Part C to B Transition Planning
"To support families during transition, the team should think carefully about developing transition plans that include individual activities for each child and family."
-Silva and Stone-MacDonald (DEC Recommended Practices Monograph Series No. 8: Transition)
The Bottom Line
The early intervention team must convene a transition planning conference with the family and local educational agency for children who may be eligible for preschool services.
The documentation of transition steps and services is required for all children served under Part C regardless of whether the team believes the child is potentially eligible for services under Part B.
Timelines
A transition plan, including all transition steps and requirements pertaining to the child and family, must be completed and documented between 2 years 3 months and 2 years 9 months.
Part C SpEd Timelines Poster - Master Copy
Go-To Tools
These are your day-to-day useful tools. The rest of this page (below this section) is guidance.
Explanation
The Part C to B transition plan is designed to review the program options for the toddler with a disability from the child's third birthday through the remainder of the school year. It includes steps to exit from Part C and any transition services needed by the child and family.
The documentation of transition steps and services is required for all children served under Part C regardless of whether the team believes the child is potentially eligible for services under Part B.
Record each step of transition planning on the IFSP form and identify what will happen and the timeline for the transition steps and services. For example, for potentially eligible children whose Part B eligibility has not yet been established through an initial Part B evaluation, an important transition step would be the completion of such an evaluation.
A transition plan must be developed in the IFSP between 2 years 3 months and 2 years 9 months.
What is transition?
Transitions have been defined as "the events, activities, and processes associated with key changes between environments or programs during the early childhood years and the practices that support the adjustment of the child and family to the new setting." (Division for Early Childhood)
Transition includes all activities necessary to ensure that the next setting is appropriate to meet the educational needs of young children and their families. This page covers information regarding the transition from Part C Infant and Toddler services to Part B services preschool services.
Determining if a Child is Potentially Eligible for Part B Services
*Potentially Eligible
Potentially eligible means: after looking at all of your current data (i.e. HELP Charts, IFSP outcomes, etc.), there is enough information to warrant an evaluation
If a child is determined TO BE potentially eligible, the team must complete all the the transition steps and requirements.
Hold a transition conference with the district and the family.
*Not Potentially Eligible
After a team looks at all information (i.e., HELP Charts, parent report, etc.), it could be determined that the child is not potentially eligible and therefore, does not need an evaluation.
If the child is determined TO NOT BE potentially eligible for special education services under Part B, the school should make reasonable efforts to convene a conference among the school, family and other service providers to discuss other services and resources available to the child and family.
*The documentation of transition steps and services is required for all children served under Part C regardless of whether the team believes the child is potentially eligible for services under Part B. Record each step of transition planning on the IFSP form and identify what will happen and the timeline for the transition steps and services.
Documentation
If transition conference is held, send parents Notice of Team Meeting and individualize to reflect purpose of meeting. Provide copy of notice to all invitees.
At the transition conference, make sure to have a Record of Team Meeting for participants to sign indicating they were at the meeting.
*Notes:
It makes sense to combine meetings when possible. The transition conference can be combined with the periodic review or the annual review of the IFSP.
The transition conference could or may need to be held at the same time as the initial IFSP meeting if this meeting occurs between 2 years 3 months and 2 years 9 months.
Documentation of Transition Conference in IFSP
In the section titled Planning for Transition from Part C Services of the IFSP, check box whether child is potentially eligible for Part B services.
Complete Transition Steps and Services Grid.
Document date Transition Conference occurred.
Note: The documentation of transition in the IFSP is required for all children (not just those potentially eligible for Part B services).
Prior Written Notice (PWN)
Send or provide parents with:
A copy of the pages of the IFSP with revisions/additions (e.g., Transition Planning page, Service page, etc.)
Prior Written Notice (Use the Early Intervention Prior Written Notice to Start or Revise an IFSP)
*File copy in child’s special education folder.
Transition Conference
When discussing transition with parents:
Transition should be a fluid conversation that is had over time as the child approaches three years old.
Optional introduction to parents for the transition conference:
"Since CHILD will be turning 3 in MONTH and we want you to feel prepared and confident throughout their transition, today we are going to continue our previous discussions about next steps. I know that you have had some questions specifically about transition over the past few weeks. We will take some time to discuss and review those questions today and talk about next steps."
