DARS-ECI: Making It Work
7. Transition
Overview
7.1 Overview
Notes:
In this section you will learn about the transition process and how the
success of this process depends on the involvement of the entire
team.
When you hear the word transition, what comes to mind? Most of us
think transition in ECI refers to the process in which the team
professionals and the family plan for transferring the child’s care and
services to other entities such as educational settings, child care
centers or Head Start programs.
However, attention to transition starts at day one and continues
throughout a child’s enrollment in ECI. Some children are older when
they are referred, or for other reasons have a short stay in ECI.
Some children make transitions to new child care, or to a new
community or home while they are in ECI. Families require support
and assistance as they make any of these transitions.
7.2 Transition Video
Notes:
MIW SC:
The process of transition.
IDEA allows states flexibility in implementing transition requirements.
Watch this video to see how the process of transition occurs
throughout the various stages of the ECI experience. The video is
Making It Work, Section 7- Transition: Accessible (print) version
1
linked here: http://www.youtube.com/watch?v=CUHkAENZiRc
7.3 Transition Steps and Services
Notes:
MIW SC:
The video mentioned that you develop the transition plan at a
transition conference with the school district for a child who may be
eligible for special education services. In Texas, the team and family
develops the plan, called Transition Steps and Services. This plan is
developed for all children, regardless of whether the school district is
being considered as a possible option. The form is attached here.
Developing the Transition Steps and Services sets the stage for the
family to envision great expectations for their child. The transition
planning process is not just about listing activities the team will
complete during transition. It is about really planning for how the
family’s vision for their child can be accomplished. Transition planning
is a time to brainstorm solutions to challenges and celebrate
successes.
The link for the IFSP Transition Steps and Transition Services Form
is here: https://admin.abcsignup.com/files/{07D0901F-86B6-4CD0B7A2908BF5F49EB0}_59/DARS_ECI_Sample_IFSP_Transition_Steps_an
d_Services_Eng.doc
7.4 Transition Preparation Begins Early
Notes:
Before discussing detailed information about transition and
developing the Transition Steps and Services, you will have provided
families relevant information about the transition process. For
example, during pre-enrollment families learn ECI services end on
their child’s third birthday and receive an overview of the transition
process. Additionally, during the initial IFSP meeting, the transition
statement on the IFSP form is reviewed, which highlights when
transition occurs and who will help the family during the transition
Making It Work, Section 7- Transition: Accessible (print) version
2
process.
Keep in mind the steps and services may change from the time they
are developed to adapt to changing child and family needs during
their time with ECI.
7.5 Beyond ECI
Notes:
MIW SC:
One of the resources you'll use in your conversations with families is
the "Beyond ECI" publication. Hardcopies are available at your
program. You can also access it online:
http://www.dars.state.tx.us/ecis/publications/index.shtml#beyond
7.6 Activity: Use the “Beyond ECI” handbook
Notes:
MIW Coach:
Here's an opportunity to become more familiar with the "Beyond ECI"
publication. Find answers to these four questions in the publication.
Question 1: What are the three steps in the enrollment process for
special education services through the local school district?
Question 2: What is meant by “related services”?
Question 3: Can IDEA funds be used to serve children eligible for
services under Section 504?
Question 4: What does BIP stand for?
The link for the publication is here:
http://www.dars.state.tx.us/ecis/publications/index.shtml#beyond.
Answers: The three steps in the enrollment process are evaluation,
eligibility determination and developing the Individual Education
Program (IEP). “Related services” are support services needed by a
student in order to benefit from special education services. IDEA
funds may not be used to serve children found eligible only under
Making It Work, Section 7- Transition: Accessible (print) version
3
section 504. BIP stands for Behavior Intervention Plan.
Transition Timelines
7.7 Transition Timelines
Notes:
MIW SC:
There are some transition requirements that have the same timeline
for completion. The following three requirements must be completed
when the child is at least 27 months of age and no later than 90 days
before the child’s third birthday.
One: Steps and Services: The team must develop a plan for transition,
called “transition steps and services” at an IFSP meeting. Adding
steps and transition services to the IFSP is an important part of the
transition process. Parents may not be aware of all the things to
consider as they decide what should come next for their child.
