ECI: Making It Work - ABC Signupadmin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2 … · Web viewWhen you hear the word transition, ... speech therapy at the school, a private

ECI: Making It Work

7. Transition

Overview

7.1 Overview

Notes:

In this section you will learn about the transition process and how the success of this process depends on the involvement of the entire team. When you hear the word transition, what comes to mind? Most of us think transition in ECI refers to the process in which the team professionals and the family plan for transferring the child’s care and services to other entities such as educational settings, child care centers or Head Start programs. However, attention to transition starts at day one and continues throughout a child’s enrollment in ECI. Some children are older when they are referred, or for other reasons have a short stay in ECI. Some children make transitions to new child care, or to a new community or home while they are in ECI. Families require support and assistance as they make any of these transitions.

7.2 Transition Video

Notes:

MIW SC:The process of transition.IDEA allows states flexibility in implementing transition requirements. Watch this video to see how the process of transition occurs throughout the various stages of the ECI experience. The video is

Making It Work, Section 7- Transition: Accessible (print) version 1

linked here: http://www.youtube.com/watch?v=CUHkAENZiRc

7.3 Transition Steps and Services

Notes:

MIW SC:The video mentioned that you develop the transition plan at a transition conference with the school district for a child who may be eligible for special education services. In Texas, the team and family develops the plan, called Transition Steps and Services. This plan is developed for all children, regardless of whether the school district is being considered as a possible option. The form is attached here.Developing the Transition Steps and Services sets the stage for the family to envision great expectations for their child. The transition planning process is not just about listing activities the team will complete during transition. It is about really planning for how the family’s vision for their child can be accomplished. Transition planning is a time to brainstorm solutions to challenges and celebrate successes.The link for the IFSP Transition Steps and Transition Services Form is here: https://admin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2-908BF5F49EB0}_59/DARS_ECI_Sample_IFSP_Transition_Steps_and_Services_Eng.doc

7.4 Transition Preparation Begins Early

Notes:

Before discussing detailed information about transition and developing the Transition Steps and Services, you will have provided families relevant information about the transition process. For example, during pre-enrollment families learn ECI services end on their child’s third birthday and receive an overview of the transition process. Additionally, during the initial IFSP meeting, the transition statement on the IFSP form is reviewed, which highlights when transition occurs and who will help the family during the transition process.


https://admin.abcsignup.com/files/%7B07D0901F-86B6-4CD0-B7A2-908BF5F49EB0%7D_59/DARS_ECI_Sample_IFSP_Transition_Steps_and_Services_Eng.doc



http://www.youtube.com/watch?v=CUHkAENZiRc

Keep in mind the steps and services may change from the time they are developed to adapt to changing child and family needs during their time with ECI.

7.5 Beyond ECI

Notes:

MIW SC:One of the resources you'll use in your conversations with families is the "Beyond ECI" publication. Hardcopies are available at your program. You can also access it online: https://hhs.texas.gov/services/disability/early-childhood-intervention-services/eci-public-awareness/eci-publications#beyond

7.6 Activity: Use the “Beyond ECI” handbook

Notes:

MIW Coach:Here's an opportunity to become more familiar with the "Beyond ECI" publication. Find answers to these four questions in the publication. Question 1: What are the three steps in the enrollment process for special education services through the local school district?Question 2: What is meant by “related services”?Question 3: Can IDEA funds be used to serve children eligible for services under Section 504?Question 4: What does BIP stand for? The link for the publication is here: https://hhs.texas.gov/services/disability/early-childhood-intervention-services/eci-public-awareness/eci-publications#beyond .Answers: The three steps in the enrollment process are evaluation, eligibility determination and developing the Individual Education Program (IEP). “Related services” are support services needed by a student in order to benefit from special education services. IDEA funds may not be used to serve children found eligible only under


https://hhs.texas.gov/services/disability/early-childhood-intervention-services/eci-public-awareness/eci-publications#beyond




section 504. BIP stands for Behavior Intervention Plan.

