Outcome

Family, school, early intervention providers, and community partners will engage in a collaborative planning process to transition children and families smoothly from local Infants and Toddlers Programs to a variety of early childhood environments at age three.

Objectives

  • Discuss the major steps in planning, with families, for transitioning children at age three from local Infants and Toddlers Programs to appropriate early childhood environments

  • Describe what should happen before, during, and after a transition meeting

  • Specify the essential components of Part C Early Intervention and Part B Preschool Services/Supports in language understandable to family and community partners

  • Describe the roles and responsibilities of families, Part C, Part B, and community partners in planning for transition

  • Describe, in family-friendly language, the eligibility process for Part B Preschool Services

  • Suggest strategies for engaging families in planning for transition

  • Explain how to address any concerns families may have about the transition process

  • Explain how the Family Support Network and Preschool Partners can provide parent-to-parent support during planning for transition

  • Describe the range of early childhood environments to consider with families for children transitioning from local Infants and Toddlers Programs

  • Identify strategies for promoting collaboration among a family, public school, early intervention provider, and community partners during planning for transition


-REFLECTION

Consider specific responsibilities related to Session 2 objectives about planning for transition with families, and review a self-assessment survey.


This session, Planning for Transition, has four key activities for readers:

  • reading essential content

  • engaging in application activities to integrate the presented information

  • reviewing recommended reading

  • completing a self assessment

Summary of Activities

Activities Time allotment
Essential Content about planning for transition from early intervention to early childhood settings 2 hours
Application 1: Reviewing program practices: Planning for Transition 1-2 hours
Application 2: Addressing concerns families may have about implementing an IFSP 1 hour
Application 3: Planning for Transition: Separating Fact from Fiction 1 hour
Recommended Reading 2 hours
Self-Assessment .5 hour


Guiding Questions for Planning for Transition
  • What is a family’s vision for a child’s next steps at age three?

  • What opportunities will each child have to participate with typically developing peers in community-based early childhood settings?

Why This Topic Was Selected

Young children learn best when they feel secure and know they can trust the adults caring for them. During their first several years, children can experience numerous transitions as they move in and out of various early childhood environments. During these transitions, each child and family will face new routines, expectations, and relationships. Effective planning for transition from an Infants and Toddlers Program provides the essential support for children and families to make these changes smoothly, rather than the rocky experience described below (Head Start Bureau, 2000):

Shondra is used to taking her nap in her own crib at a certain time. In her new Head Start program, she resists resting on a floor mat with other children. Without words to express her feelings, Shondra becomes agitated. When her new teacher tries to calm her in a different way than she is used to, she grows more upset and is inconsolable.

Consider an alternative scenario:

Shondra’s Head Start teacher, her mother, her Infants and Toddlers Program service coordinator and a special educator from the public school meet to work out strategies to smooth Shondra's entry into Head Start. They talk comfortably about Shondra’s abilities, interests, special needs, temperament, and routines.

Shondra’s mother is prepared for this meeting because she had already considered her daughter’s next steps at age three. When Shondra turned two, her Infants and Toddlers Program service coordinator had started talking about possible preschool settings for Shondra. They came up with transition outcomes and strategies. A public school educator had joined them during Transition Planning Meetings, and guided them through Part B eligibility and IEP meetings. Now, looking back, Shondra's mother knows she and her daughter will miss their Infants and Toddlers Program providers, but they are also comfortable with Shondra’s new school experiences.

Planning for Transition provides an overview of the roles and tasks that families and early childhood providers must engage in during their collaboration to select appropriate next steps for young children. What is the anticipated outcome? All children and families in Maryland will experience a transition, like Shondra and her family, that prepares them to participate in appropriate early childhood environments with their peers, to the maximum extent possible.