Technical Assistance for Part B, Indicator 12

The following questions for Indicator B12 were taken from: Local Corrective Action Plans: Collection and Use of Valid and Reliable Data for Determining Factors Contributing to Noncompliance (2008) developed by NECTAC, WRRC and DAC. This document provides ideas for the types of questions a local program team would consider in investigating contributing factors for noncompliance and developing improvement strategies. See pages 23-25 for Indicator B12. 

1. How do we ensure that children referred by Part C are found eligible for Part B and have an IEP developed by their third birthday?
2. Do we have clear policies and procedures in place regarding obtaining parental consent for evaluation, completing the evaluation with 60 days from consent or state established timelines, determining eligibility, and developing an IEP prior to the child’s third birthday?
3. Do the number of days between each activity as specified in our procedures ensure that the IEP is developed by the child’s third birthday?
4. Do we provide opportunities for providers to receive training and TA?
5. Do we have adequate numbers of personnel to conduct evaluations?
6. Do we adequately coordinate with Part C programs to ensure we receive referrals in adequate time to conduct the evaluation and develop the IEP by the child’s third birthday? Do we have agreed upon timelines and procedures?
7. Do we coordinate with Part C programs in using information and evaluations of the child to assist us in having the IEP by the third birthday?
8. Is our monitoring and supervision adequate for this requirement? Did we know we had a problem?
9. Do we have valid and reliable data available to address this indicator?
10. Do our providers have the necessary knowledge and skills to implement policies and procedures related to completing all required activities from referral through developing the IEP/IFSP?
11. Based on a review of child records, including those where the IEP is not developed by the child’s third birthday, and/or the local data available:
    • How many days following referral was parental consent obtained for evaluation?
    • How many days from parent consent until the evaluation completed?
    • How many days from completion of the evaluation was eligibility determined?
    • How many days from eligibility was the IEP completed?
    • What percent of the delays are related to parents not providing consent for the evaluation?
    • What percent of the delays are related to not completing evaluations in a timely manner? What are the reasons for those delays?
    • In looking at disaggregated data, is there a difference in timeliness based on specific personnel who provide evaluations? Or based on some other variable in our program? What were the reasons?

Original Word Document

IDEA Transition Requirements

• Early Childhood Part C and Part B Requirements Related to Transition– A chart with requirements by steps organized by specific transition activities (e.g., notification, IFSP transition steps, transition conference, Part B evaluation/eligibility determination, and IEP development and implementation).
• Transition Timeline Flow Chart – This chart illustrates IDEA transition and APR Indicator B11 and B12 as they relate to Indicator C8 requirements.
• OSEP Policy Letter to Mary Elder, Texas (February 14, 2004) – Contains guidance on the disclosure of child notification and other transition requirements from Part C to Part B.
• Side-by-Side of IDEA 97 Part C Transition Regulations and IDEA 2004 Part C Statutory Requirements – Contains current statutory and regulatory requirements for Part C that can be used as a reference for Part B administrators. Specific requirements include reference to Part B.

Examples

• Examples of state resources for parents on the IDEA requirements for transition and parental rights
• Examples of State Policies (Notification, Late Referral/Entry to Part C)
• Examples of Interagency Agreements and Resources
• Examples of State Guidance

Monitoring and Data

• Local Corrective Action Plans: Collection and Use of Valid and Reliable Data for Determining Factors Contributing to Noncompliance (2008) – Developed by NECTAC, WRRC and DAC. See pages 23-25 for Indicator B12. This document provides questions a local program team would consider in investigating contributing factors for noncompliance and a framework for developing improvement strategies.
• Examples of Forms (Data Tracking and C to B Notification)
• Examples of State Monitoring Tools for Transition
• Webinar on State Level Data Sharing and Collaboration (November 2007)
• Optional B12 APR Template (Posted 10.04.09)

 

Personnel Development and Training Materials

• Examples of State Training Resources
• Beach Center on Disability Transition Knowledge Bank – Provides resources and videos on IDEA requirements and effective practices for the transitions from Part C to Part B. It includes a Community of Practice and a blog for parents.
• Connecting the Dots – An online C to B transition training developed by NCRRC to assist Service Coordinators, LEA staff, and parents in understanding aspects of early childhood transition.

Developing an Infrastructure to Support Transition

• Designing and Implementing Effective Early Childhood Transition Processes (March 2008) – A document developed by the OSEP National Early Childhood Transition Initiative as a framework and tool for use by states to analyze their transition system infrastructure and identify improvement strategies. The framework describes major infrastructure components (i.e., content and scope of the service system, interagency structures, agreements and communication, policy alignment, personnel development, data systems/processes, monitoring and evaluation) and includes additional planning resources.
• Early Childhood Transition Worksheet – This worksheet lists the IDEA transition requirements and key infrastructure components. It can be used as a planning tool and discussion guide for identifying factors contributing to non-compliance and effective practices. It is a companion to the Designing and Implementing Effective Early Childhood Transition Processes framework document.
• Transition Initiative and Transition Processes Powerpoint presentation – This powerpoint provides an overview of the IDEA requirements for Part C and Part B impacting transition and Annual Performance Reports.  This powerpoint is a training resource for use with the Designing and Implementing Effective Early Childhood Transition Processes framework document.
• Examples of State Initiatives and Special Projects

Research-Based Practices

• Searchable database – Maintained by The National Early Childhood Transition Center (NECTC) of state transition policies and transition literature. Validated practices and strategies that enhance the early childhood transition process and support positive school outcomes for children with disabilities are presented in reports, presentations and research findings.
• National Webinar on APR Performance and Transition Research (September 20, 2007) Sponsored by the National Early Childhood Transition Initiative.