Transition Timelines

7.7 Transition Timelines

Notes:

MIW SC:There are some transition requirements that have the same timeline for completion. The following three requirements must be completed when the child is at least 27 months of age and no later than 90 days before the child’s third birthday.One: Steps and Services: The team must develop a plan for transition, called “transition steps and services” at an IFSP meeting. Adding steps and transition services to the IFSP is an important part of the transition process. Parents may not be aware of all the things to consider as they decide what should come next for their child. Two: Notification: According to IDEA Part C, ECI must notify the LEA (local education agency) where the family lives when a child is potentially eligible for services under Part B. The IFSP team is responsible for determining the child’s potential eligibility. When ECI notifies the LEA, child's limited personally identifiable information (consisting of the child and parent names, addresses, phone numbers, child's date of birth, service coordinator's name, and language spoken by the family is sent to the school district. Parents must be given 10 days’ notice before the notification is sent, and the parent may choose not to allow the contractor to send the information by opting out in writing.Three: Conference: A transition conference is a meeting in which the parents of a potentially eligible child have the opportunity to learn about their rights, eligibility, timelines, and other information about the LEA. A transition conference is scheduled for a potentially eligible child, or for any child at the parent's request. Participants in the conference include: an IFSP team member, service coordinator, the parent, and anyone else the parent wishes to invite, such as a friend


or family member, and other members of the IFSP team as appropriate. A representative of the LEA may or may not be present. What about children who are enrolled in ECI after the age of 33 months?Every child referred to ECI at least 45 days before his third birthday is entitled to a comprehensive evaluation and IFSP development if he is determined eligible. The Service Coordinator explains transition options, notification requirements, and the right to opt-out. The IFSP team determines potential eligibility for special education services, and discusses with the family at the initial IFSP meeting. Evaluation and IFSP is not required for a child referred to ECI less than 45 days before her third birthday, however if the child is potentially eligible for preschool special education services, she should be referred to the LEA as soon as possible.Many children in ECI transition to services and settings other than Part B, or in addition to Part B services. The parent of a child who qualifies for Part B may want to explore other options to address non-educational needs. Except for the timelines, a community transition meeting must meet the same requirements as a transition conference with the LEA. These requirements include parent approval to convene a meeting, prior written notice, and participation of the service coordinator and one other member of the IFSP team.

7.8 Potential Eligibility for Part B

Notes:IDEA Part B and IDEA Part C have different eligibility criteria. To receive special education services under Part B, a student (age 3-21) must meet the definition of one of the 13 disability categories described in IDEA and demonstrate an educational need. A disability is not necessarily a qualifier if the child has no needs that impact his ability to participate and learn in school. There are 13 disability categories described in IDEA. Follow this link to see the categories: http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CA%2C300%252E8%2C. Notice that these categories are more general in nature than a


http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CA%2C300%252E8%2C

http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CA%2C300%252E8%2C

specific diagnosis. Only a few specific diagnoses are mentioned under the federal definitions. States can choose how they want to assign disability categories as long as they cover all of the federal disability terms and definitions. Texas uses the list as described in IDEA. There is some variation between school districts because each ISD may interpret the definitions of the 13 categories and educational need slightly differently.

7.9 Timelines in TAC & CFR

Notes:

MIW SC:The state Rule can be found in TAC Title 40, Part 2, Chapter 108, Subchapter L Transition. The link is here: http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=4&ti=40&pt=2&ch=108. The federal regulations governing transition timelines can be found in 34 CFR §303.209 and §303.344. The link is here: http://www.ecfr.gov/cgi-bin/text-idx?c=ecfr&SID=6b266fffdc7890f6646b0e34961691ca&rgn=div5&view=text&node=34:2.1.1.1.2&idno=34. Because Texas ECI programs receive funding from the federal Department of Education, they must comply with regulations that govern Part C programs and public school education. One of these regulations is FERPA. Talking to parents about this requirement gives you an opportunity to teach them some of the terminology, such as FERPA, that they will need to know as they advocate for their child. FERPA: 20 U.S.C. § 1232g; 34 CFR Part 99.Can you find this in TAC? If a child is referred to ECI fewer than 45 days before his/her third birthday, is the IFSP team required to plan transition steps and services?Answer: No. If the child is referred fewer than 45 days before the child's third birthday, the IFSP team is not required to plan steps and transition services. If the child is potentially eligible for preschool special education services, the contractor must, with written parental