Two: Notification: According to IDEA Part C, ECI must notify the LEA
(local education agency) where the family lives when a child is
potentially eligible for services under Part B. The IFSP team is
responsible for determining the child’s potential eligibility.
When ECI notifies the LEA, child's limited personally identifiable
information (consisting of the child and parent names, addresses,
phone numbers, child's date of birth, service coordinator's name, and
language spoken by the family is sent to the school district. Parents
must be given 10 days’ notice before the notification is sent, and the
parent may choose not to allow the contractor to send the information
by opting out in writing.
Three: Conference: A transition conference is a meeting in which the
parents of a potentially eligible child have the opportunity to learn
about their rights, eligibility, timelines, and other information about the
LEA. A transition conference is scheduled for a potentially eligible
child, or for any child at the parent's request. Participants in the
conference include: an IFSP team member, service coordinator, the
parent, and anyone else the parent wishes to invite, such as a friend
Making It Work, Section 7- Transition: Accessible (print) version
4
or family member, and other members of the IFSP team as
appropriate. A representative of the LEA may or may not be present.
What about children who are enrolled in ECI after the age of 33
months?
Every child referred to ECI at least 45 days before his third birthday is
entitled to a comprehensive evaluation and IFSP development if he is
determined eligible. The Service Coordinator explains transition
options, notification requirements, and the right to opt-out. The IFSP
team determines potential eligibility for special education services,
and discusses with the family at the initial IFSP meeting.
Evaluation and IFSP is not required for a child referred to ECI less
than 45 days before her third birthday, however if the child is
potentially eligible for preschool special education services, she
should be referred to the LEA as soon as possible.
Many children in ECI transition to services and settings other than
Part B, or in addition to Part B services. The parent of a child who
qualifies for Part B may want to explore other options to address noneducational needs. Except for the timelines, a community transition
meeting must meet the same requirements as a transition conference
with the LEA. These requirements include parent approval to
convene a meeting, prior written notice, and participation of the
service coordinator and one other member of the IFSP team.
7.8 Potential Eligibility for Part B
Notes:
IDEA Part B and IDEA Part C have different eligibility criteria. To
receive special education services under Part B, a student (age 3-21)
must meet the definition of one of the 13 disability categories
described in IDEA and demonstrate an educational need. A disability
is not necessarily a qualifier if the child has no needs that impact his
ability to participate and learn in school.
There are 13 disability categories described in IDEA. Follow this link
to see the categories:
http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CA%2
C300%252E8%2C.
Making It Work, Section 7- Transition: Accessible (print) version
5
Notice that these categories are more general in nature than a
specific diagnosis. Only a few specific diagnoses are mentioned
under the federal definitions.
States can choose how they want to assign disability categories as
long as they cover all of the federal disability terms and definitions.
Texas uses the list as described in IDEA. There is some variation
between school districts because each ISD may interpret the
definitions of the 13 categories and educational need slightly
differently.
7.9 Timelines in TAC & CFR
Notes:
MIW SC:
The state Rule can be found in TAC Title 40, Part 2, Chapter 108,
Subchapter L Transition. The link is here:
http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=4&t
i=40&pt=2&ch=108.
The federal regulations governing transition timelines can be found in
34 CFR §303.209 and §303.344. The link is here:
http://www.ecfr.gov/cgi-bin/textidx?c=ecfr&SID=6b266fffdc7890f6646b0e34961691ca&rgn=div5&vie
w=text&node=34:2.1.1.1.2&idno=34.
Because Texas ECI programs receive funding from the federal
Department of Education, they must comply with regulations that
govern Part C programs and public school education. One of these
regulations is FERPA. Talking to parents about this requirement
gives you an opportunity to teach them some of the terminology, such
as FERPA, that they will need to know as they advocate for their child.
FERPA: 20 U.S.C. § 1232g; 34 CFR Part 99.
Can you find this in TAC? If a child is referred to ECI fewer than 45
days before his/her third birthday, is the IFSP team required to plan
transition steps and services?
Answer: No. If the child is referred fewer than 45 days before the
child's third birthday, the IFSP team is not required to plan steps and
transition services. If the child is potentially eligible for preschool
Making It Work, Section 7- Transition: Accessible (print) version
6
special education services, the contractor must, with written parental
consent, refer the child directly to the LEA as soon as possible.
