Module 9 Development of the Transition Plan · Building the Legacy for Our Youngest Children with...

Building the Legacy for Our Youngest Children with Disabilities:

Module 9

Development of the Transition Plan

This module was developedin collaboration by:

The U.S. Department of Education,Office of Special Education andRehabilitative Services (OSERS),

Office of Special EducationPrograms (OSEP) |

Kim Mitchell and Virginia Sheppard

OSERS’ Office of Policy and Planning |Mary Louise Dirrigl and Jessica Spataro

The U.S. Department of Education,Office of the General Counsel |

Kala Surprenant

The National Dissemination Centerfor Children with Disabilities (NICHCY) |

Lisa Küpper

A training curriculum on Part C of IDEA 2004

Produced by:National Dissemination Centerfor Children with Disabilities

All of the modules in the Part C training curriculum can be found online at:Center for Parent Information and Resources

http://www.parentcenterhub.org/repository/legacy-partc/

Trainer’s Guide: Module 9 9-2 Development of the Transition Plan

February 2014

National Dissemination Center for Children with Disabilities

Copyright free. You’re welcome to share this module far and wide. Please dogive credit to its producer, the National Dissemination Center for Childrenwith Disabilities.

Suggested citation:

Suggested citation: Küpper, L. (Ed.). (2014, February). Development of thetransition plan (Module 9). Building the legacy for our youngest children withdisabilities: A training curriculum on Part C of IDEA 2004. Washington, DC:National Dissemination Center for Children with Disabilities.

Available online at: http://www.parentcenterhub.org/repository/legacy-partc/

This training curriculum is designed and produced byNICHCY, the National Dissemination Center for Childrenwith Disabilities, at the request of our funder, the Officeof Special Education Programs (OSEP) at the U.S. Depart-ment of Education, and through Cooperative Agreement#H326N110002 between FHI 360 and OSEP.

NICHCY Lead: Lisa Küpper

OSEP Lead: Rhonda Spence

OGC Lead: Kala Surprenant

Although funding for NICHCY has officially ended exceptfor completing the Part C training curriculum, its richwebsite (including these training materials) will remainonline until September 30, 2014. Thereafter, all trainingmaterials in this Part C training curriculum will be madeavailable at the website of the Center for ParentInformation and Resources, at:



Background and Discussion

This module is part of atraining package on the Part Cregulations of the Individuals withDisabilities Education Act, asamended in 2004.

This training curriculumprovides a detailed discussion ofthe Part C regulations as pub-lished in the Federal Register onSeptember 28, 2011.1

The curriculum is entitledBuilding the Legacy for Our YoungestChildren with Disabilities. Thismodule is entitled Development ofthe Transition Plan and is the 9thmodule in the curriculum.

The information in thismodule is not a substitute for therequirements reflected in the IDEAstatute and Part C regulations.

Early Intervention and IDEA

Thanks to a powerful andimportant federal law called theIndividuals with DisabilitiesEducation Act, or IDEA, 333,982eligible infants and toddlers birththrough age 2 received earlyintervention services in 2012under Part C of IDEA.2

Early intervention services areconcerned with all the basic andbrand-new developmental skillsthat babies typically developduring the first three years of life,such as:

• physical (reaching, rolling,crawling, and walking);

• cognitive (thinking, learning,solving problems);

• communication (talking,listening, understanding);

How the Trainer’s Guide is Organized

This trainer’s guide is organized by slide. A thumbnail picture of eachslide is presented, along with brief instructions as to how the slideoperates. This is followed by a discussion intended to providetrainers with background information about what’s on the slide.Any or all of this information might be appropriate to share withan audience, but that decision is left up to each trainer.

Trainer’s Note

Throughout this training module,all references in the discussion section for a slide areprovided at the end of that slide’s discussion.

• social/emotional (playing,feeling secure andhappy); or

• adaptive behavior(eating, dressing).3

Early intervention services aredesigned to meet the needs ofeligible infants and toddlers whohave a developmental delay ordisability. Services may alsoaddress the needs and priorities ofeach child’s family, to help familymembers understand the specialneeds of the child and how toenhance his or her development.4

This Module in the Contextof Early Intervention

As stated in Module 8 (the firstmodule under the theme oftransition), eligibility for earlyintervention services under Part Ctypically ends when a childreaches his or her third birthday.Most children then exit the Part Csystem and move on to other

appropriate programs,environments, or ser-vices—including, for

many, special educationand related services made

available under Part B ofIDEA.

Therefore, as toddlers receivingearly intervention services ap-proach their third birthday, it’stime to start planning ahead forwhen they (and their families)leave the Part C system and moveon to either Part B services orother appropriate programs orservices. This module and itscompanion, Module 8, togethertake a detailed look at what thePart C regulations require in termsof the transition planning andactivities that must occur.


Foundations of Transition

An introduction to transitionplanning was provided in the openingpages of Module 8. Rather than repeatthe intro here, we’d suggest that youconsult Module 8. The introduction willgive you both a foundation for thetransition processes required by the Part Cregulations and a summary of our knowledge todate regarding effective transition practices.

Federal and State Law and Policy

One of the major service components under theIDEA for young children with disabilities and theirfamilies is specific planning and support for transi-tion as children move from Part C to other programsand from Part B preschool to kindergarten. Buildingadequate State and local infrastructures to supportand guide effective transition for children withdisabilities and their families is a complex undertak-ing that requires collaboration among all agenciesproviding early childhood services to children andtheir families, collaborative leadership, and resourcecommitment.

The Part C regulations5 require States to havepolicies and procedures to ensure a smooth transi-tion for infants and toddlers with disabilities andtheir families from receiving early interventionunder Part C of IDEA to preschool, or kindergarten,or elementary school. This module looks in detail atthe nuts and bolts of Federal law and transitionpolicy, which serve as requirements and guidelinesfor States with respect to ensuring smooth transi-tions from Part C for young children with disabili-ties and their families.

This Module in the Part CTraining Curriculum

The training curriculum on Part C of IDEA isorganized into separate themes, which multipletraining modules under each theme. The themes are:

Theme A | Welcome to IDEA

Theme B | Public Awareness Program and theChild Find System

Theme C | Evaluating Infants andToddlers for Disabilities (Post-ReferralActivities)

Theme D | Individualized FamilyService Plan (IFSP)

Theme E | Transition from Part C to PartB of IDEA

Theme F | Procedural Safeguards

Theme G | Use of Funds

Module 9 and its companion, Module 8, togetheraddress Theme E: Transition from Part C to Part B ofIDEA.

For Whom Is This Module Designed?

This module is primarily intended for trainers touse with audiences who are responsible for address-ing children’s transition from Part C to either Part Bor other appropriate programs or services. Thisincludes but is not limited to:

• lead agency staff; SEA personnel; staff in LEAswith early childhood programs; and administra-tors at the SEA, LEA, and lead agency levels;

• members of State Interagency CoordinatingCouncils (ICCs), which guide and advise theState’s lead agency;

• stakeholders in the early childhood community,including Head Start and Early Head Start person-nel, preschool professionals, and early childhoodeducators;

• parents and family members of a toddler receivingearly intervention services under Part C, as thattoddler approaches his or her third birthday;

• staff of Parent Training and Information (PTI)centers and of Community Parent ResourceCenters (CPRCs); and

• preservice early childhood candidates who arelearning about the Part C system or specializing inearly childhood transitions.


1 U.S. Department of Education. (2011, September 28). Early intervention program for infants andtoddlers with disabilities: Rules and regulations. Federal Register, 76(188), 60140- 60309. Washington,DC: Office of Special Education and Rehabilitative Services, Department of Education.Online at: http://www.gpo.gov/fdsys/pkg/FR-2011-09-28/pdf/2011-22783.pdf

2 data.gov. (2013). 2012 IDEA Part C child count and settings. Retrieved January 21, 2014 from thedata.gov website: https://explore.data.gov/Education/2012-IDEA-Part-C-Child-Count-and-Settings/dg4k-psxe

3 National Dissemination Center for Children with Disabilities. (2012, December). Overview of earlyintervention. Washington, DC: Author. Online at: http://www.parentcenterhub.org/repository/ei-overview/

4 §303.13(b)(3) of the Part C regulations.

5 See Part C regulations at §303.209(a)(1) (transition to preschool and other programs) and§303.211(b)(6)(ii) (State option to make Part C services available to children age three and older).

References &&&&& Footnotes

Files You’ll Need for This Module

• Slideshow. NICHCY is pleased to provide a four-color slideshow (produced in PowerPoint®)around which trainers can frame theirpresentations and training on the transitionplanning process in Part C.

Important note: You do NOT need the PowerPoint®software to use the slideshow. It’s saved as a“show”—which means it will launch when youopen the file.

• Trainer’s Guide Discussion. The trainer’s guidedescribes how the slides operate and explains thecontent of each slide, including relevantrequirements of the statute passed by Congress inDecember 2004 and the final regulations for PartC published in September 2011. The trainer’sguide is available in PDF and Word® formats.

• Speaker Notes. Provided as a Word file, theSpeaker Notes show thumbnail pictures of allslides in the presentation, with blank lines next toeach for you to annotate your presentation, if youwish. You can also share the Speaker Notes withparticipants, where they can take notes.

• Handouts and Activity Sheets for Participants.Module 9 includes several handouts and optionalactivity sheets for participants. You select whichfit your training session, attendees, and purposes.

Each is available in PDF and Word. The PDFs aredesigned to share with participants. The Wordversions are made available for those participantswho need or request accessible materials.

Specific to Module 9 are these handouts andactivity sheets:

• Handout 9—Transition to Preschool andOther Programs

• Handout 11—OSEP’s Model IFSP Form

• Handout 12—Transition Planning andConference: A Child and Family Study

• Activity Sheet 5—Parents and ServiceProviders Speak

• Activity Sheet 6—Effective TransitionPractices and Strategies

All of these files can be downloaded free of charge fromthe Center for Parent Information and Resources website, at:



Looking for IDEA 2004?

Visit the Center for Parent Information and Resources’ website, where you can downloadcopies of:

• IDEA’s statute (the law passed by Congress in 2004)

• Part C regulations (published by the U.S. Department of Education onSeptember 28, 2011)

• Part B regulations (published by the U.S. Department of Education onAugust 14, 2006)

Find all at: http://www.parentcenterhub.org/repository/idea-copies/

Finding Specific Sections of the Regulations: 34 CFR

As you read the explanations about the Part C regulations, you will find references tospecific sections, such as §303.21. (The symbol § means “Section.”) These referencescan be used to locate the precise sections in the Part C regulations that address the issuebeing discussed. In most instances, we’ve also provided the verbatim text of the Part Cregulations so that you don’t have to go looking for them.

The Part C regulations will be codified in Title 34 of the Code of Federal Regulations.This is more commonly referred to as 34 CFR or 34 C.F.R. It’s not unusual to see refer-ences to specific sections of IDEA’s regulations include this—such as 34 CFR §303.21,which is where you’d find Part C’s definition of “infant or toddler with a disability.” Wehave omitted the 34 CFR in this training curriculum for ease of reading.

