"More than anything, I want my child to keep learning in kindergarten and beyond. She has a lot of challenges, but the support she got in her Head Start Preschool program made a big difference. I’ll make sure that she has what she needs to succeeding school." – Parent of a child with an IEP

This chapter explains how to help children with disabilities move smoothly from one program or school to another. As a disability services coordinator, you work with program staff, community partners, and families to make sure these transitions go well. Children may move from:

• Early Head Start to Head Start Preschool
• Head Start Preschool to kindergarten
• IDEA Part C services to Part B services
• One program setting, classroom, or service provider to another; for example:
  • Home-based to group care or kindergarten
  • Infant room to toddler room
  • Family child care provider home to group care or kindergarten

Each move brings new people, routines, and places. A well-planned transition helps children feel safe and supported. It also helps families feel confident and involved. Your main goal is to keep services and support consistent, during these changes.

Key Ideas

• Families are essential. Parents and caregivers play a big role in planning transitions. Laws like IDEA and the Head Start Program Performance Standards require their involvement.
• Smooth transitions help children grow. When changes are well-planned, children with disabilities can keep learning and developing. It also reduces stress for families.
• Respect cultural and language differences. Programs should support families from all backgrounds and include their values and languages in the transition process.
• Good communication is key. Everyone involved — families, teachers, service providers, and schools — needs to share information and work together.
• Training helps. Staff should take part in joint training with early intervention providers, special education staff, and local school districts to better support transitions.
• Work as a team. Include families and team members from all areas — education, health, and community services — to create a strong, coordinated plan.

What are Transition Services in Head Start Programs?

Transitions can be hard for children and families — especially when they’re used to the way things are. But with early planning and teamwork, transitions can go smoothly.

According to Transition Services, 45 CFR §1302 Subpart G, Head Start programs must:

• Plan ahead for each child’s move to a new program or school.
• Share information with families about their child’s progress.
• Help families understand what to expect in the new setting.
• Work with the new program or school to make sure the child keeps learning and growing.

When programs and families work together, children feel more confident and ready for change. They can keep learning without big disruptions. Families also feel more supported and involved in their child’s education.

Types of Transitions and What’s Required

From Early Head Start to Head Start Preschool

• Plan early — at least six months before the child turns 3.
• Move the child to Head Start as soon as possible after their third birthday.
• Work with Head Start staff to make sure eligible children can enroll without delays.

From Head Start Preschool to Kindergarten

• Help parents get ready to support and speak up for their child in school.
• Work with local schools to:
  • Share records.
  • Communicate between staff.
  • Offer joint training.
  • Support summer learning programs.
  • Create classroom activities that help children get used to kindergarten routines.

Between Programs

• Support families in finding the right next step — whether it’s another Head Start Preschool, Early Head Start, or a different early childhood program.

Special Rules for Children with Disabilities

Under Additional Services for Children with Disabilities, 45 CFR §1302 Subpart F, there are extra steps for children who qualify for services under the IDEA.

Children with an IFSP in Early Head Start Moving to Preschool

• Programs must:
  • Create a transition plan before the child turns 3.
  • Work with the family and the local IDEA agency to see if the child qualifies for Part B services (for ages 3+).
  • If eligible, the agency must write an IEP to continue services after age 3.

Head Start Preschool Children with an IEP Moving to Kindergarten

• Programs must:
  • Work with the family and the IDEA agency to support the move.
  • Keep a copy of the child’s IEP or IFSP while they’re in the program.
  • Follow all rules about confidentiality when sharing information.

Planning for Partnerships

To make transitions smooth for children with disabilities, programs must work closely with:

• Part C and Part B agencies that provide services under IDEA
• Community partners
• Your program’s staff

How to Build Strong Transition Partnerships

• Plan with families. Include clear steps for how you’ll work with families during the transition process.
• Create a communication plan. Make sure all partners know how and when to share important information about children, families, and programs.
• Share data carefully. You can share children’s records with other programs, but only:
  • With the parent’s written permission
  • While keeping the information private and secure
• Support children who are dual language learners. If a child with a disability also speaks another language, make sure your transition plan includes language support.

Your Role in Transition Services

As the DSC, you play a central role in helping children with disabilities move smoothly between programs. Your job is to make sure services stay consistent and that families feel supported and informed. You also help families become strong advocates for their children.