7.10 Activity: Knowledge Check on Timelines
What do you think? When should the Transition Steps and Services
be completed?
A. Only if the child is transitioning into the school district.
B. Not fewer than 90 days before the child’s third birthday, but no
more than nine months before the child’s third birthday
C. Any time between birth and the child’s third birthday
The correct answer is B. Refer to TAC §108.1207.
The meeting to plan and document appropriate steps and transition
services in the IFSP must be conducted not fewer than 90 days, and
at the discretion of all parties, not more than nine months before the
child's third birthday.
A is not the correct answer because the appropriate steps and
transition services that the IFSP team plans at the meeting must be
documented in the IFSP and must include identification of appropriate
steps and transition services, deemed necessary by the IFSP team,
to support the family's exit from early childhood intervention services
to LEA special education services or other appropriate activities,
places, or programs the family would like the child to participate in
after exiting early childhood intervention services.
7.11 Activity: Looks Like, Doesn’t Look Like
Notes:
MIW Coach:
Next, review the following four statements about transition timelines.
Decide if the statement looks like a best practice for transition
timelines or doesn’t look like a best practice.
Statement 1: Having only the service coordinator be responsible for
insuring timelines are met.
A. Looks Like
Making It Work, Section 7- Transition: Accessible (print) version
7
B. Doesn’t Look Like
The correct answer is B, doesn’t look like a best practice. A smooth,
effective transition requires the participation of everyone on the IFSP
team. The Service Coordinator cannot complete transition activities
on time if input from other team members is delayed.
Statement 2: Postponing transition discussions until just before the
child turns three
A. Looks Like
B. Doesn’t Look Like
The correct answer is B, Doesn’t look like a best practice. Families
may not have time to consider all of their options if transition
discussions are not timely.
Statement #3: Timelines are met to ensure a smooth transition out of
ECI.
A. Looks Like
B. Doesn’t Look Like
The correct answer is A, Looks like a best practice.
Statement #4: Families are aware of the value of meeting timelines
for transition purposes.
A. Looks like
B. Doesn’t Look Like
The correct answer is A, Looks like a best practice.
7.12 Activity: Supporting transition
Question 1: What do you think? Andre is 20 months old at the initial
IFSP. What would you need to do about transition during Andre's
initial IFSP?
A. Develop a transition plan with initial steps and services
B. Discuss the notification to Part B for children who are potentially
eligible and the opt out process.
C. Nothing needs to be discussed about transition at this point
Making It Work, Section 7- Transition: Accessible (print) version
8
D. Conduct a transition conference with the local school district
The correct answer is B. Since Andre is 20 months old, it is
appropriate to discuss the notification at his initial IFSP. A and D are
not correct because Transition Steps and Services should be
completed when the child is at least 27 months of age and no later
than 90 days before the child's third birthday. C is not correct
because you should discuss the notification to Part B for children who
are not potentially eligible and the opt out process.
Question 2: What do you think? Elizabeth is 3 weeks old at preenrollment. What would you need to do about transition during
Elizabeth’s pre-enrollment visit?
A. Develop a transition plan with individualized steps and services.
B. Conduct a transition conference with the local school district.
C. Nothing needs to be discussed about transition during preenrollment.
D. Discuss the transition process, including transition concepts
and activities.
The correct answer is D. Successful transitions require planning
ahead to ensure a smooth transition without a gap in services. A and
B are not correct because Transition Steps and Services should be
completed when the child is at least 27 months of age and no later
than 90 days before the child's third birthday. Although you do need
to discuss general information about transition with Elizabeth’s family,
you don’t need to develop specific steps at this point. C is not correct
because you need to discuss the transition process from the
beginning. Successful transitions require planning ahead to ensure a
smooth transition without a gap in services.
Question #3: What do you think? Riley is 32 months old at the
periodic review. What would you need to do about transition during
Riley's periodic review?
A. Discuss the transition process in general, including transition
concepts and activities.
B. Discuss the notification to Part B for children who are potentially
eligible and the opt out process.
Making It Work, Section 7- Transition: Accessible (print) version
9
C. Nothing needs to be discussed about transition at this point.
D. Develop a transition plan with individualized steps and services.
The correct answer is D. Transition Steps and Services should be
developed when the child is at least 27 months of age and no later
than 90 days before the child's third birthday. Since Riley is 32
months of age, this is the best answer. A is not correct because this
discussion would have taken place at the initial visit. B is not correct
because notification and the opt out process should have been
explained at the initial IFSP. C is not correct becuae transition always
needs to be discussed.
