Posted in DHHS / OCFS, ECE Information

Transitioning from Part C to Part B

How Does the Transition from Part C to B Work?

Transition planning begins when the child turns 2, intensifying during the last 6 months before the child’s third birthday.

Transition activities include:

  • Writing a transition plan as part of the child’s IFSP
  • Holding a transition conference at least 90 days before the 3rd birthday
  • Family and child visiting new educational settings, if necessary. Families can support their child by demonstrating positive attitude toward the new educational setting, ensuring continuity in curriculum and a child’s expected progress, and gathering information about the transition process.

Every child’s IFSP is required to have a transition plan, which includes:

  • specific transition needs
  • methods of evaluation and assessment
  • timelines
  • date of child’s 3rd birthday
  • date of transition conference
  • date the child exited the early intervention program
  • anticipated date of transition
  • person responsible for transition plan
  • date transition plan was initiated
  • date transition plan is to be completed

Transition Conference

The transition conference must be convened at least 90 days before the anticipated date of transition, but no later than 90 days before the child’s 3rd birthday. Families, service providers from the early intervention system, representatives of the local educational setting and any other appropriate community organizations should be invited to the conference.

Conference tasks include:

  1. reviewing current educational program’s options from the child’s 3rd birthday through the remainder of the school year
  2. supporting family’s decision as to the location of the child’s educational placement and time of transition
  3. scheduling an IEP meeting at least 90 days before the first day services are to be provided, if the child is transitioning to a new educational setting
  4. transferring, with parental consent, records, including evaluations, assessments and current IFSP to new educational setting
  5. identifying actions that need to be completed before the child moves into new service setting (enrollment, immunizations, transportation issues, medical needs, etc.)
  6. deciding how to evaluate whether the transition process was smooth and effective
  7. deciding if a post transition follow up, including service coordination and consultation with new staff is needed.

For those moving to a new educational setting, transition activities provide the opportunities for families and children to be better acquainted with new staff, policies, procedures and philosophy.


FCCAM works to unify, promote and strengthen quality professional family child care in Maine. We understand the critical role of child care providers in the lives of children and families. Through collaboration with other organizations we work to increase awareness of our profession and the value of a strong child care system to Maine's diverse communities.