Transition Planning Guide
The transition from Early Intervention to public school special education is one of the most significant — and most stressful — milestones in early childhood. This guide prepares you for every step so nothing catches you off guard.
This transition does not happen automatically. Early Intervention ends on your child's third birthday. Services do not transfer to the school district on their own. You must take specific action — in writing — before that date. If you are unsure where you are in this process, start with the timeline below.
At age 3, your child moves from Part C of IDEA (Early Intervention) to Part B of IDEA (school-age special education). This is not just a name change — it is a completely different program with different rules and different people.
| Before Age 3 (Early Intervention) | After Age 3 (School District) | |
|---|---|---|
| Document | IFSP (Individualized Family Service Plan) | IEP (Individualized Education Program) |
| Focus | Family-centered — addresses family priorities and outcomes | Education-centered — how the disability affects educational performance |
| Location | Natural environments — home, daycare, community | Educational settings — school, classroom, therapy room |
| Review Cycle | Every 6 months | Annually |
| Managed By | State Early Intervention program | Your local school district |
| Eligibility | Developmental delay or diagnosed condition | One of 13 disability categories AND adverse educational impact |
Important: Your child may have qualified for Early Intervention but not automatically qualify for a school IEP. The school will conduct its own evaluation under different eligibility criteria and make its own determination.
Federal law sets specific timelines for the transition process. Know these dates and track them on your calendar.
90 Days Before 3rd Birthday
Your EI service coordinator must schedule a transition conference. Do not wait — ask for it early. This is the official start of the transition under federal law.
Transition Conference
You, your EI team, and a school district representative meet. Share your child's current status and needs. Sign consent for EI records to be sent to the school district.
After the Conference
Formally request an evaluation from the school district in writing. This is NOT automatic — the transition conference does not substitute for a written request. Keep a copy.
60-Day Window
The district has 60 days from receipt of your written request to complete the evaluation and hold an eligibility meeting. Track this deadline on your calendar.
By 3rd Birthday
If eligible, an IEP must be in place and services must begin on your child's third birthday — or the first school day after. Even if the birthday falls in summer, the district is still responsible.
Even after a transition conference, you must formally request an evaluation from the school district. The transition conference does not start the clock — your written request does.
[Your Name]
[Date]
[School District Name]
Special Education Department
Dear Special Education Director,
I am writing to formally request a full and individual evaluation for my child, [Child's Full Name], date of birth [DOB], in all areas of suspected disability.
My child has been receiving Early Intervention services through [State EI Program] for [describe: speech delay, developmental delay, autism, etc.]. They will turn 3 on [date], and I am requesting a school evaluation to determine eligibility for special education and related services under Part B of IDEA.
Please contact me to schedule the evaluation as soon as possible.
Sincerely,
[Your Name]
[Phone Number]
[Email Address]
Send by email so you have a timestamped record. The 60-day clock starts when the district receives your written request.
You are not required to provide these documents, but sharing them helps the school team understand your child's history and can sometimes shorten the evaluation process.
To qualify for an IEP at age 3, your child must meet criteria under one of 14 disability categories AND the disability must adversely affect their educational performance.
Developmental Delay, Autism, Speech or Language Impairment, and Intellectual Disability are the most frequently used categories for preschool-age children. Developmental Delay is a broad category available in most states for ages 3–9 and does not require a specific diagnosis.
If your child is found eligible, an IEP is developed at a team meeting. You are an equal member of this team — not a guest. You have the right to participate in every decision.
Describes your child's current skills across all developmental areas. Should be written in plain language and reflect what YOU observe at home — not just clinic test results.
Specific, measurable goals your child is expected to achieve within the year. For preschoolers, goals typically cover communication, social, motor, cognitive, and self-help skills.
Any therapy your child needs to benefit from special education — speech therapy, OT, PT, counseling, or assistive technology. Must be listed with type, frequency, and duration.
Where your child will receive services. Federal law requires the Least Restrictive Environment — the school must justify in writing any placement that removes your child from typical peers.
Federal law requires the Least Restrictive Environment — your child should be educated with typically developing peers to the maximum extent appropriate. The school must justify in writing any placement that removes your child from a general education setting.
Your child attends a regular preschool with typical peers. Supports (aide, pull-out therapy, modified materials) are provided within or alongside that setting.
Best for: Children who can participate with supports
A classroom for children receiving special education services. Smaller class sizes, higher staff ratios, more intensive support throughout the day.
Best for: Children needing more intensive support
A special education classroom where some typically developing children are intentionally included, providing peer models in a smaller, more supportive setting.
Best for: Intensive support needs + peer interaction
Child attends a community preschool (Head Start, Title I) while the school district provides IEP supports and services within that setting.
Best for: Children who benefit from community integration
Use this checklist to stay on track. Print it, save it, or download the full version in our Transition Guide.
Bring this list to your preschool IEP meeting and check off each question as it is answered.
Downloadable guides to help you prepare for every step of the transition — from Early Intervention through the preschool IEP.
A complete step-by-step guide: what changes at age 3, the full transition timeline, a sample evaluation request letter, eligibility categories, IEP red flags, placement options, a full checklist, and questions to ask.