Citing the Regulations in This Training Curriculum

You’ll be seeing a lot of citations in this module—and all the other modules, too!—that look like this: 76 Fed. Reg. at 60250

This means that whatever is being quoted may be found in the Federal Register pub-lished on September 28, 2011—Volume 76, Number 188, to be precise. The number atthe end of the citation (in our example, 60250) refers to the page number on which thequotation appears in that volume. Where can you find Volume 76 of the Federal Register?At this address:

http://www.gpo.gov/fdsys/pkg/FR-2011-09-28/pdf/2011-22783.pdf


Slide 1Title Slide

How to Operate the Slide:

Slide loads fully.

No clicks are necessaryexcept to advance to thenext slide.

Slide 1 is the title slide for this module. You don’treally need to say much about the slide—it’s meantto orient the audience to the training session you’reabout to present.

However, you may wish to take this opportunityto engage participants in a brief discussion of yourown choosing or an opening activity, as best fits theneeds and prior knowledge of your particular partici-pants and, of course, your particular training style.Talking with participants right from the start is agreat way to break the ice, put them at their ease,and at the same time activate their world andpersonal knowledge of the subject at hand.

Suggestion

Talk with participants for a few moments abouttheir “transition” experience. Try to get a sense ofhow much they already know about developingtransition plans for toddlers in early interventionwho are approaching their third birthday. Askquestions such as:

• How many of you have been involved in develop-ing a transition plan for a toddler about to exitearly intervention?

CLICK to advance to next slide.

• Were you involved as a parent, service provider,service coordinator, or in some other capacity?

• How soon before the child’s third birthday didyou start developing his or her transition plan?

• Who was involved?

• Did the planning go smoothly? What were the“tough” parts or issues that came up?

• What kinds of information did you put into theplan?

When you’ve given participants the opportunityto voice their experiences and perspectives ondeveloping a transition plan—including not know-ing much about it!—CLICK to move on to theTheme E in a Nutshell slide.


Slide 2 Introducing Theme E

CLICK AGAIN to advance to next slide.

Opening View

CLICK 1

Click 1:The photos lift away and,and the two modules inTheme E are revealed.

Stars appear in the Module9 section to indicate thatthis is the module partici-pants are involved in.

Slide loads with this view.

Slide 2 lets participants know that this training session is part of a theme ofimportance within the Part C training curriculum—and that theme is Transition from Part C to Part B.

Lift Off the Pictures and Reveal the Modules under Theme E

CLICK to lift off the pictures and give the audience the snapshot titles of the twomodules that will address Theme E’s focus on transition. Which one they’recurrently involved in will be clear by the smattering of stars that appear next toModule 9’s title.

Module 8

The TransitionProcess

&

Lead AgencyNotification to

LEA & SEA

Module 9

Developmentof a Transition

Plan


Slide 3Agenda

• Why transitionplanning for toddlers& families in Part C isimportant

• How a child’stransition plan isdeveloped, by whom,and by when

In this module you’ll learn:

• Why transitionplanning for toddlers& families in Part C isimportant

• How a child’stransition plan isdeveloped, by whom,and by when

In this module you’ll learn:

• What information atransition plan mustcontain

• What IDEA’s Part Cregulations say aboutdeveloping the transitionplan, verbatim

Opening View

Slide loads withthis view, thetoddler pointingand two itemson the learningagenda for thismodule.

CLICK 1

Click 1:The photo lifts awayand two moreagenda items arerevealed.


Slide 3: Background and Discussion1 Click

Pertinent Handouts:• Activity Sheet 5, Parents

and Service Providers Speak

Slide 3 is an advance organizer for the audience, to alert participants to the areascovered in this training module. You can either go through the “to be learned” itemsin brief, or take 10 minutes and have participants complete Activity Sheet 5 in pairs.This activity is described on the next page, followed by more detailed informationabout the research and findings quoted on the activity sheet.


Opening Activity

system to another for youngchildren with disabilities andtheir families. What parents andservice providers had to say aboutthe transition process wasdistilled in NECTC’s TechnicalReport #6.6

The activity sheet uses directquotes from that report asexamples of key issues and criticalaspects in effective transitionplanning.

Instructions

1. Provide the audience with thebackground information above.Indicate that NECTC is anOSEP-funded center whosemission is to examine factorsthat promote successfultransitions between infant/toddler programs, preschoolprograms, and public schoolprograms for young childrenwith disabilities and theirfamilies. NECTC has a richbody of work available publiclyat: http://www.hdi.uky.edu/nectc/NECTC/Home.aspx

PurposeTo get participants thinkingabout what’s involved in thetransition planning process(e.g., real people, severalagencies and staff, the family,emotional issues), using aframework that’s solidly basedon research.

Time Activity Takes10 minutes.

Group SizeHave participants work in pairsor groups of 4 (5 minutes).Call the full group back to-gether to exchange answersaloud (5 minutes).

MaterialsActivity Sheet 5, Parents andService Providers Speak

Background Info to ShareAs the activity sheet says, theNational Early ChildhoodTransition Center (NECTC)has investigated parents’ andservice providers’ perceptionsof transition from one service

Suggested answers:

1. B

2. C

3. G

4. C

5. F and D

6. G

2. Have the audience break upinto pairs (or groups of 4, ifyou prefer) and take out theactivity sheet. Explain thatthe left column puts forththe exact things that parentsand service providers said inNECTC’s research. The rightcolumn lists some aspects intransition planning thatemerged as critical from this(and other) research.

Take a moment to readthrough the list of criticalaspects, so that participantsunderstand what they’reabout. Can participants seehow the answer given for #1makes sense?

3. Give the audience 5 minutesto complete as much asthey can of the activitysheet.

4. Call the audience backtogether and go over theanswers they came up with.Answers may differ, andmultiple answers may bepossible.

7. A

8. A and C

9. E and C

10. D

11. G

12. B


Additional Information

While you don’t have to share this informationwith the audience, it’s nice to have, should you needto make a more detailed explanation of NECTC’sresearch. Here’s the abstract that appeared inTechnical Report #6.

Critical Incident Technique (CIT) is a researchstrategy used to gather and analyze information from key informants about a significant

experience in their lives (Flanagan, 1954). The NationalEarly Childhood Transition Center (NECTC) used CIT toinvestigate parents’ and service providers’ perceptions oftransition from one service system to another for youngchildren with disabilities and their families.

Respondents in the study resided across the UnitedStates and participated in a myriad of service systems.Qualitative analysis from 65 participants defined salientissues and suggested practices across these four themesrelated to transition at ages three and five for childrenwith disabilities and their families: transition processes,evaluation of transition, transition outcomes, andfamily experiences in transition.

The findings of this investigation are consideredvaluable in their own right, and they contributed to therecommendations from an array of NECTC studiesdesigned to improve early childhood transition policiesand practice.7

CLICK to move on to the next slide, which willlook at some basic facts and set the context for thistraining session.

6 Dogaru, C., Rosenkoetter, S., & Rous, B. (2009). A critical incident study of the transition experience foryoung children with disbilities: Recounts by parents and professionals (Technical Report #6). Lexington:University of Kentucky, Human Development Institute, National Early Childhood TransitionCenter. Available online at:http://www.hdi.uky.edu/nectc/Libraries/NECTC_Papers_and_Reports/Technical_Report_6.sflb.ashx

7 Ibid. Quotation from page 5.



Slide 4Basic Facts

Opening View

Slide loads withthis view—threepictures coveringtext and onebulleted “BasicFact.”

Basic FactsCLICKS 1-3


Clicks 1-3:Each time youCLICK, one of thepictures will liftaway, until these 4basic facts arerevealed.

See discussion on next page

• The transition plan ispart of the IFSP, not aseparate document

• Every toddlerin Part C must have atransition plan in theIFSP at least 90 daysbefore turning 3

• OSEP has publisheda model IFSP formthat includes atransition plan

• In 2011, 349,370toddlers exited Part C

• The transition plan ispart of the IFSP, not aseparate document


Slide 4: Background and Discussion3 Clicks

Pertinent Handouts:• Handout 9, Transition to

Preschool and Other Programs

• Handout 11, OSEP’s ModelIFSP Form

Slide 4 is meant to set thecontext for this training sessionand why it’s important (beyondfederal and State law!) to developtransition plans for toddlers whoare exiting from early interventionservices to other programs andsettings. Four basic facts aregiven, as discussed below.

The slide loads with fourpictures obscuring the basic facts.The first picture will lift offautomatically to display Fact #1.You’ll have to CLICK each timeafter that to lift off anotherpicture and reveal a new fact.

Fact #1 | Transition Plan isPart of the IFSP

It’s best to get this fact on thetable from the get-go, because it’seasy to miss or mistake. Thetransition plan that is developedfor toddlers exiting Part C is part ofthe IFSP, not a separate document.

That’s all you really need tosay at this point, but for yourown information, the Part Cregulations clearly make this a“fact” at §303.209(d)(2), whichreads:

(d) Transition plan. TheState lead agency mustensure that for all tod-dlers with disabilities—

(1)(i) It reviews…

(ii) Each family …

(2) It establishes atransition plan in theIFSP not fewer than 90days—and, at the discre-tion of all parties, notmore than 9 months—before the toddler’s thirdbirthday… [emphasisadded]

The Part C regulationsdescribing the content of the IFSPalso mention the inclusion of“transition from Part C services”and begin as follows:

(h) Transition from Part Cservices. (1) The IFSP mustinclude the steps andservices to be taken tosupport the smoothtransition of the child…[§303.344(h)]

We’ll be looking more at bothof these regulations in thistraining session, and both can befound on Handout 9.

Fact #2 | Every TransitioningToddler Needs a Plan withinThis Timeline

As toddlers in early interven-tion programs approach theirthird birthdays, it’s time to startplanning ahead for their exit fromPart C services into other settingsor services. While it’s possible thatsome children may continue toreceive Part C services in Statesthat have adopted the Part Cextension option,8 others willleave early intervention and goon to…well, there are manypossibilities. Is the toddler eligibleor potentially eligible for specialeducation and related servicesunder Part B of IDEA? Is he or shemoving on to a Head Startprogram, or a preschool? Perhapsan early childhood educationprogram?


Clearly, there’s a myriad ofpossible “next” settings or pro-grams for young children at thispoint in time. Which is why it’simportant to plan ahead anddecide what will come “next” foreach child. Which is why alltransitioning toddlers in Part Cmust have a transition plan inthe IFSP as they approach thatpivotal third birthday.

You can see this requirementin the Part C regulations citedunder Fact #1, which started, “TheState lead agency must ensure thatfor all toddlers with disabilities…”

By when must the plan be inthe IFSP? | The slide answers thisvisually and with words. Thepicture over this fact (which liftsoff at your CLICK) has a bignumber 90 on it. Hmmm, thinkthat’s connected?

Suggestion: Before clicking tolift the picture away, use thepicture to elicit from the audiencea guess as to what the 90 is goingto refer to. It doesn’t matter ifthey can guess it’s going to referto a timeline or not. Linking thevisual on the screen to thetimeline (discussed below) canhelp participants later rememberthat timeline, especially thosewho are visual learners. The visuallearner “better understands andretains information when ideas,words, and concepts are associ-ated with images.”9 The graphicof 90 is now imbued with themeaning of what lies beneath it.