Individualizing Transition
7.13 Individualizing the transition process
Notes:
Transition, like other ECI processes, is individualized to meet the
unique needs, priorities, culture and values of each child and family,
and is based on a thorough assessment of the needs of the child and
family. Teams should ask, “What might the child need to continue to
meet developmental goals after she leaves ECI or transitions to
another setting, and what support might the family need to continue
to help their child meet her goals?” Assessing transition needs is an
ongoing process that continues throughout the child's enrollment.
Child and family needs, interests, and skills change, so transition
steps and services must be revised to reflect the changes that occur
within the family. A family’s culture, spiritual beliefs, values should
also be considered as you help them plan to exit ECI services.
The areas to address can be grouped into educational,
developmental, health and medical and social and emotional needs.
Helping children and families prepare for transition is the
responsibility of all team members.
Educational Need
Some families will want to consider educational settings for their
children when they transition from ECI. Educational settings include
Making It Work, Section 7- Transition: Accessible (print) version
10
private and public preschools, child care centers, Head Start, and
Part B services. Part B of the Individuals with Disabilities Education
Act (IDEA) requires local school districts to provide special education
services for eligible children beginning on their third birthday. The
program for 3-5 year olds is called the Preschool Program for
Children with Disabilities.
Developmental Need
Developmental needs for transition are often aligned with the
developmental outcomes in the IFSP that a family is addressing for
their child. Learning to share, following instructions, being able to
express himself, moving around a classroom environment, and
feeding himself are all examples of developmental skills that may be
needed in a child’s next setting. Family culture and customs can play
a big role in determining when a child is taught self-help skills. For
children who have never had a caregiver other than a family member,
or been around other children, the ECI team might need to find
opportunities for group experiences before the child leaves ECI.
Mother’s Day Out, play groups, or Sunday School classes are ways
to help prepare children for participation in a classroom.
A child may need accommodations or supports to fully participate in a
new program or setting. Physical abilities, noise levels, visual
stimulation, and other environmental factors all need to be considered.
Click on the video now to practice how you might assess for
developmental needs to help plan for transition.
Social-Emotional Need
Social/emotional needs of the child should be considered during
transition planning. Children may be fearful of strange places, people
they don’t know, or the behavior of other children. Working through
these fears before the transition can help children and families feel
comfortable with the changes.
Children with behavioral challenges may need services to address
those concerns. In many communities there may be services for
children and families, such as behavior intervention, counseling,
parenting groups and classes, and social skills groups for children.
Making It Work, Section 7- Transition: Accessible (print) version
11
Health & Medical Need
As a child grows and develops, medical needs change. For example,
families may need help identifying specialists, after hours medical
providers, or dentists. If a child is going to participate in an
educational setting or group care, families need to know the policies
related to emergency care and for administering and storing
medication. Are staff trained in CPR and first aid? Are there any
needs for special equipment or assistive technology? Some families
may want to address dietary needs. If a child has a diagnosed
medical condition, families and caregivers may need reliable sources
of information about their child's condition.
A child with a catheter or tracheotomy, or who requires medications,
may need frequent attention in his next setting from a medical
professional.
Needs of the Family
During transition it’s especially important to help the family identify
services they may need and how to access those services. In
addition to the needs of the child, you should also identify any needs
and resources for the family, such as local parent support groups,
disability organizations, case management services and other social
services.
Some parents have never left their child in the care of another
individual and may not have confidence in any other caregiver’s
ability to meet their child's needs. Other families may worry about
their child being accepted by peers or parents of other enrolled
children. Families may also be concerned about their child’s safety.
Sometimes parents don't want their children to enroll in other
programs when they exit ECI. They may want their children to remain
at home. Helping families identify resources to support children's
continued learning and development at home can also be an
important transition activity.
7.14 Educational Needs
Here are some common terms and acronyms used in the transition to
Making It Work, Section 7- Transition: Accessible (print) version
12
Part B.
Transition Terminology
Part B refers to the public school special education programs for
children 3 – 21. Part B programs are operated by the LEA.
