Transition Plan – Leaving Early On

preschooler with a backpack walking into school

Be sure to visit our IFSP webpage for information on how transition planning is part of the IFSP process.

Who needs a Transition Plan when exiting Early On services?

A written Transition Plan must be developed for every child exiting Early On. Within the IFSP, this plan documents how the team will support the child and family as they transition out of Early On services.

The transition plan is an ongoing process, rather than a one-time activity or a single section of the IFSP. Its purpose is to ensure the child’s successful participation, engagement, and independence in the next learning environment. This early planning helps prepare for a smooth move from Early On into preschool or other programs.

Five key steps to achieve a successful transition 

  1. Parent Support and Training – Provide the family with information, and training if appropriate, regarding future placement options and other transition-related considerations. 
  2. Child Preparation – Establish procedures to help the child adjust to changes in service delivery and learn to function in a new setting. 
  3. Child Find and Notification – Confirm that the child’s information has been transmitted to the Local Education Agency (LEA) in accordance with notification requirements and procedural safeguards.
  4. Transition Services and Activities – Identify the services and activities that the IFSP team determines are necessary to support the child’s transition.
  5. Review of Program Options – Review program options available for the child from the child’s third birthday through the remainder of the school year. 

When does Early On transition planning begin?

Early On provides support and services for children from birth to age three. As the child nears their third birthday, a transition plan, part of the Individualized Family Service Plan (IFSP) process, is created to support the change from  Early On to whatever comes next. The plan includes what you want next for your child, how to make that happen, and ways to help your child be ready for these changes. Your service coordinator will schedule a meeting to develop the transition plan. This planning must start at least 90 days, and no more than nine months, before your child’s third birthday. 

  • Transition planning can start as early as 2 years, 3 months of age
  • Transition planning must start by 2 years, 9 months of age
  • Planning for What Happens after Early On a fillable worksheet can help keep things on track.

What is a transition conference?

Some children in Early On receive special education services under Michigan Mandatory Special Education  If the services started before age 2 years and 9 months, and the child may be eligible for special education services under part B of IDEA, then a Transition Conference must be held. If the child is found eligible, then an Individualized Education Program must be developed, signed by the parents, and in place by the child’s third birthday. 

How is natural environment different than least restrictive environment?

By the time a child turns three, services are now provided by the local  district instead of by Early On. Early intervention uses the term natural environments. School age students must be educated in the Least Restrictive Environment. LRE means that  children with disabilities receive services in typical childhood settings and programs whenever possible, and only go to more restrictive/specialized settings if a child’s individual needs require it.

The starting point for any LRE discussion begins with where the child would attend school if they did not have a disability. This must be the first placement option considered before a more restrictive placement is considered. Every school district is required to offer a continuum of placement options to meet the needs of preschoolers who receive special education services.

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