How to Transition from Early Intervention to Regional Center Services

Introduction

For families receiving Early Start services through a California regional center, a major transition happens when a child turns three. At that point, children either shift into school-based services through their local school district or continue with regional center support under the Lanterman Act. Knowing what to expect during this process can help families feel confident and prepared.

This article walks you through the transition from Early Intervention to regional center services, including how eligibility is determined, what steps to take, and how to advocate for your child throughout the process.

1. What Is Early Start and When Does It End?

Early Start is California’s early intervention program for children under age 3 who have developmental delays or are at risk for delays. Services are coordinated by regional centers and may include:

• Developmental therapy
  
• Speech, occupational, or physical therapy
  
• Family education and counseling
  
• Service coordination
  
  

Early Start services end at age three. Around the child’s second birthday, the regional center begins planning for the transition to the next appropriate program.

2. What Are the Options After Age Three?

At age three, children typically transition into one of two pathways:

1. Special education services through the school district, based on eligibility for an Individualized Education Program (IEP)
   
2. Ongoing support through the regional center, if the child meets criteria under the Lanterman Act
   
   

Some children may qualify for both systems and receive support through both the school and regional center.

3. What Is the Transition Process Like?

The transition process usually begins when your child is around 2 years and 6 months old. Key steps include:

• Transition planning meeting: A meeting with your regional center coordinator to discuss next steps, possible services, and assessments
  
• Eligibility review: The regional center evaluates whether your child meets criteria under the Lanterman Act for services after age three
  
• Referral to the school district: If appropriate, the regional center initiates a referral for a school-based evaluation
  
  

The goal is to create a smooth handoff so there’s no gap in services between Early Start and the child’s next program.

4. What Criteria Does the Regional Center Use After Age 3?

To continue receiving services after Early Start, a child must have a developmental disability that causes substantial limitations in three or more of the following areas:

• Communication
  
• Learning
  
• Mobility
  
• Self-care
  
• Independent living
  
  

Examples of qualifying diagnoses include autism, intellectual disability, cerebral palsy, and epilepsy. The condition must be expected to last indefinitely and significantly impact daily life.

If your child does not meet these criteria, they may still receive services through the school district or be referred to other community programs.

5. How Can Families Prepare for the Transition?

There are several ways to get ready:

• Ask early about the transition process and timeline
  
• Gather updated reports from therapists, doctors, and service providers
  
• Request a Lanterman eligibility assessment from the regional center
  
• Participate in the transition meeting and ask detailed questions about what to expect
  
  

You can also request written information about your rights and options, and bring a trusted advocate or support person to meetings.

6. What If Your Child Is Not Found Eligible?

If your child is not eligible for regional center services under the Lanterman Act, you may:

• Request a written explanation of the decision
  
• Ask for a reassessment or submit additional documentation
  
• File a fair hearing appeal if you disagree
  
• Explore services through the school district, First 5 programs, or local nonprofits
  
  

It’s important to remember that many children receive meaningful support through schools even if they do not qualify for regional center services.

7. Real-Life Example

Mateo received Early Start services for speech and motor delays. As he approached age three, his regional center scheduled a transition meeting and referred him for an evaluation. Although Mateo did not qualify under the Lanterman Act, he was eligible for preschool special education through his school district, and his family was connected with additional local resources.

8. Conclusion

Transitioning from Early Intervention to ongoing services can feel overwhelming, but with preparation and support, it can be a smooth and empowering process. Whether your child continues with regional center services or moves into school-based programs, the goal is to ensure that support remains in place to meet your child’s evolving needs.

By learning about the transition timeline, participating actively in meetings, and understanding your rights, you can help create a path forward that promotes your child’s continued growth and success.