1. Creating Supports for Transition Ann Hains, UW-Milwaukee Sarah Hadden, UW-Eau Claire Jill Haglund, DPI Donna Miller, DHFS

2. Transition: Part C To Preschool Special Education Services Intent: to ensure a smooth and effective transition to preschool services.

3. Terminology n Transition process n Transition plan n Transition planning conference n Interagency agreement

4. Key Components Of Transition n Involvement of the child’s family n Establishment of a transition plan n LEA participation in the transition planning conference

5. Steps in Transition Planning Birth to 3 helps parents understand the transition process and referral considerations.

6. Steps in Transition Planning A. Birth to 3 discusses transition planning with family within IFSP process B. Birth to 3 convenes the transition planning conference –Parent approval to invite LEA to conference –Conference is scheduled at least 90 days before the child’s third birthday.

7. Steps in Transition Planning C. When a child may also be eligible for Head Start services, the Head Start program should be asked to attend the meeting.

8. Steps in Transition Planning D. At the transition planning conference, the participants may discuss:  appropriateness of the referral  special education eligibility criteria and program options  the IEP team process, including evaluation, IEP development and placement  parental rights and procedural safeguards  other services/programs available at age three

9. Steps in Transition Planning E. Before ending the transition planning conference, the Birth to 3 program updates the IFSP so that the transition plan reflects the decisions made at the conference and the roles of each agency.

10. Referral Considerations n Family does not want a referral to LEA n Family wants a referral n Family is not sure if they want a referral –after conference they decide they want a referral –after conference they decide they do not want a referral

11. Some families may not want a referral for special education n Birth to 3 laws require parental consent n If the family refuses consent, Birth to 3 would not invite the school to the transition planning conference or provide identifiable information to the LEA n Birth to 3 should discuss potential impacts on the child’s development n Birth to 3 should inform the family about the process they can use to make a referral if they change their minds at a later date.

12. Some families may decide to refer before the transition planning conference n Birth to 3 program sends the LEA the written referral form, supporting data, and the invitation to the conference n The date the school district receives this referral begins the 90-day timeline and therefore should be at least 90 days before the child’s third birthday n The transition planning conference and the IEP meeting can be combined

13. Most families will decide to refer at the transition planning conference At the conference –Birth to 3 will get signed consent to refer and to release supporting data –LEA referral forms will be completed –The conference date begins the LEA 90 day timeline –The LEA will then proceed with the IEP Team process

14. If the family can not decide to refer during the transition planning conference Before ending the Conference, update the IFSP transition plan that includes:  the procedures and timelines to provide the parent with additional information  the procedures for when and how the LEA will be informed of the parents’ decision

15. If the family decides to refer after there has been a transition planning conference n Consent to refer and send date will be obtained and sent to the LEA n The date the LEA receives the written referral will begin the LEA 90 day timeline

16. If the family decides not to refer after there has been a transition planning conference Birth to 3 will ensure that the LEA is informed of the parent’s decision

17. How Can Birth to 3 Staff Be Involved in IEP Meetings

18. Evaluation n Review of existing data n New testing, if necessary

19. How Can Birth to 3 Staff Be Involved in IEP Meetings Development of Goals, Objectives, or Benchmarks

20. How Can Birth to 3 Staff Be Involved in IEP Meetings Placement Decisions

21. Placement/Service Delivery Options Consider an array of services and settings such as: home, itinerant services in regulated child care and Head Start, joint programming, and early childhood special education classrooms.

22. What Strategies Have You Used?

23. Requirement That Program Be In Effect For Child Aged 3 - 5 n By the third birthday, an individualized education program has been developed and a placement has been offered. n At the beginning of each school year, an IEP must be in effect.

24. Summer Birthdays Children turning three during the summer may: n receive extended school year services (ESY) according to their IEP n receive services upon the start of the school year according to their IEP –when the IEP team determines that special education services will begin at the start of the school year, the Birth to 3 program can develop a transition plan to continue services until the IEP services begin n receive other collaborative delivery of service as agreed upon by the parents and the programs

25. Spring and Fall Birthdays n Children turning three early in the school year may begin school services prior to age three as agreed during the IEP process. n Children turning three in April or May could begin school services at three or with an IEP place, may receive services from the Birth to 3 program until the beginning of the school year.

26. What Strategies Have You Used?

27. Activities to Ease Transition n Develop the IEPs in conjunction with the goals and outcomes from the child’s IFSP. n Arrange for LEA staff to observe the child in the Birth to 3 Program’s service setting. n Arrange opportunities for Birth to 3 Program staff to visit and observe in the new setting. n Offer an opportunity for parents to visit the new setting and meet the teacher and other key staff. n If the special education services are delivered in child care or Head Start, arrange a meeting between staff from all programs. n Arrange activities to assist children in adjusting to the new setting, such as preplacement visits. n Schedule post-transition conferences, with parental consent, that involve both the sending and receiving agencies.

28. What Strategies Have You Used?

29. Interagency Agreements Designate roles and responsibilities including: n Procedures for transfer of information n Evaluation and assessment expectations n Referral, transition, and evaluation timeframes n Role of the sending program in the IEP process n Parent involvement and education n Activities for the child including visits to the receiving program

30. Resources n Web site: www.uwm.edu/~ann hains/ –WebBoard discussion forum –Links and Materials n Revised state interagency agreement n DPI transition bulletin