Transitions work best when everyone — families, staff, and community partners — communicates and collaborates.

Build a Strong Transition Team

If your program doesn’t already have a transition team, talk with leadership about creating one. A good team includes:

• Family engagement coordinator – Works with families to create a personalized transition plan and arranges for interpreters or translators if needed.
• Education manager, teacher, or home visitor – Keep records of the child’s learning progress and teaching strategies.
• Health manager – Supports children with disabilities and special health needs.
• Transportation manager – Ensures safe and appropriate transportation for children who need it.

Coordinate with IDEA Partners

You’ll work closely with:

• Part C providers
• Part B special educators 

When a child turns 3, they may move from Early Head Start to Head Start Preschool. This often means:

• A new classroom, new staff, and new peers.
• A shift from early interventionists to school-based special educators.
• A need for families to adjust to new expectations.

Your role is to:

• Help families understand what’s coming.
• Share the child’s IFSP, treatment plans, and behavior plans with the new team.
• Support a smooth handoff between programs.

Deciding on Placement and Services in Kindergarten

Choosing the right kindergarten placement and services for a child with disabilities is a team decision. The IEP team, which includes the family, works together to make sure the child gets the support they need.

As the DSC, you work closely with the child’s Head Start Preschool teacher or home visitor to share insights and help guide the process.

What to Consider During the Transition

Some children may have:

• An IEP
• A Section 504 Plan
• A Child Action Plan
• An Individualized Health Plan 

For each child, you should:

• Meet with the family and specialists to discuss the child’s needs and goals.
• Recommend settings where the child can learn alongside peers without disabilities — just like in Head Start programs.
• Explain what worked well in the Head Start Preschool classroom, including:
  • Teaching strategies
  • Support services
  • Behavior plans
• Identify any challenges the child faced so the new school can prepare to support them.

Explore Summer Learning Options

Many local education agencies (LEAs) offer summer programs for children entering kindergarten. If your Head Start program doesn’t run in the summer, these programs can:

• Help children stay on track.
• Give them a chance to be with same-age peers.
• Ease the transition into a new school setting.

Final Steps to Support a Smooth Transition

• Review or update your interagency agreement with the local IDEA agency to make sure services are appropriate and up to date.
• Help families advocate for placements and services in the least restrictive environment (LRE).
• Connect families with their state’s Parent Training and Information Center (PTI) for extra support and guidance.

Tools to Support Your Work

• Supporting Children with Individualized Education Programs (IEPs) offers practical tips and tools to help children with IEPs transition smoothly into kindergarten. It includes:
  • Strategies for involving families in the transition process
  • Guidance on interagency collaboration
  • Tips for joint training between early childhood and school staff
  • Ideas for preparing children and families for new environments
• Parent Training and Information Centers

Find Support in Your State

PTIs help families of children with disabilities understand their rights and advocate for services in the LRE. These centers:

• Offer free training and resources
• Help families navigate IEPs, 504 Plans, and transitions
• Partner with professionals to improve outcomes for children

How You Can Support Families

• Make sure evaluations and IEP decisions are timely and appropriate. Help families understand the process and what to expect.
• Minimize service disruptions. Work with families and partners to keep services consistent during re-evaluations.
• Meet with families early. Ask about their hopes, concerns, and expectations for the transition.
• Gather and share important records. Collect child progress notes, plans, and other documents to support the transition team.
• Ensure clear communication. Make sure both the sending and receiving programs have accurate, up-to-date information.
• Involve the whole family. Include all family members who want to be involved — even those who don’t live with the child. When you work with families, you recognize them as lifelong educators and advocates for their children.

Helping Families Advocate

The new info and decisions may overwhelm families. You can help them stay focused and confident by:

• Keeping the child’s best interests at the center of every conversation.
• Providing clear, written information about school services and what will change or stay the same.
• Answering questions about services, supports, and expectations.
• Connecting families with the new school. Arrange visits, meet-and-greets, and introductions to parent-teacher groups.
• Encouraging culturally and linguistically appropriate planning. Make sure the child’s language and cultural needs are respected.

Finally, help families define what they need in a preschool or kindergarten setting and advocate for the supports that will help their child succeed.

