Appendix D - Roles and Responsibilities in the Transition Process To Preschool Special Education Programs and Services

 

Designated Staff

Role(s) and Responsibilities in the Transition Process

Early Intervention Official/Designee
Decides, in consultation with parents, service coordinators, and service providers, whether it is appropriate to notify the CPSE of the child’s potential eligibility for services under Section 4410 of the Education Law. Obtains parental consent for the notice.
With parent consent, notifies the CPSE of the child’s potential eligibility for services under Section 4410 of the Education Law.  The notice must be provided at least 120 days prior to the date the child is first age-eligible for preschool special education.
With parent consent, arranges for a transition conference among the service coordinator, parent, and CPSE chair or designee, at least 90 days prior to the date the child is first age-eligible for preschool special education.
If a parent chooses not to participate in a transition conference, notifies the parent in writing of the steps that must be taken to have the child evaluated by the CPSE; and, that the child’s eligibility for the EIP will end on the child’s third birthday, unless the child is evaluated and found eligible for services under Section 4410 of the Education Law before the child’s third birthday.
If parent chooses not to participate in a transition conference, but would like their child referred to the CPSE, with parental consent, refers the child to the CPSE.
With parent consent, refers the child to the CPSE following the transition conference.
With parent consent, and when applicable, notifies the CPSE of the parent’s decision to have the child remain in the EIP until the child is no longer age-eligible for the EIP.
Ensures that a transition plan is developed for all children exiting the EIP.
Service

Coordinator

Is knowledgeable about services under Section 4410 of the Education Law.
Attends the transition conference.
When applicable, helps to ensure the transition from the Early Intervention Program to the CPSE is smooth and seamless.
Explains the differences between the EIP and preschool special education programs and services available under Section 4410 of the Education Law, the CPSE process, and differences in eligibility between the two programs.
With parent consent, provides information to the CPSE on what programs and services the child received under the EIP.
With parent consent, incorporates the transition plan into the IFSP.
With parent consent, transfers relevant evaluation records to the CPSE.
May participate in the initial CPSE meeting as the licensed or certified professional from the EIP.
Municipality Representative Serving As A Member of the CPSE As a member of the CPSE, is knowledgeable about services under Section 4410 of the Education Law and Part 200 Regulations of the Commissioner of Education, the CPSE process, evaluation tools, and best practices in special education programs and services.
Maintains a list of certified or licensed professionals to deliver related services.
Shares information on availability of related service providers as per county list.
Ensures families understand the role of the county in the CPSE process.
Reviews evaluation material before CPSE meetings.
Acts as a resource regarding appropriate paperwork (System to Track and Account for Children-STAC and evaluation forms) and timelines for submission of paperwork to SED, the county, school districts, boards of education and provider agencies.
Communicates with and support the other participants in the CPSE meeting.
Participates in the development of the IEP for the child.
Provides information on transportation and arranges payment for services.
Chairperson of the Committee on Preschool Special Education (CPSE) or his or her designee, on behalf of or with the CPSE Receives notification of child's potential transition to preschool special education.
Participates in the transition conference to discuss program options, and determine whether a referral is needed due to the child’s potential eligibility for preschool special education programs and services.
Receives a written referral requesting an evaluation of a child suspected of having a disability.
Provides a procedural safeguards notice to the parents, at a minimum:

-        upon the initial referral for evaluation

-        upon each notification of an IEP meeting

-        upon reevaluation of the child

-        upon receipt of a request for an impartial hearing.

Provides a list containing a description of each preschool program which has been approved by the Commissioner to provide evaluations, and is located within the county in which the preschool student resides and adjoining counties, or within the City of New York and adjoining counties. 
Requests and receives written parent consent for a child to be evaluated by the approved evaluator selected by the parent.
Arranges for the timely evaluation of a child transitioning from the EIP.
With parental consent, receives and reviews recent evaluation and assessment reports from the EIP.
Facilitates a meeting of the CPSE to review the results of the evaluation and determine whether the student is eligible for preschool special education programs and services.
Facilitates the Committee's development of the IEP, including any transportation arrangements for the student to and from the recommended special education programs and services, when appropriate.
Forwards a written report of the CPSE recommendation to the BOE, parent and municipality in which the preschool student resides including: a statement of the reasons why less restrictive placements were not recommended, when the recommendation is for the provision of special education services in a setting with no regular contact where age-appropriate peers without disabilities are found.
Arranges for the provider(s) to deliver the preschool special education programs and services for the child when the child transitions to preschool special education programs and services in his or her IEP.
Conducts the annual review of each preschool student's IEP.
Declassifies a preschool student who no longer requires special education, or makes a referral to the CSE for evaluation of children who may continue to need special education programs and/or services as a school-age student.

Approved SED

Evaluator

Understands federal and state regulations.

Maintains current knowledge base of criterion and norm-references tests and their reliability and validity with respect to preschool children.

·     Evaluates preschool children suspected of having a disability when selected by the parent, including: with parent consent, and with the CPSE, reviews most recent evaluation report or other assessment or evaluation of a child in transition from the EIP to determine if there is a need for additional evaluations and identify which evaluation components may be needed.

·     contacts parent to arrange evaluation of child.

·     with parental consent, conducts the individual evaluation of the preschool student.

Prepares a report of the assessment and/or evaluation, with a summary portion on a form required by the Commissioner of the State Education Department.

Describes evaluation results in easy to understand language.

Transmits the documentation of the evaluation to all members of the CPSE, including the preschool student's parent(s) and to the person designated by the municipality in which the preschool child resides.

At the request of the preschool student's parent(s) or the school district, participates in the CPSE meeting to review the evaluation report and develop a recommendation to the board of education regarding the preschool student's eligibility and need for special education programs and services.

Assists in the development of the IEP.

Answers questions related to the evaluation process.

Completes a reevaluation of one or more of the evaluation components upon request, following the initial CPSE meeting. 

Parent Member of CPSE  (The parent of a child with a disability who resides in the school district or a neighboring school district whose child is enrolled in a preschool or elementary level education program.  The parent member may not be employed or under contract with the school district or the municipality.) Participates in the CPSE meeting, unless the child’s parent requests the additional parent member not participate.
Supports the parent of the preschool student suspected of having a disability.
Assists in ensuring that the parent understands the CPSE process and feels comfortable.
Asks questions to assist parents in understanding the discussion at the CPSE meeting.
Knows Least Restrictive Environment (LRE) policies, placement options and community services.
Participates in the discussions involving eligibility, IEP development and LRE considerations.
Shares personal experiences as appropriate.
Parent of Child Transitioning Makes sure all parent concerns are addressed.
Becomes informed about and is encouraged to participate in the transition conference and/or the transition process.
Becomes informed about the differences between the Early Intervention Program and preschool special education, including the differences in services and eligibility.
Makes timely decisions and provides timely consents for notice and referral to the school district, if appropriate, to ensure the child is evaluated and eligibility for services under Section 4410 of the Education Law is determined prior to the child’s third birthday.
Works with the service coordinator to identify and consent to the transmittal of EIP evaluation records to the CPSE, to assist in the CPSE evaluation and eligibility determination process.
Makes informed decision about whether a CPSE-eligible child will remain in the EIP or begin CPSE services at the child’s third birthday.