CONTENTS OF AN IFSP

• Planning for transitioning out of Early ACCESS occurs between no less than 90 days and no more than 9 months prior to the child’s third birthday. All toddlers must have a written transition plan as part of their IFSP by the time they are 2 years 9 months of age. 
• For a toddler who is potentially eligible for early childhood special education services, with the approval of the family, the service coordinator convenes a transition conference to discuss services and includes the family, Early ACCESS staff and staff from the Area Education Agency of the toddler’s residence who are knowledgeable about early childhood special education services.  The transition conference can be held at the same time as the transition planning meeting.
• For a toddler who is NOT potentially eligible for early childhood special education services, the transition conference to discuss services is optional. If convened, participants include the family, Early ACCESS staff, and staff from the community program(s) the child might attend.  The transition conference can be held at the same time as the transition planning meeting.
• A transition meeting is required for all toddlers prior to the age of 2 years 9 months to develop a written transition plan.  The meeting must be held in conjunction with an initial, periodic, or annual meeting and include all required meeting participants.  All procedures for holding an initial, periodic, or annual meeting must be followed.
• Transition planning meetings must be held in settings and at times that are convenient for the family and in the native language of the family or other mode of communication used by the family unless it is clearly not feasible to do so.
• Meeting arrangements must be made with, and written notice provided to, the family and other participants early enough before the meeting date to ensure that they will be able to attend.
• Planning includes developing steps and services to be taken to support the smooth transition of the toddler and the toddler’s family to prepare for exiting Early ACCESS and entering a new setting.  
• Steps for all toddlers include:
  • Identifying transition services and other activities that the IFSP team determines are necessary to support the transition of the child to a new setting;
  • Discussions with, and training for, parents, as appropriate, regarding future settings and any other matters related to the child’s transition; and
  • Strategies to prepare the child for changes in service delivery, including steps to help the child adjust to, and function in, a new setting.
• IFSP teams must complete the Early Childhood Outcome process upon the child’s exit from Early ACCESS.  Determine how and when team decisions will be made.

When a parent declines to hold a transition meeting, the service coordinator should: 

• Inform the parent that they have the right to decline the transition meeting.  
• Inform the parent that if they have concerns about their child’s development in the future, they can contact the area education agency to request assistance in resolving educational or developmental difficulties or request an evaluation. 
• Follow the transition Pathway to Community-based Services without the step to hold a transition meeting and document that the parent declined to hold a transition meeting.

Late Referrals

If the child is referred to Early ACCESS between 46 and 90 days prior to the child’s third birthday AND if eligible for Early ACCESS, the transition planning meeting will be held in conjunction with the initial IFSP meeting. The IFSP team should follow the procedures for the transition planning pathway to community programs or the pathway to early childhood special education, whichever is appropriate for the child's options. 

If the child is referred to Early ACCESS fewer than 45 days prior to the child’s third birthday, the child is referred to early childhood special education (IDEA Part B) and will not enter the Early ACCESS system; therefore, transition planning is not required.

Two Transition Planning Pathways

There are two transition planning pathways for children and their families who are preparing to exit Early ACCESS:

• Transition from Early ACCESS (IDEA Part C) to community-based services
• Transition from Early ACCESS (IDEA Part C) to Special Education (IDEA Part B)

IFSP teams must analyze and discuss ongoing child and family assessment data to determine which transition pathway the team will follow prior to conducting the transition meeting where written transition plans are developed. 

For additional guidance on transition planning, read and use The Transition Toolbox: A Guide for Families.  The full toolbox document, and individual sections (Transition Steps 1-6) are also located as fillable forms on the Early Intervention Resource Page, in the transition section.

Pathway to Early Childhood Special Education (IDEA Part B): Regardless of the child’s present level of development at transition planning, if there are concerns about continued development if specialized educational supports and services are not received, then the IFSP team follows procedures for the child who is potentially eligible for Part B early childhood special education services and exit from Early ACCESS.

All transition planning meetings happen in conjunction with an initial, periodic, or annual meeting.  Follow the procedures for the specific meeting type and complete these additional procedures for transition planning.

Prior to the Meeting for Transition Planning

When a disability is suspected, the IFSP team collaborates with the area education agency staff who are knowledgeable about early childhood special education to do transition planning.  The IFSP team ensures that timely transition planning occurs to support children’s transition planning for special education eligibility.