Local Education Agency (LEA) is the local independent school
district.
Admission, Review and Dismissal (ARD) committee is the group that
will determine whether the child is eligible for special education and
develop the IEP. The ARD committee is similar to the IFSP team in
ECI. Though not a required member of the ARD committee,
someone from ECI can go with the parent to the ARD meeting.
Individual Education Program (IEP) - is similar to an IFSP in ECI,
except it is a plan for only the child, not the family. It is often called
the individualized education plan.
Behavior Intervention Plan (BIP) is a written plan, included in a child’s
IEP, that identifies the supports and services that will be provided to
prevent inappropriate behaviors from occurring, and to teach and
support desired behaviors.
Full Individual and Initial Evaluation (FIIE) determines whether the
child is eligible for Part B, special education services.
Least Restrictive Environment (LRE) is similar to the concept of
natural environments in ECI. It means the child has a right to be
educated to the maximum extent possible with children who do not
have disabilities. Most special education services and supports can
be provided in general education or community settings.
Functional Behavior Assessment (FBA) is an assessment of a child's
problematic behaviors to determine the causes and to develop a plan
to support the child so the behaviors are not interfering with the
child's learning. An FBA is not required, but can be requested by the
family, or recommended by the school, for a child who has behavior
problems that are likely to interfere with his ability to learn and
participate in school.
Family Education Rights and Privacy Act (FERPA) is the federal law
that governs confidentiality of a child's education records and
information. FERPA applies to ECI programs and public schools.
Making It Work, Section 7- Transition: Accessible (print) version
13
Americans with Disabilities Act (ADA) is a federal law which prohibits
discrimination against, and protects the rights of people with
disabilities. All public schools must comply with this law; private
schools that are not operated by religious organizations are also
required to comply with the ADA. According to the ADA, schools
must provide reasonable accommodations for students with
disabilities, aids and services students with disabilities need to
communicate or access services, and reasonable modifications of
policies and practices that impact students with disabilities.
504 Plan refers to section 504 of the Rehabilitation Act of 1973. The
Act prohibits discrimination based on disability. 504 plans are
developed for students with documented disabilities who do not meet
the criteria for special education services, but who may need
modifications or accommodations to participate fully in educational
activities. Section 504 applies only to schools which receive federal
funding.
7.15 Determining eligibility for Part B
Notes:
MIW Coach:
Before the school can determine eligibility for Part B services, the
parent must sign a consent for the evaluation. The school’s team
performs the evaluation and then conducts a meeting to determine if
the child is eligible for the Preschool Program for Children with
Disabilities (PPCD). In Texas, this meeting is called the Admission,
Review and Dismissal (ARD) meeting. During the ARD meeting, the
team develops the child’s Individualized Education Program (IEP),
also known as the Individualized Education Plan.
The IEP addresses:
 the child’s educational need
 the child’s need for related services (for example: PT, OT, and
Speech therapy) as it relates to his/her educational need
 the best placement option for the child based on the child’s
needs and the least restrictive environment.
Making It Work, Section 7- Transition: Accessible (print) version
14
 transportation to/from the child's placement.
Just like the IFSP meeting, the family may invite others to the ARD
(IEP) meeting. ECI staff may attend if they are invited by the family or
by the school.
Did you know? Placements can be in a variety of settings. Some
possibilities: speech therapy at the school, a private preschool or
child care classroom, an inclusive preschool classroom at the school
that serves typically developing children as well as children with
developmental delays or disabilities.
7.16 Developmental Needs
Notes:
You are about to practice addressing developmental needs.
7.17 Activity: Henry at Mealtime
Notes:
Mealtime at a child care setting.
MIW Coach:
This video clip shows a boy named Henry participating in lunch time
at his child care center. If a little girl on your caseload was
transitioning to Henry’s child care center and didn’t have all of the
skills Henry has, your team would need to address her developmental
needs through her IFSP outcomes. Her transition plan would also
include any needed assistive technology or other accommodations to
ensure her success after she transitions.
Your task here is to observe Henry and document the skills he is
using to be successful in this routine. What skills does a child need to
be successful at mealtime in this setting? Be thinking about all
developmental areas, and include two examples each of motor skills,
self-help skills and communication skills.
