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<= /div>
<= /div>
<= /div>
Transition Training=
<= /div>
<= /div>
<= /div>
WVBTT/OMCFH/BTT/S:P= PPresentationsJanuary06
<= /div>
<= /div>
<= /div>
‹#&#= 8250; <= /span>
------=_NextPart_01C83B40.F5643530 Content-Location: file:///C:/2A09C637/Transition_Training_Revised_October_2007_files/pres.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C83B40.F5643530 Content-Location: file:///C:/2A09C637/Transition_Training_Revised_October_2007_files/editdata.mso Content-Transfer-Encoding: base64 Content-Type: application/x-mso QWN0aXZlTWltZQAAAfAEAAAA/////wAAA/BEAAAADwCIFzwAAAAAAIkXNAAAAAAAAAAAAAAAAAAA AFgCAAAAAQEAAQEAAAEBAQABAAAAAAAAAADQAAAAAAAAAAAAAIACAeAAAAvwBAAAABI0Vng= ------=_NextPart_01C83B40.F5643530 Content-Location: file:///C:/2A09C637/Transition_Training_Revised_October_2007_files/slide0039.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" WV BTT - OMCFH - BTT - Transition Traning
WV Birth to Three=
Transition
in the





Early Intervent= ion System
Welcom= e!
We are= pleased that you would like to expand your knowledge of transition as it relates to th= e WV Birth to Three System.
In thi= s session we are going to look at all aspects of transition with the emphasis being pl= aced on transition “out of” WV BTT including the roles/responsibilities of the Service Coordinator and other team members = in facilitating this process.

My nam= e is ______________________ (explain your role in the system).  I will be introducing you to this information, answering any questions you may have and getting your feedba= ck on how things are going in your region.

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UphazU4Qs1hZzsplnH0UTUFjKM/OlnYuZGvFCe+KNcXd07SvlUveogfZ0JANB5Zc7cgCAgA7 ------=_NextPart_01C83B40.F5643530 Content-Location: file:///C:/2A09C637/Transition_Training_Revised_October_2007_files/slide0094.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" WV BTT - OMCFH - BTT - Transition Traning
WV Birth to Three=
Welcome
• Introductions
•
•Housekeep= ing
•
•Expectati= ons for Today
•
As wit= h all our Birth to Three training, we would like to know who are participants are f= or today.  If you do not mind, = please introduce yourself, your role in the system and what counties you assist families with transition.  A= llow a short time for participants to introduce themselves.

Housek= eeping: time est. for mid-morning break; restroom location; set electronics to vibrate= ; or other relevant issues.

Wha= t are your expectations for today? (note responses on flip chart)
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WV Birth to Three=
Being Confident
•By the end of this se= ssion you will have the tools to provide a meaningful and successful transition for families and children leaving the West Virginia Birth to Three System!
Our ex= pectation for today is that everyone will leave the training feeling confident that you will be able to assist families in meaningful and successful transitions = when their child leaves the WV Birth to Three system.
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WV Birth to Three=
Training Outcomes
•  This module will help you gain understanding in:=  
•T= he purpose of transition planning prior to age three
•W= hat the law requires about transition
•The benefit to families and very young children from a successful transition process =
•S= ervice Coordinator/Practitioner responsibilities
•B= uilding Bridges: Collaboration
Our tr= aining outcomes for today’s session is for you to gain knowledge in the process of transition including the purpose, what the law requires, the r= ole of all team members in ensuring a smooth transition as well as how famili= es benefit from successful transitions.&nbs= p; The way you handle transition with a child will be as individual as the child himself.  What you= can do and what we hope you learn here are some basic guiding principles that will help you with transition planning.

While = we will briefly mention all types of transition, our focus will be on “out of” WV BTT.
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WV Birth to Three=
What is Transition?
•Transition means passage from one form, state, style or place to ano= ther (American Heri= tage Dictionary, 3rd Edition)
“Transitions = occur every day, to every one.    Transitions are a fact of daily life.  Some examples of transition can be:  having a= baby; changing computers; trying a new restaurant; moving; going back to colleg= e as an adult; sending a child off to college, retirement; etc.   For many of the families y= ou work with transitions occur daily, some weekly and some monthly due to the child’s health issues, a change in practitioner, a new diagnosis.

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WV Birth to Three=
Introduction Activity
•All families experience transition.
•
• In small groups share some of your
• personal transitions with each other.
•
•
•
Let’s begin our discussion of transition with a simple activity.  The purpose of this activity is = to simulate how families might feel when they experience a change or transit= ion in WVBTT. Families are moving from the COMFORTABLE to the UNCOMFORTABLE as they transition out of WV BTT. This activity forces us to think about wha= t we feel when doing something new or different.  How does it feel to be working w= ith a group of people we do not know.  Families and children experience this when they enter WVBTT, when = they meet new early intervention practitioners, and when they move on to new services.

In you= r small group, I would like you to take 10 minutes to share a recent transition.  How did you plan, what research = did you do, who did you go to for help, what barriers did you run into and in= the end, were you successful?


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WV Birth to Three=
Questions to Consider
•How did you plan?
•What kinds of information did you need?
•Where and to whom did you go for help?
•What barriers did you run into?
•What did you learn from this experience?
Here&#= 8217;s some reminders of questions you will want to answer during this activity.
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WV Birth to Three=
What is Transition?
= 3;
•Transition involves a process of movement from one environment to another. When children and families transition into, within, or from early intervention supports and services occurs, they experience new opportunities and challenges.
This i= s how we define “transition” from a Part C perspective.  Review slide.

We are= concerned about all types of transitions. Those “changes” a family experiences when they enter the WVBTT system, those that occur while they= are participating in our system, and, of course, the transition “out= 221; of the system which could be at age three or earlier if the child meets a= ll of his or her developmental milestones.

Transitions occur at several points in time for children enrolled in the Part C system.  IFSP teams are requ= ired to discuss transition issues facing the child and family and make plans t= hat assist the child and family in making smooth and effective transitions.” Simply, it is best practice.


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WV Birth to Three=
What is Transition?
•Transition is a proc= ess and not an event •The transition proce= ss begins with a series of questions and ends with a plan •Transition planning takes time and commitment from all involved
It is = important to note that transition is not just a meeting, it is a process that takes pl= ace over time.  Transition plann= ing begins as families enter Birth to Three and ends with a plan to support t= he child and family as they leave us.
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WV Birth to Three=
Why is Planning Important?
•All children may experience problems with transition at times, = but there may be additional challenges for children with <= span style=3D'position:absolute;top:57.25%;left:10.67%;width:79.4%;height:7.0%'= >disabilities
Resear= ch indicates that children with disabilities may experience more difficulties with transition than their same as peers.&nbs= p; Planning for success is essential.
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WV Birth to Three=
Transition Types
= 226;Into WV Birth to Three – examples might include: &#= 13;
&#= 8226;From hospital to home
•From no early intervention supports and services <= /div>
R= 26;From another state’s early intervention system to WV Birth to Three
We mig= ht most typically think of transition as the time when children “leave̶= 1; the system. However we want to think about those changes families experie= nce when they first enter the system and while they are participating in the system too. Let’s consider the types of changes or transitions a fa= mily might experience as they enter the system.  Review slide.  Ask members of the audience if t= hey can think of any examples of concerns or questions that a family might ha= ve when coming into Birth to Three.

Provid= e examples to assist participants in feeling comfortable in providing examples.<= br>


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WV Birth to Three=
Transition Types
•Within Birth to Three – examples m= ight = include:
•Medical need= s of the child, or other family members
•Moving from = one county/community to another
•Changing ser= vice practitioners
•Implementing= a new service or support
•Changing chi= ld care providers
•A child ente= ring a community based pre-school or mothers day out program
Let= 217;s talk about possible transitions that occur with children during the time of th= eir enrollment within our system.  Review slide.  Why are these transi= tions important?    A new child care provider m= ay need help with “carryover” techniques that are encouraged by practitioners.   What kinds of concerns or questio= ns might families have in regards to these kinds of transitions?<= br>

Provid= e examples to assist participants in providing examples.


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WV Birth to Three=
Transition Types
•Beyo= nd Birth to Three = - examples might include:
•A= child under age three who is no longer eligible for WV Birth to Three
•A child turning three who may still need supports and services and is referred to Early Childhood Special Education
•A child who may not receive special education after age three, but will transition to another program such as Head Start, child care, or = private preschool
•A child turning three who is not going to receive = any other service after age three
One th= ing we do know about transition is that all children will have to transition out of WVBT= T by their third birthday. Some children might exit the system earlier if they reach all of their outcomes and developmental milestones. When children e= xit the system, they often are referred or connected to other systems or community supports. This might include special education preschool servic= es, Head Start, community-based preschool, a combination of these or other programs.   What kinds of concerns or questio= ns might a family have when their child is transitioning our of the system?<= /b>

Som= etimes children and families may move out of state – WV Birth to Three is required to help them with that transition – help may include locat= ing the referral source for Part C in the state where the family is moving – and helping the family to identify reports/paperwork that will he= lp them in the new program ( ie. IFSP, assessment reports, etc) The family should sign a Consent for WV Birth to Three to  release of information to allow = the service coordinator to contact the referral entity in the new state.


For in= formation on other Part C systems, you may go to the&= nbsp; NECTAC (National Early Childhood Technical Assistance Center) and click on Part C Coordinators to find the Part C system in the state the family is moving to.
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WV Birth to Three=
Transition Happens!
•All children and families transition out of the West Virginia Birth to Three System
•Transition planning must occur for all = children
•While this process can be stressful, scary = and challenging for families it also may be viewed as an opportunity
•For a transition to be successful and a positive experience, service coordinators, = practitioners and families must know the = following:
Why do= families and children need to have a positive experience with transition?  We are helping the children and = family to prepare for a lifetime of transitions.  We can give them the tools and s= kills they will need as they continue to transition throughout the years.  As service coordinators and practitioners we set the stage for this positive experience, therefore we should be positive about the receiving agencies such as Head Start, school systems, and community partners.  TRANSITION SPANS A LIFETIME!

Rev= iew slide.
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WV Birth to Three=
Transition Planning
•What does the law require?
•What communi= ty services and supports are available?
•What are the service coordinator/practitioner’s roles and = responsibilities?
•How to build bridges for effective communication and collaboration? = ;
•
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WV Birth to Three=
Successful Transitions!<= /b>
•
•Knowledge + planning =3D =
•successful transitions
What c= an we do to help families and ourselves be more comfortable with handling transitions?  The answer is knowledge.  The more knowled= geable we and families become about transition and the more we plan how to handle the transition, the more seamless and successful the transition will beco= me.
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What Does The Law Require?
As we = begin to look more closely at transition, it is important to know what the law requires= . As you know WV Birth to Three is the state wide system of services and suppo= rts for infants and toddlers with or at risk of disabilities and their famili= es under the Individuals with Disabilities Education Act.  IDEA is the federal law.   The U.S. Department of Edu= cation then writes regulations which are more detailed and provides guidance for states in implementing the federal law.

Tra= nsition out of Part C early intervention systems into Part B preschool services, if eligible, is a high priority area for the U.S. Dept of Education, WV Birt= h to Three and the WV Dept of Education.

 West Virginia and many other stat= es have identified potential compliance issues with meeting our obligations under the federal law.  Fede= ral law requires that Part C/ BTT notify the local education agency of any ch= ild who is reaching three years of age and may be eligible under Part B of the law.

The= Federal law also requires that every child exiting Part C/BTT transition planning activities and  a  face to face transition planning meeting to insure that every child who is eligible for Part B has an IEP = in place by the child’s third birthday.

