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National Transition Initiative

Teleconference Webinar

September 20, 2007

Sponsored by:

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)

Current Research and Evidence

Beth Rous

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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.

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A Conceptual Framework for Thinking About Transition

Rous, Hallam, Harbin, McCormick & Jung, 2005, 2007

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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

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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

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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

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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

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Study States

• Birth Mandate• Education & Health & Human Services Lead• Vendor and Agency Based

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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

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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

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InstrumentationTeacher SurveyService Coordinator SurveyAdministrator SurveyProvider Survey

BASC Family Empowerment ScaleFamily Interview

TPPAdministrator SurveyProvider SurveyService Coordinator Survey

Service Coordinator SurveyFamily Interview

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Instrumentation

ELMPPVTIGDIDIBELSEarly Math

BASCProvider SurveysService Coordinator SurveyFamily Interview

PPVTBASCProvider SurveysService Coordinator SurveyFamily Interview

BASCProvider SurveysService Coordinator SurveyFamily Interview

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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

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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

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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

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Majority of Children in the Study

were male

born during summer months

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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

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What was your child’s age at Transition?

Significant differences in age of transition planning by state

%

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How much effort did it take on your part to transition your child?

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How helpful were transition planning services?

No significant differences by state

%

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What Does Transition Look Like For Children?

%

•No significant differences by state

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Post Transition

The majority of children transitioned to preschool special education services

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Children Who Did Not Transition to Preschool Special Education

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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

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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

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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

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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

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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

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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”

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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

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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.

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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.

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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.

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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.

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Analysis of FFY 2005 SPP/APR Indicators C8 & B12: Early Childhood Transition

Katy McCullough

National Early Childhood TA Center

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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.

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C8: Issues

Inconsistent Policies/Procedures/Contracts 14

Other (Scheduling Challenges,

Late Referrals, Meeting Timelines)

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Personnel Shortage 8

Inadequate Data 8

Inadequate Training/Acceptance or Buy-in 5

Lack of Collaboration/Coordination 4

Inadequate Monitoring 2

Not Given 18

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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

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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.

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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)

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Personnel Shortage 8

Inadequate Monitoring 5

Inadequate Training/Acceptance or Buy-in 3

Capacity/Inclusive Opportunities 2

TA Needs Identified but not Provided 2

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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

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Questions, Comments and Next Steps