Practices are defined as key elements of transition planning that are broad and global in nature and can be implemented in ways that reflect a shared understanding of the intent of the practice and are regularly and consistently implemented across staff and programs. Strategies are defined as specific program or classroom activities used to implement a practice. Need help navigating TiPS? Click here to download navigation tips! (PDF)
Click on the link for "What is the Conceptual Framework to download a PDF with more information
1. A primary contact person for transition is identified within each program or agency (Interagency Structure)
2. Community- & program-wide transition activities & timelines are identified. (Continuity & Alignment)
3. Referral processes & timelines are clearly specified. (Interagency Structure; Continuity & Alignment)
4. Enrollment processes & timelines are clearly specified. (Interagency Structure; Continuity & Alignment)
5. Program eligibility processes & timelines are clearly delineated. (Interagency Structure; Continuity & Alignment)
6. Agencies develop formal mechanisms to minimize disruptions in services before, during, & after the transition of the child & family. (Interagency Structure; Continuity & Alignment)
7. Staff & family members are actively involved in the design of transition processes & systems. (Interagency Structure; Communication & Relationships)
8. Families meaningfully participate as partners with staff in program- & community-wide transition planning efforts. (Interagency Structure)
9. Conscious & transparent connections are made between curricula & child expectations across programs/environments. (Continuity & Alignment)
10. Transition plans are developed that include individual activities for each child & family. (Continuity & Alignment)
11. Children have opportunities to develop & practice skills they need to be successful in the next environment (Continuity & Alignment)
12. Methods are in place to support staff-to-staff communication both within & across programs (Communication & Relationships; Continuity & Alignment)
13. Staff roles & responsibilities for transition activities are clearly delineated (Communication & Relationships; Continuity & Alignment)
14. Staff know key information about a broad array of agencies & services available within the community.
15. Individual child & family transition meetings are conducted.
16. Families are aware of the importance of transition planning & have information they need to actively participate in transition planning with their child.
17. Families’ needs related to transition are assessed & addressed.
18. Families have information about & are linked with resources & services to help them meet their specific child & family needs.
19. Families actively participate in gathering information about their child’s growth & development.
20. Transition team members share appropriate information about each child making a transition.
21. Staff follow-up on children after the transition to support their adjustment (also Continuity & Alignment)
Visit our new Transition TiPS, a web-based toolkit to assist in identification of specific practices and strategies.
Visit our Publications Tab for the latest NECTC Reports: A Critical Incident Study of the Transition Experience for Young Children with Disabilities: Recounts by Parents and Professionals, Technical Report 6.
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