1. Background/Trend Data:
   (for reporting period July 1, 2002 through June 30, 2003):

• In 2000-2001, 57 percent of toddlers in Early Intervention (Part C) were referred to Special Education Preschool Services (Part B) by the Early Intervention System, while in 1999-2000, 64 percent of toddlers in Early Intervention (Part C) were referred to Special Education Preschool Services (Part B) by the Early Intervention System. (Source: NYS Department of Health).
  Note: Not all toddlers with disabilities who receive Early Intervention Services require or are eligible for preschool special education.
• See Appendices 13b and 13e for numbers of preschool children provided special education services under Part B on December 1 and during the entire school year.

2. Targets
   (for reporting period July 1, 2002 through June 30, 2003):

• 100 percent of eligible children who are eligible for Part B services and who are transitioning from Early Intervention to Preschool Special Education will receive services by their third birthday.

3. Explanation of Progress or Slippage
   (for reporting period July 1, 2002 through June 30, 2003):

• Continued to implement the Memorandum of Understanding (MOU) with the Department of Health (DOH) that recognized the importance of cooperating to ensure a smooth transition from Part C to Part B services for children beginning at age three. As part of this MOU, the Department of Health designates a representative to the State Education Department’s (SED) Commissioner’s Advisory Panel and SED participates as a member of the Early Intervention Coordinating Council (EICC), the EICC Quality Improvement Committee and the Data Committee. All areas of MOU have been implemented and appointments to the Commissioner’s Advisory Panel and the EICC completed.

• DOH and SED continue to monitor the 80 agencies, which they jointly approve as early intervention service coordinators, evaluators and service providers. During 2002-2003, SED monitored 20 agencies and site visit reports, technical assistance efforts and corrective active plans were developed and shared with DOH. Monitoring employs a jointly agreed upon protocol.

• SED and DOH developed a parent brochure that identified the similarities and differences between the Early Intervention Program and preschool special education services. This brochure was disseminated statewide to Part C and Part B providers, evaluators and parents.

• SED and DOH developed a draft of a transition guidance document. A draft of the Transition Guidance document developed and shared with the Commissioner’s Advisory Panel.

• SED is in year two of a seven-year Preschool Longitudinal study that is designed to track students leaving EI through grade four to determine the effect of specific services and programs on student outcomes.

The vast majority of children who are eligible for Part B services and who are transitioning from EI to preschool special education are receiving services by their third birthday in New York State. There are a small number of children in New York City from EI and other referral sources who are not receiving all of their required services. The majority of preschool students are awaiting related services only. The State Education Department and the New York City Department of Education (DOE) are working to resolve these issues and ensure that all services are provided.

• SED and DOE meet regularly to review data of students awaiting services. Early intervention trend data is also examined to project required programs and services.

• New York City DOE is recommending and providing partial services for students awaiting services.

• Based on documentation of regional need, requests by providers to expand their programs are approved by SED.

• Professional development training and technical assistance were provided to Bronx Committees on Preschool Special Education (CPSE) on least restrictive environment (LRE) and community resources. This training included representation from the Department’s Special Education Training and Resource Centers, Early Childhood Direction Centers, Headstart, Day Care and Universal Pre-Kindergarten.

• Local Early Intervention Coordinating Council (LEICC) Intergovernmental Committee of stakeholders meet regularly to examine transition issues and recommend solutions.

• New York City DOE has begun to expand their preschool classes.

The State Education Department collects and analyzes data on the number and placement of preschool children with disabilities receiving preschool special education services. The Department of Health collects similar data for infants and toddlers, and has data on the number of students exiting Early Intervention programs and the number of these students made eligible under Part B. However, there is a need for data from both systems to be coordinated to ensure that all children who are currently in Early Intervention and who are eligible for preschool special education transition in a timely manner so services are not disrupted.

4. Projected Targets
   (for next reporting period July 1, 2003 through June 30, 2004):

• 100 percent of eligible children who are eligible for Part B services and who are transitioning from EI to Preschool Special Education will receive services by their third birthday.

5. Future Activities
6. Projected Timelines and Resources
   (for next reporting period July 1, 2003 through June 30, 2004 and on going):

• SED will continue to monitor 80 agencies, which SED and DOH jointly approve as early intervention service coordinators, evaluators and service providers. During 2003-2004, SED will conduct site visits on approximately 25-30 agencies.

• SED will designate a representative to chair the EICC Task Force on Transition. This task force is charged with reviewing and providing comments on the Transition Guidance document, developing recommendations for joint training by DOH and SED for all stakeholders to ensure the smooth transition for children leaving Part C and entering Part B programs, developing recommendations for materials to assist parents in the transition process and developing recommendations on specific issues raised by the federal Office of Special Education Programs in their verification visit with the Department of Health in the fall of 2003. The EICC Task Force on Transition will complete its work by March 2004.

• The Transition Guidance Document will be disseminated by June 2004 and training planned for all Part C and Part B providers on transition requirements.

• SED will continue data collection and analysis through the Preschool Longitudinal study to track students leaving EI through grade four to determine the effect of specific services and programs on student outcomes. In 2004, year 2 data will be analyzed and data collection in the sample schools will be completed.

• SED and New York City DOE will continue to work to resolve the issue of some preschool students in New York City who are not receiving all of their required services to ensure that all services are provided.SED and the New York City DOE will continue to monitor Early Intervention and preschool referral data of students who are awaiting services.

• Professional development and technical assistance will continue to be provided on LRE and community resources for the Queens and Brooklyn CPSEs.

• Program expansions by public and private preschools continue to be approved by SED if there is documentation of regional need.

• The NYC Preschool Task Force which includes representatives from Early Intervention and other stakeholders has been reinstated to address concerns and propose strategies to affect a smooth transition from EI to preschool system.

• NYC training sessions on the new Public Health Law, which has new requirements regarding transition, will be conducted by April 2004 for Early Intervention Officials, Service Coordinators, EI providers and CPSEs.

• Early Intervention is revising their policy and procedures manual and the New York City DOE is revising their Standard Operating Procedure Manual (SOPM) to reflect these changes and be consistently communicated to all stakeholders.

• SED will be developing a video to help parents understand the transition process between Early Intervention and preschool special education services. This video will be distributed to all Early Intervention providers, parent groups, and school districts in the State.

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