http://www.ecfr.gov/cgi-bin/text-idx?c=ecfr&SID=6b266fffdc7890f6646b0e34961691ca&rgn=div5&view=text&node=34:2.1.1.1.2&idno=34



http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=4&ti=40&pt=2&ch=108

http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=4&ti=40&pt=2&ch=108

consent, refer the child directly to the LEA as soon as possible.

7.10 Activity: Knowledge Check on Timelines

What do you think? When should the Transition Steps and Services be completed?

A. Only if the child is transitioning into the school district.B. Not fewer than 90 days before the child’s third birthday, but no

more than nine months before the child’s third birthdayC. Any time between birth and the child’s third birthday

The correct answer is B. Refer to TAC §108.1207.The meeting to plan and document appropriate steps and transition services in the IFSP must be conducted not fewer than 90 days, and at the discretion of all parties, not more than nine months before the child's third birthday. A is not the correct answer because the appropriate steps and transition services that the IFSP team plans at the meeting must be documented in the IFSP and must include identification of appropriate steps and transition services, deemed necessary by the IFSP team, to support the family's exit from early childhood intervention services to LEA special education services or other appropriate activities, places, or programs the family would like the child to participate in after exiting early childhood intervention services.

7.11 Activity: Looks Like, Doesn’t Look Like

Notes:MIW Coach:Next, review the following four statements about transition timelines. Decide if the statement looks like a best practice for transition timelines or doesn’t look like a best practice. Statement 1: Having only the service coordinator be responsible for insuring timelines are met.

A. Looks Like


B. Doesn’t Look LikeThe correct answer is B, doesn’t look like a best practice. A smooth, effective transition requires the participation of everyone on the IFSP team. The Service Coordinator cannot complete transition activities on time if input from other team members is delayed. Statement 2: Postponing transition discussions until just before the child turns three

A. Looks LikeB. Doesn’t Look Like

The correct answer is B, Doesn’t look like a best practice. Families may not have time to consider all of their options if transition discussions are not timely.Statement #3: Timelines are met to ensure a smooth transition out of ECI.

A. Looks LikeB. Doesn’t Look Like

The correct answer is A, Looks like a best practice. Statement #4: Families are aware of the value of meeting timelines for transition purposes.

A. Looks likeB. Doesn’t Look Like

The correct answer is A, Looks like a best practice.

7.12 Activity: Supporting transition

Question 1: What do you think? Andre is 20 months old at the initial IFSP. What would you need to do about transition during Andre's initial IFSP?

A. Develop a transition plan with initial steps and servicesB. Discuss the notification to Part B for children who are potentially

eligible and the opt out process. C. Nothing needs to be discussed about transition at this point


D. Conduct a transition conference with the local school districtThe correct answer is B. Since Andre is 20 months old, it is appropriate to discuss the notification at his initial IFSP. A and D are not correct because Transition Steps and Services should be completed when the child is at least 27 months of age and no later than 90 days before the child's third birthday. C is not correct because you should discuss the notification to Part B for children who are not potentially eligible and the opt out process. Question 2: What do you think? Elizabeth is 3 weeks old at pre-enrollment. What would you need to do about transition during Elizabeth’s pre-enrollment visit?

A. Develop a transition plan with individualized steps and services.B. Conduct a transition conference with the local school district.C. Nothing needs to be discussed about transition during pre-

enrollment.D. Discuss the transition process, including transition concepts

and activities.The correct answer is D. Successful transitions require planning ahead to ensure a smooth transition without a gap in services. A and B are not correct because Transition Steps and Services should be completed when the child is at least 27 months of age and no later than 90 days before the child's third birthday. Although you do need to discuss general information about transition with Elizabeth’s family, you don’t need to develop specific steps at this point. C is not correct because you need to discuss the transition process from the beginning. Successful transitions require planning ahead to ensure a smooth transition without a gap in services. Question #3: What do you think? Riley is 32 months old at the periodic review. What would you need to do about transition during Riley's periodic review?

