Technical Assistance for Part C, Indicator 8

The following questions for Indicator C8 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 8 -16 for Indicator C8 A, B, C.

Indicator C8A

1. How does your agency coordinate with other agencies to support children and families during transition?
2. Are there clear policies and procedures in place regarding sharing information with families about potential service options for their children when they exit early intervention, including transition steps in the IFSP, and expectations about what quality transition steps should include?
3. Are sufficient opportunities provided for providers to receive training and TA on developing meaningful IFSP transition steps?
4. Are there adequate numbers of personnel to provide transition services?
5. Is your monitoring and supervision adequate to ensure that transition steps are included on the IFSP and that the transition steps are appropriate? Did you know you had a problem in this area?
6. Do providers have the necessary knowledge and skills to develop meaningful IFSP transition steps? Do providers understand:
   • The related policies and procedures related to content of the IFSP, including what kinds of steps to put on the IFSP to prepare children and families for transition?
   • What information and resources to share with families to help them make decisions about potential service options when their child ages out of early intervention?
   • How to coordinate with other programs or agencies and otherwise support children and families to ensure smooth transition to various settings or next steps?
   • Do the files include transition plans with appropriate steps to be taken to support the transition of the child, (e.g. discussions with and training of parents regarding future placements and other matters related to the child’s transition; procedures to prepare the child for changes in service delivery, including steps to help the child adjust to, and function in, a new setting?
   • Is there evidence that the family provided consent for the transmission of information about the child to the LEA?
   • In looking at disaggregated data, including files where transition steps are not included, is there a pattern as to whether or not transition steps are included in the IFSP based upon the service coordinator? Or based on some other variable in our program?

Indicator C8B

1. How does your agency coordinate with the Part B system to ensure that LEAs are notified of potentially eligible children?
2. Are there clear policies and procedures in place regarding steps to take in notifying the LEAs of potentially eligible children including an opt-out policy if consistent with state policy?
3. Are sufficient opportunities provided for providers to receive training and TA around notification, if applicable?
4. Is there a process in place and procedures to ensure that notification is provided to LEAs in a timely manner?
5. Is your monitoring and supervision adequate to ensure that notification is provided to LEAs of all potentially eligible children including implementing opt-out provisions if appropriate? Did you know you had a problem in this area?
6. Do providers have the necessary knowledge and skills? Do providers understand:
   • Policies and procedures related to notifying the LEA of potentially eligible children including the opt-out provision if appropriate?
   • What information to share with families about their right to decline notification to the LEA (if the state has an opt-out provision in state policy)?
   • What information is shared with the LEA to fulfill the notification requirement and under what conditions?
   • How to coordinate with the LEA in the sharing of data for notification?
   • Based upon review of child records, including those where notification was not provided to Part B:
     • If there is no opt-out policy, is there evidence in the record the LEA was notified (without parent consent) that the child is potentially eligible for Part B?
     • If there is an opt-out policy, is there evidence in the record that the family was given the opportunity to request their child’s name and contact information not be sent to the LEA? If so, was the parent’s preference followed?
   • Is there evidence in the record that the parent provided consent for the transmission of confidential information (other than notification information) about the child to the LEA before it was transmitted?

Indicator C8C

1. How does your agency coordinate with other agencies to support children and families preparing for and during the transition conference?
2. Are there procedures in place with the LEA to ensure that timely scheduling occurs so that the conference can occur in a timely manner and all participants can attend?
3. Based on the above agreements, do you have clear policies and procedures in place regarding timely transition conferences, including sharing information with families about potential service options for their children when they exit early intervention and the transition conference, when and how to invite participants to the transition conference, and what needs to occur at the transition conference?
4. Are sufficient opportunities provided for providers to receive training and TA about sharing information with families about potential service options and the transition conference?
5. Are there adequate numbers of personnel to plan and conduct transition conferences for children transitioning to Part B or other services?
6. Is your monitoring and supervision adequate to ensure that transition conferences are carried out in a timely manner? Did you know you had a problem in this area?
7. Do providers have the necessary knowledge and skills related to carrying out a meaningful and timely transition conference? Do providers understand:
   • The related policies and procedures related to timely transition conferences?
   • What information and resources to share with families to help them make decisions about services options when their child ages out of early intervention?
   • How to coordinate with the LEA and other programs or agencies in planning and conducting the transition conference?
   • How to support and prepare families for the transition conference?
8. In looking at files where children have recently transitioned, including those where transition conferences are not timely:
   • Is there documentation that the LEA was invited to the transition planning conference? Were they invited early enough to allow them to attend?
   • Is there documentation as to who attended the transition planning conference? If so, who typically participates? Who does not?
   • Is there documentation that the child’s program options for the period from the child’s third birthday through the remainder of the school year were reviewed?
   • Is there evidence that the parent declined the transition conference if applicable?
   • Looking at files where the transition planning conference was not held or not held within the required timeline, what were the reasons?


Original Word Document

IDEA Transition Requirements

• Side-by-Side of IDEA 97 Part C Transition Regulations and IDEA 2004 Statutory Transition Requirements
• Transition Timeline – A flow chart illustrating IDEA transition and APR Indicator C8 as it relates to Indicator B12 requirements.
• Early Childhood Part C and Part B Requirements Related to Transition Timelines – A chart of Part C and Part B early childhood transition requirements organized by specific transition activities (e.g., notification, IFSP transition steps, transition conference, Part B evaluation/eligibility determination, and IEP development and implementation.)
• 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.

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 8-16 for Indicator C8 A, B, C. 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
• State Level Data Sharing and Collaboration (November 2007)
  • National Webinar – Sponsored by the OSEP National Early Childhood Transition Initiative

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 transition 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 noncompliance 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 – Describes the context and purpose for the OSEP Early Childhood Transition Initiative and highlights the major components and elements of a transition infrastructure. 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) and National Webinar on State Level Data Collaboration (November 1, 2007)– Sponsored by the OSEP National Early Childhood Transition Initiative.