CO-2: Transition Policy

Purpose:

This policy ensures that transitions in a child’s early learning journey are smooth, supportive, and collaborative. By partnering with families and the community, B-5 ECEAP providers create a seamless transition experience that fosters continuity in the child’s growth and development from early childhood through kindergarten.

Policy Guidelines:

1. Development of Transition Plan: B-5 ECEAP providers must develop a written transition plan in partnership with families. The plan must include an annual schedule of activities to assist children and families in the following transitions:

(a) Into B-3 or PreK ECEAP: Transitioning from home, another contractor, or other early learning care settings.

(b) Between Classrooms: Moving between rooms at any B-5 ECEAP site.

(c) Out of B-3 or PreK ECEAP: Transitioning to another contractor or early learning care setting.

(d) From ECEAP to Kindergarten: Supporting children in the move from PreK ECEAP to kindergarten.

(e) From IFSP to IEP: Coordinating transitions for children moving from an Individualized Family Service Plan (IFSP) to an Individualized Education Program (IEP).

2. B-3 ECEAP Transition Planning: For Birth to 3 ECEAP, providers must co-create and implement strategies with families to support children and families transitioning out of B-3 ECEAP.

(a) ELMS Documentation: Transition plans must be entered and updated in the ELMS under the Transition Tab.

(b) Six-Month Planning: At least six months before a child’s third birthday, contractors must implement transition planning that includes:

• Discussions with the family about the child’s developmental level, health, and disability status. 
• Review of progress made by the child and family while in B-3 ECEAP.
• Consideration of current and changing family circumstances.
• Information on available ECEAP, Head Start, and other early education programs that meet the child’s needs.
• Facilitation of the child’s transition into their next placement as soon as possible after the third birthday, while allowing the child to stay in B-3 ECEAP until the end of the program year if necessary for a smooth transition.

3. Kindergarten Transition Planning: The transition plan for children moving from ECEAP to kindergarten must include coordination with local schools to:

(a) Plan Joint Family Events: Organize events in collaboration with schools to involve families in transition activities.

(b) Connect Families to School Events: Link ECEAP families to kindergarten readiness events provided by local schools.

(c) Inform Families of Registration Processes: Ensure families are aware of the school’s kindergarten registration procedures.

(d) Build Relationships with Kindergarten Teachers: Foster communication between ECEAP and kindergarten teachers to promote successful transitions for children.

(e) Exchange Information: Share child assessment data and other relevant information with parent permission to support the child’s transition.

(f) Parent-Teacher Conferences: Use conferences to help families understand their child’s progress towards kindergarten readiness and discuss the transition process.

This policy ensures that transitions are well-planned and tailored to each child’s needs, providing continuity in care and support for families throughout their early education journey.

Adoption Date:  First Reading 4.23, Adopted 5.23, Revised: