What the law says
Children participating in early intervention programs assisted under Part C of the Act, and who will participate in preschool programs assisted under Part B of the Act, experience a smooth and effective transition to those preschool programs. [34 CFR §300.124(a)]
Notify the Local Educational Agency (LEA) where the child resides that the child will shortly reach the age of eligibility for preschool services under Part B of the Act, as determined in accordance with State law. [20 USC 1437 §637(a)(9)(A)(ii)(I)]
For children who may be eligible for preschool services under Part B:
• With the approval of the family of the child, convene a conference with the Children’s Developmental Services Agency (CDSA) staff, the family, and the LEA staff at least 90 days, and at the discretion of the parties up to 9 months, before the child is eligible for preschool services, to discuss any services that the child may receive. This is state policy as required per federal law in 20 USC 1437 §637(a)(9)(A)(ii)(II).
For children who may not be eligible for preschool services under Part B:
- With the approval of the family, make reasonable efforts to convene a conference with the CDSA staff, the family, and providers of other appropriate services for children who are not eligible for preschool services under Part B, to discuss the appropriate services that the child may receive. [20 USC 1437§ 37(a)(9)(A)(ii)(III)]
Early Meeting Option: With parental consent, the lead agency may initiate a transition planning conference as early as nine months before a child’s third birthday. [20 USC 1437 §637(a)(9)(A)(ii)(II)] The LEA must be invited to the Transition Planning Conference if parents consent. [20 USC 1437 §637(a)(9)(A)(ii)(II)]
- Discuss any preschool services that a child may receive, if eligible, under Part B of the Act and
- For children who may not be eligible for preschool services, invite relevant outside service providers and discuss other services that may be available, if appropriate.
The Individualized Family Service Plan (IFSP) must include the steps to be taken to support the transition of the child. [20 USC 1436 §636(d)(8); CFR § 303.344]
The LEA must gain informed consent from the parents to evaluate before proceeding to do the evaluation which is free to the family. [34 CFR §300.300]
The LEA must invite staff (with parental consent) from the Infant-Toddler Program to the Individualized Education Program Team meeting and consider the child’s Individualized Family Service Plan when developing the Individual Education Plan (IEP) for eligible children. [34 CFR §300.321(f) and 34 CFR 300.323(b)]
The LEA must have developed and implemented an IEP by the child’s third birthday. [34 CFR §300.124(b)]
What this Simply Means
Let’s review the intent of Early Childhood Intervention (ECI). ECI focuses on helping the family meet the developmental needs of their child, such as learning to sit up, walk, or talk. Typically provided in natural environments, such as the child’s home or child-care setting, these services and outcomes for the child and family are defined in an Individualized Family Service Plan (IFSP).
As your child nears the age of 3 your Transition coordinator from ECI will discuss the steps needed to exit ECI and where your child will go from there. Some of the options available could be: exiting the program and staying at home or a day care until Kindergarten; attending a Head Start program, or going into a Preschool Program for Children with Disabilities (PPCD). Today I want to talk to you about transition into a PPCD program. The law describes it as moving from Part C to Part B.
Here is what you can expect……
Your service coordinator will call one or more transition conferences to discuss your child’s transition needs and preschool options within his/her timeframe age window: as early as 2 years 3 months old or as late as 2 years 9 months old. ( My son’s conference was at 2 years 8 months old). This conference could be combined with a regularly scheduled IFSP meeting. You, your service coordinator, and other members of the IFSP team as appropriate will be included. Additional people may be invited as well. These people could include early childhood special education staff from your local school district (called the LEA {Local Education Agency}), representatives from any private therapy services your child may be getting, day-care providers, private preschool representatives or Head Start representatives. Anyone else you would like to have there, such as relatives or friends who know your child well can also attend. Together, you and the IFSP team will address a variety of topics: need for an evaluation to determine eligibility to go into a PPCD program (Part B); goals that will need to be worked on; timelines for getting testing complete; team members’ responsibilities; your long-term expectations for your child; services and programs available; and your special education legal rights. Based on those discussions, you’ll develop a transition plan and prepare for a change in program when your child turns 3.
