Programs must complete a Child & Family Transition Plan for all Head Start children & families. The purpose of the transition tool kit as outlined on this page, is for staff to have some effective strategies they can utilize with children & families during times of transition. Staff is not required to use all of the strategies listed for every situation, but use this tool as a resource for planning.

Regulations & Policy

HS Performance Standards 1302.46, 1302.63, 1302.70, 1302.71 & 1302.72

Head Start programs must complete a Child & Family Transition Plan for all children & families. RHS & EHS center-based & FCCH educators will develop a social-emotional goal from DRDP assessment tool to include strategies for school & home prior to child’s first day of attendance. 

Document all transition activity on the Child & Family Transition Plan form

Tools:

• Transition Policy

• Transition Plan Tool Kit

• Child & Family Transition Plan DRDP 2015 (English/Spanish)

• Child & Family Transition Plan DRDP 2025 (English/Spanish)

• DRDP 2025 Sample SED Strategies

New Child

For a child entering our program for the first time:

• Conduct a home visit prior to enrollment.

• Ask the family about the child’s preferences & personality.

• Schedule a time for the child & family to visit the new setting in advance.

• The child can bring something familiar with them to the new setting (pictures, stuffed animal, blanket etc.).

• Conduct a CST prior to the first day of attendance when there are health conditions that may necessitate the program to make any accommodations.

• Complete the Infant needs & service plan in conjunction with the family in center base programs. (I/T only)

Program Option Transfer

For a child transferring from one program option to another program option:

• Discuss the new setting options with the family & make sure the proper paperwork & applications are in place. Share the new program’s parent handbook & policies with the family.

• Set up a time to meet with the receiving staff & family.

• Set up a time to visit the new setting or if the child is transferring into a home base model, conduct a home visit with the new home visitor.

• Conduct a follow-up visit with the child in their new setting.

Center Transfer

For a child transferring from one center to another:

• Request/send transfer of child records to appropriate center.

• Visit the new setting with the child & family.

• Meet with the receiving staff to discuss the child’s routines, likes, dislikes, interests, special accommodations, etc.

Infant/Toddler Transitions

Pregnant Woman

For a pregnant woman transferring to infant center base:

• Family Partnership Agreement goals will be developed & can include transition steps.

• Start planning with the receiving desired center for the child’s attendance at least 30 days prior to the due date.

• Pregnant woman can visit the center & meet the caregivers.

• Staff will complete an application for infants born to enrolled pregnant women within the first six weeks of the child’s birth. Transition of the infant can occur after the infant turns six weeks but no later than 10 weeks in a typical circumstance.

Infant to Toddler Classroom Transfer

For a child transferring from Infant to Toddler classroom:

• The receiving caregiver will visit the infant classroom with the child.

• The current caregiver will visit the toddler classroom with the child.

• The family will meet with the current & future caregiver.

• The current & future caregiver will meet to discuss the child’s routines, likes, dislikes, interests, special accommodations, etc.

• The child could take a familiar object with them to the toddler classroom.

Preschool to Kindergarten Transitions

Disabilities

Entering Program for First Time

For a child with an active IFSP or IEP entering the program for the first time:

• Ensure that the family has signed a Parent/Guardian Consent for Release of Information (R-34) form indicating the child’s current special education provider on the first page. This may include agencies contracted by the Part C provider (IFSP).

• Check the IEP/IFSP document for understanding of qualifying condition, services provided, by whom, the frequency & duration of interventions & any special accommodations or modifications recommended by the IEP/ IFSP team for the classroom setting.

• Contact the disabilities supervisor for support if a Child Success Team (CST) meeting is needed to support the child’s attendance.

• Follow up with parent within the first two weeks to ensure that the child is receiving the identified services when not provided at the Head Start site.

• Contact disabilities supervisor/designee for support when needed.

IFSP to IEP

For a child with an Active IFSP transitioning to an IEP:

• Caregiver/ Home Educator will attend the transition IFSP meeting (usually no later than 6 months prior to the child’s third birthday.)

• Caregiver/Home Educator will provide the family with an updated Parent/Guardian Consent for Release of Information form (R-34) with the child’s district of residence indicated on the first page.  Review document with the parent & request signature.

• Contact disabilities supervisor if a Child Success Team meeting is needed to plan for the child’s attendance in a center-based program.

IEP to Kindergarten

Child with an active IEP transferring to kindergarten:

• Collaborate with the child’s special education service provider to gain information about special education settings or services that may be offered to the child’s family in the coming year to support the child’s needs.

• Inform parents of Kindergarten, or Transitional Kindergarten registration dates.

• Prepare a statement of the child’s present levels of development gathered by work samples, or observations in the classroom to share at the child’s transition IEP meeting located at the school site where the child will attend Kindergarten or Transitional Kindergarten. The following areas of development should be discussed: Cognitive, Literacy, Social/emotional, Physical (both fine & gross motor), & self-help. Be prepared to discuss daily attendance & the ability to follow routines within the classroom setting.