Date post: | 31-Dec-2015 |
Category: |
Documents |
Upload: | phoebe-melton |
View: | 215 times |
Download: | 0 times |
04/19/232 2
Objectives for the Webinar
Participants will be provided with current information on:
• the state of the evidence in early childhood transition for both empirically and socially based transition practices
• a conceptual model to support the transition of young children with disabilities
04/19/233 3
Participant Outcomes
Participants will be able to:
• Identify and link empirical and social transition practices to activities being implemented in their state to support transition
• Identify key components of transition planning that support the state agency in meeting the SPP/APR early childhood transition indicators (C8 & B12)
5
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.
7
A Conceptual Framework for Thinking About Transition
Rous, Hallam, Harbin, McCormick & Jung, 2005, 2007
8
Conceptual Framework for Transition of Young Children with Disabilities
Policies, interagency agreements,
formal/informal supports (e.g.,
interagency councils)
Ongoing at all levels of the system
Alignment - conscious & transparent connections made between program practices (e.g., curriculum and expectations)
Continuity – Congruence or fit between programs that supports harmony and reduces conflict in approach, intent, & outcomes.
CriticalInteragencyVariables
Communication & Relationships
Supportive Infrastructure
Alig
nmen
t and
Con
tinui
ty
9
Conceptual Framework for Transition of Young Children with Disabilities
Standard Practice: Broad practice that staff regularly implement
Strategy: specific activities selected as a means to implement the Standard Practice
(e.g., program visits, open house, cross agency training; transition fair, parent handbooks)
Standard Transition
Practices and Strategies &
Activities
10
Empirical Research Findings
Use of transition policies and practices has a modest positive effect on
– academic achievement at the end of K – Parent-initiated school involvement
Children from low-income families receive fewer transition supports
Key indicators of a successful transition – Positive and mutually supported linkages between
stakeholders– Use of developmentally appropriate practice– Positive attitudes towards school from families
11
NECTC Large Scale Study
5 Target States (KY, LA, MI, OR & WI)
– Purposive sample for representation and diversity
region, size, population density, minority membership
– Part C lead agency and history of EI/ECSE service delivery
Sample of Children within Target States
– Met state criteria for Part C and at least 30 months old
– Met state criteria for 619 and will transition to kindergarten
Early Intervention Children
Preschool Children
13
Transition Policy Characteristics of Study States
Use of Section 619 funds to provide FAPE to children before their third birthday – One state has a policy that allows– One state has policy that does not allow
The use of Part C funds to provide FAPE for children past their third birthday – No states had a policy that allows– Two states have policies that do not allow
14
Family InterviewService Coordinator SurveyProvider SurveysFamily Support Scale
Community SurveyAdministrator SurveyProvider SurveysLICC surveyFamily Interview
Family InterviewProvider Surveys
Family InterviewAdministrator SurveyLICC surveyTPP
Family InterviewAdministrator Survey
All Instruments
Part C Survey619 SurveySICC Survey
Instrumentation
15
InstrumentationTeacher SurveyService Coordinator SurveyAdministrator SurveyProvider Survey
BASC Family Empowerment ScaleFamily Interview
TPPAdministrator SurveyProvider SurveyService Coordinator Survey
Service Coordinator SurveyFamily Interview
16
Instrumentation
ELMPPVTIGDIDIBELSEarly Math
BASCProvider SurveysService Coordinator SurveyFamily Interview
PPVTBASCProvider SurveysService Coordinator SurveyFamily Interview
BASCProvider SurveysService Coordinator SurveyFamily Interview
17
Sample
Total sample for at-3 transition (n = 216) Child assessments completed
– Pre-transition at age 3 (n = 196)– Post-transition at age 3 (n = 161)
Factors affecting attrition– KATRINA– Locating families
18
Family Respondents
Most frequent respondents were biological mothers
The majority (70%) of children resided in two-parent households
Less than half (46%) of family respondents did not work outside the home
– Of those, 35% were in two parent households A slight majority made $50,000 or less
annually ~ 50% of children received WIC benefits 22% of children received SSI benefits
19
33%
67%
Non-WhiteWhite
Child Ethnicity
English was primary language for the overwhelming majority (96.7%) of children
21%
66%
3%
6%2%
2%
AfricanAmericanAs ian/P acificIs landerWhite
His panic/L atinoMultirac ial
O ther
Child Ethnicity
21
Child Disability Categories
IDEA Category N of Children
IDEA Category N of Children
Autism 25 Other Health Impaired 32
Deafness 4 Serious Emotional Disturbance 1
Deaf-Blind 0 Specific Learning Disability 0
Hearing Impaired 4 Speech/Language Impaired 109
Mental Retardation 18 Traumatic Brain Injury 2
Multiple Disabilities 0 Visually Impaired/Blindness 4
Orthopedic Impaired 42 Developmental Delay 52
Non- Specified 13
*Groups not mutually exclusive
22
What was your child’s age at Transition?