The video link is here:
Making It Work, Section 7- Transition: Accessible (print) version
15
http://www2.cde.state.co.us/media/resultsmatter/RMSeries/HenryAtM
ealtime_SA.asp
7.18 Did you consider
Notes:
MIW Coach:
Did you come up with any of these in each developmental area from
watching the video?
Motor:
 Ability to sit in a chair at the table
 Pincher grasp
Self-Help:
 Ability to drink out of an open cup
 Ability to finger feed
 Ability to eat with a spoon
Communication:
 Ability to ask for “more”
 Ability to express likes/ dislikes of food
 Ability to understand multi-step directions
 Ability to understand “If/ then” (If you eat this, then you can do
this…)
7.19 Examples of Transition
Notes:
MIW Coach:
Transition services need to be individualized to child and family
needs regardless of the type of transition. Read the following
examples. You're already familiar with Andre and Elizabeth, now
you'll also meet Zoe and Jimmy and see how the transition process
Making It Work, Section 7- Transition: Accessible (print) version
16
can be individualized for them.
7.20 For children turning three
Notes:
Read how aspects of transition can be individualized for each child’s
particular needs.
Example: Jimmy
Today during his PT session Mom reports, “I am worried about how
Jimmy will do on the playground. I want him to be included with the
other children when they play, but he can’t walk very well yet.” Jimmy
is now 30 months old and will likely be transitioning to PPCD at his
local school campus.
In view of the upcoming transition his PT works with his service
coordinator to arrange a tour of the playground with Jimmy and Mom
for his next session. They also plan to meet for two more sessions for
further practice. The PT also discusses potential use of shoe inserts
to help Jimmy stabilize his gait on grass and gravel. MD is contacted
and is happy to write a referral for orthotic evaluation for Jimmy.
Example: Zoe
Zoe's Mom reports, “When I go back to work, Zoe will have to ride the
bus to daycare and I am worried about how she will go up and down
the steps. Even though we’ve been working on that, she’s not very
good at that yet.”
PT contacts the local daycare where Zoe will attend. They are happy
to arrange a visit for Mom and Zoe and offer to make the bus and
driver available so all can practice helping Zoe get on/off the bus as
independently as possible.
7.21 Individualizing Transition For Elizabeth
Notes:
MIW Coach:
Next, let's think about individualizing the transition process for
Making It Work, Section 7- Transition: Accessible (print) version
17
Elizabeth.
What needs of Elizabeth and her family would you need to consider
when helping Elizabeth and her mom make the transition to day
care? Recall when the OT was helping mom brainstorm ideas to
support Elizabeth’s head in her car seat. That is an example of
assessing and meeting the transitional needs of families in ECI.
Imagine you are working to individualize transition for Elizabeth.
You'll need to consider her educational, health and medical,
developmental, and social-emotional needs, as well as the needs of
her family. Make a list of questions you'd want to address to consider
the following areas: Educational needs, developmental needs, health
and medical needs, social-emotional needs, and family needs.
Remember, not all areas may apply to Elizabeth or her family at this
point but needs can develop and change over time.
Now that you have completed that, read further to see some possible
considerations for Elizabeth.
Some considerations for Elizabeth:
Educational Needs: None.
Developmental Needs
 What kind of supported seating is needed throughout the day for
playtime and feeding?
 What are the daycare routines? Which ones will provide the best
opportunities for Elizabeth to work on her outcomes?
Health & Medical Needs
 Does the daycare need information or other supports to care for
children with special needs -- i.e., administering medications,
special food or diet?
Social-Emotional Needs
• How do the daycare staff soothe fussy babies?
Needs of the Family
 How will the family get Elizabeth to daycare?
 How will the family and daycare communicate about Elizabeth at
Making It Work, Section 7- Transition: Accessible (print) version
18
daycare?
 Is there a consent signed by the parents for ECI to provide
services in the daycare?
 How will the ECI team communicate with daycare staff and
parents regarding Elizabeth’s goals and progress?
 Do the parents want to visit Elizabeth at daycare in the first couple
weeks?
7.22 Individualizing Transition For Andre
Notes:
MIW Coach:
We've focused on transition planning for when a child turns three.
Now let's look at how transition planning occurs for other types of
transition.
Consider the needs of Andre and his family ...