Okay, now for the timelineitself. As the slide states, “Everytoddler in Part C must have atransition plan in the IFSP at least90 days before turning 3.”

As the Department explains,the at-least-90-days-beforetimeline aligns the timeline fortransition planning with:

• the timeline for the SEA andLEA notification requirements(at §303.209(b), as discussedin Module 8); and

• the timeline for the transitionconference for toddlers withdisabilities potentially eligiblefor Part B services (at§303.209(c), also discussed inModule 8).10

It’s important to note forparticipants that the at-least-90-days-before timeline is actuallythe minimum time frame forincluding the transition plan in achild’s IFSP. Refer the audience tothe regulation at §303.209(d) onHandout 9 (see page 2, column1, toward the bottom), which wasmentioned under Fact #1 andwhich is repeated here for yourconvenience:

(d) Transition plan. TheState lead agency mustensure that for all toddlerswith disabilities—

….

(2) It establishes a transi-tion plan in the IFSP notfewer than 90 days—and,at the discretion of allparties, not more than 9months—before thetoddler’s third birthday…[emphasis added]

So, if all parties agree, thetransition plan can be developedand included in a toddler’s IFSPup to 9 months before the toddlerturns age 3. Not more than 9months before, however.

The Department offers asalient explanation of this outertime limit. Depending on theinformation needs and experienceof your audience, you may wishto share the explanation withparticipants.

The outer limit of thistimeline… is intended toprotect toddlers, whoseneeds change frequently atthis age. The Department’sposition is that if transitionplanning occurs more thannine months prior to atoddler’s third birthday,this planning may notaccurately reflect the needsof the child at the time oftransition. For this reason,the regulations only allowthe parties to establish atransition plan for a childnot earlier than ninemonths prior to the child’sthird birthday.11

Note: In prior regulations, theouter limit of the timeline forincluding a transition plan in atoddler’s IFSP was six monthsbefore the child’s third birthday,12

at the discretion of all parties.

Fact #3 | The Model IFSPForm from OSEP

Did you know that OSEP haspublished a Model IFSP Form13

that State lead agencies and EIproviders can use in designingtheir own IFSP forms? The modelform is “legally sufficient” interms of what the Part C regula-tions require, and makes it veryeasy for users to see what type ofinformation needs to be includedin an IFSP.

Including, happily, a modeltransition plan for toddlersapproaching their third birth-days!


This is mentioned as a “basicfact,” because we’ll be usingscreen shots from that ModelIFSP Form (from its transitionplan, to be precise) to frameupcoming discussions acrossseveral slides. Such a screen shotappears on this slide, coveringFact #3 beneath. The visualshows both “Part C | Individual-ized Family Service Plan” and“Transition from Part C Services,”along with a snippet of thetimeline just discussed.

Using the visual as a lead-in |The visual covering Fact #3 canbe imbued with meaning andcontext for your visual and otherlearners. Take advantage of thespecificity of the image (takendirectly from the Model IFSPForm) to:

• draw participants’ attention tohow the visual incorporatesand validates the first two basicfacts given;

• introduce the fact at hand—theavailability of a model transi-tion plan within a larger ModelIFSP Form; and

• indicate that they’ll be seeingmore of that model transitionplan as the training progresses.

We’ve provided OSEP’s ModelIFSP Form in this curriculum asHandout 11. You can eithermention the handout at thispoint or wait until Slide 6, whenparticipants will again see screenshots of the Model IFSP Form anddiscuss in more detail the modeltransition plan.

8 The Part C regulations at §303.221 give States the option of continuing to provide early interven-tion services to children in Part C who’ve passed their third birthday. In States that adopt the Part Cextension option, early intervention services may continue to be made available, with parentalconsent, to children beginning at three years of age until the children enter, or are eligible underState law to enter, kindergarten or elementary school. (76 Fed. Reg. at 60178)

9 Inspiration Software. (n.d.). What is visual thinking and visual learning? Retrieved March 25, 2013from the Inspiration Software website: http://www.inspiration.com/visual-learning

10 76 Fed. Reg. at 60176.

11 76 Fed. Reg. at 60176.

12 In the 1999 Part C regulations, at §303.148(b)(2)(i).

13 Office of Special Education Programs, U.S. Department of Education. (2011, September 28). ModelForm: Individualized Family Service Plan. Washington, DC: Author. Available online at:http://www.parentcenterhub.org/wp-content/uploads/repo_items/model.ifsp.form.pdf

14 Data Accountability Center. (2013, February). Part C Exiting (2010-11): Table C3-1. Number of infantsand toddlers ages birth through 2 served under IDEA, Part C, who exited Part C programs,by exit reason andstate: 2010-11. Retrieved January 21, 2014, from: http://uploads.tadnet.org/centers/97/assets/2404/download


Fact #4 | How Many ToddlersAre We Talking About?

To put this module into a real-world perspective, Fact #4 tells ushow many toddlers exited Part Cin 2011—349,370!

That is a lot of toddlers! That’sa lot of transition plans needed.That’s a lot of good reasons forthis training module…



Slide 5

Slide loadswith this view.Emphasis is onreviewing programoptions for thetoddler and involv-ing the family indeveloping thechild’s transitionplan.

Developing the Transition Plan

Opening View

CLICK 1

Click 1:Picture lifts awayand reveals moreabout the transi-tion plan and whatit must contain.


For all toddlers with disabilitiesLead agency must ensure:

Program options arereviewed for the toddler *

* from 3rd birthday to endof school year


For all toddlers with disabilitiesLead agency must ensure:

Program options arereviewed for the toddler *

* from 3rd birthday to endof school year

Family is included indeveloping transition plan

Family is included indeveloping transition plan

The transition plan mustinclude** as appropriate:

** consistent with §303.344(h)

• Steps for toddler andfamily to exit Part Cprogram

• Any transition servicesthe IFSP Team identifiesas needed by the toddlerand family






Slide 5 is very similar to one ofthe final slides shown in Module8, where it was used to giveaudiences a preview of “nextsteps” in the transition planningprocess.

Here, in the current module,the slide is no longer a previewbut, rather, begins a more detailedlook at what the Part C regula-tions require of lead agencies withrespect to developing a transitionplan for all toddlers approachingtheir third birthdays.

For Whom is a Transition PlanNecessary?

As was indicated on theprevious slide, a transition planmust be included in the IFSP ofall toddlers with disabilitiesreceiving early interventionservices under Part C. To say thisanother way, it doesn’t matter if atoddler may or may not beeligible for services under Part Bupon reaching the age of three.This requirement applies to alltoddlers in Part C before theyreach their third birthday. It’simportant to reiterate this point.

The Part C Regulations

The relevant Part C regulationsare found at §303.209(d), whichare provided on Handout 9 (seepage 2). These regulations aredistilled on the slide, should bethe substance of this slide’s

discussion, and are provided inthe box below for your conve-nient reference.

Family Involvement andReview of Program Options

As can be seen by the slide andthe provisions of the first part of§303.209(d), the lead agencymust involve the family in thedevelopment of the transitionplan for their toddler. Family

(d) Transition plan. The State lead agency must ensure thatfor all toddlers with disabilities—

(1)(i) It reviews the program options for the toddler with adisability for the period from the toddler’s third birthdaythrough the remainder of the school year; and

(ii) Each family of a toddler with a disability who is servedunder this part is included in the development of the transitionplan required under this section and §303.344(h);

(2) It establishes a transition plan in the IFSP not fewerthan 90 days—and, at the discretion of all parties, not morethan 9 months—before the toddler’s third birthday; and

(3) The transition plan in the IFSP includes, consistent with§303.344(h), as appropriate—

(i) Steps for the toddler with a disability and his or herfamily to exit from the Part C program; and

(ii) Any transition services that the IFSP Team identifies asneeded by that toddler and his or her family. [§303.209(d)]

Transition Plans Are Required for All Toddlerswith Disabilities Exiting Early Intervention

Services under Part C:§303.209(d)

involvement is not only required,it’s important, because families arethe primary decision makers fortheir child. According to theCalifornia Department ofEducation:

Transition planning shouldbe approached as thoughthe team were consultantsto the family, providingthem with the informationthey need to assess thevarious program options in


light of their child’s andfamily’s needs andresources.15

Together the IFSP Team mem-bers (including the parents)review the program optionsavailable to the toddler once heor she exits from Part C services.These options may include:

• preschool services under Part Bof the Act (if the toddler iseligible);

• elementary school or preschoolservices for children participat-ing under a State’s extendedPart C option16 to provide earlyintervention services tochildren ages three and older;

• early education, Head Start,and Early Head Start or childcare programs; or

• other appropriate services.[§303.344(h)]

These program options areexamples of the types of “nextservices” or “next settings” towhich toddlers may exit from PartC. The actual options will varyfrom community to communityand from State to State, becausethey depend on what is availablenearby. Other options mightinclude public charter schools,private schools, or programs orcaregiving settings available inthe community.

What’s this about “throughthe remainder of the schoolyear”? | Program options to bereviewed are those that fall withinthe scope of time from the child’sthird birthday through howevermuch remains of the publicschool year for school-agedchildren. That scope may soundstrange at first, considering we’retalking about a toddler in earlyintervention, but once that

toddler reaches the third birthday,he or she actually is considered asa school-aged child (whichincludes preschool).

So, for example, if Benjamin isgoing to turn three years old inFebruary, the family and leadagency (and others, as appropri-ate) would review programoptions relevant for the child andfamily from February through theend of the school year in thatvicinity —perhaps May or June.

What about those summermonths? | The issue of whathappens during the summermonths for Benjamin, program-wise and service-wise, will dependupon the program option hisfamily chooses as the next step.

For example, if Benjamintransitioned in February topreschool services under Part B ofIDEA, then he has an IEP inplace17 when the school year endsin May or June. If his IEP Team(which includes his parents) hasdetermined that extended schoolyear services (ESY)18 are necessaryfor Benjamin to receive a freeappropriate public education(FAPE) and documented this inhis IEP, Benjamin would thenreceive ESY services throughoutthe summer in keeping with theIEP.

What about toddlers who turnthree during the summer months?Is transition planning affected?The simple answer is “no, notreally.” The point of planningahead is to prepare for a known,

anticipated event. It will beevident to the child’s IFSP Teamthat he or she is going to turnthree during the summer monthsand that their transition planningmust take that into account. For achild who will transition to Part Bservices upon turning three,transition planning would in-clude determining whether ESYservices are necessary for the childto receive FAPE. However, that’s adetermination that must be madefor each individual child by thatchild’s IEP Team.

Steps and Transition Services

The slide loaded only the firstpart of §303.209(d) automati-cally. On your CLICK, the picturewill lift off and the last part of§303.209(d) will come into view,presented as two summarizingbullets that are based on theactual provision, which reads:

(3) The transition plan inthe IFSP includes, consis-tent with §303.344(h), asappropriate—

(i) Steps for the toddlerwith a disability and his orher family to exit from thePart C program; and

(ii) Any transition ser-vices that the IFSP Teamidentifies as needed by thattoddler and his or herfamily. [§303.209(d), boldadded]

Ask participants to considerthe double-asterick on the slide,next to the phrase “the transitionplan must include…”. What is the** referring to? Its meaning willhave appeared automatically atthe bottom of the screen, as thephrase “consistent with§303.344(h).” (We bolded thisphrase above, so you can quickly


see where it appears in the Part Cregulations.)