A. Discuss the transition process in general, including transition concepts and activities.

B. Discuss the notification to Part B for children who are potentially eligible and the opt out process.


C. Nothing needs to be discussed about transition at this point.D. Develop a transition plan with individualized steps and services.

The correct answer is D. Transition Steps and Services should be developed when the child is at least 27 months of age and no later than 90 days before the child's third birthday. Since Riley is 32 months of age, this is the best answer. A is not correct because this discussion would have taken place at the initial visit. B is not correct because notification and the opt out process should have been explained at the initial IFSP. C is not correct becuae transition always needs to be discussed.

Individualizing Transition

7.13 Individualizing the transition process

Notes:

Transition, like other ECI processes, is individualized to meet the unique needs, priorities, culture and values of each child and family, and is based on a thorough assessment of the needs of the child and family. Teams should ask, “What might the child need to continue to meet developmental goals after she leaves ECI or transitions to another setting, and what support might the family need to continue to help their child meet her goals?” Assessing transition needs is an ongoing process that continues throughout the child's enrollment. Child and family needs, interests, and skills change, so transition steps and services must be revised to reflect the changes that occur within the family. A family’s culture, spiritual beliefs, values should also be considered as you help them plan to exit ECI services.The areas to address can be grouped into educational, developmental, health and medical and social and emotional needs. Helping children and families prepare for transition is the responsibility of all team members.Educational NeedSome families will want to consider educational settings for their children when they transition from ECI. Educational settings include


private and public preschools, child care centers, Head Start, and Part B services. Part B of the Individuals with Disabilities Education Act (IDEA) requires local school districts to provide special education services for eligible children beginning on their third birthday. The program for 3-5 year olds is called the Preschool Program for Children with Disabilities. Developmental NeedDevelopmental needs for transition are often aligned with the developmental outcomes in the IFSP that a family is addressing for their child. Learning to share, following instructions, being able to express himself, moving around a classroom environment, and feeding himself are all examples of developmental skills that may be needed in a child’s next setting. Family culture and customs can play a big role in determining when a child is taught self-help skills. For children who have never had a caregiver other than a family member, or been around other children, the ECI team might need to find opportunities for group experiences before the child leaves ECI. Mother’s Day Out, play groups, or Sunday School classes are ways to help prepare children for participation in a classroom. A child may need accommodations or supports to fully participate in a new program or setting. Physical abilities, noise levels, visual stimulation, and other environmental factors all need to be considered. Click on the video now to practice how you might assess for developmental needs to help plan for transition.

Social-Emotional NeedSocial/emotional needs of the child should be considered during transition planning. Children may be fearful of strange places, people they don’t know, or the behavior of other children. Working through these fears before the transition can help children and families feel comfortable with the changes.Children with behavioral challenges may need services to address those concerns. In many communities there may be services for children and families, such as behavior intervention, counseling,


parenting groups and classes, and social skills groups for children.Health & Medical NeedAs a child grows and develops, medical needs change. For example, families may need help identifying specialists, after hours medical providers, or dentists. If a child is going to participate in an educational setting or group care, families need to know the policies related to emergency care and for administering and storing medication. Are staff trained in CPR and first aid? Are there any needs for special equipment or assistive technology? Some families may want to address dietary needs. If a child has a diagnosed medical condition, families and caregivers may need reliable sources of information about their child's condition. A child with a catheter or tracheotomy, or who requires medications, may need frequent attention in his next setting from a medical professional.Needs of the FamilyDuring transition it’s especially important to help the family identify services they may need and how to access those services. In addition to the needs of the child, you should also identify any needs and resources for the family, such as local parent support groups, disability organizations, case management services and other social services.Some parents have never left their child in the care of another individual and may not have confidence in any other caregiver’s ability to meet their child's needs. Other families may worry about their child being accepted by peers or parents of other enrolled children. Families may also be concerned about their child’s safety.