We = will review steps West Virginia is taking to come into compliance as we proceed throu= gh our training today.
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WV Birth to Three=
Notification
•Federal law requires= WV Birth to Three to “notify the local educational agency for the area in which such a child resides that the = child will shortly reach the age of eligibility for preschool services”
Rev= iew slide.

This r= equirement to notify the school system is part of the Part B child find requirements ( since the child has been eligible for services under Part C, it makes sen= se that the child might be eligible for services under Part B of the law).  This notification is sent by the= WV Birth to Three state office to the local county school system six months prior to the child turning three.  The notification includes the child’s name, date of birth, address and phone number, contact information for the parents and the ser= vice coordinator’s name and contact information.  The local special education dire= ctor or their designee is then responsible for contacting each family on the l= ist to provide information on preschool services available in the county.

( Reme= mber how referral sources are required to refer children to Part C/BTT who they suspect might be eligible?  = This is the same concept behind our requirement to notify the school of the ch= ild who is approaching three years of age. The purpose is to make sure that a= ll children who might need Part B services are identified and linked to those services.


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WV Birth to Three=
Section 303.3 (h) of IDEA states:  th= e = IFSP must include the steps to be = taken to support the transition of the <= /b>child, to--
•Preschool services under Part B of the Act, to the extent that those services are = appropriate--Board of Education = •Other services that may be available, if = appropriate--the community
•A combination of Part B and community
 It is important to understand that the law requires the IFSP to include steps that will be taken to support the successful transition of the child.  It is through the IFSP process a= nd the designing of appropriate outcomes, activities and strategies that we ensu= re we have taken the steps necessary for the successful transition to occur.  Pages 13 and 14 o= f the IFSP include the transition plan.  Transition planning activities are documented on this plan as they occur.  The Transition Plan = then must be submitted in full to the RAU when the service coordinator complet= es the Transfer/Transition form to close the EI Record.

But re= member transition is more than a plan.  The reality of life continues for families after they exit WV BTT.  Service Coordinators a= nd practitioners can help put in place resources that will follow the family= as they exit the system.
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For All Children Exiting BTT, There Must Be….
•Discussions with, and training of, <= span style=3D'position:absolute;top:31.75%;left:10.67%;width:83.7%;height:6.0%'= >parents regarding future placements •Procedures to prepare the child for = changes in service delivery •With parental consent, the transmission of educational information about the child to the local educational agency including evaluation and assessment = information,and copies of IFSPs that = have been developed and implemented<= /div>
Let= 217;s learn more about the Transition Plan.  The transition plan must have outcomes, strategies and activities = that will address how will we provide information and train families of their options. The plan must have procedures that will assist in preparing the child for the transition, and also detail how the sharing of pertinent assessment and IFSP information will occur to assist receiving programs in the determination of eligibility and IEP development if appropriate.<= /font>

IDEA r= equires the sharing of information and coordination&= nbsp; of transition activities with the county school systems because of= the child’s potential eligibility under Part B of the law – the l= aw also requires transition planning and sharing of information with other agencies that the family chooses to have involved in the transition proce= ss – such as Head Start, child care, Pre-K, etc.
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WV Birth to Three=
•A transition planning meeting with  the family, WV Birth to Three, and possible receiving agencies such as the local educational agency, Head Start, child care, etc, at least 90 days before the = child’s third birthday •If the family chooses not to invite other <= /span>agencies, the transition planning meeting <= /span>will occur with the family and IFSP team
For All Children Exiting BTT, There Must Be….
The fe= deral regulations also require Part C to coordinate and facilitate a transition planning meeting at least 90 days prior to the child turning three.  We will discuss the face to face meeting more in depth a little later.&nb= sp; It is important to note that the transition plan (IFSP) mus= t be updated at the 90 day face to face meeting to document all the steps that will occur over the next three months by all community agencies to promote the successful transition of the child.

***= ****At least 90 days means the meeting has occurred prior to the child turning 33 mont= hs of age.
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WV Birth to Three=

Roles of the S= ervice Coordinator
•Inform families that transitions from WV Birth to Three could occur when:
•The team including the family determines the child no longer meets the eligibility criteria = ;
•The family decides to end services with Birth to <= /span>Three
•The family is moving out of state
•The child is turning three
•Document a= ll transition discussions and planning activities in the child’s educational record
As a s= ervice coordinator, your first role and responsibility in the transition process= is to provide information to families.   Families need to know when= and how their child may no longer be eligible.  The Interim Service coordinators= set the stage for this discussion when they meet families. “ WV Birth to Three is a system of services and supports for infants and toddlers from birth up to the age of three.”&nbs= p; Review Slide.
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WV Birth to Three=
Roles of the Service = Coordinator
•Provide information = to families that describes possible receiving agencies, services and supports, as well as, program eligibility requirements and = enrollment procedures •Provide families with contact information for each of the <= span style=3D'position:absolute;top:74.5%;left:10.67%;width:83.52%;height:7.0%'= >agencies/services
Famili= es also need to have information about possible receiving agencies, and  eligibility/application requirements.   Can = you think of other informational needs the family may have?  Provide examples at assist in encouraging participants to provide suggestions.
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WV Birth to Three=
Roles = of the Service Coordinator
•Assist famil= ies in scheduling visits to classrooms and designing the = questions they would like to ask
•Help families consider what types of supports and services they will need= for their child after leaving BTT – such as service coordinati= on, therapy services, assistive technology, financial resources, transportation, etc.
•
Anothe= r role service coordinators have is to assist in linkages and referrals to possible receiving programs and services.  This includes not only educational services but other service needs for the child and family as well.

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WV Birth to Three=
Service Coordinator = = Responsibilities
•Facilitate the development, in collaboration with = each family, of a comprehensive transition plan within required timelines and when transitions occur before age three
•Coordinate and facilitate a 90 Day Face-to-Face Transition Meeting
•Send notice of the meeting to the family, all IFSP= team members, and others that the family wants to invite
•Coordinate and monitor activities discussed at 90 day Face-to-Face Transition Meeting =
•Attend IEP if invited. Remind family that they wil= l need to let school system know if they want BTT professionals invited to the IEP meeting
Finall= y, the service coordinator is responsible for:

• coordinating and facilitating the initial transition plan in th= e IFSP
•coordinating and facilitating all transition activities
•coordinating and  facilitating  the 90 = Day Face to face Meeting
•coordinating with all community partners to ensure all transition planning activities are occurring
•service coordinators may also attend the IEP if invited.<= br>

While = there are many components to transition and many approaches to make it happen, the one constant is the service coordinator.&nbs= p; In partnership with the family and team members, a successful transition is possible.
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WV Birth to Three=
Role of Direct Service <= /b>= Practitioners
•Provide information to the family on
•   preschool services and supports
•Help families understand the functional behaviors/skills child may need in the preschool setting
•Implement individualized strategies and activities to assist the child in developing skills for a successful transition
•Be knowledgeable of resources that are = available to assist the family with child’s = development – for example, sources of therap= y services
•
Direct= service practitioners have an essential role in transition and should be part of transition planning from the beginning.&= nbsp; Here are some roles for direct service practitioners.  Review slide.  Ask the participants if they can= think of others.
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WV Birth to Three=
Roles of Direct Service <= /b><= b>Practitioners
•Communicate with receiving agencies
•Assess the need for assistive technology to help child be able to participate in the preschool environment
•Visit classrooms to consult and train receiving agency staff if appropriate <= /span>
•Attend all transition planning meetings and IEP if invited
•Provide information to receiving agencies <= /span>that will help the child be successful in the next environment
•
Rev= iew slide. Please note that service coordinators and practitioners can not be paid for attending the IEP meeting unless it is prior to the child’s third birthday.  However, this alo= ne should not be the determining factor for attendance.

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Break – 10 minutes
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yWPcW1G8plVTWs9ShWQMyQR2yqjsumA0IaFcIwaEnznjD53cx7T4LoJ6L8JIpm7KyyM8rhoohW5s OyFDzMoUJlssx7tSKWISP81szNq4E9F8yKgJiUH0zOzIC7ejpVvkKqn8StDszeH8MkwBzg/6RBhc sEhEC9ncziKUzs5Mg+fMQHeqzvasiNBMz4+zz6zcpv78z4IRJv1crAQdPsY8CQDtD4jwp42rzcXs Cwjklm3KCGJa0eTRQmNgoaiaz+r4BxBdrB5tHeT80W34zAc9zsOZpRktkSn9zkgjMbxruQOKAQkA ADs= ------=_NextPart_01C83B40.F5643530 Content-Location: file:///C:/2A09C637/Transition_Training_Revised_October_2007_files/slide0146.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" WV BTT - OMCFH - BTT - Transition Traning
WV Birth to Three=
WV Birth to Three <= b>Requirements
•Transition Plan
• At least ten months prior to the child’s third birthday, the service coordinator and family begin to design a transition plan that outlines the steps that the family and other team members will follow in order to support a smooth transition from WV Birth to Three.
Let= 217;s review our the WV Birth to Three state policies related to transition.  Transition Planning in West Virg= inia begins at least 10 moths prior to the child’s third birthday –= ; it would be perfectly ok to start earlier. In fact, from the time the child/family enter the system, it is important to help them understand th= at there will be a transition at age three. Realizing this can be part of the general discussions with the family about their future ideas for their ch= ild.

Famili= es may be caught off guard if suddenly a few months before their child’s third birthday they realize that the child will be moving from Birth to Three. = If we talk about this along the way, it will help them to be better prepared= as the transition approaches.

For ma= ny children with significant developmental needs and their families,  10 months may be needed to gathe= r all the information needed, to plan for the unique needs of the child and to provide the various strategies and interventions which will assist the ch= ild in successfully transitioning to the new setting, including working with = the receiving agencies.

 If possible, the full IFSP team should be involved in the development of the transition plan so we are all working together to promote the successful transition of the child and family into community preschool services and supports. The Birth to Three team  should be knowledgeable of what skills and abilities children will need to be able to participate within preschool settings. This will assist the team in designing functional outcomes, strategies and activities to address the child’s needs. &n= bsp; A good strategy would be to address transition during the annual I= FSP meeting or a 6 month review that is scheduled near the child’s seco= nd birthday.  If necessary, the service coordinator can begin the transition plan at least 10  months prior to the child’s third birthday, then reconvene the Birth to Three team as needed to modify and add outcomes to meet the child and families unique needs.<= br>
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WV Birth to Three=
= Transition Plan Will Include:
•Activities to provide the family with information on possible receiving agencies, eligibility and enrollment requirements, and what to look for in a preschool =
•For children transitioning to center based = settings:
•Activities and strategies to prepare the child to = be successful in a new setting, including assistive <= /span>technology
•Opportunities to visit classrooms
•
 Review slide. WV Birth to Thr= ee has designed a transition plan that helps out line the timelines and activiti= es which should occur over the next year to assist in the transition.  In your packet you will find = the IFSP pages.  Let’s beg= in reviewing the transition plan.
Ask= the participants if they can think of any other activities that would be appropriate at this time.

It = is important that families have accurate information about what options/services may be available for their children.

It = is not BTT’s role to tell the family whether their child will be eligible = for services from the school or other agency – our role is to help the family get accurate information and help make referrals as the family chooses.