But—to what does§303.344(h) refer? Does anyoneknow?

Have participants look at page2 of Handout 9 (2nd column,top), where they’ll find thereference to §303.344(h). It’sbeen underlined and accompa-nied by a note that says, “see“Additional Regulations” in thishandout: B | Transition in theIFSP.” It looks like this:

Now have participants find “B| Transition in the IFSP” on thehandout (it’s on page 4).Evidently, §303.344(h) isreferencing the transition contentthat must be included as part ofthe IFSP—specifically, “the stepsand services to be taken tosupport the smooth transition ofthe child.”

And that’s not all that§303.344(h) says, as the nextseveral slides will reveal.

Transition to Preschool and Other Programs

(3) The transition plan in the IFSP includes,consistent with §303.344(h), asappropriate—

(i) Steps for the toddler with adisability and his or her family to exitfrom the Part C program; and

(ii) Any transition services that theIFSP Team identifies as needed bythat toddler and his or her family.

see “AdditionalRegulations” inthis handout:B | Transition inthe IFSP

15 California Department of Education. (2005). The handbook on transition from early childhood specialeducation programs. Sacramento, CA: Author. (Quotation from page 6.) Available online at:http://www.cde.ca.gov/sp/se/fp/documents/ectransitn.pdf

16 §303.211.

17 It’s possible that Benjamin may have an IFSP in place instead of an IEP. Under Part B, an IFSP mayserve as the IEP of the child if using the IFSP as the IEP is consistent with State policy and agreed toby the agency and the child’s parents. [§300.323(b)(1)] The IFSP, however, must now include aneducational component that promotes school readiness and incorporates pre-literacy, language, andnumeracy skills. [§303.344(d)(4)]

18 Extended school year services are addressed in the Part B regulations at §300.106.



Slide 1Transition Steps (Slide 1 of 3)

Slide loads fully.

No clicks arenecessary exceptto advance tothe next slide.

Slide 6

Discussions with, and training of, parents, as appropriate,regarding future placements and other matters related to thechild’s transition. §303.344(h)(2)(i)

Procedures to prepare the child for a change in servicedelivery, including steps to help the child:

— adjust to, and function in, a new setting— exit from the Part C program.

§303.209(d)(3)(i) and §303.344(h)(2)(ii)

• Transition Steps

CLICK to advance to next slide.Pertinent Handouts:• Handout 9, Transition to


• Handout 11, OSEP’s ModelIFSP Form (optional)

Slide 6 focuses on the “steps tobe taken to support the smoothtransition of the child,” as§303.344(h) states. When youcontinue reading §303.344(h) (seeHandout 9, page 4), it’s clear thatthe steps to be taken must include:

• discussions with, and trainingof, parents, as appropriate,regarding future placements andother matters related to thechild’s transition;

• procedures to prepare the childfor changes in service delivery,including steps to help the child

adjust to, and function in, a newsetting;

• confirmation that child findinformation about the child hasbeen transmitted to the LEA orother relevant agency (thesubject of Slide 7); and

• identification of transitionservices and other activities thatthe IFSP Team determines arenecessary to support the transi-tion of the child (the subject ofSlide 8).

Enter the Model Form!

The first two bullets above arethe subject of this slide. The actualcontent of the slide comes fromthe Model IFSP Form developed byOSEP, which we discussed earlier(see Fact #3 on Slide 4). TheModel IFSP Form is available asHandout 11.


Bullet 1 | Discussions with, andTraining of, Parents

As Bullet 1 indicates, the “steps”to be taken must include discus-sions with, and training of parents(as appropriate) about futureplacements and “other matters”related to their child’s transition.This is consistent with the strongsupport within Part C of IDEA for:

• building the knowledge base ofparents so they are betterequipped to address the develop-mental needs of their child;19

and

• the active participation offamilies in determining theirchild’s services and servicesettings.20

It’s not difficult to see how thesetwo aspects of Part C go hand inhand. When parents are equippedwith accurate knowledge anddetailed information, they canserve as informed decision makersand advocates for their child.NECTC observes:

Successful transitions forboth the child withdisabilities and his or herfamily require that familiesbe informed consumers.Without sufficientinformation, it is moredifficult for families to makegood or informeddecisions.21

Thus, an important part ofpreparing the child and family forthe upcoming transition to an-other setting or program is toinform the parents as fully aspossible as to the program options(or “future placements”) availableto the child upon transition. Thereview of program options wasdiscussed in the previous slide,you’ll recall. That review dovetails

nicely with the Part C requirementto hold discussions with, or trainparents on, future placements fortheir child and other mattersassociated with their child’s transi-tion from Part C.

In order to choose between theprogram options, and then preparefor the specific program optionselected, parents may need infor-mation on such variables as eachprogram’s:

• eligibility criteria;

• service delivery models;

• location;

• provision of transportation;and/or

• staffing and program quality.22

Don’t forget the emotionalelement | The transition processcan be very emotional for parents,and this, too, must be consideredduring discussions with the familyat this time. Families face suchissues as loss of familiar staff,meeting new serviceproviders anddevelopingrelationshipswith them,confrontingquestionsabout theavailability ofservices andtechnologies,

and determining how the child willfit into the new school environ-ment and how new teachers willtreat their child.23 The lead agencypersonnel working with parentsneed to be aware of, and sensitiveto, the stress and uncertainty thatparents may be feeling as transi-tion planning begins and unfolds.

It’s also important to recognizethat cultural or linguistic diver-sity can affect how families experi-ence or react to transition, includ-ing the kind of information theyneed.24 There may be differences intheir concerns and preferences, orchallenges they face in cross-cultural communication within thecommunity or within availableprogram options, for example.

Individualizing transitionplanning to respond to familyneeds and concerns | Here’s astory that illustrates how discus-sions with, and training of, parentscan make an enormous differencein people’s lives and transitionexperiences. The story also revealsthe very individualized nature oftransition planning and theimportance of tailoring transitionsteps to address the needs andpriorities of each family.

I worked as a transitionsupport coach for a familywhose son was turning 3and would begin preschool.The reason I was assistingthem was that the mom wasfearful about her “baby”

riding the bus to and fromschool each day. So the

task was both to de-velop a transition

strategy which wouldmake the experiencepositive and safe for

the child and toassist the mom in

feeling secure with thetransition.


• from one setting to another(e.g., from home to child care);and

• from one program to another(e.g., from early intervention topreschool, from preschool tokindergarten).26

So it makes good sense toprepare toddlers in Part C to exitPart C and, as appropriate, toenter the new setting in whichthey may find themselves, comethat third birthday. As Bullet 2indicates, the Part C regulationsrequire that the IFSP identify andinclude “procedures to prepare thechild for changes in servicedelivery, including steps to help

the child adjust to, and func-tion in, a new setting”

[§303.344(h)].

Examples | What typesof procedures might

prepare a child fortransition from Part

C to another pro-gram or setting? As

suggested by theFamily and Child

Transitions into LeastRestrictive Environments (FACTS/LRE) project, here are six strate-gies that parents, other familymembers, and service providerscan use to help prepare the childfor the change that’s coming.

• Begin early

• Talk about the new setting inpositive ways

• Encourage the child to askquestions and express fears

• Engage the child in concreteexperiences

• Teach the child specific skillsand routines which will beuseful in the new program

• Communicate and shareinformation between programsin advance27

Consider discussing each ofthese strategies more fulsomelywith the audience, asking for real-life examples or offering yourown. The strategies are stated in anecessarily “generic” way, becauseeach child’s circumstances will bedifferent, which in turn calls foridentifying procedures or stepsthat fit the child’s unique circum-stances.

The FACTS/LRE project gener-ously provides such elaborations,which you may find helpful inmoving the discussion from“generic” steps to the moreconcrete. We’ve provided theproject’s examples in the box onthe next page,28 in case youraudience would benefit fromhearing more.

Who Decides the ProgramOption and the TransitionSteps to be Taken?

The IFSP Team (which in-cludes the parents) is responsiblefor selecting the appropriateprogram option to which thetoddler will exit. The IFSP Team isalso responsible for determiningwhat transition steps will betaken to prepare both the childand the family for exiting Part Cand moving on to the selectednext program option. As theDepartment notes, “The transi-tion steps appropriate for atoddler with a disability will differdepending upon which programlisted in §303.344(h) the IFSPTeam selects.”29

continued on page 9-24

1. We wrote a social story(using pictures and words)about riding the bus.

2. We visited the schooland boarded the busnumerous times.

3. We went to the busstop and observed childrenboarding the bus (severalmornings).

4. We set up a schedulewhere the childtransitioned slowly toriding the bus, first for aweek just coming home(mom drove him toschool) and then he rodethe bus in both direc-tions.25

Now, don’t you just wishthis transition supportcoach could be availableto every toddler exitingPart C! Conveniently,this story also illus-trates the benefits ofpreparing children forthe new setting.

Bullet 2 | Preparingthe Child for the New Setting

There’s ample evidence thattransitions can be difficult andupsetting for many young chil-dren—just ask a two-year-old tostop playing with a favorite toybecause it’s time to go do some-thing else! And that’s just onetype of transition, and a smallone (no matter how dramatic thechild’s reaction may be!). Thinkof the different types of transi-tions that young children rou-tinely have to make:

• from one activity to another(e.g., playtime to lunch, recessto large group activity);


Keep on hand (in either the home or thechild’s current setting) a copy of a brochurefrom the new program, particularly if itcontains photographs of the building, theclassrooms, smiling children, and affectionateteachers. Some programs haveproduced videos that can beshared with children at homeor in an early interventionsetting.

Shop for a new book bag,backpack, or lunch box,which will not be used untilthe first day of the new pro-gram. This can present an opportunity forpositive forecasting and give the child somesense of control regarding the upcomingchanges.

Use dramatic play, storybooks, and simplegames to anticipate upcoming changes.Pretend play can help children work throughtheir anxieties as they pretend to take a bus orfind their cubby at the new school. Parentsand caregivers can choose story books toshare in which a child starts school or goes today care for the first time.

Children who have had no group experi-ences or who have only been in very smallgroups of children before will benefit fromexposure to larger groups of children in newenvironments. For example, bring the child toa story hour at the library. Teachers at asending program might simulate a largerclassroom by combining groups for selectedactivities.

Arrange for visits to the receiving programto meet teachers, observe, or participate inclassroom activities, and try out the play-ground equipment. Arrange an orientationtime in which there are fewer children

present so the child can explore theclassroom and become familiar withsome of the staff. Help the child toidentify similarities and differencesbetween current surroundings andfuture settings.

Determine expectations for thechild in the receiving program.

Questionnaires and interviews withthe receiving program staff as well as directobservations can help to determine skillsthat will need to be addressed in order toprepare the child to function as indepen-dently as possible. Finding out in advancehow daily routines such as bathroom, nap,and transitions between activities arehandled is very helpful.