Sometimes parents don't want their children to enroll in other programs when they exit ECI. They may want their children to remain at home. Helping families identify resources to support children's continued learning and development at home can also be an important transition activity.


7.14 Educational Needs

Here are some common terms and acronyms used in the transition to Part B.Transition TerminologyPart B refers to the public school special education programs for children 3 – 21. Part B programs are operated by the LEA.Local Education Agency (LEA) is the local independent school district.Admission, Review and Dismissal (ARD) committee is the group that will determine whether the child is eligible for special education and develop the IEP. The ARD committee is similar to the IFSP team in ECI. Though not a required member of the ARD committee, someone from ECI can go with the parent to the ARD meeting.Individual Education Program (IEP) - is similar to an IFSP in ECI, except it is a plan for only the child, not the family. It is often called the individualized education plan.Behavior Intervention Plan (BIP) is a written plan, included in a child’s IEP, that identifies the supports and services that will be provided to prevent inappropriate behaviors from occurring, and to teach and support desired behaviors.Full Individual and Initial Evaluation (FIIE) determines whether the child is eligible for Part B, special education services.Least Restrictive Environment (LRE) is similar to the concept of natural environments in ECI. It means the child has a right to be educated to the maximum extent possible with children who do not have disabilities. Most special education services and supports can be provided in general education or community settings.Functional Behavior Assessment (FBA) is an assessment of a child's problematic behaviors to determine the causes and to develop a plan to support the child so the behaviors are not interfering with the child's learning. An FBA is not required, but can be requested by the family, or recommended by the school, for a child who has behavior problems that are likely to interfere with his ability to learn and participate in school.


Family Education Rights and Privacy Act (FERPA) is the federal law that governs confidentiality of a child's education records and information. FERPA applies to ECI programs and public schools.Americans with Disabilities Act (ADA) is a federal law which prohibits discrimination against, and protects the rights of people with disabilities. All public schools must comply with this law; private schools that are not operated by religious organizations are also required to comply with the ADA. According to the ADA, schools must provide reasonable accommodations for students with disabilities, aids and services students with disabilities need to communicate or access services, and reasonable modifications of policies and practices that impact students with disabilities.504 Plan refers to section 504 of the Rehabilitation Act of 1973. The Act prohibits discrimination based on disability. 504 plans are developed for students with documented disabilities who do not meet the criteria for special education services, but who may need modifications or accommodations to participate fully in educational activities. Section 504 applies only to schools which receive federal funding.

7.15 Determining eligibility for Part B

Notes:

MIW Coach:Before the school can determine eligibility for Part B services, the parent must sign a consent for the evaluation. The school’s team performs the evaluation and then conducts a meeting to determine if the child is eligible for the Preschool Program for Children with Disabilities (PPCD). In Texas, this meeting is called the Admission, Review and Dismissal (ARD) meeting. During the ARD meeting, the team develops the child’s Individualized Education Program (IEP), also known as the Individualized Education Plan.The IEP addresses:

the child’s educational need the child’s need for related services (for example: PT, OT, and


Speech therapy) as it relates to his/her educational need the best placement option for the child based on the child’s

needs and the least restrictive environment. transportation to/from the child's placement.

Just like the IFSP meeting, the family may invite others to the ARD (IEP) meeting. ECI staff may attend if they are invited by the family or by the school. Did you know? Placements can be in a variety of settings. Some possibilities: speech therapy at the school, a private preschool or child care classroom, an inclusive preschool classroom at the school that serves typically developing children as well as children with developmental delays or disabilities.

7.16 Developmental Needs

Notes:

You are about to practice addressing developmental needs.

7.17 Activity: Henry at Mealtime

Notes:

Mealtime at a child care setting.

