EIP Transition Guidance - Appendix I - Transition Roles and Responsibilities for Children in Foster Care
Transition Planning for All Children in Foster Care
EI Ongoing Service Coordinator:
Explains transition process to parent/surrogate parent and LDSS Foster Care Caseworker.
Sets up a meeting to discuss the transition plan to preschool or other early childhood services.
Participates in the IFSP and other meetings to discuss and plan for transition.
If applicable, includes in the IFSP steps to be taken supporting the potential transition. The plan for transition should include procedures to prepare the child and family for changes in service delivery or to other appropriate early childhood and supportive services.
Reviews information concerning the transition process with the parent/surrogate parent and LDSS Foster Care Caseworker.
Links the child and parent/surrogate parent to other community services the child is potentially eligible for.
Obtains parental consent for the transfer of appropriate evaluations, assessment, IFSP, and other pertinent records.
LDSS Foster Care Caseworker:
Coordinates with the EI Ongoing Service Coordinator and the parent/surrogate parent on the referral process.
Notifies the EIO/D and EI Ongoing Service Coordinator that the referral has been made.
Attends the IFSP meeting and transition conference meeting.
Documents the foster care record with the child's plan for transition from the EIP and discharge activities.
In coordination with EI Ongoing Service Coordinator, facilitates the child's transition from the EIP as necessary.
For children potentially eligible for the Preschool Special Education Program
Discusses with the parent/surrogate parent the transition process.
Notifies the LDSS Foster Care Caseworker and parent/surrogate of procedures to determine whether the child is eligible for services under Section 4410 of the NYS Education Law, which serves children ages 3-5 years with disabilities and developmental delay.
Coordinates with the LDSS Caseworker to work with the parent/surrogate parent to develop a transition plan.
For children referred to the CPSE, obtains parent/surrogate consent to transfer evaluations, assessments, IFSPs and other pertinent early intervention records to the CPSE.
Arranges for a transition conference, with parent/surrogate consent, with the service coordinator, the parent/surrogate parent, and the chairperson of the committee on preschool special education or designee to review the child's program options and to establish a transition plan, if appropriate.
Invites the local social services commissioner/designee to participate in the transition conference.
Board Of Education/CPSE:
CPSE requests written consent from the parent to conduct the individual evaluation.
The board of education (BOE) must adhere to the Regulations of the Commissioner of Education Part 200, in the appointment of a surrogate parent to act in place of parents or guardians when a student's parents or guardians are not known, or when after reasonable efforts, the board of education can not discover the whereabouts of a parent or, the student is a ward of the State. The BOE appoints from the list of surrogate parents kept by the Board.
With parental consent, the chairperson of the CPSE or designee participates in a transition conference with the parent/surrogate parent, service coordinator, to review program options for the child. (Note: the transition conference may also be an IFSP meeting and may be combined with the initial CPSE meeting.)