As Andre's Service Coordinator, I've been communicating regularly
with his CPS worker and I know the plan is for Andre to return to his
biological mother after she completes parenting classes, counseling,
and other activities CPS is requiring. Andre’s biological mother lives
in a different service area, so Andre will need to be referred to the
other ECI program. Although I will make the referral, all team
members have a responsibility for making Andre’s transition back to
his biological mother as smooth as possible. Imagine you are
facilitating Andre's transition. Answer the following questions
regarding his educational, health and medical, developmental, and
social-emotional needs, as well as the needs his foster or biological
family may have.
Questions:
1. Has the team discussed any educational needs for Andre?
2. What information will Andre’s mother, CPS worker, and new
ECI team need to help meet his developmental needs.
3. Are there any special health and medical needs that should
be addressed as Andre returns to his mother?
Making It Work, Section 7- Transition: Accessible (print) version
19
4. What considerations should be made when thinking about
social-emotional needs for Andre’s transition to living with his
biological mother?
5. What family needs can the team address to support Andre and
his foster family, the Jacksons, during the transition?
Did you think of any of these for possible answers to the questions?
Some considerations for Andre:
1. Has the team discussed any educational needs for Andre?
Answer: No, but educational needs may develop over time.
2. What information will Andre’s mother, CPS worker, and
new ECI team need to help meet his developmental needs?
Answer: Ronda, Brianna and Lydia will make a list of all the
words Andre is using and all the directions he is following to
help his mother know how to communicate with him and to
share with the new ECI team.
3. Are there any special health and medical needs that should
be addressed as Andre returns to his mother?
Answer: Although Andre is generally healthy, Ronda will help
Lydia and Timmy make a list of any illnesses Andre has had
and medications he received while he was in their home.
4. What considerations should be made when thinking about
social-emotional needs for Andre’s transition to living with
his biological mother?
Answer: Andre may have a difficult time with the abrupt change
from living with the Jacksons to living with his biological mother,
which can result in tantrums, loss of sleep or appetite, irritability,
and/or acting out.
The Service Coordinator should coordinate closely with the
CPS worker to make a plan for Andre and his mom to spend
time together prior to the move back to his biological mother.
This will minimize some of the problems that can occur when
abrupt changes are made. Andre’s foster family provides is his
current source of security. They should be included in the
planning because they can help Andre become comfortable
Making It Work, Section 7- Transition: Accessible (print) version
20
with the change. Sometimes it is useful for a child make a
picture book that will introduce him to the new arrangement.
The Service Coordinator and the CPS worker can facilitate this.
The book can include pictures of his mom, extended family, his
new home, where he will sleep, places they may go (parks), etc.
The Jacksons can make sure they use the book to talk with
Andre before and after visits. The Jacksons can make a list of
what works for Andre in various scenarios-bedtime, traveling,
playing with other children or when he gets upset. For example,
what are his likes and dislikes, does he have a favorite bedtime
ritual etc.? This will help his mother know him better and help
her re-establish their relationship. It is important that the
Jackson’s include strategies they use to re-direct him so there
will be consistency in how this is approached. The Service
Coordinator and the CPS worker should exchange information
on how each visit went and determine if there are any other
needs that should be considered prior to the move.
5. What family needs can the team address to support Andre
and his foster family, the Jacksons, during the transition?
Answer: Ronda and the Jacksons will talk with Andre’s CPS
worker about the importance of a gradual transition with
increasingly longer visits with Andre’s mother, rather than
abruptly moving him from his foster home. Ronda will also
provide some information to the CPS worker about socialemotional development in toddler’s to support both families
during transition. While the Jackson’s anticipated Andre’s
placement with them would be temporary, Ronda will check in
with them frequently and offer any support if it is needed.
Ronda’s efforts to include the Jackson’s in Andre’s transition
plan benefits Andre but also helps them to be better prepared
for Andre’s leaving.
Documenting Team Participation
7.23 Documenting team participation activities
Notes:
Making It Work, Section 7- Transition: Accessible (print) version
21
All transition activities and discussions must be documented, typically
by the Service Coordinator. The Service Coordinator will use
documentation from service providers’ progress notes to update
transition steps and services as needed. For example, if the team
determined that the child needs to sit on the carpet during circle time,
the ECI PT will document the child’s progress with sitting, use of or
need for assistive technology,and how the assistive technology can
be used in the classroom. The Service Coordinator then documents
this preparation for transition.