MIW Coach:This video clip shows a boy named Henry participating in lunch time at his child care center. If a little girl on your caseload was transitioning to Henry’s child care center and didn’t have all of the skills Henry has, your team would need to address her developmental needs through her IFSP outcomes. Her transition plan would also include any needed assistive technology or other accommodations to ensure her success after she transitions. Your task here is to observe Henry and document the skills he is using to be successful in this routine. What skills does a child need to be successful at mealtime in this setting? Be thinking about all


developmental areas, and include two examples each of motor skills, self-help skills and communication skills.The video link is here: http://www2.cde.state.co.us/media/resultsmatter/RMSeries/HenryAtMealtime_SA.asp

7.18 Did you consider

Notes:

MIW Coach:Did you come up with any of these in each developmental area from watching the video?Motor:

Ability to sit in a chair at the table Pincher grasp

Self-Help: Ability to drink out of an open cup Ability to finger feed Ability to eat with a spoon

Communication: Ability to ask for “more” Ability to express likes/ dislikes of food Ability to understand multi-step directions Ability to understand “If/ then” (If you eat this, then you can do

this…)

7.19 Examples of Transition

Notes:

MIW Coach:Transition services need to be individualized to child and family


http://www2.cde.state.co.us/media/resultsmatter/RMSeries/HenryAtMealtime_SA.asp

http://www2.cde.state.co.us/media/resultsmatter/RMSeries/HenryAtMealtime_SA.asp

needs regardless of the type of transition. Read the following examples. You're already familiar with Andre and Elizabeth, now you'll also meet Zoe and Jimmy and see how the transition process can be individualized for them.

7.20 For children turning three

Notes:

Read how aspects of transition can be individualized for each child’s particular needs.Example: JimmyToday during his PT session Mom reports, “I am worried about how Jimmy will do on the playground. I want him to be included with the other children when they play, but he can’t walk very well yet.” Jimmy is now 30 months old and will likely be transitioning to PPCD at his local school campus. In view of the upcoming transition his PT works with his service coordinator to arrange a tour of the playground with Jimmy and Mom for his next session. They also plan to meet for two more sessions for further practice. The PT also discusses potential use of shoe inserts to help Jimmy stabilize his gait on grass and gravel. MD is contacted and is happy to write a referral for orthotic evaluation for Jimmy. Example: ZoeZoe's Mom reports, “When I go back to work, Zoe will have to ride the bus to daycare and I am worried about how she will go up and down the steps. Even though we’ve been working on that, she’s not very good at that yet.” PT contacts the local daycare where Zoe will attend. They are happy to arrange a visit for Mom and Zoe and offer to make the bus and driver available so all can practice helping Zoe get on/off the bus as independently as possible.

7.21 Individualizing Transition For Elizabeth

Notes:


MIW Coach:Next, let's think about individualizing the transition process for Elizabeth. What needs of Elizabeth and her family would you need to consider when helping Elizabeth and her mom make the transition to day care? Recall when the OT was helping mom brainstorm ideas to support Elizabeth’s head in her car seat. That is an example of assessing and meeting the transitional needs of families in ECI. Imagine you are working to individualize transition for Elizabeth. You'll need to consider her educational, health and medical, developmental, and social-emotional needs, as well as the needs of her family. Make a list of questions you'd want to address to consider the following areas: Educational needs, developmental needs, health and medical needs, social-emotional needs, and family needs. Remember, not all areas may apply to Elizabeth or her family at this point but needs can develop and change over time.Now that you have completed that, read further to see some possible considerations for Elizabeth. Some considerations for Elizabeth:Educational Needs: None. Developmental Needs What kind of supported seating is needed throughout the day for

playtime and feeding? What are the daycare routines? Which ones will provide the best

opportunities for Elizabeth to work on her outcomes?Health & Medical Needs Does the daycare need information or other supports to care for

children with special needs -- i.e., administering medications, special food or diet?

Social-Emotional Needs• How do the daycare staff soothe fussy babies?

Needs of the Family How will the family get Elizabeth to daycare?


How will the family and daycare communicate about Elizabeth at daycare?

Is there a consent signed by the parents for ECI to provide services in the daycare?

How will the ECI team communicate with daycare staff and parents regarding Elizabeth’s goals and progress?

Do the parents want to visit Elizabeth at daycare in the first couple weeks?