Let the staff of the receiving programknow what progress the child has made inmastering these various skills. Enlisting thereceiving program staff to support andcontinue the instruction of these skills iscritical to ensure continuity and success forthe child.

Staff from the sending program may behelpful in demonstrating positioning,handling, or feeding techniques to theteachers of the new program. They caninform receiving program staff aboutbehavior management strategies that havebeen effective.28

Examples from FACTS/LRE:Strategies to Help the ToddlerPrepare for the New Setting


It is also the responsibility of the IFSP Team to determinewhat transition services are appropriate for each exiting toddlerwith a disability [§303.344(h)(2)(iv)], as we’ll see in Slide 8.But first, there’s one more item to discuss with respect to“transition steps”—and it’s a mouthful, as we’ll see on the nextslide.

continued from page 9-22

19 One of the five “findings” of Congress, in establishing the Part C program in IDEA 2004, was an“urgent and substantial need…to enhance the capacity of families to meet the special needs of theirinfants and toddlers with disabilities.” 20 U.S.C. §1431 (2004). This quote comes from Section 631 ofPublic Law 108-446, the Individuals with Disabilities Education Act (IDEA).

20 Parents’ right to actively participate in their child’s early intervention program as key decision makers isundergirded by such requirements in IDEA as prior written notice, informed parent consent, membershipof the IFSP Team, and more. The regulations also make it clear that it is the family that determineswhether to accept or reject any early intervention service without jeopardizing other services they want(see §303.420).

21 Harbin, G., Rous, B., Peeler, N., Schuster, J., & McCormick, K. (2007, December). Opening doors tosuccess: Desired family outcomes of the early childhood transition process. Lexington, KY: National Early Child-hood Transition Center. Available at: http://www.hdi.uky.edu/nectc/Libraries/NECTC_Research_Briefs/Desired_Family_Outcomes_of_the_Early_Childhood_Transition_Process.sflb.ashx

22 Dogaru, C., Rosenkoetter, S., & Rous, B. (2009). A critical incident study of the transition experience for youngchildren with disbilities: Recounts by parents and professionals (Technical Report #6). Lexington: University ofKentucky, Human Development Institute, National Early Childhood Transition Center. Available onlineat: http://www.hdi.uky.edu/nectc/Libraries/NECTC_Papers_and_Reports/Technical_Report_6.sflb.ashx

23 Dogaru, C., Rosenkoetter, S., & Rous, B. (2009). A critical incident study of the transition experience for youngchildren with disbilities: Recounts by parents and professionals (Technical Report #6). Lexington: University ofKentucky, Human Development Institute, National Early Childhood Transition Center. Available onlineat: http://www.hdi.uky.edu/nectc/Libraries/NECTC_Papers_and_Reports/Technical_Report_6.sflb.ashx

24 Bruns, D.A., & Fowler, S. (2001). Transition is more than a change in services: The need for a multiculturalperspective (CLAS Technical Report #4). Champaign, IL: Early Childhood Research Institute on Culturallyand Linguistically Appropriate Services (CLAS). Available online at: http://clas.uiuc.edu/techreport/tech4.html



25 Dogaru, C., Rosenkoetter, S., & Rous, B. (2009). A critical incident study of the transition experience foryoung children with disbilities: Recounts by parents and professionals (Technical Report #6). Lexington:University of Kentucky, Human Development Institute, National Early Childhood Transition Center.Quotation from page 20. Available online at: http://www.hdi.uky.edu/nectc/Libraries/NECTC_Papers_and_Reports/Technical_Report_6.sflb.ashx

26 Center on the Social and Emotional Foundations for Early Learning. (2008, January). Helpingchildren make transitions between activities. Nashville, TN: Author. Available online at:http://csefel.vanderbilt.edu/kits/wwbtk4.pdf

27 Donegan, M., Fink, D.B., Fowler, S.A., & Wischnowski, M.W. (1994). Entering a new preschool: Howservice providers and families can ease the transitions of children turning three who have special needs(FACTS/LRE Information Services #2). Champaign, Illinois: Family and Child Transitions into LeastRestrictive Environments, University of Illinois at Urbana-Champaign. Available online at:http://facts.crc.uiuc.edu/facts2/facts2.html

28 Adapted from: Donegan, M., Fink, D.B., Fowler, S.A., & Wischnowski, M.W. (1994). Entering a newpreschool: How service providers and families can ease the transitions of children turning three who havespecial needs (FACTS/LRE Information Services #2). Champaign, Illinois: Family and Child Transi-tions into Least Restrictive Environments, University of Illinois at Urbana-Champaign. Availableonline at: http://facts.crc.uiuc.edu/facts2/facts2.html

29 76 Fed. Reg. at 60176.


Slide 7

Opening View

Slide loads withthis view—anoverload of text anda baby who’scrying, “I can’t readthat!”

CLICK 1

Click 1:The unreadable textand baby picturelift away, and thissimple and compre-hensible statementappears.

Transition Steps (Slide 2 of 3)

Confirmation that child find information about the child hasbeen transmitted to the LEA or other relevant agency*

• Transition Steps (cont.)

continued on next page


Confirmation that child find information about the child hasbeen transmitted to the LEA or other relevant agency

and... with parental consent, if required

that additional information needed by the LEA has beentransmitted


includinga copy of...

—the most recent evaluation &assessments of the child & family, and

—the most recent IFSP


CLICK 2

Click 2:Gradually all of thistext appears, listingthe child findinformation to betransmitted to theLEA or otherrelevant agency.

CLICK 3

Click 3:Finally, here at thebottom, thissummary textappears—thereason that neededchild find informa-tion is transmittedabout the toddler tothe LEA.

To ensure continuity of services from thePart C program to the Part B program

Confirmation that child find information about the child hasbeen transmitted to the LEA or other relevant agency

and... with parental consent, if required

that additional information needed by the LEA has beentransmitted


includinga copy of...

—the most recent evaluation &assessments of the child & family, and

—the most recent IFSP






• Handout 11, OSEP’s ModelIFSP Form

Let’s continue our look at thetransition steps that must beincluded in the IFSP of a toddlerin Part C who is approaching athird birthday and his or her exitfrom Part C. According to§303.344(h)(2), the transitionsteps must include:

(i) Discussions with, andtraining of, parents, asappropriate, regardingfuture placements andother matters related to thechild’s transition;

(ii) Procedures to preparethe child for changes inservice delivery, includingsteps to help the childadjust to, and function in,a new setting;

(iii) Confirmation thatchild find informationabout the child has beentransmitted to the LEA orother relevant agency, inaccordance with§303.209(b) (and anypolicy adopted by theState under §303.401(e))and, with parental con-sent if required under§303.414, transmission ofadditional informationneeded by the LEA toensure continuity ofservices from the Part Cprogram to the Part Bprogram, including a copyof the most recent evalua-tion and assessments ofthe child and the family

and most recent IFSPdeveloped in accordancewith §§303.340 through303.345; and

(iv) Identification oftransition services andother activities that theIFSP Team determines arenecessary to support thetransition of the child.

We’ve bolded the provision at(iii), which is the focus of thisslide, so you can readily see howthe previous slide, this slide, andthe next fit together in a sequencethat comes directlyfrom the Part Cregulations.

How the SlideUnfolds—1st Click

The slide openswith a screen shot taken from theModel IFSP Form developed byOSEP. And yes, it’s a realmouthful…and eyeful. Let theaudience get a solid look at it andperhaps do a collective moan. Aphoto of a crying baby on hisbelly fades in (he doesn’t favorthe impenetrable text either).

No, you and the audiencewon’t have to work with thatdense text. As the slide unfoldsacross two CLICKS, pieces of thetext will appear one at a time, sothat the full text (what’s boldedabove) is easier to read, discuss,and understand.

CLICK once to lift off the screenshot of the Model IFSP Form andreplace it with the simple phrase:

Confirmation that childfind information about thechild has been transmittedto the LEA or other relevantagency

Use the discussionimmediately below to shape theinformation you offer about thistransition step.

Confirmation Re: Transmis-sion of Child Find Information

If a child is potentiallyeligible for specialeducation services underPart B of IDEA, the PartC program is required to

transmit basic child findinformation about that

child (i.e., name, date ofbirth, parents’ contact informa-tion) to the LEA where the childresides and to the SEA. Thisrequirement is subject to limita-tions and conditions in keepingwith:

• the privacy and confidentialityrequirements of multiple laws(most notably, IDEA itself andFERPA, the Family EducationalRights and Privacy Act); and

• any “opt-out” policy a Statemay adopt to enable parents toobject to, and effectively block,the disclosure of personally


identifiable information (PII)about their child.

The transmission of child findinformation about a given toddlerwas the primary focus of Module8 (The Transition Process and LeadAgency Notification to the LEA andSEA). Module 8 discussed whatinformation about the toddlermay be disclosed by the Part Cprogram to the LEA and SEA ofthe child (given applicablelimitations) and by when it mustbe disclosed. Please refer toModule 8 for those details.

Feel free to pull from Module8’s content to shape the trainingyou offer here about “confirma-tion that child find informationhas been transmitted.” Whatdetails about this notification doparticipants need at this momentin time? What details are relevantto them right now? (If theyparticipated in Module 8 training,then they’ll know those detailsand you can do a quick reviewhere.)

You may find it more appropri-ate to simply summarize and saysomething along the lines of thetext presented in the box.

Enough said?

What does the asteriskmean? | You’ll notice that thephrase on the screen ends with anasterisk. That asterisk (*) refers tohow the Part C regulation contin-ues from “confirmation that childfind information about the childhas been transmitted to the LEAor other relevant agency.” Whichis: “in accordance with§303.209(b) (and any policyadopted by the State under§303.401(e))…”

OK, what’s §303.209(b)referring to? And what’s

§303.401(e)? You won’t besurprised when we tell you!

• §303.209(b) appears on page1 (column 2) of Handout 9. Ithas the subtitle “Notificationto the SEA and appropriateLEA,” which is described indetail in Module 8 and whichwe just summarized above.

• §303.401(e) doesn’t appear onHandout 9, but has the sub-

title “Option to inform aparent about intended disclo-sure” within the section of PartC’s regulations regardingconfidentiality of PII. Thus, thereference to §303.401(e) is areference to any opt-out poli-cies a State may have adoptedby which parents may blockthe transmission of PII abouttheir transitioning child.

When a toddler in early intervention is approaching a third

birthday and that toddler may be eligible for special education

services under Part B of IDEA, the lead agency is required to let

the State educational agency—the SEA—know. The local educa-

tional agency where the child resides—the LEA—must also be

notified.

Restrictions apply, given privacy laws, and in some States parents

have the option to “opt-out” of this information being disclosed

about their child.

This notification is also only required for children who may be

potentially eligible for special education under Part B of IDEA.

The notification is considered necessary so that the State can

fulfill its child find duties, which include identifying, locating,

and evaluating all children with disabilities in the State.