How to Determine Your Child’s Eligibility for a PPCD program?
Not everyone who receives services through ECI (Part C) is eligible for PPCD services (Part B). To determine eligibility, your child will need to be evaluated. When you give consent for your child to be tested, the assessment team will take previous testing data along with new data collections and create an Initial Evaluation. Texas must complete Initial evaluations within 45 school days while other states may a timeline of 30, 60, or 120 days. Make sure you know the testing timeline before you sign consent (give permission) to test. Based on the data in the Initial Evaluation, the team will determine if your child qualifies and with what eligibility. Your child may be identified as having no eligibility, one eligibility, or several depending on the data. The current eligibilites are:
§ 300.8 Child with a disability.
- Speech Impairment
- Intellectual Disability
- Autism
- Specific Learning Disability
- Deaf-Blindness
- Deafness or Auditory Impairment
- Visual Impairment
- Emotional Disturbance
- Orthopedic Impairment
- Other Health Impairment
- Traumatic Brain Injury
- Speech Impairment
- Multiple Disabilties (identified with a combination of disabilities, combination causes severe educational need)
After the evaluation is completed you will get a copy and a meeting will be set up within 30 days. The meeting will be called an IEP meeting or Individual Education Plan meeting (this is where the Part B comes into play). At that meeting, the team (which you are a part of), will create goals and objectives based on the identified areas of need for your child and where those needs can best be met (placement and services). This meeting will have a lot of people but don’t be intimidated. They are there to help your child. Don’t decide on a place for your child until you visit all the placement options that were discussed. If Head Start was recommended, then you need to go visit the program and see if you think it is a fit for your child. I know you feel that the IEP team are the experts but you know your child better than anyone. You will know what placement seems better. This would go for any recommendation made such as PPCD program. You need to visit all locations and meet the staff to make informed decisions. There are two ways you can handle the placement issue:
- Ask the IEP team all placement options that will be considered before the meeting
- Wait until the date of the meeting to hear placement recommendations. If you wait until the meeting date then you will have to come back for a second meeting so placement can be formally established.
Things to look for when visiting the programs:
- student/staff ratio
- program hours
- transportation
- how the program will further your child’s development in preparation for Kindergarten
If you consent to all the items in the IEP meeting then services can begin on your child’s third birthday.
Here is a helpful visual, checklist, and flowchart for you to use in the transition planning:
| Program Component |
Early Childhood Intervention Program (ECI) |
Preschool Program |
| Individualized Planning |
Individualized Family Service Plan (IFSP): The IFSP identifies outcomes and strategies to address family focused concerns, priorities and resources. Services are designed to be provided in natural environments. |
Individualized Education Program (IEP): The IEP is based on the child’s present level of academic achievement and functional performance. For the preschool child, the present level must describe how the disability affects the child’s participation in appropriate activities. Measurable annual goals are developed to meet the educational needs of the child. Related services needed (if required to benefit from special education), supplemental aids, services, modifications and/or accommodations are identified. Services in the least restrictive environment (LRE) are determined. |
| Family Involvement |
The IFSP outlines the ECI services for thechild and family based on the needs of both child and family. Parents are equal partners in making decisions and the team must consider parents’ concerns and information they provide regarding their child. |
The IEP outlines the program for the child’s special education and related services. Parents are equal partners in making decisions and the IEP team must consider parents’ concerns and information they provide regarding their child. |
| Primary Contact |
The ECI Service Coordinator will work with the family. |
The IEP case manager is the primary contact and could be the PPCD teacher, Speech-Language Pathologist, or Educational Diagnostician |
| Coordination of Services |
Service coordination is provided as a component of the ECI services and may be called case management. |
IEP case management is provided by the LEA to ensure provisions of the IEP are implemented as stated in the IEP. |
| Where Services are Provided |
Services are provided in “natural environments” in the home and community in order to enhance the child’s natural learning opportunities within daily routines and activities of the child and family. |
Special education and related services are provided in the LRE and to the extent appropriate with nondisabled peers. These placement options may include regular early childhood program, separate school, home, and service provider location. Usually the school closet to your home. |
What the Law Says
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