The service coordinator will:

• Initiate discussion with the family about the current services, unless this is an initial meeting, early childhood special education service options, and involvement of area education agency special education staff in transition discussions and planning.
• Work with the family to create a vision for the future for their child using the Transition Toolbox, Step One.
• Provide information to the family about the transition process using the Transition Toolbox, Step Two.
• Review and provide the Procedural Safeguards Manual for Parents.
• Explain options for when the child turns 3 years old which includes disability suspected and consideration of a full and individual initial evaluation to determine eligibility for early childhood special education services.
• Determine with the family who should attend the planning meeting which must include the early childhood special education staff.
• Arrange for area education agency special education staff to attend the transition planning meeting so they can assist in discussing:
  • Special education eligibility criteria;
  • Timelines and parental consent for evaluation, eligibility determination and Individualized Education Program meeting; and
  • Potential special education services and supports.
• Provide training and information to parents about the transition process using the Transition Toolbox, Step Three.
• With family permission, contact the local Family & Educator Partnership representative and ask them to offer support during transition. Provide them with the family contact information.
• Ensure that child find information is transmitted to the area education agency (AEA) as well as any additional information needed by the AEA to ensure continuity of services from Early ACCESS to early childhood special education, including a copy of the most recent evaluation and assessments of the child and the family and the most recent IFSP.

At the Meeting for Transition Planning

1. The team, including the parents, share progress on the IFSP outcomes, parent’s vision for their child, the transition process, and any concerns.
2. The IFSP team, including the area education agency special education (AEA) staff, analyzes data to determine if the child is suspected of having a disability and if a Full and Individual Initial Evaluation is warranted following the AEA Special Education Procedures for Child Find. When a disability is suspected,
   1. Document the information on the Disability Suspected Form
   2. Provide and review  Part C Procedural Safeguards Manual for Parents and Part B Special Education Procedures: Procedural Safeguards Manual for Parents
   3. Indicate on the transition plan that the child will be referred for Part B eligibility determination.
   4. Area education agency special education staff consider if a disability is suspected and there is a need for special education services, shares information about special education including, but not limited to:
      1. Special education eligibility criteria;
      2. Timelines and parental consent for evaluation, eligibility determination and Individualized Education Program meeting; and
      3. Potential special education services and supports.
3. When a child is suspected of having a disability, parents have the right to either grant consent or decline consent to pursue the full and individual evaluation in order to determine eligibility for special education services. Informed parent consent must be obtained prior to conducting a full and individual initial evaluation and is documented with a signature on the Consent for/Notice of Full and Individual Initial Evaluation.
   1. If the parent does not provide consent for a full and individual initial evaluation:
      1. Indicate on the IFSP transition plan that the parent declines consideration for special education eligibility determination.
      2. Follow special circumstances regarding parental consent in Special Education Procedures Manual.
4. The team reviews current IFSP information in order to plan for any needed evaluations and assessments.  
5. The team discusses potential services for the child at age three:
   1. Special education instructional, support and related services in the least restrictive environment; and
   2. Other community resources and services.
6. Discussion must include services needed from the child’s third birthday through the remainder of the school year and must be documented on the IFSP transition plan. 
7. Discuss parent consent for the transfer of records: 
   1. Information may be transmitted including evaluation and assessment information, copies of the IFSP and other records, to the area education agency (AEA) and school district without parent consent. 
   2. Consent is needed to share information with other programs and agencies (not the AEA and school district).
   3. The service coordinator will inform families before records are sent.
8. Begin documentation in all sections of the written IFSP transition plan.
9. Discuss important timelines (60 days) for obtaining parental consent for the full and individual initial evaluation and holding the Initial IEP meeting.

After the Meeting for Transition Planning

• The IFSP team, including the family, implements the transition plan.
• The service coordinator monitors and assists with transition plan activities and services that are non-special education-related.
• Update the transition plan as steps and services are completed.
• The IFSP team provides ongoing assessment information to future service providers as needed and allowed by consent.
• The service coordinator prepares for the child’s exit from Early ACCESS. 
• The special education staff:
  • Review Step Four of Transition Toolbox with the family prior to evaluation activities.
  • Follow Special Education Procedures for Child Find.
  • Utilize available IFSP information and assessment data. (Refer to the Eligibility Guidance for Transition from Early ACCESS to Special Education)
  • Review Step Five of Transition Toolbox with the family prior to the initial Individualized Education Program (IEP) meeting.
  • Follow Special Education Procedures in sections for Initial IEP Meetings, IEP Teams, and Meeting Attendance.
  • Communicates with local school districts.