OVERVIEW OF

1
OVERVIEW OF Designing and Implementing Effective
Early Childhood Transition Processes
Developed by the National Early Childhood
Technical Assistance Center for the Early
Childhood Transition Initiative March 19, 2008
2
History and Context for TA

• FUNDED BY OSEP
• Model Demonstration Outreach Projects
• Research Institutes
• National Early Childhood TA System
• National Early Childhood Transition Center

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History and Context for TA

• IDEA 2004
• created SPP and APR requirements
• C8 and B12
• Transition Compliance Indicators

• An analysis of 05- 06 state performance on the
  transition compliance indicators demonstrated a
  need for system improvement and enhancement.

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National Issues Part C

• Coordination/Collaboration
• Difficulty scheduling the meeting with required
  participants
• Late referrals to the system
• Clarifying role and level of participation by LEA
• Clarifying policies for timeline requirements
• Differentiating between referral and LEA
  notification policies

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National Issues Part C

• Data Capacity
• Inability to report on all sub-indicators
• Missing required data elements (e.g., exceptional
  family circumstances causing delays in conference
  timelines)
• Accuracy of data entry
• Ability to generate reports to assist with data
  verification as part of monitoring
• Data sharing with Part B and processes for
  notification

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National Issues Part B

• Coordination/Collaboration
• Child Find and Part C notification procedures
• Delays in scheduling conferences
• Part C referral
• Delays in conducting evaluations
• Late referrals from Part C created delays in
  timelines for determining eligibility
• Timelines for implementation of IEPs
• Summer birthdays

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National Issues Part B

• Data Capacity
• Inability to report on all measurement components
  and requirements
• Missing required data elements (e.g., range of
  days beyond 3rd birthday when eligibility
  determined and IEP developed)
• Difficulty determining the number of children for
  whom parent refusal to provide consent caused
  delays in evaluation or initial services
• Data sharing with Part C

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National Early Childhood Transition Initiative

• OSEP approved the allocation of RRC and NECTAC
  resources to support collaborative technical
  assistance activities focused on improving state
  agencies implementation of transition
  requirements of the IDEA
• TA includes Webinars, meetings, individualized TA
  to States and the development of resources such
  as the Transition Document

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Stakeholders Workgroup Meeting

• All RRCs
• NECTAC
• NECTC
• OSEP
• PACER
• State PTI director
• Two state Part C Coordinators
• Three state 619 Coordinators

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A Framework

• Provides a process for analyzing transition
  system infrastructure and program components
• Based on past experience, recommended practice,
  and emerging evidence base
• Recommends improvement strategies reflecting the
  most current research and recommended practice

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Components

• A component represents
• a major aspect of a system or framework
• that is integral to the efficacy
• of the system.

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TRANSITION INFRASTRUCTURE
INTERAGENCY Structure Relationships Service
System Policy Alignment and Continuity Interagency
Agreements Personnel Development Data
System Monitoring and Evaluation
SENDING Transition Policies Training Staff
Knowledge Data System Monitoring
RECEIVING Transition Policies Training Staff
Knowledge Data System Monitoring
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Relationship of Transition Components
Content Scope of Services
Policy Alignment/Continuity
I-A Structure
Personnel Dev.
Specific I-A Agreements
Broad I-A Agreements
Policy Align.
Data System
I-A Relations/ Commun.
Monitoring
( Financing )
Quality Assurance
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Elements

• Each component contains a list of sub-components
  called elements.
• which are then operationalized with specific
  evidences.

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Evidences

• observable policy, product, training strategy,
  event, or practice
• indicator of accountability for a component and
  its elements.
• list of possible processes and actions
  demonstrating the existence of a practice.
• not intended to be a required or exhaustive list.

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Evidences, continued

• Across Programs participation of more than one
  program or agency is required for the practice to
  be effective.
• Within Program may be present within one state
  or local program/agency
• System Level
• may need to be implemented at a local program or
  state agency level.
• could be present at more than one level, thus
  demonstrable in a local program, a state agency
  and as an interagency activity.

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Realities

• While all of the components and elements are
  considered necessary for an effective
  infrastructure, a state might be unable to attend
  to all elements at once.
• States may opt to thoughtfully consider which
  elements best address their unique context,
  address their most critical transition issues,
  and may best support desired transition and
  system outcomes.