Eac= h parent should be assisted to obtain a copy of the Part B parent handbook – Hand in Hand.  This handbook= has wonderful information on special education services ( eligibility, IEP process etc)  These may be available at the RAU, or by calling the Dept of Ed toll free number.<= /font>

The= re are resources in the community that can help provide the family with informat= ion about their child’s potential eligibility for other services at age three.   Visiting class= rooms is a wonderful way to find out more about preschool services.<= br>

Man= y school systems like to be able to provide that information to families. There ma= y be a Parent Educator Resource Center in the county school system, with individuals who can provide training to individual, or groups of families. These are just a few activities that you could assist with to help famili= es in understanding their options within the community.
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WV Birth to Three=
Jenny’s Story
Transition Pla= nning Meeting at 24 Month= s
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WV Birth to Three=
WV = Birth to Three Requirements
•Record Transfer
•With written parental consent, appropriate early intervention records should be sent to the agencies where the child has been referred (school system and others)
•Records incl= ude any pertinent assessment information and the copy of the IFSP= , as well as updated information to help plan for the child’s needs in the new setting. (information about the child’s preferences, strengths, needs)
•
•
With t= he family’s written consent pertinent information from the Early intervention record may be released at this time or anytime before or at = the 90 Day Face to Face Meeting.  =   To release records and to communicate with possible receiving programs,  the Consent to Re= lease Form must be signed.

A g= ood time to send pertinent information from the EI record is when you send your invitation to the face to face planning meeting. Just attach copies of th= e EI record for which the parent has provided informed written consent to the Notice of Face to Face Meeting form.


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WV Birth to Three=
WV Birth to Three Req= uirements
<= span style=3D'font-size:88%'>•90 Day Face-to-Face Transition Meeting =
•At least t= hree months and no longer than nine months before a child’s third birthday (sooner for children with summer and early fall birthdays), a Face-to-Face transition planning meeting must be held with the family, IFSP team and all receiving agencies/individuals that the family has requested be invited
Rev= iew slide. In the reauthorization of IDEA, the 90 Day Face to face transition planning meeting must be held at least three months and no longer than 9 months pr= ior to the child’s third birthday.&nbs= p; Please note this is a change from 6 months – recognizing the need to have the transition planning meeting earlier.

 In your packet you will find a copy of the Notice of Face to Face Transition Planning Meeting.  This noti= ce confirms the date, time, location of the planning including who has been invited to attend.  You s= hould contact everyone the family would like to invite to the meeting at least a month prior to when the meeting needs to be held to coordinate the schedu= ling of the meeting.  The notice<= /b> should then  be sent = at least two weeks prior to the 90 Day Face to Face Meeting.  A copy of the letter must be = sent to the child’s educational record at the RAU ( when monitors review= the record, they check to see if the invitations to the meeting were sent)

Rem= ember, when we say at least 90 days prior to the child’s third birthday, that means the meeting must occur when the child is 32 months of age or younger to m= eet the definition of at least 90 days.  Ask participants if they have any questions around the timelines.<= /b>
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WV Birth to Three=
90 Day Face-to-Face Meeting
•The purpose of the 9= 0 Day Face-to-Face Meeting is to plan the next steps that will occur over the next three months (or if appropriate longer) to ensure a successful transition for the child and family.
Let= 217;s go back and look at the 90 Day Face to Face Meeting in more detail.  The purpose of the 90 Day face t= o face Meeting is to plan the next steps that will occur over the next three mon= ths or longer.  When a Service Coordinator plans the 90 Day face to Face Meeting with the family they discuss inviting representatives from all possible community resources.  The Service Coordinator assures = that the family has accurate information about possible community options most appropriate in meeting the child’s/family’s needs.

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WV Birth to Three=
90 Day Face-to-Face Meeting
•The Transition Meeting
•Who should attend – and receive written notice/invitation?
•Family <= /span>
•IFSP team members
•Preschool Special Education representative 
•Head Start representative
•Community partners, such as child care
•Anyone else family and or team member feels could provide valuable information regarding transition options
•
Who sh= ould attend the meeting?
ICE= A 2004 now requires the local school system to send a representative to the 90 Day F= ace to Face meeting.  In WV, tha= t has always been an expectation through Department of Education State Policy.<= span style=3D'mso-spacerun:yes'>  We expect that the local school = system will be invited to every child’s transition planning meeting unless= the family chooses for some reason not to invite them. Other agencies are inv= ited as determined by the family.

Some m= ight believe a transition meeting is required only if the child in BTT is going to be referred to the Early Childhood Special Education program.  However, all children are to hav= e a transition meeting in order to discuss the successful transition from WVB= TT to other appropriate community supports and services. This implies that t= he family has been informed in advance of what those options might be and has had time to get information and visit the programs as appropriate. They m= ay have questions for the team about one or more of the community programs. = The service coordinator, with input from the family, should have arranged for= the attendance of people from the programs the family is most interested in or has the most questions about. Therefore, if the family is considering the local preschool education program, school staff should be invited to atte= nd.

EX:  Family interviewed about Transit= ion talked about how they had hoped  their child would enter Head Start in the fall.  However, the family was over inc= ome for Head Start so they  had = to find another option.  Luckil= y the family was well informed of other options and was able to act quickly and transition their child to a local child care setting.
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WV Birth to Three=
90 Day Face-to-Face Meeting
•<= b>Agenda items
&= #8226;Welcome and Introductions
•Have family share information about their child= , family, dreams for their child’s future and concerns about transition
•Have WV Birth to Three team share information about the child’s strengths and needs, concerns for transition
•Complete or share the Transition Summary Update Form
When f= acilitating any meeting, it is important for the service coordinator to prepare an ag= enda in advance.  The agenda does= not have to be distributed to everyone but is a tool for the service coordina= tor to stay on task and on time.  Let’s look at some suggestions for a 90 Day Face to Face Mee= ting Agenda.  Review slide and discuss the Transition Summary Update form.

***= ******The purpose of the Transition Summary Update form is for the Birth to Three t= eam along with the family to provide a written summary  of the child's current functional abilities within the daily activities and routines at home and within the community for the local district to plan for their evaluation/assessment process, possible IEP  needs= and to look at extended school year.&nbs= p;  Because of the nu= mbers of children transitioning in some counties, the Transition Summary Update form can be completed by the Birth to Three team prior to the meeting and then shared at the face to face meeting.=   In other counties,  t= he Transition Summary Update form will be completed as part of the face to f= ace meeting.  It is your respons= ibility to know the procedures for the completion of the Transition Summary Update form for each of the counties you serve.=   If you are not sure, please contact the RAU coordinator or TA in y= our region.
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WV Birth to Three=
90 Day Face-to-Face Meeting
<= span style=3D'visibility:hidden'>•
•Have com= munity partners discuss all options available for the child with= in their program including additional information on eligibility and enrollment requirements •Respond to family questions about  options discussed •Provide procedural safeguards in relation to exiting the system
Rev= iew slide.

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WV Birth to Three=
90 Day Face to Face Meeting
•Confirm whether family wants to pursue child’s eligibility= for Part B services
&#= 8226;Many school systems will request the family’s written permission to evaluate to determine eligibility at this time&= #13;
•If school system representatives are not present, assure that team asks the family if they would like to req= uest evaluation for eligibility, provide the family with the Request for Evaluation form
• <= /div>
•
•
Rev= iew Slide.

***= * With the reauthorization of IDEA 2004, the local school system is now required to = ask families if they would like to have a representative from Part C such as = the service coordinator or other team members to the IEP meeting.  This may be a question that is presented at the 90 day face to face Meeting.  If a family would like a representative or representatives at the meeting, a letter of invitation = will be sent to you with the scheduled time and location of the IEP meeting.

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WV Birth to Three=
 90 Day Face-to-Face Meeting
  
R= 26;During this meeting the Transition Plan may be updated to include any <= /span>new activities and strategies that need to be completed to promote the successful transition of the child and family
•
Additi= onal outcomes, activities and strategies for the IFSP may be generated at the 90 = Day Face to Face Meeting.  Who is going to do what, when and where to assist the child and family in this t= ime of transition.  WV Birth to = Three is very interested in assuring that all children leaving Part C are able = to receive appropriate educational and other services on the child’s t= hird birthday.  In fact the Offic= e of Special Education at the federal level has defined successful transitions= out of Part C as a quality indicator for how states are doing in meeting the mandates of Part C.
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WV Birth to Three=
Transition Plan May Include:
•Who will complete additional assessment if = needed
•Who will consult and/or train the  receiving staff  to meet the individual needs of the child, if appropriate
•Additional classroom visits with the child to design intervention strategies =
•Additional outcomes to assist the child in = preparing for the new environment
•Assistive Technology Loan Agreements
•Linkage to other resources family may need for child
•
•
Rev= iew examples of possible transition plan activities generated at the 90 Day Face to Fa= ce Meeting.  Ask the participan= ts if they can think of any others.

If = the Assistive Technology is still appropriate for the child in the home and/or next setting, the transition plan can identify that the child will keep the AT until he/she no longer needs it. At that time, the AT is to be returned to Birth to Three.

***=   What if you have done everything= you needed to do to insure that all participants were informed of the meeting well in advance, but an emergency comes up and the local school system representative cannot be there?  Let’s look at the Letter of Request for Evaluation form.  This form is a resource for fami= lies when the local school system cannot attend.  The family can complete the form requesting evaluation and send it to the special education director within the county school system.  R= eview the form.



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WV Birth to Three=
Jenny’s Story
Preparing for t= he Face to Face Meeti= ng
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WV Birth to Three=
Strategies that Families Can Use to Prepare Their Child for Preschool
•Talk to the child ab= out going to a new setting •Take the child to me= et new teacher and see new classroom •Read stor= ies and look at books with child
<= span class=3DBB style=3D'position:absolute;left:-4.43%'>•Teach chi= ld self-care skills
Here a= re some proven strategies for families in preparing their child for preschool.  Review slide.
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WV Birth to Three=
Strategies that Families Can Use to Prepare Their Child for Preschool
•Teach child to follow directions
•Give child experience with groups of children
•Practice short separations
<= span style=3D'font-size:88%'>•Share information with new program
• FACTS/LRE Information Series #4, Planning= Your = Child’s Transition to Preschool <= /span>
•
Rev= iew Slide.
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WV Birth to Three=
Information that Families
 Can Share
•What types of things does your child enjoy learning?
•What things = are most difficult for your child to learn?
•What are your child’s favorite toys and activities?
•How does your child get along with other children?
As a t= eam, you can help families in preparing for the 90 Day Face to Face Meeting or IEP mee= ting by discussing these common questions that preschool teachers may ask.  Review slide.
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WV Birth to Three=
Information that Families
Can Share
•What types of rewards work best with your child?
•What types of discipline work best?
•What kinds of help does your child need during basic routines?
•What was your child working on in the last program that you would like to see continued in the new program?
•        FACTS/LRE Information Series #4 Planning for your Child’s Transition to Preschool
Rev= iew slide.
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WV Birth to Three=
Transition Planning
•= What if a child is referred to WVBTT at 30 months of age or older?
= 226;The Interim Service Coordinator starts the transition plan in conjunction with establishing eligibility and moving to IFSP.
•The Interim Service Coordinator also makes appropriate referral= s to possible receiving agencies including:  WIC, SSI, Head Start, Part B, CSHCN
•
Someti= mes a child is referred to the early intervention program “late.” In these situations, the interim service coordinator will provide the family with information in regards to Part C, Part B, Head Start and other community agencies.  The family may de= cide to pursue Part C eligibility at the same time as referrals are being made= to possible receiving agencies.  Each individual county will have interagency transition procedures which spell= out who will do  what, when and = where for children with late birthdays.

Rev= iew talking points on slide.
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WV Birth to Three=
Spring and Summer Birthdays<= /div>
•Allow additional tim= e for planning and collaboration with the local = education agency •Transition planning must occur prior to school closing for the summer – see each county’s transition procedures for timeline preferences before summer.
•
Servic= e Coordinators and direct service practitioners need to understand county/school system procedures for referral and enrollment in preschool services. Schools are obligated under IDEA to provide a free and appropriate public education (FAPE) available to each child meeting the eligibility criteria no LATER = than the child’s 3rd birthday. IDEA regulations state that an= IEP (or IFSP) must be in effect by the child’s third birthday. If the child’s birthday falls in the summer, the IEP team must plan ahead = to have the IEP in place by the child’s birthday. Because schools are typically not fully staffed in summer months, service coordinators must a= llow additional time for the activities required by law, which requires advance planning and collaboration with the local school district.

