Adapted from the Early ACCESS
Transition Toolbox
Next Steps
A Guide as Your Child Turns 3
If your child will soon be turning
three years old, it is time to begin
planning for transition. During
this time you and others will be
discussing options for your child.
This information is intended to
help you understand the transition
process.
We have broken the transition
process down into six steps.
Each issue of Next Steps will
cover one of these steps. We
recognize that not all families will
be going through these steps at
the same time, so you can view all
of the steps, as well as additional
information and handouts, at
http://tinyurl.com/AEA11FEP
then scroll down to “Early ACCESS
Transition” on the left.
You may also contact your Family
& Educator Coordinator to request
copies of all six steps. You may
wish to save each issue of Next
Steps to refer to, as appropriate.
Heartland Area Education Agency 11 does
not discriminate based on race, color, creed,
sex, gender identity, sexual orientation,
marital status, family status, genetics, national
origin, religion, age, military or veteran status,
pregnancy or disability. Direct inquiries to the
Human Resources Director, 6500 Corporate
Dr., Johnston, IA 50131-1603, the Director,
Iowa Civil Rights Commission, Des Moines,
Iowa 50319-1004 or Director, Office for Civil
Rights, Kansas City, MO 64106.
Step Three:
Transition Planning Meeting
As your child nears age three, a transition planning meeting
will be scheduled. The purpose of the meeting is for the
Individualized Family Service Plan (IFSP) team to share
information about progress your child has made, and to
make a plan for transition from Early ACCESS.
At the meeting, the IFSP team will talk about the process for
your child to be considered for Special Education services.
The IFSP team will talk about what happens if your child is
not eligible for Special Education services. The team can
help you find other appropriate services for your child.
The IFSP team will review information in order to plan for
any needed evaluation(s). At this meeting, you will discuss
potential services, including services from your child’s third
birthday, through the remainder of the school year.
A written plan will be developed at the meeting that will
include an outcome or outcomes with steps and services
to prepare your child for any new expectations and/or skills
in preparation for his/her next setting. This can also include
discussion about any training you may need for your child’s
next steps.
The Transition Planning Meeting
• Includes your family and Area Education Agency (AEA) personnel
• Will be held sometime between 9 months and/or 90 days before your child’s third birthday
• Will review the child’s program options for the period from the child’s third birthday through the
remainder of the school year
• Will establish a transition plan including, as appropriate, steps to exit from Early ACCESS
At the Transition Planning meeting:
The family will:
• Share information
• Ask questions
• Talk about their child’s strengths and needs
• Share concerns
The service coordinator will:
• Initiate discussion about current services the child is receiving
• Discuss potential services
• Discuss community based options
• Provide information about the transition process
• Provide information about family rights
• Complete a written plan with your input
• Obtain written consent if evaluation(s) will be done
Ideas for Preparing Your Child for a New Setting or Program
• Schedule a visit or a series of visits to the new setting and meet the important people in the new
setting.
• Talk about how the new setting is different than home and also how it is the same as home.
• Talk about how your child will get to the new program or setting. If the child will be transported
on a bus, ask the program for a trial bus ride and go with your child.
• If you know of other children who will be in the same setting, arrange a play date prior to the start
of the new program so the child will have a friend when he or she begins.
• Take your child to the store to pick out any needed supplies for the new setting or program. Be
excited about the choices your child makes.
• Help your child learn to sit and pay attention by attending the public library story hour.
• Ask your local librarian for help finding good books that deal with changes and/or new
beginnings in settings or programs.
• Make a storybook with pictures of the new people and places the child will see. Read it at home
several times before beginning.
• Have a calendar to cross off the days until the child begins in the new setting.
• Encourage your child to ask questions and share feelings about transition. Talk about what will
happen when the new program begins.
• Let your child make simple choices throughout the day — show him or her two shirts so a choice
can be made. Children need practice in making choices to increase independence, to feel in
control, and to build self-esteem.
Activities to Encourage Curiosity
and Imagination in Your Child
Count
backwards
from 10.
Read the story
“Good Night
Moon.”
Look both
ways before
you cross
the street.
Practice
together.
Sing a lullaby
before
bedtime.
Make a
necklace.
String beads
or macaroni
on yarn.
Cut pictures
of people out
of a magazine
to represent
family
members.
Try a new
food today.
Mix two fruits
together for
snack today.
Paint the
sidewalk with
water. Use a
paint brush
and a bucket of
water.
Make a
sandwich
together. Talk
about the
steps.
Play with
play dough.
Practice the
concept of
“in” and “out”
by stepping
into and out
of a laundry
basket.
Cut the front
of a cereal
box into
pieces. See if
your child can
put it together.
Give your
child a
blanket ride.
Have your
child sit on a
blanket. Pull
the corners
of the
blanket.
Sing “Row,
Row, Row
Your Boat”
really slow
and then
speed it up
faster and
faster.
Go to the park
and swing
together.
Walk barefoot
through the
house. Talk
about the
different
feelings on
different
surfaces.
Go for a walk
outside and
play “I Spy.”
Make cookies
today.
Listen to
music. Use
a wooden
spoon to tap
to the beat.
Crumble up
newspaper
and practice
throwing
it into a
container.
Build a tower
with blocks.
See how they
balance.
When driving,
Have a
talk about what “rectangle”
you see.
day. Find
rectangles
around the
house. Have
a rectangle
snack.
Draw a tree
on paper. Dip
your pointer
finger into
green paint
and print
leaves on the
top of the tree.
Build a bridge
out of blocks.
Drive a toy
car under
and over the
bridge.
Make a
drum out of
an empty
coffee can or
oatmeal box.
Make muffins
to share with
friends.
Make today
“Teddy Bear
Day.” Have
Teddy join you
in everything
you do.
Make a
snowman
out of
marshmallows.
Eat it after you
are done.
Bury a few
objects in the
sand. Then
dig them out
with a shovel.
Play doctor.
Use stuffed
animals as the
patients.
Take a ball to
the park. Roll
it down the
slide and then
roll it back up.
Play catch!
Have a
“yellow” day.
Wear yellow
and eat a
yellow food
for snack.
Make a train
with different
sizes of
boxes. Count
the cars. Put
items in the
boxes for the
train to pull.
Visit http://tinyurl.com/AEA11FEP to find the FEP Coordinator who serves your area.
Sign up to receive FEP news and information at http://tinyurl.com/FEPnews.