7.22 Individualizing Transition For Andre

Notes:

MIW Coach:We've focused on transition planning for when a child turns three. Now let's look at how transition planning occurs for other types of transition.Consider the needs of Andre and his family ...As Andre's Service Coordinator, I've been communicating regularly with his CPS worker and I know the plan is for Andre to return to his biological mother after she completes parenting classes, counseling, and other activities CPS is requiring. Andre’s biological mother lives in a different service area, so Andre will need to be referred to the other ECI program. Although I will make the referral, all team members have a responsibility for making Andre’s transition back to his biological mother as smooth as possible. Imagine you are facilitating Andre's transition. Answer the following questions regarding his educational, health and medical, developmental, and social-emotional needs, as well as the needs his foster or biological family may have. Questions:

1. Has the team discussed any educational needs for Andre? 2. What information will Andre’s mother, CPS worker, and new

ECI team need to help meet his developmental needs. 3. Are there any special health and medical needs that should


be addressed as Andre returns to his mother? 4. What considerations should be made when thinking about

social-emotional needs for Andre’s transition to living with his biological mother?

5. What family needs can the team address to support Andre and his foster family, the Jacksons, during the transition?

Did you think of any of these for possible answers to the questions?Some considerations for Andre:

1. Has the team discussed any educational needs for Andre? Answer: No, but educational needs may develop over time.

2. What information will Andre’s mother, CPS worker, and new ECI team need to help meet his developmental needs? Answer: Ronda, Brianna and Lydia will make a list of all the words Andre is using and all the directions he is following to help his mother know how to communicate with him and to share with the new ECI team.

3. Are there any special health and medical needs that should be addressed as Andre returns to his mother? Answer: Although Andre is generally healthy, Ronda will help Lydia and Timmy make a list of any illnesses Andre has had and medications he received while he was in their home.

4. What considerations should be made when thinking about social-emotional needs for Andre’s transition to living with his biological mother? Answer: Andre may have a difficult time with the abrupt change from living with the Jacksons to living with his biological mother, which can result in tantrums, loss of sleep or appetite, irritability, and/or acting out. The Service Coordinator should coordinate closely with the CPS worker to make a plan for Andre and his mom to spend time together prior to the move back to his biological mother. This will minimize some of the problems that can occur when abrupt changes are made. Andre’s foster family provides is his current source of security. They should be included in the


planning because they can help Andre become comfortable with the change. Sometimes it is useful for a child make a picture book that will introduce him to the new arrangement. The Service Coordinator and the CPS worker can facilitate this. The book can include pictures of his mom, extended family, his new home, where he will sleep, places they may go (parks), etc. The Jacksons can make sure they use the book to talk with Andre before and after visits. The Jacksons can make a list of what works for Andre in various scenarios-bedtime, traveling, playing with other children or when he gets upset. For example, what are his likes and dislikes, does he have a favorite bedtime ritual etc.? This will help his mother know him better and help her re-establish their relationship. It is important that the Jackson’s include strategies they use to re-direct him so there will be consistency in how this is approached. The Service Coordinator and the CPS worker should exchange information on how each visit went and determine if there are any other needs that should be considered prior to the move.

5. What family needs can the team address to support Andre and his foster family, the Jacksons, during the transition? Answer: Ronda and the Jacksons will talk with Andre’s CPS worker about the importance of a gradual transition with increasingly longer visits with Andre’s mother, rather than abruptly moving him from his foster home. Ronda will also provide some information to the CPS worker about social-emotional development in toddler’s to support both families during transition. While the Jackson’s anticipated Andre’s placement with them would be temporary, Ronda will check in with them frequently and offer any support if it is needed. Ronda’s efforts to include the Jackson’s in Andre’s transition plan benefits Andre but also helps them to be better prepared for Andre’s leaving.


Documenting Team Participation

7.23 Documenting team participation activities

Notes:All transition activities and discussions must be documented, typically by the Service Coordinator. The Service Coordinator will use documentation from service providers’ progress notes to update transition steps and services as needed. For example, if the team determined that the child needs to sit on the carpet during circle time, the ECI PT will document the child’s progress with sitting, use of or need for assistive technology, and how the assistive technology can be used in the classroom. The Service Coordinator then documents this preparation for transition.More information for Service Coordinators about the requirements for documenting transition can be found in the Family Centered Case Management Module. This is the progression:

1. Progress and needs identified.2. Service Provider writes progress note.3. Service Coordinator updates Steps and Services as needed.

