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Early Childhood Special Education Part B, Section 619*

Early Childhood Special Education Part B, Section 619*. Part C to B Transition by Three Jessica Brady, Noel Cole Michigan Department of Education Office of Early Childhood Education and Family Services (517) 373-8483. *of the Individuals with Disabilities Education Act (IDEA).

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Early Childhood Special Education Part B, Section 619*

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  1. Early Childhood Special EducationPart B, Section 619* Part C to B Transition by Three Jessica Brady, Noel Cole Michigan Department of Education Office of Early Childhood Education and Family Services (517) 373-8483 *of the Individuals with Disabilities Education Act (IDEA)

  2. State Performance Plan (SPP) • Required by the reauthorization of the Individuals with Disabilities Education Act (IDEA) Sec. 616 (Monitoring, Technical Assistance, and Enforcement) • 6 year plans were submitted in December 2005, 1st APR Due 02/07 • Includes Results Indicators and Compliance Indicators • February 2008 report contained 1/3 of all ISDs collected by online survey instrument

  3. Training Goals • To clarify federal and local requirements for transition to early childhood special education programs from Early On. • To discuss steps, activities, and timelines to ensure a smooth transition. • To address specific concerns surrounding transition activities and reporting.

  4. Part C APR, Indicator 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: • IFSPs with transition steps and services; • Notification to LEA, if child potentially eligible for Part B; and • Transition conference, if child potentially eligible for Part B.

  5. Timely Timely transition planning means (for Early On) that the child has received a transition plan and a transition conference between the ages of 2 years 3 months and 2 years 9 months.

  6. Transition Plan vs. Conference • All children exiting Early On because of age must have a transition plan which includes steps and services. • All children exiting Early On because of age, who are potentially eligible for Part B, must have a transition plan and a transition conference where the service coordinator, parents, and appropriate LEA personnel discuss the placement of the child.

  7. Indicator 12: Early Childhood Transition Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthday.

  8. OSEP Explains - • The state must have in effect policies and procedures to ensure that children participating in Part C programs and who will participate in preschool programs under Part B of the Act: • experience a smooth and effective transition. • have an IEP developed by their third birthday

  9. OSEP Explains - • Each public agency must ensure that as soon as possible following development of the IEP, services are made available according to the child’s IEP. • A Free Appropriate Public Education (FAPE) must be available to all children residing in the state between the ages of three and 21.

  10. Transition Timelines Step 1: Transition Planning Step 2: Transition Meeting Step 3: Determination of Eligibility Step 4: IEP Meeting Step 5: Implementation of Services

  11. 1. Transition Planning • Is an ongoing process while the child is enrolled in Early On. • Discuss options with families. • Obtain permission from family to refer child to ISD. • Schedule a transition planning meeting with the family at least 90 days before the child’s third birthday.

  12. Step 2: Transition Meeting Child’s Age: 33-36 months • Must occur at least 90 days before the child’s third birthday, as early as 9 months prior to birthday. • Includes the following components: • Review all program options for child • Discuss issues related to transition • Obtain written consent • Discuss plans for the child that is not Part B eligible

  13. For the Child Not eligible for Part B: Make reasonable efforts to convene a planning conference at least 9 months before the child’s third birthday Discuss future possible placements for the child Discuss procedures to prepare the child for changes in service delivery Establish a written transition plan

  14. Step 3: Determination of EligibilityChild’s Age: 33-35 months The local school system is responsible for determining eligibility with an IEP team Early Childhood team will: Follow up with evaluation and assessment results Conduct all further evaluations Consider all information about the child to determine eligibility

  15. Step 4: The IEP MeetingChild’s Age: 33-36 months IEP Team Meeting Members include: family, teachers, administrative personnel, and related service providers Goals: To put identified child goals in writing To identify all programs and services the child is receive under their IEP

  16. Step 4: The IEP Meeting (continued) Together, IEP members decide: The goals and short-term objectives or benchmarks with the highest priority for the child What transportation and/or other related services are needed to reach these goals The least restrictive environment in which the child can best meet the goals and short-term objectives

  17. Step 5: Putting the IEP into ActionChild’s Age: 36 months • Topics to review upon implementation include: • Health records and immunizations • Transportation arrangements • Special equipment • Staffing needs • Special diet • Staff training • Emergency contacts and procedures • Other unique needs of the child or family

  18. How to Ensure Compliance • Use the transition page of the state prototype IFSP/IEP. • Fill in every blank. • Complete the transition plan and transition conference within the timeline (9 months to 3 months before the child turns three).

  19. MDE Contact Information: Jessica Brady, Early On Consultant BradyJ@michigan.gov 517-373-6565 Noel Cole, ECSE/619 Consultant ColeN@michigan.gov 517-241-6354

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