What a= re the implications for children with summer or fall birthdays in West Virginia?=


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WV Birth to Three=
WV Birth to Three Forms = = Required For Transition
•WV Birth to Three IFSP including the = Transition Plan
•Consent to Release Information <= /div>
•Notice of 90 Day Face to Face Meeting <= /span>
•Teaming Activity Note
•Transition Summary Update form <= /div>
•Letter of Request for Evaluation
•Assistive Technology Loan Agreement
•Transition/Transfer Summary
This i= s a list of forms you will need to assist families in successfully transitioning out = of the system.  We have reviewe= d most of the forms, let’s take a moment to look at the rest.  Teaming Activity Note is util= ized to document the initial transition planning meeting, the 90 Day Face to F= ace Meeting and other team meetings as appropriate.  It is essential that the Transfer/Transition Summary is completed as WV Birth to Three reports to = OSEP to outcome for all children transitioning out of BTT.

***= To assist in WV Birth to Three’s federal reporting requirements and to monitor t= he provision of appropriate transition services, BTT now requires service coordinators to complete transition information at the closure of the ear= ly intervention record.  Review Transfer/Transition form.

In you= r packets you will also find a Collaborative Authorization For Release of Information t= hat was  developed by the West Virginia State Level Transition Steering Team to help promote information sharing for transition and program planning for the WV Birth to Three, Pa= rt B Preschool, Head Start, Pre Kin and child care programs.   Some of our community partners may use this form when requesting information from WV Birth to Three.  The form does in no = way replace any required WV Birth to Three standard documentation.=

Not= e:  Not all children enrolled in BTT= will have an Assistive Technology Loan Agreement.
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WV Birth to Three=

Community Resources
•Become famil= iar with community programs for young children in your area
•Public Preschools
•Private Preschools
•Head Start/E= arly Head Start
•Child Care&#= 13;
•Other commun= ity programs such as the library, parks, mommy and me groups
•
•
•
One ke= y factor in helping families with their child’s transition out of Birth to Thre= e is to know what is available in the community. Knowledge of what is availabl= e in the community is very important to families. Transitioning out of BTT does not always mean enrolling in early childhood special education preschool services. Some children may not be eligible for preschool services and so= me families may choose not to participate in preschool services even if their child is eligible. Other children may need additional supports and servic= es not available in the preschool system.

ACT= IVITY –Have participants break into groups again and discuss their knowle= dge of community options in their area.  What are the enrollment procedures and what are the timelines?  Could these be viable options for children with special needs?

Servic= e Coordinators need to be aware of these so that deadlines are shared with families.  We would not want to start this process right before the child’s third birthday as they may miss the registration deadline.
Exampl= e-Head Start

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AKKKK7jyAooooA8q0/4u/ZtOtoP7D3eVCibvteM4AH9yrH/C4/8AqA/+Tn/2FFFAB/wuP/qA/wDk 5/8AYUf8Lj/6gP8A5Of/AGFFFACN8YQylW8PggjBBu+v/jlZ2nfEaw0y4lnt/DhDyHgteZ2D0Hyc CiipcU2m0XGcopxT0e5pf8Lj/wCoD/5Of/YUf8Lj/wCoD/5Of/YUUVRAf8Lj/wCoD/5Of/YUf8Lj /wCoD/5Of/YUUUAH/C4/+oD/AOTn/wBhRRRQB//Z ------=_NextPart_01C83B40.F5643530 Content-Location: file:///C:/2A09C637/Transition_Training_Revised_October_2007_files/slide0089.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" WV BTT - OMCFH - BTT - Transition Traning
WV Birth to Three=
Special Education Programs
•Policy 2419 – “Regulations for the Education of Exceptional Students”
•
•
• West Virginia Department of Education
•
• www.wvde.state.wv.us
•  
All pr= actitioners have an obligation based on their Practitioner Agreement to become famili= ar with special education law as it exists in WV.  One resource is the law itself, = Policy 2419 the Regulations for the Education of Exceptional Students.
Servic= e Coordinators also want to become familiar with the details of the transition procedures between Part C and the school system. Each  RAU  has  procedures for successful transi= tion to preschool.  We will discu= ss those procedures in more detail in a few minutes.

= NOTE – there are changes to the Part B materials as new regulations for IDEA 2004 are implemented throughout the next year.

Let= ’s take a look at the brief on the state regulations for Preschool Special Needs.  Review brief.

We als= o need to be cognizant of the constraints that the local school districts are faced with.  An example we discuss= ed earlier is that schools are not open normally during the summers.  So how do we plan ahead for this reality?  Let’s loo= k at the Extended Year Paper in your packets for some ideas.  ***Go over Issues and responses.=



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WV Birth to Three=
Parent Training Resources
•
•Parent Educator Resource Centers (PERCs) www.wvde.state.wv.us/ose/per= cs
•
•USE courses (Understanding Special Education) =
•Hand in Hand parent handbook
•
•WVPTI – West Virginia Parent Training and Information – provides training on IDEA
• = www.wvpti.org
•
•
•
•
If you= or the families you are working with would like additional information on the po= licy you can take a class through your local school system Understanding Speci= al Education (Hand in Hand) or through the WV Parent Training and Information Center on 2419.  There is a = link to the Parent Training Center on the WV BTT Website.  Both Parent Educator Resource Ce= nters and WVPTI offer many trainings related so special education which could be helpful to families and to you as a practitioner.



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WV Birth to Three=
Head Start/Early Head Start
&#= 8226;National Head Start Web Site
&= #8226;www.acf.dhhs.gov/programs/hsb/
• <= /div>
&#= 8226;WV Head Start Web Site
&= #8226;www.wvheadstart.org
Head S= tart is an option for some children as well.  Head Start serves the child development needs of preschool children and their low income families. &nbs= p; Here are some links to find pertinent information on Head Start.    The WV Head Start site provides a state map by county where you can click on the county  that the family resides and find contact information.
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WV Birth to Three=

Head Start/Early Head Start
•<= span style=3D'font-size:117%'>Be knowledgeable about financial eligibility guidelines and enrollment procedures •Where are Head Start programs located (home or community based)?
<= span style=3D'font-size:117%'>•Is the program full day or half day? <= /span>
•Review Part C to Head Start transition procedures for each county that are posted on WVBTT website
Servic= e Coordinators should be aware of the specifics for Head Start in their community.  This includes knowing who the He= ad Start Health and Disability Coordinator is and how to contact him/her.  Each Head Start grantee will have information on their specific enrollment guidelines and procedures.

Many c= ommunities have Early Head Start which is a wonderful resource for children not only= at age three but at anytime during the child’s enrollment in WV Birth = to Three.  Find out which count= ies have  Early Head Start.
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WV Birth to Three=

Community Resources
•Explore other community options with = the family •Inform family of alternative community-based programs for children with special needs (i.e. programs for children with autism, therapy clinics, etc) •Inform families of funding that may be  available to assist the family such as = subsidized child care
Whethe= r or not there is a suspicion of eligibility for preschool special education, ALL availa= ble community options should be discussed with the family. They may chose not= to participate in any or all of the options but they must be made aware of t= hem.  Examples of Community options mi= ght include the YMCA, the public library, pre-schools, mothers day out…= .. (Also use the list generated from the earlier activity)

Exampl= es of Alternative Programs might include:  West Virginia School for the Deaf and Blind, the WV Autism Training Center and even alternative programs at the ski resorts for children with special needs.

RE:  Registering for school – SC needs to be aware of school district and local pre-school policies so that families don’t miss deadlines.   We might encourage them to register their child, even though they are not sure about what they want = so that they are not closed out of a program.  For the special needs program, families may be referred at anytime during the school year.

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WV Birth to Three=
Health/Financial Resources
•Children with Special Health Care Needs = (CSHCN)
•Home and Community Based Waiver – Title XIX
•Children with Disabilities Community = Service Program (CDCSP)
•Health Check
•Child Care Subsidies
•Family Support
•Check out the DHHR website for links to these programs www.wvdhh= r.org 
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WV Birth to Three=
Tools for Transition
•WV Early Childhood Transition Checklist
<= span class=3DBB style=3D'position:absolute;left:-3.97%'>•Side by S= ide IFSP/IEP Comparisons
•Part C to= Part B Preschool Transition Procedures for each county
•        = www.wvdhhr.org/birth23 
•
Includ= ed in your packets are some wonderful resources for transition.  Refer participants to the handou= ts.

WV Ear= ly Childhood Transition Checklist--this is a great tool to help planning transition wi= th the family.  It is also a to= ol to be given to the family as it encompasses more than just WV BTT.

Side b= y Side IFSP/IEP Comparisons--a great tool to familiarize families with the IEP

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WV Birth to Three=
Additional Resources
•WV Early Childhood Lending Library
•
•W= eb Resources
•WV Early Childhood Transition Steering Committee – www.wvearlychildhood.org
•N= ECTAC – www.nectac.org
•N= ational Early Childhood Transition Center –www.nectc.org
Other = resources are:

WV Bir= th to Three in collaboration with the Department of Education, Office of Social Services – child care and the Office of Maternal, Child and Family Health ha= ve established an interagency lending library which is housed at the OMFCH in Charleston.  You can find bo= oks, video tapes, curriculum etc on a variety of topics including transition.<= /font>

WV Bir= th to Three in collaboration with again the Department of Education, Office of Special Education, Head Start, Child Care have a statewide transition Steering Te= am which has many products available to assist in transition.  This web site is a wonderful res= ource.

Nation= al Early Childhood Technical Assistance Center- provides TA on early childhood iss= ues and has many links including to the National Early Childhood Transition Center where the latest research in evidenced based practice is being reviewed and diseminated.
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WV Birth to Three=
Building Bridges: Collaboration<= /b>
•Each RAU is responsi= ble for representing WV Birth to Three at the local level including building bridges for collaboration with early childhood community partners.  <= span style=3D'position:absolute;top:64.25%;left:10.67%;width:94.0%;height:7.0%'= >Some of the bridges that RAUs have built are:
One of= the Regional Administrative Units responsibilities is to represent the  WV Birth to Three system at the = local level:
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WV Birth to Three=
•Developing interagency agreements with local early childhood program and = services
•Developing and monitoring transition = procedures with each county school <= span style=3D'position:absolute;top:57.49%;left:10.67%;width:79.4%;height:6.0%'= >system and Head Start grantee
•Involvement in joint child find activities
•Public relation collaboration efforts with = community partners
Building Bridges: Collaboration<= /b>
RAU is= involved in many collaborative efforts including: Review slide.
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WV Birth to Three=
•Home for the central directory which is important for families that need additional services beyond the scope of the school system&= #13;
•Active participation with Early Childhood collaboratives such as = the Tadpole Teams
•
Building Bridges: Collaboration<= /b>
As the= RAU actively participates with local interagency teams within their region, the RAU is= a wonderful resource to practitioners, families and community partners for information on services, supports, educational and leadership opportuniti= es. Provide an update as to how transition procedures are going in the region you are training in.

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WV Birth to Three=
Building Bridges: What Practitioners and Service Coordinators Can Do
•Participate in child find activities with <= /span>the school systems as well as community partners
•Proactive in meeting the preschool <= span style=3D'position:absolute;top:61.0%;left:10.67%;width:79.4%;height:6.0%'>= teachers and administrators
•Attend IEP meetings
Here a= re ways you can become involved.  Rev= iew slide.
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WV Birth to Three=
Final Thought…
<= span style=3D'visibility:hidden'>•
• Thank you for participating in this learning opportunity and for all your hard work with children and families
That’s all F= olks!!
Be sur= e to thank participants for their participation.

