Early childhood transitions
Plan the handoff from early intervention to school.
A child moving from early intervention toward preschool needs a planned handoff, not just a new appointment. Public developmental services, school special education and private academic tutoring have different purposes and eligibility processes.
Start with the appropriate public contact
ECECD’s Family Infant Toddler (FIT) Program serves children from birth to age three with, or at risk for, developmental delays or disabilities. Its evaluation and early-intervention services are available at no cost to families. A developmental concern is enough to make a referral; you do not need to establish a diagnosis first.
For preschool special education, contact the school district serving your address and ask for its Child Find or preschool evaluation contact. If you are already working with FIT, ask your service coordinator to help identify the receiving school team. Do not use a neighboring district’s appointment rules as statewide instructions.
The third birthday matters, with an important summer exception
Under IDEA §300.101(b), an eligible child must have an IEP or qualifying IFSP in effect by the third birthday. When that birthday falls during summer, the IEP team determines when services begin. A summer birthday is not a reason to leave that question unanswered.
New Mexico’s adopted preschool rule requires a Part B evaluation before initial school services. FIT participation does not automatically establish school eligibility. An IFSP—the early-intervention family service plan—and a school IEP are not simply interchangeable labels.
Ask the team to distinguish four decisions: eligibility, the plan to be used, consent for initial services and the actual service start date. Write down which person will confirm each one.
Arrange the transition conversation before the handoff
For a toddler who may qualify for Part B preschool services, §303.209(c) calls for a transition conference with family approval, involving the family, lead agency and local educational agency. It is held at least 90 days before the third birthday and, if all parties choose, up to nine months before it.
Late referrals have different provisions. If referral to the Part C lead agency occurs fewer than 45 days before the third birthday and the child may qualify for Part B, §303.209(b) provides for referral to the education agencies with parental consent; an initial Part C evaluation, assessment and IFSP meeting are not required in that circumstance. Ask FIT and the district which provisions apply rather than assuming the usual sequence can be compressed.
Know what each consent covers
Consent for the initial school evaluation does not also authorize the initial provision of special education services. IDEA addresses those permissions separately. Ask staff to explain the purpose of each form, what information will be used and which step follows.
A referral, a screening, a full evaluation and an eligibility decision are different events. Keep their names and dates separate in your notes. The linked New Mexico evaluation guide addresses that process in more detail; this handoff organizer does not replace it.
Create a child-centered handoff sheet
This original worksheet is a conversation aid, not an assessment or official form. Describe participation in everyday activities instead of trying to diagnose the child. Share detailed records through the receiving team’s appropriate private process.
- What draws my child in: favorite activities, interests and ways to connect.
- How my child communicates: how they request help, show a choice or signal a pause.
- One ordinary routine: what my child does independently and what assistance helps.
- Existing information: current plan, assessments and provider observations available for team review.
- Handoff details: FIT contact, school contact, agreed next action and person responsible.
- Unresolved questions: evaluation needs, participation supports, setting, transportation if relevant and confirmed start date.
Prepare for kindergarten without turning readiness into a test
For a child already in preschool, ask the receiving school how current supports will be discussed before the move. Use the same handoff sheet to compare the old and new routines: arrival, group activities, communication and asking for help. Ask which information teachers need, not just which letters or numbers the child recognizes.
If the school finds the child ineligible, ask for its written explanation and discuss the concerns that remain. A family may still want information about community preschool or academic learning opportunities, but buying tutoring is not an appeal or a way to establish school eligibility.
Private tutoring is an optional academic service
Special Ed Resource offers online academic tutoring from preschool through adulthood with tutors certified in special education. Preschool families should discuss adult assistance, communication and online participation before choosing the format.
Tutoring is not FIT early intervention, childcare, speech or occupational therapy, a developmental evaluation or a replacement for school obligations. Start with the public evaluation pathway when development or eligibility is the concern. This guide is educational information, not an individual eligibility determination.
Sources and next steps
Links to other organizations do not imply an affiliation or endorsement. Check the provider’s current terms and eligibility.