Transition to School-Age Programming
Early Intervention Services
For children eligible to transition from Early Intervention to school-age programming, a structured and supportive process is in place to ensure a smooth entry into their local school district or charter school. This transition is carefully planned to provide families with the necessary guidance and resources to prepare for their child's next educational step.
Overview of the Transition Process: The transition process begins one year before the child becomes eligible for kindergarten or first grade. This early planning allows families, school districts, and service providers ample time to collaborate and develop an appropriate educational plan that meets the child’s unique needs.
Key Steps in the Transition Process:
1. Early Planning & Family Engagement:
- Parents are introduced to the school-age transition process through meetings and resources provided by the Westmoreland Intermediate Unit Early Intervention Program and/or contracted agencies.
- Families receive information about their child’s rights, available services, and the steps required to enroll in school-age programming.
2. Individual Transition Meetings with School Districts:
- Before the end of February, individual meetings are held between families, Early Intervention representatives, and the receiving school district or charter school.
- These meetings provide an opportunity to discuss the child’s strengths, needs, and any necessary supports or accommodations to facilitate a successful transition.
3. Development of a Transition Plan:
- A transition plan is incorporated into the child’s Individualized Education Program (IEP).
- The plan outlines specific goals, strategies, and supports that will help the child adjust to the new educational setting.
- Collaboration among the family, school district, and Early Intervention professionals ensures continuity of services and appropriate placement decisions.
4. School Readiness & Support Services:
- Families may receive guidance on how to prepare their child for the school environment, including strategies for building independence, communication skills, and classroom routines.
- If needed, additional assessments may be conducted to determine eligibility for school-age special education services.
Ultimately, families and school districts work together to ensure that children experience a seamless and supportive transition into kindergarten or first grade, setting them up for success in their next stage of learning.