Remind= participants to complete the session evaluation for and distribute the certificates of participation. Collect the evaluation forms and send to the state office = as directed.

Collec= t all questions from the Parking Lot and send to the WVBTT state team.
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Welcome!
We are pleased that you would like to expand your knowledge of transition = as it relates to the WV Birth to Three System.  In this session we are going= to look at all aspects of transition with the emphasis being placed on transi= tion “out of” WV BTT including the roles/responsibilities of the Service Coordinator and other team members in facilitating this process. 
My name is ______________________ (explain your role in the system).  I will be introducing you to this information, answering any questions you may have and getting your feedbac= k on how things are going in your region.
As with all our Birth to Three t= raining, we would like to know who are participants are for today.  If you do not mind, please introd= uce yourself, your role in the system and what counties you assist families wi= th transition.  Allow a short ti= me for participants to introduce themselves.&nbs= p;
Housekeeping: time est. for mid-morning break; restroom location; set elec= tronics to vibrate; or other relevant issues.
What are your expectations for today? (note responses on flip char= t)
Our expectation for today is that everyone will leave the training feeling confident that you will be able to assist families in meaningful and successful transitions when their child leaves the WV Birth to Three system.
Our training outcomes for today&= #8217;s session is for you to gain knowledge in the process of transition including the purpose, what the law requires, the role of all team members in ensuri= ng a smooth transition as well as how families benefit from successful transitions.  The way you han= dle transition with a child will be as individual as the child himself.  What you can do and what we hope = you learn here are some basic guiding principles that will help you with transition planning. 
While we will briefly mention all types of transition, our focus will be on “out of” WV BTT.
“Transitions occur every day= , to every one.    Trans= itions are a fact of daily life.  Some examples of transition can be:=   having a baby; changing computers; trying a new restaurant; moving; going back to college as an adult; sending a child off to coll= ege, retirement; etc.   For m= any of the families you work = with transitions occur daily, some weekly and some monthly due to the child’s health issues, a chang= e in practitioner, a new diagnosis.  <= /span>
Let’s begin our discussion of transition with a simple activity.=   The purpose of this activity i= s to simulate how families might feel when they experience a change or transition in WVBTT. Families are moving from the COMFORTABLE to the UNCOMFORTABLE as they transition out of WV BTT. This activity forces us to th= ink about what we feel when doing something new or different.  How does i= t feel to be working with a group of people we do not know.  Families and children experience this when they enter WVBTT, when they meet new early intervention practitioners, and when they move on to new services.=
In your small group, I would like you to take 10 minutes to share a recent= transition.  How did you plan, what research d= id you do, who did you go to for help, what barriers did you run into and in the = end, were you successful?
Here’s some reminders of q= uestions you will want to answer during this activity. 
This is how we define “transition” from a Part C perspective.  Review slide= .
 
