California resource
If your child received services through California's Early Start program, their 3rd birthday is a major turning point. Here's exactly what happens, when it happens, and what you need to do to protect your child's services during that handoff.
Early Start is California's early intervention program for infants and toddlers from birth to age 3 who have a developmental delay or disability. It is funded and coordinated through the California Department of Developmental Services and delivered by your local Regional Center.
Services are provided at home and in community settings, guided by an Individual Family Service Plan (IFSP). Common Early Start services include speech therapy, occupational therapy, physical therapy, developmental intervention, and behavior support.
At age 3, Early Start ends by law — and responsibility for your child's services shifts to your local school district under the Individuals with Disabilities Education Act (IDEA). This shift is called the transition to Part B, and it requires a full re-evaluation and a new document: the IEP.
Don't wait for the Regional Center to start this process.
The transition timeline has strict legal deadlines, but delays happen — especially when districts are slow to respond to referrals. If your child is 2 years and 3 months or older and no one has talked to you about transition, contact your Regional Center Service Coordinator today and ask them to begin the process in writing.
9 months before 3rd birthday
Regional Center notifies you
Your Regional Center Service Coordinator is required to begin discussing the transition to school-based services with you. This conversation should include an explanation of Early Start, what changes at age 3, and an introduction to the school district's role.
What to do: Ask your Service Coordinator to schedule a formal transition meeting and request a written summary of what your child currently receives.
6 months before 3rd birthday
Regional Center contacts the school district
The Regional Center must send a formal referral to your local school district's special education department. This referral transfers your child's records and initiates the school district's obligation to evaluate your child. You must give written consent for this referral.
What to do: Request a copy of the referral letter and ask your Regional Center Service Coordinator to confirm the school district received it.
Within 60 days of referral
School district completes evaluation
Once you give written consent to the evaluation, the school district has 60 calendar days to complete a full assessment. This typically includes speech/language, cognitive, social-emotional, adaptive behavior, and any other areas of suspected disability. You have the right to participate in the assessment plan and to ask for additional areas to be evaluated.
What to do: Review the Assessment Plan carefully before signing. If you think an area is missing (occupational therapy, motor skills, autism evaluation), ask for it in writing before you sign.
Before or on 3rd birthday
IEP meeting is held
The school district must hold an initial IEP meeting and have a program in place by your child's 3rd birthday if they are found eligible. You are a full member of the IEP team. The IEP will describe goals, services, placement, and how your child will receive a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).
What to do: You are not required to sign the IEP at the meeting. Take it home, read it carefully, and return it signed — or with your concerns in writing.
On 3rd birthday
Early Start ends — school services begin
Your child's Early Start IFSP ends on their 3rd birthday. If an IEP is in place, school-based services begin that day. Services are no longer provided in the home by default — the district will offer placement in a school-based early childhood special education (ECSE) setting appropriate for your child's needs.
What to do: Confirm the start date, location, and schedule of services with the school district in writing before your child's birthday so there is no gap.
The answer depends on your child's diagnosis and eligibility category. Here's what changes and what doesn't.
Confirmed eligibility categories continue
If your child has a confirmed diagnosis that meets Regional Center eligibility criteria (autism, intellectual disability, cerebral palsy, epilepsy, or closely related conditions), Regional Center services do not stop at age 3. The IFSP converts to an Individual Program Plan (IPP), and your child remains a Regional Center client for life.
"At-risk" eligibility may not continue
Some children received Early Start services based on significant developmental delay without a confirmed diagnosis (called "at-risk" or "Category F" eligibility). At age 3, the Regional Center must re-evaluate eligibility. If your child doesn't meet the criteria for a qualifying diagnosis, they may no longer be eligible for Regional Center services — even if they still qualify for school special education.
Services shift in scope
After age 3, the Regional Center stops funding services that are primarily educational in nature (since those become the school district's responsibility). But non-educational services — respite care, behavior support at home, supported living, social skills programs outside of school — may continue to be funded.
Both agencies can coexist
Your child can have an IEP through the school district AND an IPP through the Regional Center at the same time. You can request that your Regional Center Service Coordinator attend IEP meetings to coordinate services and avoid duplication.
You must provide written consent before the school district can evaluate your child. You may also refuse consent — though this means the district cannot determine eligibility.
The 60-day evaluation window is firm. If the district misses it, document the delay in writing and contact your SELPA.
You have the right to request an Independent Educational Evaluation (IEE) at district expense if you disagree with their assessment results.
The IEP must be in effect by your child's 3rd birthday. If the district has not completed the evaluation in time, they must provide services comparable to those in the IFSP until the IEP is finalized.
You are a full and equal member of the IEP team. The school cannot hold a meeting and make decisions without you unless you have been properly notified and declined to attend.
All documents — assessment reports, IEP draft, placement offer — must be provided to you in your primary language at no cost.
You have the right to bring a support person, advocate, or attorney to any IEP meeting.
Print this list and bring it with you. You don't need to know the answers — you need to hear what the school says.
How did you determine my child is (or is not) eligible? What specific criteria did you apply?
What assessments were done, and who conducted each one? Can I have copies of all reports?
What placement are you proposing, and why is it the Least Restrictive Environment for my child?
What services will my child receive, how often, and in what setting?
How will we know if the goals are being met? How often will I receive progress reports?
If my child was receiving Regional Center services, how will those services be coordinated with the IEP?
Who is my point of contact at the school district if I have questions or concerns?
What happens if I disagree with the IEP or the placement?