Transitioning Children from Part C to Part B

Toby Long, PhD, PT, FAPTARachel Brady, PT, DPT, MS

January 14, 2011

Office of State Superintendent of Education, Division of Special Education,

DC Early Intervention Program

District of Columbia Public Schools, Early Stages

Visit us on Twitter and the CSPD Portal @http://www.gucchdgeorgetown.net/ucedd/early_intervention.html

Purpose

1. Introduce the rationale, research, and reality of Transition 2. Review the DC Early Intervention Transition Guidelines

Agenda

• Introductions• Review the three Rs of Transition

– Rationale– Research– Reality

• Review DC Transition Guidelines– Case Discussion

• Questions– From You– To You

Transition

• Refers to the movement of a young child and his/her family among early childhood programs, services, supports

• A state must use policies and procedures to ensure a smooth transition for toddlers receiving EI through Part C to Part B or other appropriate services or exiting the program

Rationale

• An important life event

• Family involvement is important for success

• Perception that transition practices are associated with better outcomes and school success

Research

Transition is most successful when:

• Staff know key information about broad array of services• Primary contact person for transition is identified• Enrollment processes and timelines are specified• Eligibility processes and timelines delineated• Staff and families are involved in transition process• Transition plans include specific, individualized activities for child and

family• Children have opportunity and support to practice skills needed for next

environment• Agencies develop formal mechanisms to minimize disruptions

Rous, B (2008). Recommended Transition Practices for Young Children and Families.

National Childhood Transition Center.

Reality

• Prescribed by Federal legislation since 1991• 100% Federal compliance indicators (SPP/APR)

Part C Part B

C8: Effective TransitionPercent of children exiting Part C who received timely transition planning to support child’s transition to preschool & other appropriate community services by 3rd birthday•IFSPs with transition steps/services•Notification of LEA if potentially eligible•Transition conference

B11: Child FindPercent of children who were evaluated within 60 days of receiving parental consent

B12: Effective TransitionPercent of children referred by Part C prior to age 3, found eligible, IEP developed and implemented by 3rd birthday

DC Transition Guidelines

Purpose of Guidelines

• To improve Early Childhood Transition (ECT) coordination

• To ensure services are uninterrupted and continue to meet the needs of child and family

Background on Guideline development

• Transition Summit:10/25/10• ECT workgroup formed

– OSSE-QAM• Melanie Byrd, Krista Scott-

Pilionis

– Part C: DC EIP• Jerri Johnston-Stewart

• Kerda DeHaan

• Sandra Smith, Kim Morrison

– Part B: Early Stages• Nathaniel Beers

• Heather Elliot

• Rachel Faulkner

Organization of Guidelines

• Timeline• Categories of children• Scripts• Required activities for each category

Entry to C prior to 2 yrs, 5 mos

Late Entry to Part C

1 2 3 4Up to 2 yrs, 5 mos

2 yrs, 5 mos-2 years 9 mos

2 yrs 9 mos and 10.5 mos

2 yrs, 10.5 mos and 3rd birthday

Case Discussions

• Count off

• Recorder

Resources

• NECTAC– Early Childhood Part C and Part B Requirements

Related to Transition Timelines• National Early Childhood Transition Center (NECTC)

– Transition TiPS-Transition Toolkit of Practices and Strategies

• Regional Resources Center Program: rrfcnetwork.org• Synthesis of key points from OSEP early childhood

transition FAQ, July 2010• http://www.gucchdgeorgetown.net/ucedd/

early_intervention.html

Thank You