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Transition Plan

Transition Plan

Purpose:

The ECEAP Transition Plan ensures a smooth and supportive transition process for children and families as they move through various stages of early childhood education. This plan emphasizes collaboration between B-5 ECEAP providers, families, and community partners to ensure that transitions are successful and tailored to each child’s developmental needs.

  1. Assist families and children with annual transitions between programming.

(a) Transition Into B-3 or PreK ECEAP:

  • Purpose: Assist children transitioning from home, another contractor, or other early learning care settings into B-3 or PreK ECEAP.
  • Key Activities:
    • Initial family orientation and welcome events.
    • Home visits or virtual meetings to familiarize children and families with the program.
    • Regular communication with families to support the child’s transition into the new environment.

(b) Transition Between Classrooms:

  • Purpose: Support children moving between classrooms at any B-5 ECEAP site.
  • Key Activities:
    • Introduction to new classroom environments and teachers.
    • Gradual visitations to the new classroom before the official move.
    • Information sharing between teachers on each child’s progress and needs.

(c) Transition Out of B-3 or PreK ECEAP:

  • Purpose: Guide families and children transitioning to another contractor or other early learning care settings.
  • Key Activities:
    • Communication with new early learning care providers to ensure a smooth transition.
    • Providing families with all relevant child development and health records to facilitate the transition.
    • Offering transition meetings or discussions to prepare children and families. 

(d) Transition From ECEAP to Kindergarten:

  • Purpose: Support children moving from PreK ECEAP to kindergarten.
  • Key Activities:
    • Kindergarten readiness events and parent information sessions.
    • Visits to local elementary schools or virtual introductions.
    • Sharing of child assessments and progress reports with kindergarten teachers (with parental consent).
    • Discussing the child’s readiness for kindergarten during parent-teacher conferences.

(e) Transition From IFSP to IEP:

  • Purpose: Coordinate the transition for children moving from an Individualized Family Service Plan (IFSP) to an Individualized Education Program (IEP).
  • Key Activities:
    • Collaboration with local school districts and special education teams to facilitate a smooth transition.
    • Conducting transition meetings with families and specialists to ensure proper service continuation.
    • Assisting families with understanding and navigating the IEP process.
  1. B-3 ECEAP Transition Planning

For Birth to 3 ECEAP, providers must co-create and implement strategies with families to ensure a successful transition out of B-3 ECEAP. This includes the following:

(a) ELMS Documentation:

  • Transition plans must be entered and regularly updated in the ELMS (Early Learning Management System) under the Transition Tab. This ensures accurate tracking of each child’s transition progress.

(b) Six-Month Planning:

  • At least six months prior to a child’s third birthday, contractors must initiate transition planning with the family. This planning includes the following discussions:
    • Developmental Level and Health/Disability Status: Review the child’s current developmental progress and any health or disability concerns.
    • Progress in B-3 ECEAP: Reflect on the child’s achievements and areas of growth while in the program.
    • Family Circumstances: Consider any changes or current circumstances affecting the family.
    • Available Programs: Provide information on ECEAP, Head Start, and other early education services that can meet the needs of the child and family.
    • Transition Timeline: Facilitate the transition to the child’s next placement as soon as possible after their third birthday. However, if necessary for a smoother transition, the child may remain in B-3 ECEAP until the end of the program year following their third birthday.

3. Coordination for Kindergarten Transition

In preparing children for kindergarten, B-5 ECEAP providers will:

(a) Plan Joint Family Events:

  • Collaborate with local schools to plan joint events for families, such as kindergarten readiness workshops.

(b) Connect Families to Kindergarten Readiness Events:

  • Share information about kindergarten readiness activities offered by local schools and help families access these opportunities.

(c) Inform Families of Kindergarten Registration Processes:

  • Ensure families are well-informed about school registration procedures and timelines.

(d) Build Relationships with Kindergarten Teachers:

  • Establish communication and relationships with kindergarten teachers to ensure continuity of care and understanding of each child’s needs.

(e) Exchange Information with Parental Consent:

  • With the family’s permission, exchange child development information and assessment data with kindergarten teachers to facilitate a successful transition.

(f) Conduct Parent-Teacher Conferences:

  • Use parent-teacher conferences to discuss each child’s progress towards kindergarten readiness, ensuring families understand how their child is developing and what steps are needed for a smooth transition to kindergarten.

This transition plan promotes continuity in the child’s early learning experience, from home and early childhood settings to kindergarten, ensuring both children and families feel supported throughout each stage of development.

  • (E)
  • Transition Plan