustment
Include 8 practices that address: Individualized planning and for transition at the child and family level Support appropriate family/child skill development to support adjustment Salient SPP/APR Issues Inconsistent Policies/Procedures/Contracts Inadequate Training/Acceptance or Buy-In Scheduling Challenges, Late Referrals, Meeting Timelines 20 © National Early Childhood Transition Center, 2008
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Use of Child/Family Preparation Practices
National Studies Multi-State Study Part C 619 Public Pre-K Teachers Sending Provider Receiving Family Regular communication between EI and preschool staff about individual child’s transition 34.3% 58.5% 50.0% 76.0% EI and preschool staff attend child’s transition conference 68.8% 89.3% 72.2% 82.3% Children & families have the opportunity to visit preschool programs before a placement decision is made 60% 53% 14.0% 78.2% 75.0% 41.1% EI and preschool staff talk with the family before the transition 83.8% 98.2% 93.1% 82.2% Program staff send information to the family before preschool starts 100% 85% 70.6% 66.5% 68.1% 21 © National Early Childhood Transition Center, 2008
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Use of Child/Family Adjustment Practices
National Studies Multi-State Study Part C 619 Public Pre-K Teachers Sending Provider Receiving Provider Family Preschool staff visit child and family’s home after school starts 34.4% 22.3% 20.0% Child’s records promptly made available to preschool staff 71.4% 84.6% 74.6% Preschool staff communicate with family about child’s adjustment to the new setting 94.7% 78.8% 86.8% Preschool staff facilitate contact with other families in child’s class 43% 38% 71.1% 23.5% 21.0% 22 © National Early Childhood Transition Center, 2008
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State Support of Recommended Practices
Part C (n = 35) 619 (n = 40) Require Recommend State developed visual depiction of steps in transition process 29% 37% 18% 40% Directory of service options 17% 23% 15% 28% Staff visit receiving programs 3% 63% 5% 53% Provide families with evaluations of services and programs 9% 6% 10% 13% Locally developed visual depiction of steps in transition process 46% 50% Family support program consults with family 26% 25% Family transition stories 0% Staff accompany children/families to new settings 51% Provisions for children to visit service/program options Hold yearly transition forum for families 14% Hold multiple transition forums for families Create map of diverse array of community resources to meet child & family needs 11% Develop video tapes of different types of programs, settings, services Develop collaborative working relationship with other agency staff 71% 68% Link family to other families who have experienced transition 38% Provide meaningful information to families 66% 34% 35% Provide opportunities for staff across S & R to discuss transition 31% 8% 73% 23 © National Early Childhood Transition Center, 2008
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