We are concerned about all types of transitions. Those “changes̶= 1; a family experiences when they enter the WVBTT system, those that occur while they are participating in our system, and, of course, the transition “out” of the system which could be at age three or earlier if = the child meets all of his or her developmental milestones.
Transitions occur at several point= s in time for children enrolled in the Part C system.  IFSP teams are requi= red to discuss transition issues facing the child and family and make plans that assist the child and family in making smooth and effective transitions.” Simply, it is best practice.  <= /span>
It is important to note that tra= nsition is not just a meeting, it is a process that takes place over time.  Transition planning begins as fam= ilies enter Birth to Three and ends with a plan to support the child and family = as they leave us. 
Research indicates that children= with disabilities may experience more difficulties with transition than their s= ame as peers.  Planning for succe= ss is essential. 
We might most typically think of transition as the time when children “leave” the system. Howev= er we want to think about those changes families experience when they first e= nter the system and while they are participating in the system too. Let’s consider the types of changes or transitions a family might experience as = they enter the system.  Review slide.  Ask members of the au= dience if they can think of any examples of concerns or questions that a family might have when coming into Birth to Three. 
Provide examples to assist participants in feeling comfortable in providin= g examples.
Let’s talk about possible transitions that occur with children during the time of their enrollment within our system.  Review slide.  Why are these transit= ions important?    A new child care provider ma= y need help with “carryover” techniques that are encouraged by practitioners.   What kinds of concerns or q= uestions might families have in regards to these kinds of transitions?
Provide examples to assist participants in providing examples.
One thing we do know about trans= ition is that all children will have to transition out of WVBTT by their third birthday. Some children might exit the system earlier if they reach all of their outcomes and developmental milestones. When children exit the system, they often are referred or connected to other systems or community support= s. This might include special education preschool services, Head Start, community-based preschool, a combination of these or other programs.   What kinds of concerns or questions might a family have when their child is transitioning our of the system?
Sometimes children and families may move out of state – WV Birth = to Three is required to help them with that transition – help may include locating the referral source for Part C in the state where the family is mov= ing – and helping the family to identify reports/paperwork that will help them in the new program ( ie. IFSP, assessment reports, etc) The fa= mily should sign a Consent for WV Birth to Three to  release of information to = allow the service coordinator to contact the referral entity in the new state.
For information on other Part C systems, you may go to the  NECTAC (National Early Childhood Technical Assistance Center) and click on Part C Coordinators to find the = Part C system in the state the family is moving to.
Why do families and children nee= d to have a positive experience with transition?  We are helping the children and f= amily to prepare for a lifetime of transitions.=   We can give them the tools and skills they will need as they contin= ue to transition throughout the years.  As service coordinators and practitioners we set the stage for this positive experience, therefore we should be positive about the receiving agencies such as Head Start, school systems, and community partners.  TRANSITION SPANS A LIFETIME!
Review slide.
What can we do to help families = and ourselves be more comfortable with handling transitions?  The answer is knowledge.  The more knowledgeable we and fam= ilies become about transition and the more we plan how to handle the transition,= the more seamless and successful the transition will become.
As we begin to look more closely= at transition, it is important to know what the law requires. As you know WV Birth to Three is the state wide system of services and supports for infan= ts and toddlers with or at risk of disabilities and their families under the Individuals with Disabilities Education Act.  IDEA is the federal law.   The U.S. Department of Educ= ation then writes regulations which are more detailed and provides guidance for states in implementing the federal law.&n= bsp;
Transition out of Part C early intervention systems into Part B = preschool services, if eligible, is a high priority area for the U.S. Dept of Education, WV Birth to Three and the WV Dept of Education.
 West Virginia and many ot= her states have identified potential compliance issues with meeting our obligations under the federal law.=   Federal law requires that Part C/ BTT notify the local education agency of any child who is reaching three years of age and may be eligible under Part B of the law.
The Federal law also requires that every child exiting Part C/BTT <= b>transition planning activities and  a  face to face transition planning = meeting to insure that every child who is eligible for Part B has an IEP in place by the child’s third birthday. 
We will review steps West Virginia is taking to come into compli= ance as we proceed through our training today.
Review slide.  <= /b>
This requirement to notify the school syste= m is part of the Part B child find requir= ements ( since the child has been eligible for services under Part C, it makes sense that the child might be eligible for services under Part B of the law).  This notification is sent by the WV Birth to Three state office to = the local county school system six months prior to the child turning three.  The notification includes the child’s name, date of birth, address and phone number, contact information for the parents and the service coordinator’s name and contact information.  The local special education director or their designee is t= hen responsible for contacting each fami= ly on the list to provide information on p= reschool services available in the county. 
( Remember how referral sources are require= d to refer children to Part C/BTT who they suspect might be eligible?  T= his is the same concept behind our requirem= ent to notify the school of the child who is approaching three years of age. The purpose is to make sure that all children who might need Part B services are identified and linked to those servi= ces.
 It is important to understand = that the law requires the IFSP to include steps that will be taken to support t= he successful transition of the child.  It is through the IFSP process and the designing of appropriate outcomes, activities and strategies that we ensure we have taken the steps= necessary for the successful transition to occur.&n= bsp; Pages 13 and 14 of the IFSP include the transition plan.<= span style=3D'mso-spacerun:yes'>  Transition planning activities ar= e documented on this plan as they occur.  = The Transition Plan then must be submitted in full to the RAU when the service coordinator completes the Transfer/Transition form to close= the EI Record. 
But remember transition is more than a plan.  The reality of life continues for families after they exit WV BTT.  Service Coordinators and practitioners can help put in place resour= ces that will follow the family as they exit the system.
Let’s learn more about the Transition Plan.  The transit= ion plan must have outcomes, strategies and activities that will address how w= ill we provide information and train families of their options. The plan must = have procedures that will assist in preparing the child for the transition, and= also detail how the sharing of pertinent assessment and IFSP information will occur to assist receiving programs in the determination of eligibility and IEP development if appropriate. 
IDEA requires the sharing of information and coordination  of transition activities with the county school systems because of the child’s potential eligibility u= nder Part B of the law – the law also requires transition planning and sharing of information with other agencies that the family chooses to have involved in the transition process – such as Head Start, child care, Pre-K, etc.
The federal regulations also req= uire Part C to coordinate and facilitate a transition planning meeting at least= 90 days prior to the child turning three.&nb= sp; We will discuss the face to face meeting more in depth a little lat= er.  It is important to note that the transition plan (IFSP) must be updated at the 90 day face to face meeting to document all the steps that will occur over the next three mont= hs by all community agencies to promote the successful transition of the child.
*******At least 90 days means the meeting has occurred prior to the child turning 33 months of age.    
As a service coordinator, your f= irst role and responsibility in the transition process is to provide informatio= n to families.   Families nee= d to know when and how their child may no longer be eligible.  The Interim Service coordinators = set the stage for this discussion when they meet families. “ WV Birth to Thr= ee is a system of services and supports for infants and toddlers from birth u= p to the age of three.”  = Review Slide.
Families also need to have infor= mation about possible receiving agencies, and&nb= sp; eligibility/application requirements.   Can you think of = other informational needs the family may have?&= nbsp; Provide examples at assist in encouraging participants to provi= de suggestions. 
Another role service coordinator= s have is to assist in linkages and referrals to possible receiving programs and services.  This includes not = only educational services but other service needs for the child and family as well.
Finally, the service coordinator is responsible for:
• coordinating and facilitating the initial transition plan in the IFSP
•coordinating and facilitating all transition activities
•coordinating and  facilitating  the 90 Day Face to face Meeting &= #13;
= 226;coordinating with all community partners to ensure all transition planning activities a= re occurring
•service coordinators may also attend the IEP if invited. 
While there are many components to transition and many approaches to make = it happen, the one constant is the service coordinator.  In partnership with the family an= d team members, a successful transition is possible.
Direct service practitioners hav= e an essential role in transition and should be part of transition planning from the beginning.  Here are some= roles for direct service practitioners.  <= /span>Review slide.  Ask the participants = if they can think of others.
Review slide. Please note= that service coordinators and practitioners can not be paid for attending the I= EP meeting unless it is prior to the child’s third birthday.  However, this alone should not be= the determining factor for attendance.
Let’s review our the WV Bi= rth to Three state policies related to transition.  Transition Planning in West Virgi= nia begins at least 10 moths prior to the child’s third birthday –= it would be perfectly ok to start earlier. In fact, from the time the child/family enter the system, it is important to help them understand that there will be a transition at age three. Realizing this can be part of the general discussions with the family about their future ideas for their chi= ld.
Families may be caught off guard if suddenly a few months before their chi= ld’s third birthday they realize that the child will be moving from Birth to Th= ree. If we talk about this along the way, it will help them to be better prepar= ed as the transition approaches.
For many children with significant developmental needs and their families,=   10 months may be needed to gather= all the information needed, to plan for the unique needs of the child and to provide the various strategies and interventions which will assist the chi= ld in successfully transitioning to the new setting, including working with t= he receiving agencies.
 If possible, the full IFS= P team should be involved in the development of the transition plan so we = are all working together to promote the successful transition of the ch= ild and family into community preschool services and supports. The Birt= h to Three team  should be knowledgeable of what skills and abilities children will need to be able to participate within preschool settings. This will assist the team in designing functional outcomes, strategies and activities to address the child’s needs. &nb= sp; A good strategy would be to address transition during the an= nual IFSP meeting or a 6 month review that is scheduled near the child’s second birthday.  If necessary, the service coordinator can begin the transition plan at least 10  months prior to the child’s= third birthday, then reconvene the Birth to Three team as needed to modify and add outcomes to meet the child and families unique needs. 
 Review slide. WV Birth to Thre= e has designed a transition plan that helps out line the timelines and activities which should occur over the next year to assist in the transition.  In your packet you will find t= he IFSP pages.  Let’s begin rev= iewing the transition plan.   Ask the participants if they can think of any other activit= ies that would be appropriate at this time.
It is important that families have accurate information about what = options/services may be available for their children.
It is not BTT’s role to tell the family whether their child will = be eligible for services from the school or other agency – our role is to help the family get accurate information and help make referrals as the family chooses.
Each parent should be assisted to obtain a copy of the Part B pa= rent handbook – Hand in Hand.  This handbook has wonderful information on special education services ( eligibility, IEP process etc)  These may be available at the RAU= , or by calling the Dept of Ed toll free number.
There are resources in the community that can help provide the f= amily with information about their child’s potential eligibility for <= b>other services at age three.   Visiting classrooms is a wonderful way to find out more about preschool services. 
Many school systems like to be able to provide that information to = families. There may be a Parent Educator Resource Center in the county school system, with individuals who can provide training to individual, or groups of families. These are just a few activities that you could assist with to help families in understanding their options within = the community. 
With the family’s written = consent pertinent information from the Early intervention record may be released at this time or anytime before or at the 90 Day Face to Face Meeting.    To release records= and to communicate with possible receiving programs,  the Consent to Release For= m must be signed.  
A good time to send pertinent information from the EI record is = when you send your invitation to the face to face planning meeting. Just attach copies of the EI record for which the parent has provided informed written consent to the Notice of Face to Face Meeting form. 
Review slide. In the reauthor= ization of IDEA, the 90 Day Face to face transition planning meeting must be held at least three months and no longer than 9 months prior to the child’s third birthday.  Please note this is a change from 6 months – recognizi= ng the need to have the transition planning meeting earlier. 
 In your packet you wi= ll find a copy of the Notice of Face to Face Transition Planning Meeting.  This notice confirms the date, ti= me, location of the planning including who has been invited to attend.  You should contact ever= yone the family would like to invite to the meeting at least a month pri= or to when the meeting needs to be held to coordinate the scheduling of the meeting.  The notice = should then  be sent at least= two weeks prior to the 90 Day Face to Face Meeting.  A copy of the letter must be s= ent to the child’s educational record at the RAU ( when monitors rev= iew the record, they check to see if the invitations to the meeting were sent)
Remember, when we say at least 90 days prior to the child’s third= birthday, that means the meeting must occur when the child is 32 months of ag= e or younger to meet the definition of at least 90 days.  Ask participants if they h= ave any questions around the timelines. 
Let’s go back and look at = the 90 Day Face to Face Meeting in more detail.&= nbsp; The purpose of the 90 Day face to face Meeting is to plan the next = steps that will occur over the next three months or longer.  When a Service Coordinator plans = the 90 Day face to Face Meeting with the family they discuss inviting representat= ives from all possible community resources.&nb= sp; The Service Coordinator assures that the family has accurate inform= ation about possible community options most appropriate in meeting the child’s/family’s needs.
Who should attend the meeting? 
ICEA 2004 now requires the local school system to send a represe= ntative to the 90 Day Face to Face meeting.  In WV, that has always been an expectation through Departmen= t of Education State Policy.  We expect that the local school system will be invited to every child’s transition planning meeting unless the family chooses for some reason not to invite them. Other agencies are invited as deter= mined by the family.
Some might believe a transition meeting is required only if the child in B= TT is going to be referred to the Early Childhood Special Education program.<= span style=3D'mso-spacerun:yes'>  However, all children are to have= a transition meeting in order to discuss the successful transition from WVBT= T to other appropriate community supports and services. This implies that the family has been informed in advance of what those options might be and has= had time to get information and visit the programs as appropriate. They may ha= ve questions for the team about one or more of the community programs. The service coordinator, with input from the family, should have arranged for the attendance of people from the programs the family is most interested in or= has the most questions about. Therefore, if the family is considering the local preschool education program, school staff should be invited to attend.
EX:  Family interviewed about Transition talked about how they had hoped  their child would enter Head Star= t in the fall.  However, the famil= y was over income for Head Start so they  had to find another option.  Luckily the family was well informed of other options and was able = to act quickly and transition their child to a local child care setting. 
When facilitating any meeting, i= t is important for the service coordinator to prepare an agenda in advance.  The agenda does not have to be distributed to everyone but is a tool for the service coordinator to stay = on task and on time.  Let’= s look at some suggestions for a 90 Day Face to Face Meeting Agenda.  Review slide and discuss the Transition Summary Update form. 
*********The purpose of the Transition Summary Update form is for the <= /b>Birth to Three team along with the family to provide a written summary  of the child's current functional abilities within the daily activities and routines at ho= me and within the community for the local district to plan for their evaluation/assessment process, possible IEP  needs and to look at exten= ded school year.   Because of the numbers of children transitioning in some counties, the Transition Summary Update form = can be completed by the Birth to Three team prior to the meeting and th= en shared at the face to face meeting.  In other counties,  the Transition Summary Update for= m will be completed as part of the face to face meeting.  It is your responsibility = to know the procedures for the completion of the Transition Summary Up= date form for each of the counties you serve.&= nbsp; If you are not sure, please contact the RAU coordinator or T= A in your region. 
Review slide.
Review Slide.
**** With the reauthorization of IDEA 2004, the local school system is now required to ask families if they would like to have a represent= ative from Part C such as the service coordinator or other team members to the IEP meeting.  This may be= a question that is presented at the 90 day face to face Meeting.  If a family would like a r= epresentative or representatives at the meeting, a letter of invitation will be s= ent to you with the scheduled time and location of the IEP meeting. 
Additional outcomes, activities = and strategies for the IFSP may be generated at the 90 Day Face to Face Meeting.  Who is going to do = what, when and where to assist the child and family in this time of transition.<= span style=3D'mso-spacerun:yes'>  WV Birth to Three is very interes= ted in assuring that all children leaving Part C are able to receive appropriate educational and other services on the child’s third birthday.  In fact the Office of Special Edu= cation at the federal level has defined successful transitions out of Part C as a quality indicator for how states are doing in meeting the mandates of Part= C.
<= b>Review examples of possible transition plan activities generated at the 90 Day Face to Face Meeting.<= span style=3D'mso-spacerun:yes'>  Ask the participants if they can think of any others.&= #13;
If the Assistive Technology is still appropriate for the child in = the home and/or next setting, the transition plan can identify that the child will keep the AT until he/she no longer needs it. At= that time, the AT is to be returned to Birth to Three.
***  What if you have done everything you needed to do to insure that all participants were informed of the meeting well in advance, but an emergency comes up = and the local school system representative cannot be there?  Let’s look at the Letter of Request for Evaluation form.  This form is a resource for families when the local school system cannot attend.  The fa= mily can complete the form requesting evaluation and send it to the spec= ial education director within the county school system.  Review the form. 
Here are some proven strategies = for families in preparing their child for preschool.  Review slide. 
Review Slide. 
As a team, you can help families= in preparing for the 90 Day Face to Face Meeting or IEP meeting by discussing these common questions that preschool teachers may ask.  Review slide. 
Review slide. 
Sometimes a child is referred to= the early intervention program “late.” In these situations, the interim service coordinator will provide the family with information in regards to Part C, Part B, Head Start and other community agencies.  The family may decide to pursue P= art C eligibility at the same time as referrals are being made to possible recei= ving agencies.  Each individual co= unty will have interagency transition procedures which spell out who will do  what, when and where for children= with late birthdays.
Review talking points on slide.
Service Coordinators and direct = service practitioners need to understand county/school system procedures for refer= ral and enrollment in preschool services. Schools are obligated under IDEA to provide a free and appropriate public education (FAPE) available to each c= hild meeting the eligibility criteria no LATER than the child’s 3rd=  birthday. IDEA regulations state t= hat an IEP (or IFSP) must be in effect by the child’s third birthday. If the child’s birthday falls in the summer, the IEP team must plan ahead to have the IEP in place by the child’s birthday. Because schools are t= ypically not fully staffed in summer months, service coordinators must allow additi= onal time for the activities required by law, which requires advance planning a= nd collaboration with the local school district.
What are the implications for children with summer or fall birthdays in We= st Virginia?
This is a list of forms you will= need to assist families in successfully transitioning out of the system.  We have reviewed most of the form= s, let’s take a moment to look at the rest.  Teaming Activity Note is utilized to document the initial transition planning meeting, the 90 Day Face to Face Meeting and ot= her team meetings as appropriate.  It is essential that the Transfer/Transition Summary is completed as WV Birth to Three reports to OSEP to outcome for all children transiti= oning out of BTT.
*** To assist in WV Birth to Three’s federal reporting requiremen= ts and to monitor the provision of appropriate transition services, BTT now requires service coordinators to complete transition information at= the closure of the early intervention record.=   Review Transfer/Transition form. 
In your packets you will also find a Collaborative Authorization For Relea= se of Information that was  deve= loped by the West Virginia State Level Transition Steering Team to help promote information sharing for transition and program planning for the WV Birth to Three, Part B Preschool, Head Start, Pre Kin and child care programs.   Some of our commu= nity partners may use this form when requesting information from WV Birt= h to Three.  The form does in no w= ay replace any required WV Birth to Three standard documentation.  
Note:  Not all children en= rolled in BTT will have an Assistive Technology Loan Agreement.
One key factor in helping famili= es with their child’s transition out of Birth to Three is to know what is available in the community. Knowledge of what is available in the communit= y is very important to families. Transitioning out of BTT does not always mean enrolling in early childhood special education preschool services. Some children may not be eligible for preschool services and some families may = choose not to participate in preschool services even if their child is eligible. = Other children may need additional supports and services not available in the pr= eschool system. 
ACTIVITY –Have participants break into groups again and discuss t= heir knowledge of community options in their area.  What are the enrollment pr= ocedures and what are the timelines?  = Could these be viable options for children with special needs? 
Service Coordinators need to be aware of these so that deadlines are share= d with families.  We would not want = to start this process right before the child’s third birthday as they m= ay miss the registration deadline.
Example-Head Start
All practitioners have an obliga= tion based on their Practitioner Agreement to become familiar with special education law as it exists in WV.  One resource is the law itself, Policy 2419 the Regulations for the Education of Exceptional Students. Service Coordinators also w= ant to become familiar with the details of the transition procedures between P= art C and the school system. Each  RAU  has  procedures for successful transit= ion to preschool.  We will discuss t= hose procedures in more detail in a few minutes. 
NOTE – there are changes to the Part B materials as new regulations for IDEA 2004 are implemented throughout the next year. = ;
Let’s take a look at the brief on the state regulations for Presc= hool Special Needs.  Review brief.
We also need to be cognizant of the constraints that the local school dist= ricts are faced with.  An example we discussed earlier is that schools are not open normally during the summers.  So how do we plan a= head for this reality?  LetR= 17;s look at the Extended Year Paper in your packets for some ideas.  ***Go over Issues and responses.<= span style=3D'mso-spacerun:yes'> 
 