Working with the Larger Team

As a DSC, you play a key role in bringing together staff, families, and community partners to plan smooth transitions for children with disabilities. Ideally, these partners are part of a transition team within your program.

Your job is to make sure everyone involved has the information and support they need to help the child succeed.

Your Responsibilities

You help coordinate and manage the transition process by:

• Organizing meetings and communication between families, staff, and partners.
• Sharing child data (with family consent) to support planning.
• Monitoring the transition process to keep it on track.
• Reducing service disruptions so children continue to receive support.
• Advocating for children to learn and grow alongside their peers without disabilities, whenever appropriate.

Know the Timeframes and Tasks

Planning ahead is essential. Here’s what to keep in mind:

• Six months before the child turns 3:
  • Start planning the transition from Early Head Start to Head Start Preschool or another early childhood program
  • Include visits to and from the receiving program
  • Follow all legal requirements for the transition from IDEA Part C to Part B
  • Use the transition plan in the IFSP to guide the process
• Before kindergarten:
  • Allow enough time to coordinate with special education partners and LEAs
  • Make sure the receiving school is ready to begin the child’s Individualized Education Program (IEP) on their first day

Tips to Support Smooth Transitions for Children with Disabilities

Helping children with disabilities move to a new program or school takes planning, teamwork, and strong communication. Here are some ways to make transitions easier for children and their families.

What You Can Do

• Review your program’s transition policies. Make sure they support smooth transitions and involve families from the start.
• Create information packets. Share helpful materials with families and partners, including details from early intervention and special education services.
• Stay in touch with the receiving school or program. Talk often to spot challenges early and set clear expectations.
• Update interagency agreements. Revise your agreements with local IDEA agencies to reflect current roles and responsibilities.
• Support learning with peers. Recommend classroom placements where children can learn alongside others their age. Share what supports helped the child succeed.
• Promote early services for infants and toddlers. Make sure families and caregivers have what they need in home-based, center-based, or family child care settings.
• Use tools and materials that can help you:
  • Build strong partnerships with schools
  • Plan transition activities
  • Tailor support to your community’s needs

People Who Can Help

You don’t have to do this alone. Work with a team that may include:

• Family services staff
• Education managers
• Teachers and home visitors
• Health and transportation managers
• Data managers and program administrators
• Early intervention and special education staff
• Mental health consultants
• Staff from receiving schools, like principals and kindergarten teachers
• Parents and family members

Questions to Ask Your Team

Use these questions to reflect and improve your transition process:

• What options does the new school or program offer? How can we help children learn with their peers?
• What is the transition like from Early Head Start to Head Start Preschool for families, children, and staff?
• What is the transition from Head Start Preschool to kindergarten like for families, children, and staff?
• How well is our current transition process working? When does it start, and who is involved?
• What do families and children say about their experience?
• What support do families receive? Have they asked for more?

Scenario: Working Together for a Smooth Transition

Sydney Street Head Start has a strong relationship with a nearby elementary school. As the new school year begins, Mohammed, the DSC, meets with the school principal to review how they support children with disabilities during transitions. They also want to learn more about the different classrooms and services available at the school.

Monthly Team Meetings

Mohammed and the principal set up monthly meetings with the transition team. This team includes:

• The Head Start director
• Teachers and staff from both programs
• Special education staff from the school
• Parents and family members

At each meeting, the team talks about:

• Joint training for teachers
• Transportation plans
• Support for children who speak more than one language
• Ways to improve services for children with disabilities

Teachers and parents are especially concerned about young children’s emotional well-being. To help, the team plans training sessions on mental health. These sessions will be led by:

• School specialists
• The Head Start mental health consultant
• A local mental health clinic, which will also offer sessions for parents

Summer Program for Kindergarten Readiness

The team agrees to offer a summer program at the elementary school for children with disabilities who are starting kindergarten in the fall. These children are enrolled in both Head Start services and the school district.

Each partner provides different support:

• Head Start programs offer classrooms, meals, dental screenings, and family support
• The school district provides teachers and classroom aides

This summer program helps children:

• Get to know their new teachers
• Spend time with classmates who don’t have disabilities
• Feel more comfortable in their new school

Final Steps

To make sure everyone understands their roles, the partners update their interagency agreement. This document now includes the new responsibilities and tasks for both programs.