Transition for Riley

7.24 Activity: Transition Steps for Riley

Notes:MIW SC:It’s your turn to help create a Transition Steps and Transition Services document for Riley based on what you have learned in this section and what you know about Riley, particularly from the development of his IFSP and periodic review. Don't forget to consider any assistive technology he's using.


Here are some prompts and guidance that can help you guide the transition discussion:Guided Transition Discussion

Transition steps and services must be developed at an IFSP meeting with the family of the child. The IFSP transition content must include the following:

Transition Services: Identification of transition services and other activities that the IFSP team determines are necessary to support the transition of the child.

Transition Steps: o Discussions with, and training of, parents, as appropriate,

regarding future placements and other matters related to the child’s transition.

o Procedures to prepare the child for a change in service delivery, including steps to help the child adjust to, and function in, a new setting, and to exit from ECI.

Assess transition needs by using the guided discussion questions below. Document any identified concerns about any of the following:

1. What do you know about Head Start, Pre-K, and pre-school or child care centers? Do you have concerns?

2. Would visiting these centers or classrooms be helpful to you?

3. How is it for you and your child when you separate?

4. How does your child play with other children?

5. What health and medical issues does your child have? Does your child take medications during the day?

6. Are there diet restrictions or preferences that need to be addressed?


7. What requirements does the center or provider have for medical and health information, Social Security Number, consent to seek medical help in an emergency, transportation, etc?

8. Are there accommodations, including those related to sensory issues, that need to be made for your child to participate in classroom activities, mealtimes, music time, art time, playground time, etc.?

9. How does your child behave in structured settings and activities? Do you have concerns about your child’s ability to sit still, follow directions, etc?

10. Are there any skills your child will need to learn to participate in activities you are interested in, such as toileting, waiting his or her turn, sharing toys, etc?

11. If a community activity, such as story hour, requires you or another adult to stay with your child the whole time, will you or another caregiver be able to do so?

12. Will you need someone to help with case management needs after ECI?

Now, review Riley’s Transition Steps and Services form. The form is linked here: https://admin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2-908BF5F49EB0}_59/Riley_IFSP_Transition_Steps_and_Services.doc. You supervisor will guide you through the process. Review the top section of the form and look further down on the form for prompts and guidance. As a team, we have determined Riley is potentially eligible for Part B services. During this meeting, Riley's Mom, Adelia voiced concern that if Riley does qualify for Part B services, the school district only addresses educational outcomes and she wants help finding therapists to address the other concerns. Adelia also mentioned she is still trying to get Riley in with a developmental pediatrician to see if the doctor will diagnose Riley because Mom and Dad agree Riley probably has an ASD.


https://admin.abcsignup.com/files/%7B07D0901F-86B6-4CD0-B7A2-908BF5F49EB0%7D_59/Riley_IFSP_Transition_Steps_and_Services.doc



Take some time now to think about how you would answer this: "Required Additional Steps and Services Specific to My Child and Family." Think of three items and discuss your answers with your supervisor.

7.25 Did you consider?

Notes:

Did you consider:

Services for helping Riley deal with the transition from

preschool to bus to school district to bus back to preschool?

Services for helping Riley communicate and adjust to his new

teacher?

Referrals to other trusted developmental pediatrician’s in the

area to expedite the parent’s concern about autism?

Discussing parent support groups with the family if they receive

a diagnosis?

What info should be sent about Riley (with parental consent) to the ISD for the evaluation that could help the ISD evaluation team determine eligibility for PPCD?

7.26 Conclusion

Notes:Congratulations! You have completed the Transition section of Making It Work!


Documents

ECI: Making It Work - ABC Signupadmin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2 … · Web viewWhen you hear the word transition, ... speech therapy at the school, a private