Significant differences in age of transition planning by state
%
28
Parent Reported Activities to Support Transition
Parent Survey – Occurred or did not occur– If yes, level of satisfaction
Organized by:– Before the placement decision (N=7 items)– After the placement decision (N=8 items)– Once services were initiated (N=5 items)
4 = Very Satisfied 3 = Somewhat Satisfied
2 = Somewhat Dissatisfied
1 = Very Dissatisfied
29
Transition Activities Before Placement Decision
Before Placement Decision % Yes Satisfaction
Easy access to my child’s records 88.3 3.78
EI provider helped prepare me ahead of time for transition 82.2 3.72
Received information needed to make decision about how services would change 81.2 3.61
I was major decision maker about where child would go for preschool 74.0 3.77
Had a choice between different options for preschool and/or other services 57.5 3.58
Had opportunity to visit different preschools before final decision 41.1 3.64
Offered opportunity to talk with other parents about their experiences during transition from EI to preschool* 17.7 3.63
Average of 4.3 (61%) Activities; 3.68 Satisfaction
30
Transition Activities After Placement Decision
After Placement Decision % Yes Satisfaction
Talked with preschool staff about special needs of my child and details (meals)
82.3 3.76
Received information about the new setting (skills child should have) 82.1 3.71
Parent had the opportunity to visit the class child will attend 76.4 3.78
EI and preschool staff communicated with each other about child’s transition 76.0 3.76
EI continued services, if gap between the child’s 3rd birth and school entry 32.5 3.68
Parent introduced to other families in the child’s class* 21.0 3.72
Preschool teacher visited the family in their home 20.0 3.76
Parent given contact information of other families in child’s class* 8.9 3.65
Average of 3.8 (48%) Activities; 3.73 Satisfaction
31
Transition Activities After Services are Initiated
After Services Start % Yes Satisfaction
Child’s provider shared information about how child adjusting to new setting
86.8 3.78
All or most needed services on IEP were in place at time child started preschool 81.0 3.79
Child’s records promptly followed him/her to the preschool or new agency
74.6 3.85
New teacher asked how parent thought child was adjusting to new setting
70.7 3.78
Staff from EI and preschool worked with parent to solve any difficulties with encountered with the new setting 55.8 3.73
Average of 3.64 (73%) Activities; 3.78 Satisfaction
32
Summary of Practice Findings
Parents’ perception of how helpful transition planning services were to the family was directly related to
transition activities they participated in, specifically:
TOTAL number where…more = more helpful Number of activities BEFORE and AFTER the
placement decision – where….But
Not the number of transition activities AFTER services were initiated
33
Key NECTC Findings on Social Transition Practices
A large number of practices, strategies and activities identified by families and practitioners as effective
Need to differentiate between “Practices” and “Strategies”
34
Key NECTC Findings on Social Transition Practices
Standard Practice – global transition practice that reflects shared
understanding of the intent of the practice and that all staff regularly and consistently implement
Strategies – specific activities selected as a means to implement
a Standard Practice across staff and/or programs
Three major areas of practice– Interagency Structure– Continuity and Alignment– Child and Family Preparation and/or Adjustment
35
Social Practices Identified (Preliminary)
Interagency Structure
Primary contact person for transition identified within each program or agency.
