Creating Supports for Transition

Ann Hains, UW-Milwaukee

Sarah Hadden, UW-Eau Claire

Jill Haglund, DPI

Donna Miller, DHFS

Transition: Part C To Preschool Special Education Services

Intent: to ensure a smooth and effective transition to preschool services.

Terminology

Transition process Transition plan Transition planning conference Interagency agreement

Key Components Of Transition

Involvement of the child’s family Establishment of a transition plan LEA participation in the transition

planning conference

Steps in Transition Planning

Birth to 3 helps parents understand the transition

process and referral considerations.

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.

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.

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

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.

Referral Considerations

Family does not want a referral to LEA Family wants a referral 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

Some families may not want a referral for special education Birth to 3 laws require parental consent 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

Birth to 3 should discuss potential impacts on the child’s development

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.

Some families may decide to refer before the transition planning conference Birth to 3 program sends the LEA the written

referral form, supporting data, and the invitation to the conference

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

The transition planning conference and the IEP meeting can be combined

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

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

If the family decides to refer after there has been a transition planning conference

Consent to refer and send date will be obtained and sent to the LEA

The date the LEA receives the written referral will begin the LEA 90 day timeline

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

How Can Birth to 3 Staff Be Involved in IEP Meetings

How Can Birth to 3 Staff Be Involved in IEP Meetings

Evaluation Review of

existing data New testing, if

necessary

How Can Birth to 3 Staff Be Involved in IEP Meetings

Development of Goals, Objectives, or Benchmarks

How Can Birth to 3 Staff Be Involved in IEP Meetings

Placement Decisions

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.

What Strategies Have You Used?

Requirement That Program Be In Effect For Child Aged 3 - 5

By the third birthday, an individualized education program has been developed and a placement has been offered.

At the beginning of each school year, an IEP must be in effect.

Summer BirthdaysChildren turning three during the summer may: receive extended school year services (ESY)

according to their IEP 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

receive other collaborative delivery of service as agreed upon by the parents and the programs

Spring and Fall Birthdays

Children turning three early in the school year may begin school services prior to age three as agreed during the IEP process.

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.

What Strategies Have You Used?

Activities to Ease Transition Develop the IEPs in conjunction with the goals and outcomes

from the child’s IFSP. Arrange for LEA staff to observe the child in the Birth to 3

Program’s service setting. Arrange opportunities for Birth to 3 Program staff to visit and

observe in the new setting. Offer an opportunity for parents to visit the new setting and

meet the teacher and other key staff. If the special education services are delivered in child care or

Head Start, arrange a meeting between staff from all programs. Arrange activities to assist children in adjusting to the new

setting, such as preplacement visits. Schedule post-transition conferences, with parental consent,

that involve both the sending and receiving agencies.

What Strategies Have You Used?

Interagency AgreementsDesignate roles and responsibilities including: Procedures for transfer of information Evaluation and assessment expectations Referral, transition, and evaluation

timeframes Role of the sending program in the IEP

process Parent involvement and education Activities for the child including visits to the

receiving program

Resources Web site:

www.uwm.edu/~annhains/– WebBoard

discussion forum– Links and Materials

Revised state interagency agreement

DPI transition bulletin