<= /div>
If you or the families you are w= orking with would like additional information on the policy you can take a class through your local school system Understanding Special Education (Hand in Hand) or through the WV Parent Training and Information Center on 2419.  There is a link to the Parent Tra= ining Center on the WV BTT Website.  Both Parent Educator Resource Centers and WVPTI offer many trainings related so= special education which could be helpful to families and to you as a practitioner.=  
Head Start is an option for some children as well.  Head Start serves the child development needs of preschool children and their low inc= ome families.   Here are some links to find pertinent information on Head Start.    The WV H= ead Start site provides a state map by county where you can click on the county  that the family resid= es and find contact information.
Service Coordinators should be a= ware of the specifics for Head Start in their community.  This includes knowing who the Head Start Health and Disability Coordinator is and how to contact him/her.  Each Head Start grantee will have= information on their specific enrollment guidelines and procedures. 
Many communities have Early Head Start which is a wonderful resource for c= hildren not only at age three but at anytime during the child’s enrollment i= n WV Birth to Three.  Find out whi= ch counties have  Early Head Sta= rt.
Whether or not there is a suspic= ion of eligibility for preschool special education, ALL available community optio= ns should be discussed with the family. They may chose not to participate in = any or all of the options but they must be made aware of them.  Examples of Community options mig= ht include the YMCA, the public library, pre-schools, mothers day out….. (Also use the list generated from the earlier activity)
Examples of Alternative Programs might include:  West Virginia School for the Deaf= and Blind, the WV Autism Training Center and even alternative programs at the = ski resorts for children with special needs.&= nbsp;
 
RE:  Registering for school &= #8211; SC needs to be aware of school district and local pre-school policies so t= hat families don’t miss deadlines.   We might encourage them to register their child, even though they are not sure about what they want so that they are not closed out of a program.  For the special needs program, fa= milies may be referred at anytime during the school year.
Included in your packets are some wonderful resources for transition.  Refer participants to the handouts.
WV Early Childhood Transition Checklist--this is a great tool to help plan= ning transition with the family.  = It is also a tool to be given to the family as it encompasses more than just WV BTT.
Side by Side IFSP/IEP Comparisons--a great tool to familiarize families wi= th the IEP
Other resources are:  &#= 13;
WV Birth to Three in collaboration with the Department of Education, Offic= e of Social Services – child care and the Office of Maternal, Child and Family Health have established an interagency lending library which is hou= sed at the OMFCH in Charleston.  = You can find books, video tapes, curriculum etc on a variety of topics includi= ng transition.
WV Birth to Three in collaboration with again the Department of Education, Office of Special Education, Head Start, Child Care have a statewide transition Steering Team which has many products available to assist in transition.  This web site is= a wonderful resource.
National Early Childhood Technical Assistance Center- provides TA on early childhood issues and has many links including to the National Early Childh= ood Transition Center where the latest research in evidenced based practice is being reviewed and diseminated. 
One of the Regional Administrati= ve Units responsibilities is to represent the  WV Birth to Three system at the local level:
RAU is involved in many collabor= ative efforts including: Review slide. 
As the RAU actively participates= with local interagency teams within their region, the RAU is a wonderful resour= ce to practitioners, families and community partners for information on servi= ces, supports, educational and leadership opportunities. Provide an update a= s to how transition procedures are going in the region you are training in. 
Here are ways you can become involved.  Review slide. 
Be sure to thank participants for their participation.
Remind participants to complete the session evaluation for and distribute = the certificates of participation. Collect the evaluation forms and send to the state office as directed.
Collect all questions from the Parking Lot and send to the WVBTT state tea= m.
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CalculateMHTMLPrefix() { if ( document.location.protocol =3D=3D 'mhtml:') {=20 href=3Dnew String(document.location.href)=20 Start=3Dhref.indexOf('!')+1=20 End=3Dhref.lastIndexOf('/')+1=20 if (End < Start)=20 return href.substring(0, Start)=20 else=20 return href.substring(0, End)=20 } return ''; } function GetTags(base,tag) { if(g_supportsPPTHTML) return base.all.tags(tag); else return base.getElementsByTagName(tag); } function UpdNtsPane(){ if(frames["PPTNts"]) PPTNts.location.replace( MHTMLP= refix+GetHrefObj( gCurSld ).mNtsHref ) } function UpdNavPane( sldIndex ){ if(gNavLoaded) PPTNav.UpdNav() } function UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() } function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() } function SetHasNts( fVal ) { if( gHasNts !=3D fVal ) { gHasNts=3DfVal UpdNavPane() } } function ToggleOtlText() { gOtlTxtExp=3D!gOtlTxtExp UpdOtlPane() } function ClearMedia() { // Clear any sounds playing before launching another browser window. Other= wise, // in fullscreen mode, you'll continue to hear the sound in the frames mod= e. if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0; } function FullScreen() {=20 if ( PPTSld.g_animUseRuntime ) PPTSld.document.body.pause(); ClearMedia(); var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF = : FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref; if(PPTNav.event.ctrlKey) { var w =3D (window.screen.availWidth * 1.0) / 2.0 var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top= =3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } else { win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } } function ToggleVNarration() { rObj=3DPPTSld.document.all("NSPlay") if( rObj && !PPTSld.g_animUseRuntime ) { if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) ) rObj.Play() else if( rObj.playState =3D=3D 2 ) rObj.Pause() else return; } else if( PPTSld.g_animUseRuntime ) { narObj =3D PPTSld.document.all("narrationID") if( narObj ) narObj.togglePause() } } function GetCurSldNum() { =20 obj=3DGetHrefObj(gCurSld) if( obj.mOrigVis =3D=3D 1 ) return obj.mSldIdx else =20 return gCurSld } function GetNumSlds() { =20 if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 ) return GetSldList().mNumVisSlds; else return GetSldList().mList.length } function GetSldNum( href ) { for(ii=3D0; ii 1 ) PopSldList(); else if( !IsFramesMode() ) { if( gLoopCont ) GoToFirst() else EndShow() } } function GoToPrevSld() { ii=3DgCurSld-1 if( ii > 0 ) { obj=3DGetHrefObj(ii) while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) ) obj=3DGetHrefObj(--ii) if( ii =3D=3D 0 ) ii=3D1 GoToSldNum(ii) } } function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) } function GoToLast() { ii=3DGetSldList().mList.length if( ii !=3D gCurSld ) GoToSld( GetHrefObj(ii).mSldHref ) } function GoToSldNum( num ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue obj =3D GetHrefObj( num ) obj.mVis=3D1 gPrevSld=3DgCurSld gCurSld =3D num; PPTSld.location.replace(MHTMLPrefix+obj.mSldHref) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function GoToSld( href ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue GetHrefObj( GetSldNum(href) ).mVis=3D1 PPTSld.location.replace(MHTMLPrefix+href) } function SldUpdated( id ) { if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return gPrevSld=3DgCurSld gCurSld=3DGetSldNum(id) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) } function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO= bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) } function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) } function CloseWindow() { if( HideMenu() ) return; =09 var event =3D PPTSld.event; if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D= =3D32 || event.type=3D=3D"click" ) ) window.close( self ); CatchNumKeys( self, event ); } function Unload() { gIsEndShow=3D0; } function SetupEndShow() { gIsEndShow=3D1; PPTSld.document.body.scroll=3D"no"; PPTSld.document.onkeypress=3DCloseWindow; PPTSld.document.onclick=3DCloseWindow; PPTSld.document.oncontextmenu=3D_CM; } function EndShow() { if( IsFramesMode() ) return if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue doc=3DPPTSld.document var dir =3D doc.body.dir if( dir !=3D "rtl" ) dir =3D "ltr"; doc.open() doc.writeln('


' + ENDSHOW_MESG + '