Part C to B Evaluation Planning
Timelines
If potentially eligible for Part B, the following Part B evaluation and IEP activities MUST be completed BEFORE the child's third birthday:
Prior Written Notice for Part B evaluation
Completion of Part B evaluation activities
Evaluation results/IEP meeting held
Complete and send evaluation results summary and IEP paperwork
Obtain parent signature to start services
Part C SpEd Timelines Poster - Master CopyConsiderations and Recommendations
Staff Availability: Consider staff availability if the child's third birthday falls between the months of June-September. Some required team members (i.e. preschool teachers, DAPE, etc.) may not be available in the summer to complete evaluation activities or attend an IEP meeting.
Services Must Begin at 3 Years Old: Make sure to leave at least 24 days (10 days to write the IEP and 14 calendar days for parents to review) between your IEP meeting and the day before the child’s 3rd birthday to assure timely services at age 3.
Part B Evaluation Prior Written Notice (PWN): Make sure to send the Part B PWN for evaluation at least 14 calendar days to for parents to review evaluation PWN + 30 school days to complete evaluation + 10 school days to write the IEP + 14 calendar days for parents to review the IEP before the child’s third birthday.
Start Part B Evaluation: It is recommended that you start a Part B evaluation between 2 years 7 months and 2 years 9 months, to support being in compliance with timelines.
Other Considerations:
Set up transportation to and from preschool, if needed
Complete district enrollment forms for preschool
See the Part B Evaluation Planning page for more specific information on Part B Evaluations, including Prior Written Notices.
DEC Recommended Practices: Transition
TR1. Practitioners in sending and receiving programs exchange information before, during, and after transition about practices most likely to support the child’s successful adjustment and positive outcomes.
As we see in this practice, it matters what we do before, during, and after the journey:
Before transition: Exchanging information when preparing for transition might look like a service coordinator sharing the IFSP and evaluation information with the receiving program (with parent permission) at the point of referral. It might look like the parent sharing a homemade booklet about her child with the IEP team so they can learn who her child really is.
During transition: Imagine the speech therapist from the EI program talking with the receiving preschool teacher about how best to support the child’s communication starting the first day of school. Or, the EI physical therapist (PT) working closely with the receiving program’s PT to ensure the new program has the appropriate equipment so the child has the stability he needs to participate in group activities.
After transition: Even though the child will be discharged from the EI program just before transition, wouldn’t it be great if the receiving program staff could still reach out to the EI practitioners with questions about how to help the child adjust to the new environment? Similarly, the EI staff could reach out to the family to check in on the child’s adjustment and offer support, even just over the phone. Staying in touch, even though the child is no longer receiving EI services, would be a wonderful way to facilitate that seamless transition.
TR2. Practitioners use a variety of planned and timely strategies with the child and family before, during, and after the transition to support successful adjustment and positive outcomes for both the child and family.
As we see in this practice, it matters what we do before, during, and after the journey:
Implementing this practice reminds us that transition should be well-planned and coordinated. For a service coordinator, this might look like closely monitoring required timelines for Part B referral, which in Virginia includes referring children by April 1st (or earlier in some localities) to ensure that eligible children start preschool the first day of the next school year. Service coordinators also ensure that transition planning occurs at least 90 days but not more than 9 months prior to the anticipated date of transition. Transition conferences are held so families can learn about their options and plan accordingly.
During the transition process, the service coordinator and other providers can help families prepare and provide needed information to the receiving programs (such as proof of residency). They may attend eligibility or IEP meetings with families for support. Service coordinators and providers can check in regularly with families about the process, answer questions, and link families with other parents who have been through the process.
Providers can help children and families prepare for the new environment by working together on outcomes to help the child be successful. Examples of this could include teaching the child to use an AAC device to communicate more clearly with others, helping the child learn to use a gait trainer to maneuver around obstacles in a busy setting, assisting the parent in finding opportunities for the child to learn to play near other children, or encouraging the family to teach the child to hang up a jacket, carry his backpack, or help clean up after lunch.
✋ Frequently Asked Questions
I'm servicing a child who is receiving Part C services who is 2y 4m. His annual IFSP meeting is coming up and I would like to discuss transition (hold the transition conference) as well, but don't think I have enough information to determine whether or not the child is potentially eligible for Part B services. What do I do?
You could do one of two things:
You could hold off on holding the transition conference until closer to 2 yr 9m.
You could error on the side of caution and determine that the child is potentially eligible for Part B services and complete the transition steps and services in the service grid in the IFSP, noting the completion of the evaluation.
If I get a referral for a child whose age is already between 2 years 3 months and 2 years 9 months. What do I do?
Refer to the IFSP evaluation CMR page for additional transition requirements for children who are referred between the ages of 2 years 3 months and 2 years 9 months.
Extra Resource