Referral processes & timelines clearly specified. Enrollment processes & timelines clearly specified. Program eligibility processes & timelines clearly delineated. Staff & family members actively involved in the design of
transition processes & systems. Families meaningfully participate as partners with staff in
program- and community-wide transition planning efforts. Agencies develop formal mechanisms to minimize
disruptions in services before, during, & after the transition of the child and family.
36
Social Practices Identified (Preliminary)
Continuity and Alignment
Community- & program-wide transition activities & timelines identified.
Staff roles & responsibilities for transition activities clearly delineated.
Conscious & transparent connections made between curricula & child expectations across programs/environments.
Methods in place to support staff-to-staff communication both within & across programs.
Children have opportunities to develop & practice skills they need to be successful in the next environment.
37
Social Practices Identified (Preliminary)
Child and Family Preparation and/or Adjustment
Staff know key information about a broad array of agencies & services available within the community.
Individual child & family transition meetings conducted.
Staff follow-up on children after the transition to support their adjustment.
Transition team members share appropriate information about each child making a transition.
38
Social Practices Identified (Preliminary)
Child and Family Preparation and/or Adjustment
Transition plans developed that include individual activities for each child and family.
Families are aware of the importance of transition planning & have information they need to actively participate in transition planning with their child.
Families’ needs related to transition assessed & addressed.
Families have information about & are linked with resources & services to help them meet their specific child & family needs.
Families actively participate in gathering information about their child’s growth & development.
39
Analysis of FFY 2005 SPP/APR Indicators C8 & B12: Early Childhood Transition
Katy McCullough
National Early Childhood TA Center
40
Effective General Supervision Part C/ Effective Transition
Indicator C8:
Percent of all children exiting Part C who received
timely transition planning to support the child’s
transition to preschool and other appropriate
community services by their third birthday including:
A) IFSPs with transition steps and services;
B) Notification to LEA, if child potentially eligible for Part B; and
C) Transition conference, if child potentially eligible for Part B.
41
C8: Issues
Inconsistent Policies/Procedures/Contracts 14
Other (Scheduling Challenges,
Late Referrals, Meeting Timelines)
14
Personnel Shortage 8
Inadequate Data 8
Inadequate Training/Acceptance or Buy-in 5
Lack of Collaboration/Coordination 4
Inadequate Monitoring 2
Not Given 18
42
C8: Improvement Activities
Improve Systems Administration and Monitoring 44
Provide Training/Professional Development 43
Improve Collaboration/Coordination 38
Improve Data Collection and Reporting 33
Clarify/Examine/Develop Policies and Procedures 30
Provide Technical Assistance 29
Conduct Evaluation 3
Increase/Adjust FTE 2
Program Development 2
43
Effective General Supervision Part B/Effective Transition
Indicator B12:
Percent of children referred by Part C prior to age 3 and who are found eligible for Part B, and who have an IEP developed and implemented by their third birthday.
44
B12: Issues
Inadequate Data 31
Lack of Collaboration/Coordination 14
Inconsistent Policies/Procedures/Contracts 11
Other (Funding Barriers, Family Reasons, Rapid Increase in Number of Children Served)
8
Personnel Shortage 8
Inadequate Monitoring 5
Inadequate Training/Acceptance or Buy-in 3
Capacity/Inclusive Opportunities 2
TA Needs Identified but not Provided 2
45
B12: Improvement Activities
Improve Data Collection and Reporting 53
Improve Collaboration/Coordination 34
Provide Training/Professional Development 34
Improve Systems Administration and Monitoring 32
Clarify/Examine/Develop Policies and Procedures 31
Provide Technical Assistance 24
Increase/Adjust FTE 3
Program Development 2