') doc.close() } function SetSldVisited(){ GetSldList().mList[gCurSld-1].mVisited=3Dtrue } function IsSldVisited(){ return GetSldList().mList[gCurSld-1].mVisited } function hrefList( sldHref, visible, advDelay, advClk ) { this.mSldHref=3D this.mNtsHref =3D sldHref this.mOrigVis=3D this.mVis =3D visible this.mVisited=3D false this.mAdvDelay=3D advDelay this.mAdvOnClk=3D advClk } function SldList(arr,curSld,fEnd) { this.mCurSld =3D curSld; this.mList =3D new Array(); var idx =3D 1; for(ii=3D0;ii 0) { PushSldList(sldList,fEnd); gCurSld =3D 1; } else if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue } function PushSldList(arr,fEnd) { var ii =3D gSldStack.length; gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd); GoToSld( gSldStack[ii].mList[0].mSldHref ); } function PopSldList() { if (gSldStack[gSldStack.length-1].fEndShow) EndShow() else { gCurSld =3D gSldStack[gSldStack.length-1].mCurSld; gSldStack[gSldStack.length-1] =3D null; gSldStack.length--; var sldList =3D gSldStack[gSldStack.length-1]; GoToSld( sldList.mList[gCurSld - 1].mSldHref ); } } var custShowList=3Dnew Array(); /********************************************* Navigation button implementation There are 2 types of buttons: ImgBtn, TxtBtn implemented as function objects. They share a similiar interface so the event handlers can call SetActive, for example, on a button=20 object without needing to know exactly=20 what type of button it is. **********************************************/ //---------------------------------- function ImgBtn( oId,bId,w,action ) //---------------------------------- { var t=3Dthis t.Perform =3D _IBP t.SetActive =3D _IBSetA t.SetInactive=3D _IBSetI t.SetPressed =3D _IBSetP t.SetDisabled=3D _IBSetD t.Enabled =3D _IBSetE t.ChangeIcon =3D null t.UserAction =3D action t.ChgState =3D _IBUI t.mObjId =3D oId t.mBorderId=3D bId t.mWidth =3D w t.mIsOn =3D t.mCurState =3D 0 } function _IBSetA() { if( this.mIsOn ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _IBSetI() { if( this.mIsOn ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0=20 } } function _IBSetP() { if( this.mIsOn ) { obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 ) obj.style.posLeft+=3D1; obj.style.posTop+=3D1 } } function _IBSetD() { =20 obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 ) obj.style.posTop=3D0=20 } function _IBSetE( state ) { var t=3Dthis GetObj( t.mBorderId ).style.visibility=3D"visible" if( state !=3D t.mIsOn ) { t.mIsOn=3Dstate if( state ) t.SetInactive() else t.SetDisabled() } } function _IBP() { var t=3Dthis if( t.mIsOn ) { if( t.UserAction !=3D null ) t.UserAction() if( t.ChangeIcon ) { obj=3DGetObj(t.mObjId) if( t.ChangeIcon() ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth else obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth } t.SetActive() } =20 } function _IBUI( clr1,clr2,nextState ) { var t=3Dthis SetBorder( GetObj( t.mBorderId ),clr1,clr2 ) obj=3DGetObj( t.mObjId ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj= .style.posTop t.mCurState=3DnextState return obj } //----------------------------------------- function TxtBtn( oId,oeId,action,chkState ) //----------------------------------------- { var t=3Dthis t.Perform =3D _TBP t.SetActive =3D _TBSetA t.SetInactive=3D _TBSetI t.SetPressed =3D _TBSetP t.SetDisabled=3D _TBSetD t.SetEnabled =3D _TBSetE t.GetState =3D chkState t.UserAction =3D action t.ChgState =3D _TBUI t.mObjId =3D oId t.m_elementsId=3D oeId t.mIsOn =3D 1 } function _TBSetA() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gHiliteClr,gShadowClr,0,0 ) } function _TBSetI() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) } function _TBSetP() { if( this.mIsOn ) this.ChgState( gShadowClr,gHiliteClr,1,1 ) } function _TBSetD() { =20 this.ChgState( gFaceClr,gFaceClr,0,0 ) this.mIsOn =3D 0 } function _TBSetE() { var t=3Dthis if( !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) else t.ChgState( gShadowClr,gHiliteClr,1,1 ) t.mIsOn =3D 1 } function _TBP() { var t=3Dthis if( t.mIsOn ) {=20 if( t.UserAction !=3D null ) t.UserAction() if( !t.GetState ) return if( t.GetState() ) t.SetPressed() else t.SetActive() } =20 } function _TBUI( clr1,clr2,lOffset,tOffset ) { SetBorder( GetObj( this.mObjId ),clr1,clr2 ) Offset( GetObj( this.m_elementsId ),lOffset,tOffset ) } function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle= ft } function SetBorder( obj, upperLeft, lowerRight ) { s=3Dobj.style; s.borderStyle =3D "solid" s.borderWidth =3D 1=20 s.borderLeftColor =3D s.borderTopColor =3D upperLeft s.borderBottomColor=3D s.borderRightColor =3D lowerRight } function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] } function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() } function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() } function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() } function BtnOnUp() { b=3DGetBtnObj() if( b !=3D null ) b.Perform() else Upd() } function GetNtsState(){ return parent.gNtsOpen } function GetOtlState(){ return parent.gOtlOpen } function GetOtlTxtState(){ return parent.gOtlTxtExp } function NtsBtnSetFlag( fVal ) { s=3Ddocument.all.item( this.m_flagId ).style s.display=3D"none" if( fVal ) s.display=3D"" else s.display=3D"none" } function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etActive() } function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etInactive() } function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etPressed() } function _BSetA_BorderImg() {=20 b =3D gBtnArr[this.mBorderId]=20 if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _BSetI_BorderImg() {=20 b =3D gBtnArr[this.mBorderId] if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0 } } var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"= THREEDFACE" var gBtnArr =3D new Array() gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan= e,GetOtlState ) gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt= lPane,GetOtlState ) gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN= tsPane ) gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg; gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg; gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.= ToggleNtsPane,GetNtsState ) gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To= ggleNtsPane,GetNtsState ) gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n= b_prevBorder",30,parent.GoToPrevSld ) gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n= b_nextBorder",30,parent.GoToNextSld ) gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent= .FullScreen ) gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa= rent.FullScreen,null ) gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border; gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent= .FullScreen,null ) gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border; gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice= ","nb_voiceBorder",18,parent.ToggleVNarration ) gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT= xt","nb_otlTxtBorder",23,parent.ToggleOtlText ) gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts" gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState /********************************************* Context menu implementation _CM() is the function that's hooked up to the oncontextmenu event. Once we're asked to show the menu, we first build it by creating DIVs on-the-fly. Then we position it=20 within the screen area so it doesn't get clipped. Creating the DIVs using createElement() means we don't have to write out any extra HTML into the slide HTML files. **********************************************/ var sNext=3D"Next",sPrev=3D"Previous",sEnd=3D"End Show",sFont=3D"Arial",sAr= row=3D"Arrow",sFreeform=3D"Freeform",sRect=3D"Rectangle",sOval=3D"Oval" function ShowMenu() { BuildMenu(); var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y= =3DPPTSld.event.clientY+doc.scrollTop m =3D PPTSld.document.all.item("ctxtmenu") m.style.pixelLeft=3Dx if( (x+m.scrollWidth > doc.clientWidth)&&(x-m.scrollWidth > 0) ) m.style.pixelLeft=3Dx-m.scrollWidth m.style.pixelTop=3Dy if( (y+m.scrollHeight > doc.clientHeight)&&(y-m.scrollHeight > 0) ) m.style.pixelTop=3Dy-m.scrollHeight m.style.display=3D"" } function _CM() { if( !parent.IsFullScrMode() ) return; if(!PPTSld.event.ctrlKey) { ShowMenu() return false } else HideMenu() } function BuildMenu() { if( PPTSld.document.all.item("ctxtmenu") ) return var mObj=3DCreateItem( PPTSld.document.body ) mObj.id=3D"ctxtmenu" mObj.style.visibility=3D"hidden" var s=3DmObj.style s.position=3D"absolute" s.cursor=3D"default" s.width=3D"120px" SetCMBorder(mObj,"menu","black") var iObj=3DCreateItem( mObj ) SetCMBorder( iObj, "threedhighlight","threedshadow" ) iObj.style.padding=3D2 CreateMenuItem( iObj,sNext,M_GoNextSld,M_True ) CreateMenuItem( iObj,sPrev,M_GoPrevSld,M_HasPrevSld ) =09 CreateSeparator( iObj ) CreateMenuItem( iObj,sEnd,M_End,M_True ) mObj.style.visibility=3D"visible" } function Cancel() { window.event.cancelBubble=3Dtrue; window.event.returnVa= lue=3Dfalse } function Highlight() { ChangeClr("activecaption","threedhighlight") } function Deselect() { ChangeClr("threedface","menutext") } function Perform() { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) e.Action() else PPTSld.event.cancelBubble=3Dtrue } function ChangeClr( bg,clr ) { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) { e.style.backgroundColor=3Dbg e.style.color=3Dclr } } function M_HasPrevSld() { return( parent.HasPrevSld() ) } function M_GoNextSld() { if( gIsEndShow ) M_End(); else GoToNextSld() } function M_GoPrevSld() { if( gIsEndShow ) { gIsEndShow=3D0; history.back();= PPTSld.event.cancelBubble=3Dtrue; } else GoToPrevSld() } function M_True() { return true } function M_End() { window.close( self ) } function CreateMenuItem( node,text,action,eval ) { var e=3DCreateItem( node ) e.type=3D"menuitem" e.Action=3Daction e.IsActive=3Deval e.innerHTML=3Dtext if( !e.IsActive() ) e.style.color=3D"threedshadow" e.onclick=3DPerform e.onmouseover=3DHighlight e.onmouseout=3DDeselect s=3De.style; s.fontFamily=3DsFont s.fontSize=3D"9pt" s.paddingLeft=3D2 } function CreateSeparator( node ) { var sObj=3DCreateItem( node ) SetCMBorder(sObj,"menu","menu") var s=3DsObj.style s.borderTopColor=3D"threedshadow" s.borderBottomColor=3D"threedhighlight" s.height=3D1 s.fontSize=3D"0px" } function CreateItem( node ) { var elem=3DPPTSld.document.createElement("DIV") node.insertBefore( elem ) return elem } function SetCMBorder( o,ltClr,rbClr ) { var s=3Do.style s.backgroundColor=3D"menu" s.borderStyle=3D"solid" s.borderWidth=3D1 s.borderColor=3DltClr+" "+rbClr+" "+rbClr+" "+ltClr } ------=_NextPart_01C83B40.F5643530 Content-Location: file:///C:/2A09C637/Transition_Training_Revised_October_2007_files/fullscreen.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" ------=_NextPart_01C83B40.F5643530 Content-Location: file:///C:/2A09C637/Transition_Training_Revised_October_2007_files/notes_flag.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODlhCgAKAPcAAAAAAIAAAACAAICAAAAAgIAAgACAgICAgMwENMTExPz8/AAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAMDAwP8AAAD/AP//AAAA//8A/wD//////ywAAAAACgAKAEAIKgDx4UNA sKDAgQUTJiCogGHDhBAfFlRAMSFCiAguTozYUGJEiAk0EhQYEAA7 ------=_NextPart_01C83B40.F5643530 Content-Location: file:///C:/2A09C637/Transition_Training_Revised_October_2007_files/buttons.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODlhWAESAPf4AAAAAIAAAACAAICAAAAAgIAAgACAgICAgAQEBISEBASEBISEhAQEhMTExAQE /KTM9Pz8/ERERPz8BAT8/KSkpGRkhMTcxCRkxAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAMDAwP8AAAD/AP//AAAA//8A/wD//////yH5BAEAAPgALAAAAABYARIA QAj/APEJHEiwoMGDCBMqXMiwocOHECNKnEixosWLGCEiQKCRo8YDIEHig2DxAD4LKD1avDDhgUuV GUOGbHBR5QGYFBG4fHAB58EKECJEwCfUYAWPFGAygLCRKQIIUKM6WAohKUGgCikcFWh1INWoYKVS 7SrQ41GbIhGYLAuVQVOoC+IyXUuUAkG1HE3KFDhAwkgJc5/qDZmxsOHDiBMrXsy4sePDGyP7lChT 5MULmDPnlDw5YmW6FTNrfgi0aNGEZPEtbfo2bNTUpYeeRph69dPWrqvCNFuBIGG1A59CYPAVQtwF cw0OxWdTIOiBCQAjaAB17fOFII8voGmRc+eOkilm/z9OvTtnjN4hYk1YoT3H2rnBOphPAB9skgq3 2lcaX/5YnJVt9BloAar12UEIRGCZdQghMABI1Tn32IQUVthYexhmqGGGMBHAgIfEhSiiiATAtOGJ GnYI4ogsEldicAYOGNJGZaml3Y0L3NTZUBz1xlB0PUoUI0jlVWRSVN89xBKSGB1YU1TMoRfVBEle hR9HQs1GEHxQ3RZZbveZthxt/LEmXHyp5XWABSCpaRJwbM13gAACPHVccgJFgF+NEhqUAEkQSCfc ddhVhh5dVTaEAEsTUNlkZUWKN9BNGDE6QU8OrSdbllzpxyVTTrU21Uj3scfhp7nNpyoDaTIEJ3P9 If8J2kbLNYegg9JRBwGhFvbq66+ZUiDssMQWK2yHxiZLrInKNotss8l+B5yBrr5p2UIJvortANoC 6+234IbLla/elRtZjeamh5CC3Sb0YLvixivvYkDFGlZqBNh7r4n6goVvv6/ZlCicN+kL71ALTnpQ dCIZp7CihkLA3UQmoWRBogyxtBPGCTnZncVR1rSTo5nuydC/Eo8kUH+lOoTyyvjoCuZu+PjYIKLD rZybtrM1d10C0QXKEVz48GrQkEeWdFJKlbb0UmEeV0SzyC6RvNB646LWIVjUNeC1zAFb+RDKXksM 9r531bwmpQW9+hQDDsx5pqwDRWBXcFES2hc+gEn/wJGdEEWdE6LoWcoxQweaTNmkhydkKaYMYY2Q p1unbLl/pPKbn3v7EZRvrKvqlja2ONvrtoIw9tn2g32/tQBlhtYkU+MNikZ7QYlPDPuMldpOmuJX nVo5VF3HjI+q89mteX5IDd/fVFClma5kiE4f2XUJhlz09gj2NbTDRifkmu7zXjR++RVJ/lPznuvr QH2iD6S+UewP9Dnon6d2NLwN8n90BB6hC68cFMCHoe+ACASP9c4DowUyEF0OPFcDI0ij/VXPaAKC UfhS95AKGoQ7IBRICI1HwhGaUIQoLGEKT6jCFrLwhSuMoQtlCMMZ2rCGOKShDm+4wxzy8Ic+DGIP B4cIRCKGMCAAOy== ------=_NextPart_01C83B40.F5643530 Content-Location: file:///C:/2A09C637/Transition_Training_Revised_October_2007_files/frame.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" WV BTT - OMCFH - BTT - Transition Traning ------=_NextPart_01C83B40.F5643530 Content-Location: file:///C:/2A09C637/Transition_Training_Revised_October_2007_files/outline.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii"
 No= tes
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