National Transition Initiative Sponsored by Teleconference Webinar September
National Transition Initiative Sponsored by: Teleconference Webinar September 20, 2007 1
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 2 12/12/2021 2
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 (C 8 & B 12) 3 12/12/2021 3
Current Research and Evidence Beth Rous
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.
A Conceptual Framework for Thinking About Transition 7 Rous, Hallam, Harbin, Mc. Cormick & Jung, 2005, 2007
tin u on nd C nt a Critical Interagency Variables re ctu tru me as nfr e. I rt iv Ali gn o pp Continuity – Congruence or fit between programs that supports harmony and reduces conflict in approach, intent, & outcomes. Su Alignment - conscious & transparent connections made between program practices (e. g. , curriculum and expectations) ity Conceptual Framework for Transition of Young Children with Disabilities Communication & Relationships Ongoing at all levels of the system Policies, interagency agreements, formal/informal supports (e. g. , interagency councils)
Conceptual Framework for Transition of Young Children with Disabilities Standard Transition Practices and Strategies & Activities 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)
Empirical Research Findings l Use of transition policies and practices has a modest positive effect on – – l l 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
NECTC Large Scale Study l 5 Target States (KY, LA, MI, OR & WI) – Purposive sample for representation and diversity l – l 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 Final Sample Early Intervention Children 225 Preschool Children 311 536 Total Children
Study States • Birth Mandate • Education & Health & Human Services Lead • Vendor and Agency Based 12
Transition Policy Characteristics of Study States l Use of Section 619 funds to provide FAPE to children before their third birthday – – l 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
Instrumentation Community Survey Administrator Survey Provider Surveys LICC survey Family Interview Service Coordinator Survey Provider Surveys Family Support Scale All Instruments Family Interview Provider Surveys Family Interview Administrator Survey LICC survey TPP Family Interview Administrator Survey Part C Survey 619 Survey SICC Survey
Instrumentation Teacher Survey Service Coordinator Survey Administrator Survey Provider Survey BASC Family Empowerment Scale Family Interview TPP Administrator Survey Provider Survey Service Coordinator Survey Family Interview
Instrumentation BASC Provider Surveys Service Coordinator Survey Family Interview PPVT BASC Provider Surveys Service Coordinator Survey Family Interview ELM PPVT IGDI DIBELS Early Math
Sample l l Total sample for at-3 transition (n = 216) Child assessments completed – – l Factors affecting attrition – – 17 Pre-transition at age 3 (n = 196) Post-transition at age 3 (n = 161) KATRINA Locating families
Family Respondents l l l Most frequent respondents were biological mothers The majority (70%) of children resided in twoparent households Less than half (46%) of family respondents did not work outside the home – l l l 18 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
Child Ethnicity l English was primary language for the overwhelming majority (96. 7%) of children Child Ethnicity 19
Majority of Children in the Study 20 l were male l born during summer months
*Groups not mutually exclusive Child Disability Categories 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 21
What was your child’s age at Transition? l % 22 Significant differences in age of transition planning by state
How much effort did it take on your part to transition your child? 23
How helpful were transition planning services? No significant differences by state % 24
What Does Transition Look Like For Children? % 25 • No significant differences by state
Post Transition l 26 The majority of children transitioned to preschool special education services
Children Who Did Not Transition to Preschool Special Education 27
Parent Reported Activities to Support Transition Parent Survey – – Occurred or did not occur If yes, level of satisfaction Very Satisfied l 4 =Organized – – – 28 3 = Somewhat by: Satisfied 2 = Somewhat Dissatisfied 1 = Very Dissatisfied Before the placement decision (N=7 items) After the placement decision (N=8 items) Once services were initiated (N=5 items)
Transition Activities Before Placement Decision Average of 4. 3 (61%) Activities; 3. 68 Satisfaction 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 29
Transition Activities After Placement Decision Average of 3. 8 (48%) Activities; 3. 73 Satisfaction 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 3 rd 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 8. 9 3. 65 30 Parent given contact information of other families in child’s class*
Transition Activities After Services are Initiated Average of 3. 64 (73%) Activities; 3. 78 Satisfaction 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 31 difficulties with encountered with the new setting 55. 8 3. 73
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: l l l 32 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
Key NECTC Findings on Social Transition Practices l A large number of practices, strategies and activities identified by families and practitioners as effective l Need to differentiate between “Practices” and “Strategies”
Key NECTC Findings on Social Transition Practices l Standard Practice – l Strategies – l global transition practice that reflects shared understanding of the intent of the practice and that all staff regularly and consistently implement 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
Social Practices Identified (Preliminary) Interagency Structure l l l l 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.
Social Practices Identified (Preliminary) Continuity and Alignment l l l 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.
Social Practices Identified (Preliminary) Child and Family Preparation and/or Adjustment l l 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.
Social Practices Identified (Preliminary) Child and Family Preparation and/or Adjustment l l l 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.
Analysis of FFY 2005 SPP/APR Indicators C 8 & B 12: Early Childhood Transition Katy Mc. Cullough National Early Childhood TA Center 39
Effective General Supervision Part C/ Effective Transition 40 Indicator C 8: 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.
C 8: Issues 41 Inconsistent Policies/Procedures/Contracts 14 Other (Scheduling Challenges, Late Referrals, Meeting Timelines) Personnel Shortage 14 Inadequate Data Inadequate Training/Acceptance or Buy-in 8 Lack of Collaboration/Coordination 4 Inadequate Monitoring Not Given 2 18 8 5
C 8: Improvement Activities 42 Improve Systems Administration and Monitoring Provide Training/Professional Development Improve Collaboration/Coordination Improve Data Collection and Reporting 44 43 38 33 Clarify/Examine/Develop Policies and Procedures Provide Technical Assistance Conduct Evaluation Increase/Adjust FTE Program Development 30 29 3 2 2
Effective General Supervision Part B/ Effective Transition Indicator B 12: 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. 43
B 12: Issues 44 Inadequate Data Lack of Collaboration/Coordination Inconsistent Policies/Procedures/Contracts Other (Funding Barriers, Family Reasons, Rapid Increase in Number of Children Served) 31 14 11 8 Personnel Shortage Inadequate Monitoring Inadequate Training/Acceptance or Buy-in Capacity/Inclusive Opportunities TA Needs Identified but not Provided 8 5 3 2 2
B 12: Improvement Activities 45 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
Questions, Comments and Next Steps 46 12/12/2021
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