What’s relevant here is that the IFSP must include transition

steps to help the toddler and family exit from Part C and move

on to the next program. And those transition steps must include

a confirmation in the IFSP that the LEA and other relevant

agencies have been notified that the child is going to turn three

and may be eligible for special education under Part B.

Confirmation—so we’re talking about an acknowledge-ment in

writing in the IFSP that the notification to the LEA and other

relevant agencies has occurred and that the child find informa-

tion about the child has been sent. If the notification occurred,

then the IFSP of the child must indicate as much.

Perhaps You Might Summarize...


The Part C regulations havemany such cross-referenceswithin them, as you probablyhave noticed!

How the Slide Continues—2nd Click

When you’re ready to moveon, CLICK again and the next partof the slide’s content will comeinto view, automatically appear-ing piece by piece. That contentis:

and, with parental consent,if required

that additional informationneeded by the LEA hasbeen transmitted

including a copy of…

— the most recent evalua-tion & assessments of thechild & family, and

— the most recent IFSP

This content is fairly self-explanatory. Additional informa-tion beyond the basic child finddata may be needed by the LEAwho will be receiving the childupon his or her exit from Part C.This includes the most recentevaluation and assessments of thechild and the family, and themost recent IFSP—which wouldclearly be helpful in ensuring thecontinuity of services for the childwhen he or she turns three. Hasthis additional information betransmitted to the LEA? Confir-mation that it has needs to beincluded in the IFSP.

What about parentalconsent? | This 2nd part of theslide begins with the phrase “and,with parental consent, ifrequired.” The actual Part Cregulation finishes with “if

required under§303.414…”[§303.344(h)(2)(iii)].What, then, does§303.414 require?

The title of§303.414 is“Consent prior to disclosure oruse.” The provision requires priorparental consent to be obtainedbefore personally identifiableinformation is “disclosed toanyone other than authorizedrepresentatives, officials, oremployees of participatingagencies collecting, maintaining,or using the information underPart C” [§303.414(a)(1)].Exceptions to this requirement arenumerous, affected by Statepolicies, and far too complicatedto explain fully in this module, asyou can readily see by looking atthe entirety of §303.414 onHandout 9 (see page 3, section“A | Parent Consent”). TheDepartment does say that:

…parental consent must beobtained if personallyidentifiable information isdisclosed as required under§303.414. Given thatpersonally identifiableinformation is discussed atthe IFSP meeting todevelop a transition plan, ifthe LEA representative isfrom an LEA that is not aparticipating agency under§303.403(c) or ifattendance is required ofother individuals who arenot employees orrepresentatives ofparticipating agencies,parental consent is requiredunder §303.414 for the leadagency to be able todisclose personallyidentifiable information tothese individuals at themeeting.30

These comments highlightthe importance of the term“participating agency.” ThePart C regulations definethis term as:

…any individual,agency, entity, or institu-

tion that collects, main-tains, or uses personallyidentifiable information toimplement the require-ments in Part C of the Actand the regulations in thispart with respect to aparticular child. A partici-pating agency includes thelead agency and EIS provid-ers and any individual orentity that provides anyPart C services (includingservice coordination,evaluations and assess-ments, and other Part Cservices), but does notinclude primary referralsources, or public agencies(such as the State Medicaidor CHIP program) orprivate entities (such asprivate insurance compa-nies) that act solely asfunding sources for Part Cservices. [§303.403(c)]

It’s useful to know as well thatthe disclosure of child findinformation to the LEA and SEAfor a toddler about to exit Part Cis generally not considered abreach of privacy on the part ofthe lead agency or EIS provider, if:

• the toddler may be potentiallyeligible for Part B services, and

• the State does not have an“opt-out” policy that requiresthat parents be informed beforethe disclosure of informationand given the opportunity toobject.


It’s also useful to know thatStates must establish an inter-agency agreement between thePart C lead agency and the SEA(which is responsible for imple-menting Part B of IDEA forschool-aged children with dis-abilities). This interagency agree-ment must describe how the leadagency and SEA will meet thetransition requirements stated in§303.209(b) through (f), whichrelate to:

• notifying the SEA and thechild’s LEA that the toddler willsoon reach the age of eligibilityfor services under Part B;

• convening a conference todiscuss any services the childmay receive under Part B (ifpotentially eligible) or fromother appropriate serviceproviders (if the child is noteligible for Part B); and

• developing a transition plan forthe toddler and his or herfamily.

Part of a State’s interagencyagreement might address thequestion of whether parentalconsent is required in order todisclose PII about a child intransition from Part C. If the leadagency is also the SEA, an intra-agency agreement would berequired and may similarly definethe State’s policies regarding theneed for parental consent at thistime.

How the Slide Finishes—3rd Click

This last click completes theslide and provides the “reason”why the regulations require“transmission of additionalinformation needed by the LEA,”including the most recent evalua-tion and assessments of the childand family and the child’s mostrecent IFSP. And that reason is: Toensure continuity of servicesfrom the Part C program to thePart B program.

30 76 Fed. Reg. at 60207.


This phrase—reason—is drawndirectly from the regulations at§303.344(h)(2)(iii). It probablyneeds little explanation, since itmakes quite good sense and iscompletely consistent with thepurpose of transition planning inthe first place.


Transition Services (Slide 3 of 3)

Slide loads fully.

No clicks arenecessary exceptto advance tothe next slide.

Slide 8

Identification of transition services & other activities thatthe IFSP team determines are necessary to support thetransition of the child.

§303.209(d)(3)(ii) and §303.344(h)(2)(iv)

• Transition Services




Time to move on to anotheraspect of developing a transitionplan for a toddler who will soonbe exiting the Part C program. Asthe slide indicates, that transitionplan must also identify “transi-tion services and other activitiesthat the IFSP Team determines arenecessary to support the transi-tion of the child.”

Again, the Model IFSP Form isused to present this elementrequired in each exiting toddler’stransition plan.

What are Transition Services?

The Part C regulations do notdefine the term transition services.Why not? It’s the Department’sposition that it is not appropriateto define the term. “Given thattransition services are based on

the unique needs of the child andthe family, States require flexibil-ity to provide appropriate andindividualized transition servicesfor each child.”31

However, the Department doesoffer the following useful descrip-tion:

Transition services arethose services that assist atoddler with a disabilityand his or her family toexperience a smooth andeffective transition from anearly intervention program…to the child’s next pro-gram or other appropriateservices, including servicesthat may be identified for achild who is no longereligible to receive Part C orPart B services.32

Who Decides What TransitionServices are Appropriate foran Exiting Child?

The IFSP Team, which includesthe parent, determines the appro-priate transition services for thetoddler exiting the Part C pro-gram.33

Examples from the Field

It’s a bit difficult to identifyconcrete examples from the fieldthat are actually called “transitionservices.” By and large, examplesof transition plans availableonline identify activities to beaccomplished during the transi-tion planning process, such as:

• Handout 11, OSEP’s ModelIFSP Form (optional)

• Activity Sheet 6, EffectiveTransition Practices andStrategies


• notifying the SEA and the LEAof the child’s upcoming thirdbirthday;

• reviewing upcoming programoptions with the family;

• conducting needed evaluationsof the child to determineeligibility for the new program(especially if the child ispotentially transitioning to PartB services);

• developing the IEP for a childwho will be transitioning toPart B services;

• arranging for the child andfamily to visit the new settingor program;

• completing various checklistsand child profiles to share withthe receiving staff;

• conducting observations in thenew environment to identifywhat types of supports areavailable for the child, whatskills might be important forthe child to have in thatenvironment, and the routinesthat drive the day there; and

• so on!

Many checklists and guidelinesexist to help families and serviceproviders systematically preparefor a child’s transition to the newprogram or setting. Of particularnote are the many resourcesoffered by Project CONNECT.34

We’ve listed a few of these in thebox on this page. You can usethem to expand the training youoffer here, engage participants inactivities, or share a list of suchresources that participants cantake home with them to consultlater.

Other Helpful Resources

Be sure to check for materialsproduced within your own Statethat can help your audiencedecide what transition servicesand other activities to considerduring transition planning. ManyStates offer a guided planningprocess and provide checklistsand tips that families and service

providers can use to plan smoothtransitions for children. Forexample:

Early Childhood Transitions inNorth Carolina: A Parent’s Guideto the Infant-Toddler and Pre-school Programs, produced bythe Transition Committee ofthe North Carolina InteragencyCoordinating Council. Includes

Project CONNECT has developed web-based, instructional resourcesthat focus on and respond to challenges faced each day by thoseworking with young children and their familiess. One of CONNECT’smodules focuses on transition—and it’s available in Spanish, too!

Access the full training module in English or Spanish at:http://community.fpg.unc.edu/connect-modules/learners/module-2

Within the training module, you’ll find worksheets and guidelinessuch as:

Transition Activities WorksheetThis handout can be used to plan how transition-related activitieswill be implemented both prior to the child’s start date in the newprogram (preparation) and after the start date (adjustment).Family and practitioners can document details such as activitydescriptions, person(s) responsible, and dates.

English versionhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-2-12.pdf

Spanish versionhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Folleto-2-12.pdf

Observation Guide For Initial Class VisitThis handout can help families and service providers identifyspecific ways in which a new classroom can be modified to sup-port the child’s engagement and adaptation.

English versionhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Handout-2-6.pdf

Spanish versionhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Handout/CONNECT-Folleto-2-6.pdf

Project CONNECT’s Transition Module


a Transition Checklist and a worksheet called Information About My Child.http://www.beearly.nc.gov/data/files/pdf/transitionshandbook.pdf

Transition Booklet Online, a family-focused resource of the New Jersey EarlyIntervention System, includes:

Developing a picture/profile of your childhttp://www.njeis.org/section5.htm

Questions often asked while evaluating a preschool programhttp://www.njeis.org/section7.htm

Tips for preparing your child for preschoolhttp://www.njeis.org/section13.htm

Time for ActivityWorksheet 6!

Given all that’s been said and discussed to the moment in thistraining, perhaps now is a good time to take a break, get up and stretch,walk around a bit, and then, if you have time in the training schedule,have participants work together to complete Activity Sheet 6, EffectiveTransition Practices and Strategies. The activity is described on the nextpage.

31 76 Fed. Reg. at 60177.

32 76 Fed. Reg. at 60176-60177.

33 76 Fed. Reg. at 60177.

34 CONNECT is a project within the Technical Assistance and Dissemination network (TA&D) thathas been funded by OSEP to provide expertise to the field to support their implementation ofIDEA and improve outcomes for children with disabilities.

35 National Early Childhood Transition Center (NECTC). (2011). NECTC transition tips: Toolkit ofpractices and strategies. Online at: http://www.hdi.uky.edu/nectc/NECTC/practicesearch.aspx



Participant Activity

Background Info to ShareAs the activity sheet says, theNational Early ChildhoodTransition Center (NECTC) hasconducted considerable researchto identify factors that promotesuccessful transitions betweeninfant/toddler programs,preschool programs, and publicschool programs for youngchildren with disabilities andtheir families. The activity sheet isdrawn from NECTC’s researchand recommendations withrespect to effective transitionpractices and strategies. Theactivity sheet uses direct quotesfrom NECTC documents asexamples.

