Creating Connections Strengthening Partnerships between Families and Providers

Creating Connections: Strengthening Partnerships between Families and Providers Transition: Families and Providers Working Together!

Presenters: l l l Debra Holloway, Family Involvement Project Manager Vicki Beatty, Family Linkage Coordinator, Infant and Toddler Connection of Richmond Phyllis Mondak, Virginia Department of Education, Educational Specialist Carol Hagen, Family Involvement Project, Northern Virginia Parent Representative Heidi Faustini, Family Involvement Project, Parent-to -Parent Coordinator

References: l l New Opportunities: Moving from Early Intervention to other Educational Settings, ITC of Richmond Early Intervention Transition document from NJ Early Intervention Services Transition Practices, NECTC Tools for Transition in Early Childhood, Rous and Hallam l Transition Document www. doe. virginia. gov/VDOE/sped/earlychildhoodtra nsitiondoc. pdf

Transition

Family Concerns During Transition l Therapy settings may change. l No more family centered plans, services are based on the child’s needs first, them family needs. l Communication with therapist and teachers will be different.

l “Transition” is all the activities that take place in preparation for your child’s graduation from early intervention.

“Activities” include: l l Talking to your service coordinator about what you want for your child; Meeting with your public school’s preschool team; and maybe Visiting a preschool classroom located in a school or a community location. Finding out about other services in your community.

How to Help Pave a Smoother Transition Road

What we know about the transition of young children l Research indicates that children with disabilities experience all of the same problems in transitions as typically developing children. . . But, often to a more significant degree.

TIPS TO MAKE THE TRANSITION PROCESS SUCCESSFUL As you develop a relationship with the people who will serve your child and family in the future, it will help for them to know that you want to work in partnership with them.

Tip #1 Work in Partnership: l Respect l Trust l Communication

Tip #2 Negotiate Negotiation is a way to work to meet in the middle or possibly finding a way of arriving at a solution that can be agreed upon.

Tip #3 Request Additional Help. Families and schools are partners within a larger network of family, community, and agency resources. We should all look to requesting additional help, if needed, to get the job done.

Tip #4 Clear, honest, and direct communication is the key in forming a collaborative partnership.

Age of Transition Out of Early Intervention l l l Children graduate from early intervention when they turn 3 years old. In Virginia, children may exit early intervention and enter the public school system if they are found eligible and turn 2 years old by September 30 th of that school year. Talk to your service coordinator to explore your child’s options.

Develop a picture/profile of your child and Share It • • As a parent, you have many chances to observe your child. Your see your child in many different situations: at home, the playground, the daycare center, or around the neighborhood.

How to Plan for Transition l l You and your early intervention team will start planning for your child’s transition at your first meeting. Your service coordinator will discuss with you all of your child’s options and your preferences before your child exits early intervention.

Options After Early Intervention: l Public School System l Early Head Start/Head Start l Community Preschool Setting l Child Care Centers

Option # 1 Public Schools (Part B)

Referral To the School System for Child Study l Referral is made to the school division special education director or their designee. The referral is made when the family is ready. l School divisions have 65 business days from referral to complete evaluations and hold an eligibility meeting. l Information from outside sources must be considered when deciding if your child is eligible for special education services.

Child Study Meeting l l Decides the next steps. It is a discussion of what information is available and what is still needed. The special education process should also be explained at this meeting. Who should attend? If it is needed, occurs within 10 days of referral.

Eligibility Meeting l A second meeting will be held to review the evaluations’ information. These evaluations will determine your child’s eligibility for services within the school system. l Families have a right to have evaluation results 2 business days before the eligibility meeting.

IEP Individualized Education Program l l The IEP provides a plan on how to address educational needs within the child’s program. Your child’s plan should not be exactly like anyone else’s. Even though other children may have the same disability, all children have unique needs and abilities. The IEP gives you a voice in your child’s education.

Questions to Consider Before IEP Development. 1) What do I want for my child? 2) What information do I have to share about my child? 3) Have I clearly expressed my expectations and hopes for my child’s program? 4) What supports does my child need to be successful and functional in a variety of settings?

Questions to Consider During IEP Development 1) Has someone documented accurately the discussion and plans agreed upon? 2) Should I wait to make a decision until I better understand the plan and am sure that I agree with the plan? 3) Is there a plan for what happens next and whose responsibility it is? 4) What related services does my child need speech therapy, occupational therapy, physical therapy?

Questions to Consider During IEP Development 5) If my child needs related services, how often are they needed? 6) When and where will related services be given? What is the most appropriate setting for these services? 7) At what intensity level does my child need special education and related services? 8) What special considerations need to be made throughout my child’s program in regard to his/her special needs?

The IEP Should Include: l The child’s present levels of educational performance. l Measurable annual goals l Program modifications and/or supports that shall be provided for school personnel.

l The projected start date, frequency, location and the duration of services or modifications. l A list of accommodations for your child.

Sampling of Accommodations l l Assistive Technology Extended school year Positive Behavioral Supports Communication services

Placement l l l Placement begins in the “Least Restrictive Environment” (LRE) A decision addressing your child’s “placement” may be made at the IEP meeting. The placement decision describes the environment in which your child will learn. Least restrictive environment that will meet the service needs of your child, give access to the general education curriculum, and with same age, typically developing peers as much as possible.

Placement Options l l l General education classes Special schools Home based instruction Combination setting

General Education Classes l l Early Head Start/Head Start Community Preschools Child Care Centers (if your child already attends preschool or child care, special services may be provided at that location. ) School division 4 year old program VPI Title I Even Start Head. Start

Special Education Classes l l Self contained preschool class located in a school building or early childhood center. Self contained means that all of the children in the preschool class received special services. Transportation can be provided.

Combination Setting l l l Services provided in a special class and in a general education class. Support to be successful in community settings. Direct services, consultation with community teachers, materials/equipment.

Special Schools l l A preschool classroom located in a special school. “Special School” means that all of the students in the school receive special services. Transportation can be provided.

Home Based Instruction l Special services are provided in your home, a family members’ home, or maybe a family day care provider’s home. l Some services may be provided at your neighborhood school even if your child does not attend class there.

Summary l Consider all options. l Base transition plans on your child’s needs.