Federal law requires that the parent/guardian/other education rights holder, school district and regional center (if the district is not the lead agency) discuss possible preschool special education services as well as these transition steps including:
- discussions regarding future placements and other matters related to the child’s transition including parent/guardian/other education rights holder training;
- procedures to prepare the child for changes in service delivery and adjustments to new settings; and
- transmission of information and records to the school district.[1]
In addition, state law requires that:
- parents/guardians/other education rights holders are provided information about community resources;
- information about the child is sent to the school district, including IFSPs (with the parent’s/guardian’s/other education rights holder’s consent), and any necessary assessments by the district and regional center to determine eligibility and the timelines for completing assessments;
- a projected date for conducting a final review of the IFSP is determined;
- steps are taken to ensure that the referral to the district is received in enough time so that assessments are completed, and an IEP implemented, by the child’s third birthday;
- referral to the district occurs no later than the time a child reaches age 2 years, 9 months, or before the district’s break in services if the child will turn 3 during that break; and,
- the people responsible for convening an IEP and final IFSP meeting are identified.[2]
To avoid gaps in services and delays in developing and implementing an IEP, parents/guardians/other education rights holders should know and keep track of the steps leading up to the transition so that the necessary steps are taken in a timely fashion.