About the Practices andStrategies on the Activity SheetThe activity sheet highlights 10effective transition practices andstrategies identified by NECTC.It’s been adapted from NECTC’soriginal list of 21 such practices orstrategies.35 We’ve kept theoriginal numbers used by NECTC,which is why Practice 5 (on theactivity sheet) is followedimmediately by Practice 10, 11,13, 14, and 16.

PurposeTo have participants applywhat they’ve learned in thetraining so far, what theyknow from experience, andtheir own creativity as theyreview and expand uponeffective transition practicesand activities.

Time Activity Takes 15-30 minutes, depending onhow you assign the task.

Group SizeHave participants work in pairs(10-15 minutes) to completeall of the activity sheet.

Alternatively, if your time islimited, assign specific itemson the sheet to specific pairs(in other words, pairs onlycomplete one or two items, notall 10 on the activity sheet).

After the allotted time, call thefull group back together toexchange answers aloud (10-15minutes).

MaterialsActivity Sheet 6, EffectiveTransition Practices andStrategies

Instructions

1. Provide the audience withthe background informationabove. Indicate that NECTCis an OSEP-funded centerwhose mission is toexamine factors thatpromote successfultransitions between infant/toddler programs, preschoolprograms, and public schoolprograms for youngchildren with disabilitiesand their families. NECTChas a rich body of workavailable publicly at:http://www.hdi.uky.edu/nectc/NECTC/Home.aspx

2. Have the audience break upinto pairs and take out theactivity sheet. Either havethem complete the entiresheet in pairs, or divide upthe work, assigning specificitems to specific pairs.

3. Give the pairs 10-15minutes to complete theirwork. Then call the fullgroup back together andexchange and discusspossible answers. Answerswill vary.


Slide 9Additional Points (Slide 1 of 4)

Opening View

Slide loads withthis view.

CLICK 1

Click 1:The picture liftsaway and these twoadditional points ofinterest are shown.


• How a child’stransition plan isdeveloped, bywhom, and bywhen

• What is requiredwhen a child isreferred “late”to Part CAdditional Points


Slide 9 signals that the module is close tocompletion—just a few more points and you’ll bedone. It returns on the original agenda introduced inSlide 2 and repeats two of the items, neither ofwhich have been covered yet. Those points are:

• How a child’s transition plan is developed, bywhom, and by when

• What is required when a child is referred “late” toPart C


The slide also serves as an ad-vanced organizer for the remain-der of the training today. Itidentifies the content that will becovered in Slides 10, 11, and 12.

Did the Audience Participatein Module 8 Training?

Both of the “additional points”were covered in some detail inModule 8, The Transition Processand Lead Agency Notification to theLEA & SEA. We cover them againhere in Module 9, in case theaudience did not participate inModule 8 training.

The discussion provided forSlides 10, 11, and 12 is drawn inlarge part from Module 8; adjustthe detail you offer now tocorrespond to whether or notyour audience is already familiarwith this information throughModule 8. If they are, use thisslide and upcoming slides toreview that content.

Discussing the Slide

Indicate to your audience thatthe two items listed on the screencome from the agenda they sawat the beginning. Since youhaven’t covered these itemsyet…it’s time.


Slide 10

Opening View

Slide loads withthis view.

CLICK 1

Click 1:The picture liftsaway , and thesetwo “timeline”points appear.


Additional Points (Slide 2 of 4)

How, By Whom, By When?

Is the toddler potentiallyeligible for Part B services?

Yes.• Lead agency convenes a

transition conference• Family approval needed• Lead agency, family, & LEA

participate• Other IFSP Team members

participate, too



Yes.• Lead agency convenes a

transition conference• Family approval needed• Lead agency, family, & LEA

participate• Other IFSP Team members

participate, too

Timelines

Not fewer than 90 daysbefore the toddler’s 3rd

birthday

At the discretion of allparties, conference mayalso be convened up to(but not more than) 9months before thetoddler’s 3rd birthday






Slide 10 takes up the “how, bywhom, by when?” questionassociated with the developmentof a toddler’s transition plan.

The first step in answering thisquestion is to ask another one—namely, is the toddler potentiallyeligible for Part B services?—because the answer to thatquestion will drive how the firstquestion is answered.

• Slide 10 looks at what’srequired if the toddler ISpotentially eligible for Part Bservices.

• Slide 11 will look at what’srequired if the toddler is NOTpotentially eligible for Part B.

Yes, the Toddler Is PotentiallyEligible for Part B Services

As the slide automaticallyshows (no clicks are needed fromyou), when a toddler exiting PartC may potentially be eligible forservices under Part B, then thelead agency must convene atransition conference, givenfamily approval. The slide alsoidentifies who should attend thisconference. These requirementsare found in the Part C regula-tions at §303.209(c)(1), appearon page 2 of Handout 9, andread as follows:

(c) Conference to discussservices. The State leadagency must ensure that—

(1) If a toddler with adisability may be eligiblefor preschool services under

Part B of the Act, the leadagency, with the approvalof the family of the toddler,convenes a conference,among the lead agency, thefamily, and the LEA notfewer than 90 days—and,at the discretion of allparties, not more than 9months—before thetoddler’s third birthday todiscuss any services thetoddler may receive underPart B of the Act…

The IFSP Team Is Involved?

The slide specifically statesthat the IFSP Team also partici-pates in the transition conference.What regulation supports thatstatement? There’s no mention ofthe IFSP Team in the regulationjust cited, only “the lead agency,the family, and the LEA” asparticipants in the conference[§303.209(c)(1)].

If you’re going over thiscontent for the first time (mean-ing, participants haven’t takenModule 8 training), refer partici-pants to Handout 9 (page 2).

Have them find §303.209(e) (justa bit down from the regulationcited above). Section 303.209(e)was added to the regulations toclarify who participates in thetransition conference. It reads:

(e) Transition conferenceand meeting to developtransition plan. Anyconference conductedunder paragraph (c) of thissection or meeting todevelop the transition planunder paragraph (d) of thissection (which conferenceand meeting may becombined into onemeeting) must meet therequirements in§§303.342(d) and (e) and303.343(a).

So, the transition conferencemust meet the requirements in§§303.342(d) and (e) and303.343(a). What might thoserequirements be?

You’ll be pleased to know thatthese provisions also appear onHandout 9. Participants areinstructed to “see AdditionalRegulations in this handout: C |Meetings.” If they turn to page 4of the handout, they’ll find theregulations. Look in particular at§303.343(a), which lists therequired participants of eachinitial IFSP meeting and eachannual one. These are requiredparticipants in the transitionconference as well.

• the parent or parents of thechild;


• other family members, asrequested by the parent, iffeasible to do so;

• an advocate or person outsideof the family, if the parentrequests that the person partici-pate;

• the service coordinator;

• a person or persons directlyinvolved in conducting theevaluations and assessments ofthe child and family if appro-priate; and

• as appropriate, persons whowill be providing early inter-vention services to the child orfamily.

Representatives of the leadagency and the LEA must alsoparticipate in the transitionconference. So there you have it!

What About Those OtherRegulations?

The transition conference mustalso meet the requirements of§§303.342(d) and (e). And whatmight those be? Here’s a quicksummary.

§303.342(d) | Applying theregulation to the transitionconference means that theconference must be conducted:

• in settings and at times that areconvenient for the family; and

• in the native language of thefamily or other mode of com-munication used by the family,unless it is clearly not feasibleto do so.

The meeting arrangements forthe transition conference must bemade with the family and otherparticipants early enough before

the meeting date to ensure thatthey will be able to attend.Parents must be provided withprior written notice as well.

§303.342 (e) | Ask partici-pants how they would apply thisprovision in the context of thetransition conference. Answersmight include:

• fully explaining to parents theservices under Part B that thetoddler may receive

• obtaining parental consentbefore any of the services maybe provided to the child

Why Does the LEA Attendthe Conference?

For one, both the Part C andPart B regulations require it:

• The lead agency must invitethe LEA representative to thetransition conference. [Part Cregulations at §303.209(c)(1)]

• Each LEA must participate inthe transition conferencearranged by the lead agency.[Part B regulations at§300.124(c)]

Additionally, the LEA hasmultiple responsibilities to fulfillwith respect to the potentiallyeligible toddler exiting Part C—most notably, determiningwhether an evaluation of thechild (with parental consent) is

necessary in order to establish hisor her eligibility for Part B ser-vices, and then actually conduct-ing the evaluation, if necessary. Ifthe child is found to be eligible,an IEP must be developed for thechild by the time he or she turnsthree years old.

The lead agency will invite theLEA representative to the transi-tion conference, given parentalconsent. As mentioned earlier inthis module, personally identifi-able information about the childwill be disclosed and discussedduring the conference, which iswhy parental consent is necessarybefore proceeding.

Timelines

When you’re ready to move onin the training, CLICK once andthe picture will lift off, revealingthe “timelines” within which thetransition conference will occur,given family approval for theconference. As the slide indicates,the transition conference must beconvened at least 90 days beforethe child turns three. If all partiesagree, the conference may beconvened even earlier—up to 9 months beforethe child turns three.

There are exceptionsto these timelines, aswe’ll see under Slide12. The exceptionsrelate to children whoare referred to the Part C programwith less than 90 days to theirthird birthday.


Additional TransitionConference Information

Depending on the priorknowledge of participants (e.g.,did they receive training underModule 8?) and the training timeyou have available, you may alsowish to mention and/or discussother specifics of the Part Cregulations with respect to thetransition conference and thetransition plan.

Combining the transitionconference with the meeting todevelop the transition plan |The Part C regulations make itclear that the transition confer-ence may be combined with themeeting where the transition planfor the child is developed[§303.209(e)]. The combinedmeeting, however, must meet therequirements set for IFSP meet-ings (i.e., accessibility and conve-nience of meetings, use of par-ents’ native language if necessary,parental consent before imple-mentation of the plan)36 andinclude the participants requiredat the initial and annual IFSPTeam meeting.37

Does your state allow chil-dren to continue in Part Cbeyond the third birthday? | Asmentioned earlier, States have theoption to adopt policies andprocedures that allow toddlers tocontinue to receive early interven-tion services after they turn three.This is known as the Part Cextension option. If yourState has not adoptedthis option, then youmay skip this pointentirely.

If your State has adopted thePart C extension option, then youmay wish to tell the audienceabout it. The option works likethis: Children who are eligible forPart B services may actuallycontinue in the Part C programpast their third birthdays (withparental consent) until they enter,or are eligible under State law toenter, kindergarten or elementaryschool or until the school yearfollowing their third, fourth, orfifth birthdays.38

How does this relate to thetransition conference we’ve beendiscussing? It relates, because, inStates that offer the Part Cextension option:

• Parents must be fully informedabout this option to have theirchild continue to receive earlyintervention services afterthey’ve turned three, instead ofmoving on to preschool ser-vices under section 619 (Part Bfor preschoolers).

• The lead agency must explainthis option to parents at thetransition conference, wherethe child’s program options arediscussed. The Part C extensionwill be one of the programoptions available to the childand family.