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I. Content Scope of Services

• Access to a broad array of
• Child developmental and educational services,
  supports, settings
• Child health and medical services to promote
  overall well-being
• Family services

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Content Scope of Services

• Concepts for Consideration
• Ability to understand and respond to
  individualized child and family strengths and
  needs
• Access to services, resources and supports above
  and beyond those provided by IDEA
• Capacity to understand, locate and refer to other
  services, resources and supports

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II. Interagency Structures

1. Interagency entity has membership with authority
   to influence agencies policies and procedures.
2. Shared philosophy is foundation for policies and
   determination of responsibilities
3. Primary contact person for transition is
   identified within each program/agency (C, 619) at
   the state local level

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Interagency Structures

• Concepts for Consideration
• Effectiveness of the entity existence is
  insufficient
• At state, regional and local levels
• Entity may look structurally different in
  different states
• Designated personnel may function in different
  roles

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III. Interagency Communication Relationships

1. Mechanisms for ongoing communication
2. Effective working relationships among programs
   and staff
3. Meaningful family participation at all levels

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Interagency Communication Relationships

• Concepts for Consideration
• Relationships are critical to ensure effective
  functioning of interagency structures
• Relationships are critical to ensure alignment of
  policies and practices
• Collaborative relationships are ultimately
  responsible for the effectiveness of interagency
  activities
• Respectful acknowledgement of system capacity and
  limitations

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IV. Interagency Agreements (IA/MOU/MOA)

1. Clear statements of transition processes
2. Clearly assigned roles and responsibilities
   related to transition

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Interagency Agreements

• Critical policies are specified in the
  interagency agreement.
• Format, content, and level of specificity of
  state-level agreements serve as a model for local
  agreements.
• Interagency agreements are routinely reviewed and
  revised based on data and input from
  stakeholders.

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Interagency Agreements
Concepts for Consideration

• Degree to which agreement guides policy
  implementation and system practices
• Stakeholders actively participate and provide
  input
• Address key issues and solve problems with clarity

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V. Policy Alignment Congruence

1. Aligned requirements and timelines
2. Delineated and aligned curricula and
   interventions
3. Procedures for coordination of services
4. Mechanisms to minimize disruption in services

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Policy Alignment and Congruence

• Concepts for Consideration
• Alignment highlights existing and potential
  shared practices such as curricula, professional
  development, roles and responsibilities.
• How the Different Parts of Systems Can Work
  Together (NECTC)
• Congruence is a fit between programs that
  supports harmony and reduces conflict in
  approach, intent and outcomes. (NECTC)

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VI. Personnel Development, Staff Training and
Resources

1. Shared responsibility of designated personnel for
   interagency training TA
2. Activities jointly designed, implemented, and
   evaluated
3. Parents involved in all aspects

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Personnel Development, Staff Training and
Resources

1. Local mechanisms to inform personnel development
   activities and promote networking and problem
   solving
2. Variety of personnel development strategies, over
   time
3. Support for required cross agency participation
   at joint training activities

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Personnel Development, Staff Training and
Resources

• Concepts for Consideration
• Knowledgeable personnel will be more effective at
  supporting transition
• Annual events while required and necessary may be
  insufficient
• Personnel development activities are driven by
  needs of state and local systems but should also
  reflect needs of family consumers
• Training and TA is linked to general supervision
  and monitoring

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VII. Data System and Processes

• Data system capacity to collect necessary data to
  support effective transitions
• Protocols for accurate and timely data collection
  and entry

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Data System and Processes

• Clearly defined procedures for data sharing
• Analysis of transition data improves performance
  across agencies
• Monitoring data are used for decision-making
  within and across programs

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Data Systems and Processes

• Concepts for Consideration
• Beyond responding to APR indicators, data can
  inform and support effective practices
• Development and implementation of effective data
  systems is complex and requires training and
  ongoing TA

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VIII. Monitoring Evaluation

1. Monitoring of transition requirements is aligned
   across agencies.
2. Interagency participation in monitoring
   activities.
3. Evaluation is an integral part of all transition
   components

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Monitoring and Evaluation
Concepts for Consideration

• Statutory basis for general supervision and
  consequences at federal, state and local levels
• Focus on compliance and on program improvement
  and results

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Relationship of Transition Components
Content Scope of Services
Policy Alignment/Continuity
I-A Structure
Personnel Dev.
Specific I-A Agreements
Broad I-A Agreements
Policy Align.
Data System
I-A Relations/ Commun.
Monitoring
( Financing )
Quality Assurance
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Contact Information

• Martha Diefendorf, NECTAC
• Martha_Diefendorf_at_unc.edu
• Anne Lucas, NECTAC/WRRC
• alucas3_at_comcast.net
• Kathy Whaley, NECTAC
• Kathy_Whaley_at_unc.edu