Before the transition, prepare for your final IFSP meeting. Covers every IFSP section, scripts for difficult situations, a full question list, notes template, and after-meeting checklist.
Still in the EI phase? This guide covers everything from what EI is, to eligibility, services, IFSP, parent rights, and how to set up a smooth transition well before age 3.
Birth to age 5 milestone tracking across all developmental domains. Helps you document your child's progress and identify areas to raise with the school evaluation team.
Use these free Special Clarity tools as you prepare for your child's transition.
Once your child has a preschool IEP, use this tool to quickly spot 20 common problems before you sign.
Use it free →
Get a word-for-word script for what to say at your child's preschool IEP meeting.
Use it free →
Find your state's evaluation timelines, special education contacts, and free parent advocacy resources.
Use it free →
Plain-language definitions of IFSP, IEP, PLAAFP, LRE, FAPE, and every other term you'll encounter in the transition.
Use it free →
Transition planning is legally required starting at age 16 — and earlier is always better. Here is how to make sure it happens.
Know when transition planning must begin
IDEA requires transition planning by age 16 — and many states require it by age 14. If your child is approaching these ages and their IEP does not include transition goals, request a meeting immediately to add them.
Develop a vision for your child's future
Before the IEP meeting, discuss with your child what adult life looks like — education, employment, independent living, community participation. This vision drives every transition goal the team writes.
Request age-appropriate transition assessments
The IEP team must assess your child's strengths, preferences, and interests. These may include interest inventories, situational assessments, and career aptitude tools — ask for them specifically if they haven't been done.
Ensure the IEP includes measurable post-secondary goals
The IEP must include post-secondary goals in education/training, employment, and independent living (if appropriate). These goals must be measurable, connected to assessments, and updated every year.
Request specific transition services in writing
Transition services — vocational training, job shadowing, college counseling, life skills instruction — must be listed in the IEP as the coordinated activities needed to reach post-secondary goals.
Involve your child in IEP meetings
IDEA encourages active student participation in IEP meetings — and requires it once a student turns 18. Help your child practice self-advocacy so they can speak for themselves at the table.
Everything you need to prepare for your child's IEP meeting — what to bring, what to ask, and what to do after. Printable PDF, delivered free to your inbox.
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Other resources that may be relevant to your child.
Transition planning for autistic young adults often involves supported employment, housing, and adult Medicaid waiver services.
Read guide →
ADHD doesn't end at graduation. College accommodations, workplace supports, and self-advocacy skills all start in the IEP.
Read guide →
Adults with Down syndrome have robust options for supported living and employment. Transition planning determines how much access they get.
Read guide →
The transition process has firm deadlines and requires you to take action. Start early, put everything in writing, and use these resources to stay prepared every step of the way.
No. Qualifying for Early Intervention does not automatically qualify your child for a school IEP. The school district must conduct its own evaluation under different eligibility criteria. Under Part B of IDEA, your child must meet one of 13 disability categories AND the disability must adversely affect their educational performance. You must request the school evaluation in writing — it does not happen automatically from the transition conference.
Disagree in writing and request an Independent Educational Evaluation (IEE) at the school's expense — this is your right under IDEA when you dispute an eligibility determination. The school must either fund the IEE or file for due process to defend their decision. You can also ask whether a 504 Plan is appropriate. Request re-evaluation any time your child's needs change, and contact your state's Parent Training and Information Center (PTI) for free guidance.
Early Intervention ends on your child's third birthday — there is no extension. If the school IEP is not in place by that date, your child may go without services temporarily. To prevent this: start the transition process before the 90-day mark, submit your written evaluation request immediately after the conference, track the 60-day deadline, and follow up regularly. If a gap occurs, document everything in writing, contact the special education director, and ask whether compensatory services will be provided.
Yes — you have the legal right to bring anyone you choose to an IEP meeting. This can be a spouse, family member, your child's EI therapist, a parent advocate, or a special education attorney. You do not have to ask permission. You also have the right to bring your own records, take notes, and record the meeting (state laws on recording vary — check your state's rules). You are an equal member of the IEP team, not a guest.
No. You are never required to sign the IEP at the meeting. You have the right to take the document home, review it carefully, and request changes before signing. The school may not pressure you to sign on the spot. Ask for a copy of the IEP before you leave — you are entitled to it. If you disagree with any part of the IEP, put your concerns in writing and send them to the special education coordinator within a few days.
The Least Restrictive Environment (LRE) is a federal requirement under IDEA that children with disabilities must be educated alongside typically developing peers to the maximum extent appropriate. For preschoolers, this means the school should first consider whether your child can receive adequate support in a general education or inclusive preschool setting before placing them in a segregated special education classroom. If a more restrictive placement is chosen, the school must explain in writing why less restrictive options are not appropriate.
Disclaimer: The information on this page is for general educational purposes only and does not constitute legal, medical, or therapeutic advice. Transition timelines, eligibility criteria, and preschool placement options vary by state and school district and change over time. Always verify current information with your state's Early Intervention program and local school district. Special Clarity is not a law firm and does not provide legal representation or advocacy services.