• An annual notice must beprovided to parents as well (theinitial notice would beprovided in the transition

conference), whichdescribes their right to

elect to receive servicesunder Part C or under

Part B of IDEA. Theannual notice will also

explain the differencesbetween the two sets ofservices—including the types ofservices and the locations atwhich the services are provided,

which procedural safeguardsapply, and possible costs (ifany) to parents of childreneligible under Part B.39

• The lead agency must obtaininformed consent from theparent for the continuation ofearly intervention services forthe child. Consent must beobtained before the childreaches three years of age,where practicable.40

Separate transitionrequirements under the Part Cextension option | For childrenwho are three and older whoreceive services under the Part Cextension option, there aretransition requirementsadditional to those described inthis module and in Module 8.Handout 9 provides theseseparate requirements (see “F|Separate Transition Requirementsunder 303.211(b)(6)(ii)” on page6 of the handout).

Essentially, the transitionprocess we’ve described in Mod-ules 8 and 9 is repeated—fromthe lead agency notification tothe SEA and the child’s LEA, tothe convening of a transitionconference, to the transition planthat’s developed and included inthe child’s IFSP. The Part Cextension option “runs out,” youmight say; States are not permit-ted to provide Part C servicesbeyond the age at which the childactually enters, or is eligible underState law to enter, kindergarten orelementary school.41


36 §§303.342(d) and (e).

37 See §303.343(a), where participants of the initial and annual IFSPmeeting are identified.

38 §303.211, also 76 Fed. Reg. at 60178

39 The contents of the annual notice are described at §303.211(b)(1),which is also shown on Handout 9 under “E| Annual Notice—303.211(b)(1)” (see pages 5 and 6 of the handout). More informationis also available under Slide 10 of Module 8.

40 §303.211(b)(5).

41 §303.211(a)(3).

References &&&&& FootnotesMoving On

We’ve covered the transitionconference that’s held (withparental consent, if required) fortoddlers in Part C who may beeligible for preschool servicesunder Part B when they reachtheir third birthday.

What happens when childrenare not potentially eligible for PartB services upon exiting Part C?Let’s see.




No.• Lead agency makes “reasonable

efforts” to convene a transitionconference

• Family approval needed• Lead agency, family, & providers

of other appropriate servicesparticipate

• Other IFSP Team membersparticipate, too



Slide loads fully.



Slide 11 summarizes what’s required, transition-planning-wise, for Part C toddlers who willnot be eligible for Part B services when they reach their third birthday.

You’ll note that the question of eligibility (is the toddler potentially eligible for Part B services?)repeats from the last slide, but this time the answer is “no.” The slide loads fully and auto-matically; no CLICKS are necessary for the content to appear smoothly.


The Relevant Regulation

The content of this slide isdrawn from §303.209(c)(2),which is provided in the box atthe right.

Refer participants to Handout9 again (page 2, column 1),where they can read the provisionfor themselves.

Discussing the Slide

On first blush, there doesn’tappear to be much differencebetween this slide and the lastone, does there? That’s becauseIDEA’s requirements for transitionplanning for toddlers exiting PartC are strikingly consistent acrossboth populations of toddlers—those who are potentially eligiblefor Part B services and those whoare not. The goals of transitionplanning are the same, regard-less—to prepare the child andfamily for the next set of circum-stances.

What’s consistent? | Thetransition planning process foreach group of children involvessimilar (although not identical)features:

• the convening of a transitionconference, with family ap-proval;

• the development of a transitionplan for the child and family;

• the involvement of the familyand the lead agency in theconference; and

• the involvement of the IFSPTeam.

What’s different? | Twonotable differences exist, however,between what’s required forchildren potentially eligible for

Part B and those who are not. Askparticipants if they can identifywhat those differences are.

• “reasonable efforts” versusmust—When an exiting toddleris not eligible for Part B services,the lead agency is required tomake “reasonable efforts” toconvene the transition confer-ence. This contrasts with thelead agency’s responsibilitywhen an exiting toddler ispotentially eligible for Part B.In that circumstance, the leadagency must ensure that thetransition conference is con-vened, given family approvalfor the conference.

• “providers of other appropriateservices” versus the LEA—When an exiting toddler is noteligible for Part B services andwill not be moving on to

(c) Conference to discuss services. The State lead agencymust ensure that—

(1) If a toddler with a disability may be eligible for pre-school services under Part B of the Act, the lead agency, withthe approval of the family of the toddler, convenes a confer-ence, among the lead agency, the family, and the LEA notfewer than 90 days—and, at the discretion of all parties, notmore than 9 months—before the toddler’s third birthday todiscuss any services the toddler may receive under Part B of theAct; and

(2) If the lead agency determines that a toddler with adisability is not potentially eligible for preschool servicesunder Part B of the Act, the lead agency, with the approvalof the family of that toddler, makes reasonable efforts toconvene a conference among the lead agency, the family,and providers of other appropriate services for the toddlerto discuss appropriate services that the toddler may receive.[bold added]

Transition Conference When a ToddlerWill Not Be Eligible for Part B Services:

§303.209(c)(2)

school-aged special educationservices, there is no need forthe LEA to attend the transitionconference. What’s relevant forthe toddler instead is thepresence of providers of otherappropriate services.

The Part C regulations do notgive examples of who might be“providers of other appropriateservices.” For children nottransitioning to Part B, however,other appropriate services mightinclude such programs or settingsas Head Start, Early Head Start,early education, and child careprograms.


42 76 Fed. Reg. at 60176, 60207.



Slide loads fully.



Transition Requirements for “Late” Referrals to Part C

When there’s less than90 or 45 days to go

before the child’s 3rd

birthday...

There’s not enough timeleft to hold transitionconference & develop

transition plan!

What’s a lead agencyto do?

Slide 12 addresses the specialcircumstance of children who arereferred “late” to the Part Cprogram. Within the Part Cregulations, two such scenariosare noted—

• when a child will turn threeyears old in 45-90 days; and

• when a child will turn threeyears old in fewer than 45 days.

These are the same scenariosof timing that were discussed inModule 8, The Transition Processand Lead Agency Notification to theLEA and SEA.

The Impact of “Late”Referral to Part C

When children are referred toPart C with less than 90 days togo before they turn three years

old, many of the timelinesestablished in the Part C regula-tions cannot be met. This isespecially true when there are lessthan 45 days until the child turnsthree; the time left is so tight,many deadlines have alreadypassed!

Consider, for example, theseobligations of the lead agency forchildren in Part C who will soonbe turning three, the age ofeligibility for preschool servicesunder Part B:

• Notifying the SEA and thechild’s LEA “not fewer than 90days before” the child’s thirdbirthday that the child willsoon reach the age of eligibilityfor services under Part B(applies only to childrenpotentially eligible for Part Bservices);43

• Convening a transition confer-ence (with family approval)“not fewer than 90 daysbefore” the child’s third birth-day, to discuss what servicesthe child may receive in his orher next setting or program;44

and

• Establishing a transition planin the child’s IFSP “no fewerthan 90 days before” thetoddler’s third birthday.45

Clearly, when children arereferred to the Part C programwith less than 90 days before theyturn three, the ability of the leadagency to meet its obligationswithin stated deadlines is hope-lessly compromised.


Adjusted Lead Agency TransitionResponsibilities

Fortunately, the Part C regulations provide leadagencies with what we’ll call “adjusted” require-ments. Since the agencies can no longer meettransition deadlines, what are they supposed to do?

Notification of the SEA and child’s LEA | Withcertain exceptions, the lead agency must still notifythe SEA and the child’s LEA (the LEA where thechild resides) that the child will soon be reachingthe age of eligibility for Part B services.

When there are 45-90 days left before thechild’s third birthdayThe lead agency’s obligation toprovide notification remainsunchanged in essence.Notification is still required forchildren who are potentiallyeligible for preschool servicesunder Part B, but now mustoccur as soon as possible after the child’seligibility for Part C is established.Notification is not required if the child isnot eligible for Part B. [§303.209(b)(1)(ii)]

When there are less than 45 days left before thechild’s third birthdayIn this scenario, the lead agency will nothave enough time to conduct screenings,evaluation, or assessments of the child and

family, nor to develop an IFSP for thechild. Recognizing this reality, the Part Cregulations exempt the lead agency fromeach of those responsibilities. Its responsi-bilities for notification of the LEA and SEA,however, are impacted.

Because the lead agency is not responsiblefor evaluating the child to determine his orher eligibility for Part C, it’s not possiblefor the Part C program to determine that achild may be eligible for services under PartB (such a determination would triggernotification of the SEA and child’s LEA). In

this circumstance, the lead agency muststill provide the SEA and child’s LEAwith notification that the child willsoon reach the age of eligibility forPart B, but it must first obtain theparent’s consent for the disclosure

of this information if such consentwould be required under 34 CFR

§303.414.46

If consent is required and the parent doesnot provide consent, the lead agency maynot use due process procedures to try andoverride the parent’s refusal of consent.47

And that’s it! You are nearly done withModule 9!


43 §303.209(b)—Notification to the SEA and appropriate LEA.

44 §303.209(c)—Conference to discuss services.

45 §303.209(d)—Transition plan.

46 §303.209(b)(1)(iii).

47 §303.420(c).


Slide 13 Final Slide

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CLICK to END the slideshow.

Depending on how much time you have avail-able at the end of your training session, you can usethis slide:

• for a quick review and recap of your own devising,

• to open the floor up for a question and answerperiod,

• by having participants complete a closing activityof your choice and discuss in the large groupafterwards, or

• to share Handout 12 with participants and usethe child and family case study summarized thereto review how transition planning might occur fora toddler who’s eligible for Part B services uponleaving early intervention.

Suggestions for Using Handout 12

The story of Emma and her family and theirtransition planning experience is just one example ofhow families and IFSP teams might join together todiscuss the toddler’s next setting after leaving earlyintervention and Part C. Design your own activityaround this case study or consider any of the follow-ing as possible ways to review the content presentedabout transition planning and end the trainingsession.

Focus on the “Child and Family Study Ques-tions” | Share the intro paragraphs with the audi-ence, then work in the large group (or break intosmall groups) to answer the two study questions.

Break the audience into pairs | Have pairsidentify five key points in the story that show thelead agency meeting its obligations to Emma andher family with respect to transition planning.Examples might include:

• The service coordinator, Chris, schedules thetransition planning conference with Emma’sparents within the timeframe required by IDEA(at least 90 days before she turns three).

• The lead agency decides that, based on Emma’smost recent evaluation, she is potentially eligiblefor Part B (preschool) services under IDEA. Withthe parents’ approval, a representative from theLEA is invited to attend the transition conference.

• The lead agency actively involves Emma’s parentsin planning for Emma’s transition from Part C.

What if Emma were not potentially eligible forPart B? | In this case study, the toddler is eligible forPart B services, but how would transition planningbe different if Emma weren’t eligible? Have theaudience generate the transition-planning story ofanother toddler—one who isn’t eligible for pre-school services under Part B.

Pertinent Handouts:• Handout 12, Transition Plan & Conference: A Child and Family Study

Module 9 Development of the Transition Plan · Building the Legacy for Our Youngest Children with...

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Transcript of Module 9 Development of the Transition Plan · Building the Legacy for Our Youngest Children with...