[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-534932-105":59,"doc-detail-534932-en":123},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":116,"head_meta":118,"extra_data":120,"updated_unix":122},105,"en","early-intervention-early-childhood-special-education-transition","Early Intervention - Early Childhood Special Education Transition","","The document compiles Federal Register citations under 34 CFR Parts 300 and 301 addressing early intervention and early childhood special education transition requirements for children who turn three at the end of spring or during summer. It details when FAPE begins, the need for an IEP or IFSP by the third birthday, procedures for summer birthdays, and rules for extended school year services, including eligibility and limitations. It also covers transition from Part C to preschool Part B, the development and implementation timing of IEP/IFSP, and guidance on IEP Team involvement during initial meetings.",{"@graph":69,"@context":115},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/early-intervention-early-childhood-special-education-transition/534932/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/early-intervention-early-childhood-special-education-transition/534932.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109],{"name":110,"@type":111,"acceptedAnswer":112},"Under what conditions can extended school year services be provided?","Question",{"text":113,"@type":114},"Extended school year services must be available as necessary for FAPE and must be provided only if the child’s IEP Team determines, on an individual basis, that they are necessary. 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(1) Each public agency shall ensure that extended school year services are available as necessary to provide FAPE, consistent with paragraph (a)(2) of this section.  \n(2) Extended school year services must be provided only if a child's IEP Team determines, on an individual basis, in accordance with §§300 .320 through 300.324, that the services are necessary for the provision of FAPE to the child.  \n(3) In implementing the requirements of this section, a public agency may not—  \n(i) Limit extended school year services to particular categories of disability; or  \n(ii) Unilaterally limit the type, amount, or duration of those services.  \n(b) Definition. As used in this section, the term extended school year services means special education and related services that—  \n(1) Are provided to a child with a disability—  \n(i) Beyond the normal school year of the public agency;  \n(ii) In accordance with the child's IEP; and  \n(iii) At no cost to the parents of the child; and  \n(2) Meet the standards of the SEA.  \n[Authority: 20 U.S.C. 1412(a)(1)]  \n300.124 Transition of children from the Part C program to preschool programs.  \nThe State must have in effect policies and procedures to ensure that--  \n(a) Children participating in early intervention programs assisted under Part C of the Act, and who will participate in preschool programs assisted under Part B of the Act, experience a smooth and effective transition to those preschool programs ina manner consistent with section 637(a)(9) of the Act;  \n(b) By the third birthday of a child described in paragraph (a) of this section, an IEP or, if consistent with 300.323(b) and section 636(d) of the Act, an IFSP, has been developed and is being implemented for the child consistent with 300. 101(b); and  \n(c) Each affected LEA will participate in transition planning conferences arranged by the designated lead agency under section 635(a)(10) of the Act.  \n[Authority: 20 U.S.C. 1412(a)(9)]  \n300.323 When IEPs must be in effect.  \n(b) IEP or IFSP for children aged three through five.  \n(1) In the case of a child with a disability aged three through five (or at the discretion of the SEA, a two-year-old child with a disability who will turn age three during the school year), the IEP Team must consider an IFSP that contains the IFSP content (including the natural environments statement) described in section 636(d) of the Act and its implementing regulations (including an educational component that promotes school readiness and incorporates pre-literacy, language, and numeracy skills for children with IFSPs under this section who are at least three years of age), and that is developed in accordance with the IEP procedures under this part. The IFSP may serve as the IEP of the child, if using the IFSP as the IEPis—  \n(i) Consistent with State policy; and  \n(ii) Agreed to by the agency and the child’s parents.  \n(2) In implementing the requirements of paragraph (b)(1) of this section, the public agency must—  \n(i) Provide to the child’s parents a detailed explanation of t","cbCaivTg0rOarjSG","https://ap.wps.com/l/cbCaivTg0rOarjSG","pdf",17674,"English","# Early intervention to early childhood special education transition\n## FAPE for children beginning at age 3\n## Extended school year services\n## Transition from Part C to preschool programs\n## When IEPs must be in effect\n## IEP Team requirements","[{\"question\":\"Under what conditions can extended school year services be provided?\",\"answer\":\"Extended school year services must be available as necessary for FAPE and must be provided only if the child’s IEP Team determines, on an individual basis, that they are necessary. The services cannot be limited by disability category, nor can the type, amount, or duration be unilaterally limited.\"}]","Early Intervention - Early Childhood Special Education Transition | PDF",1791599350]