With the approval of the child’s family and in accordance with OAR 581-015-2810 (IFSP Meeting Procedures and Timelines), a transition meeting to establish a transition plan must be held at least 90 calendar days, and at the discretion of the parties, up to nine months before the child’s third birthday and must include:
Discussions with and training of parents regarding future services, placements and other matters related to the child’s transition;
Procedures to prepare the child for changes in service delivery, including steps to help the child adjust to and function in a new setting or, if appropriate, steps to exit from the program;
A review of the child’s program options for the period from the child’s third birthday through the remainder of the school year; and
With parental consent, the transmission of information about the child to the ECSE subcontractor or other service provider, if different than the child’s EI subcontractor including;
Evaluation and assessment information; and
Copies of IFSPs that have been developed and implemented.
For children eligible for ECSE services under OAR 581-015-2795 (ECSE Eligibility), contractors or subcontractors must initiate and conduct an IFSP meeting on or before the child’s third birthday to:
Review and revise the IFSP;
Determine placement; and
Obtain parent consent for initial placement in special education. This is the initial consent for placement in special education for school-age students.
Transition from ECSE to School-age Special Education Services:
For children previously eligible in a disability category under OAR 581-015-2126 through 581-015-2180 (Visual Impairment), before a child reaches the age of eligibility for public school, the district must continue the child’s eligibility for school age special education services. The school district may conduct a reevaluation and reconsider eligibility for special education services.
The school district and contractor or subcontractor must hold a meeting during the year before the child is eligible to enter public school:
To determine steps to support the child’s transition from ECSE to public schooling or other educational setting; and
For a child eligible for school age special education services, to develop an IEP that is in effect at the beginning of the school year.