(FACTS/LRE grants permission for photocopying of this handout.)
This sample transition timeline identifies what steps will be followed in transition, who is responsible for each step in the transition process, and when each step will be accomplished. This includes steps that are required by law as part of the IFSP and steps that are options to consider when developing a transition plan.
| Date | Responsibility | |
| Hold first planning meeting to begin the transition process. | ||
| Develop a transition plan and provide information concerning child and parent rights.* | ||
| Identify goals and methods to prepare the child and family for transition.* | ||
| The family provides consent for release of information to public school and other programs or services.* | ||
| Identify necessary evaluations to determine eligibility for continued special education services and conduct evaluations.* | ||
| The transition team discusses eligibility for continued special education services and other issues related to transition, and identifies future program options (MDC meeting).* | ||
| Members of the transition team visit program options. | ||
| If the child is eligible to receive special education services, the transition team writes the IEP and identifies new program(s) and services. | ||
| The family and child visit the new program, meet with the teacher and related services staff. | ||
| The early intervention staff transfers records and contacts the new program staff to exchange information.* | ||
| The child starts the new program on the eligible or agreed upon date.* | ||
| The family meets with the new program staff to assess child adjustment. | ||
| Early intervention and the new program staff evaluate the transition process, including child adjustment and family satisfaction. |
* Steps that are required as part of the IFSP appear with an asterisk.