More information for Service Coordinators about the requirements for
documenting transition can be found in the Family Centered Case
Management Module.
This is the progression:
1. Progress and needs identified.
2. Service Provider writes progress note.
3. Service Coordinator updates Steps and Services as needed.
Transition for Riley
7.24 Activity: Transition Steps for Riley
Notes:
MIW SC:
It’s your turn to help create a Transition Steps and Transition
Services document for Riley based on what you have learned in this
section and what you know about Riley, particularly from the
development of his IFSP and periodic review. Don't forget to consider
any assistive technology he's using.
Here are some prompts and guidance that can help you guide the
transition discussion:
Guided Transition Discussion
Making It Work, Section 7- Transition: Accessible (print) version
22
Transition steps and services must be developed at an IFSP meeting
with the family of the child. The IFSP transition content must include
the following:
 Transition Services: Identification of transition services and
other activities that the IFSP team determines are necessary to
support the transition of the child.
 Transition Steps:
o Discussions with, and training of, parents, as appropriate,
regarding future placements and other matters related to
the child’s transition.
o Procedures to prepare the child for a change in service
delivery, including steps to help the child adjust to, and
function in, a new setting, and to exit from ECI.
Assess transition needs by using the guided discussion questions
below. Document any identified concerns about any of the following:
1. What do you know about Head Start, Pre-K, and pre-school or
child care centers? Do you have concerns?
2. Would visiting these centers or classrooms be helpful to you?
3. How is it for you and your child when you separate?
4. How does your child play with other children?
5. What health and medical issues does your child have? Does
your child take medications during the day?
6. Are there diet restrictions or preferences that need to be
addressed?
7. What requirements does the center or provider have for
medical and health information, Social Security Number,
consent to seek medical help in an emergency, transportation,
etc?
Making It Work, Section 7- Transition: Accessible (print) version
23
8. Are there accommodations, including those related to sensory
issues, that need to be made for your child to participate in
classroom activities, mealtimes, music time, art time,
playground time, etc.?
9. How does your child behave in structured settings and
activities? Do you have concerns about your child’s ability to sit
still, follow directions, etc?
10.
Are there any skills your child will need to learn to
participate in activities you are interested in, such as toileting,
waiting his or her turn, sharing toys, etc?
11.
If a community activity, such as story hour, requires you
or another adult to stay with your child the whole time, will you
or another caregiver be able to do so?
12.
Will you need someone to help with case management
needs after ECI?
Now, review Riley’s Transition Steps and Services form. The form is
linked here: https://admin.abcsignup.com/files/{07D0901F-86B64CD0-B7A2908BF5F49EB0}_59/Riley_IFSP_Transition_Steps_and_Services.do
c. You supervisor will guide you through the process.
Review the top section of the form and look further down on the form
for prompts and guidance. As a team, we have determined Riley is
potentially eligible for Part B services. During this meeting, Riley's
Mom, Adelia voiced concern that if Riley does qualify for Part B
services, the school district only addresses educational outcomes
and she wants help finding therapists to address the other concerns.
Adelia also mentioned she is still trying to get Riley in with a
developmental pediatrician to see if the doctor will diagnose Riley
because Mom and Dad agree Riley probably has an ASD.
Take some time now to think about how you would answer this:
"Required Additional Steps and Services Specific to My Child and
Family." Think of three items and discuss your answers with your
supervisor.
Making It Work, Section 7- Transition: Accessible (print) version
24
7.25 Did you consider?
Notes:
Did you consider:
 Services for helping Riley deal with the transition from
preschool to bus to school district to bus back to preschool?
 Services for helping Riley communicate and adjust to his new
teacher?
 Referrals to other trusted developmental pediatrician’s in the
area to expedite the parent’s concern about autism?
 Discussing parent support groups with the family if they receive
a diagnosis?
 What info should be sent about Riley (with parental consent) to
the ISD for the evaluation that could help the ISD evaluation
team determine eligibility for PPCD?
7.26 Conclusion
Notes:
Congratulations! You have completed the Transition section of
Making It Work!
Making It Work, Section 7- Transition: Accessible (print) version
25