---
title: "Early Intervention to Maryland Public School: IEP Guide"
description: "Moving from early intervention to a Maryland public school? Learn the IFSP-to-IEP timeline, evaluation rules, your IEP rights, and records to share."
date: "2026-11-05T05:27:20-05:00"
language: "en-US"
canonical_url: "https://bluesailscounseling.com/insights/transitioning-from-early-intervention-autism-program-to-maryland-public-schools/"
source_url: "https://bluesailscounseling.com/insights/transitioning-from-early-intervention-autism-program-to-maryland-public-schools/"
content_type: "text/markdown"
---

Autism & Early Intervention · 

# Transitioning From an Early-Intervention Autism Program to Maryland Public Schools: An IEP Guide

A Maryland guide to moving from early intervention to public preschool: the IFSP-to-IEP timeline, evaluation and consent rules, records to share, your IEP meeting rights and placement. General education only.

By Blue Sails · November 5, 2026

Medical reviewer: [Dr. Ling Lu](https://bluesailscounseling.com/editorial-team/ling-lu/)

![Transitioning From an Early-Intervention Autism Program to Maryland Public Schools: An IEP Guide](https://bluesailscounseling.com/wp-content/uploads/parent-child-park-walk-to-preschool-scaled.webp)On this page

Turning three is a big change for families in early intervention. In Maryland, services for infants and toddlers run under one set of rules, and preschool special education through your local school system runs under another. This guide walks through the timeline, the paperwork and your rights at IEP meetings so the handoff from an early-intervention autism program or the [Maryland Infants and Toddlers Program](https://mditp.org/) to public school feels more predictable. It is general education, not legal advice, and local procedures can vary, so confirm details with your service coordinator and school system.

## Key Takeaways

- Transition planning starts early: Maryland adds transition outcomes to the IFSP around the second birthday and holds a transition planning meeting at least 90 days before the third birthday ([COMAR 13A.13.01.09](https://regs.maryland.gov/us/md/exec/comar/13A.13.01.09)).

- Eligibility for an IEP is a separate school decision. A medical autism diagnosis helps, but it does not by itself decide eligibility.

- After you sign consent for assessments, Maryland school systems generally have 60 days to complete the initial evaluation ([COMAR 13A.05.01.06](https://regs.maryland.gov/us/md/exec/comar/13A.05.01.06)).

- Progress reports from your child’s current program can help the IEP team understand your child’s skills and needs.

- You are a member of the IEP team, with defined rights to notice, documents and help from people who know your child.

## Two Systems, Two Sets of Rules

Early intervention for children under three falls under Part C of the Individuals with Disabilities Education Act (IDEA). It is built around the family and an Individualized Family Service Plan (IFSP). Preschool special education falls under Part B of IDEA. It is run by your local school system and built around an Individualized Education Program (IEP) that focuses on how a disability affects your child’s learning and participation in school.

That shift matters. Services do not carry over automatically, the school system must decide eligibility on its own, and the plan will be written around educational needs rather than family outcomes. Knowing this ahead of time lets you plan instead of react. Maryland also offers an Extended IFSP option that lets some eligible families stay in early intervention until the school year after the fourth birthday; our guide to the Infants and Toddlers Program vs. a private program explains that choice.

## The Maryland Transition Timeline

Here are the key milestones, with the rule behind each one:

| When | What happens | Source |
| --- | --- | --- |
| IFSP meeting closest to the second birthday | Transition outcomes are added to your child’s IFSP | [COMAR 13A.13.01.09](https://regs.maryland.gov/us/md/exec/comar/13A.13.01.09) |
| No later than 90 days (and, if everyone agrees, up to 9 months) before the third birthday | IFSP transition planning meeting, with your approval, including a local school system representative if your child may be eligible for preschool special education | [COMAR 13A.13.01.09](https://regs.maryland.gov/us/md/exec/comar/13A.13.01.09) |
| After you sign consent for assessments | The school system completes the initial evaluation within 60 days (or within 90 days of receiving a written referral) | [COMAR 13A.05.01.06](https://regs.maryland.gov/us/md/exec/comar/13A.05.01.06) |
| After the evaluation | The IEP team meets to develop the IEP, generally within 30 days | [COMAR 13A.05.01.08](https://regs.maryland.gov/us/md/exec/comar/13A.05.01.08) |
| By the third birthday | If your child is eligible, an IEP (or, where used, an IFSP) is developed and being implemented | [34 CFR 300.124](https://www.ecfr.gov/current/title-34/section-300.124) |

If your child was referred to early intervention after 33 months of age, the transition planning meeting may happen later than 90 days before the third birthday, and the program should hold it as soon as possible ([COMAR 13A.13.01.09](https://regs.maryland.gov/us/md/exec/comar/13A.13.01.09)). The [MSDE family guide to early childhood transitions](https://marylandfamiliesengage.org/wp-content/uploads/2022/08/A-family-guide-to-early-childhood-transitions-in-maryland-birth-to-kindergartenupdated.pdf) has more detail on each step.

## Step 1: Start the Conversation Early

Ask your service coordinator about transition at the IFSP review closest to your child’s second birthday. Useful questions include:

- When will the transition planning meeting be scheduled, and who from the school system will attend?

- Which records and reports should go to the school system, and how do I authorize that?

- Is the Extended IFSP option available for my child, and how would it compare with an IEP?

- Who should I contact at the school system if I have questions before the meeting?

## Step 2: Put Your Evaluation Request in Writing

A written referral creates a clear starting date. Maryland sets the initial evaluation timeline from the school system’s receipt of a written referral (90 days) or from your consent for assessments (60 days), whichever applies ([COMAR 13A.05.01.06](https://regs.maryland.gov/us/md/exec/comar/13A.05.01.06)). As practical advice, send your request by email or letter, keep a dated copy, and write down the date you sign consent.

Consent for an evaluation is not consent for services. The school system must get your informed written consent before the initial evaluation, and separately before it starts special education services ([34 CFR 300.300](https://www.ecfr.gov/current/title-34/section-300.300)). If something on a consent form is unclear, ask before you sign.

## Step 3: Understand How Eligibility Is Decided

Under IDEA, a child qualifies for special education when they have a qualifying disability and, because of it, need special education and related services ([34 CFR 300.8](https://www.ecfr.gov/current/title-34/section-300.8)). The team reviews evaluation data, including information you provide, before deciding ([34 CFR 300.306](https://www.ecfr.gov/current/title-34/section-300.306)). When moving from an ABA program to preschool, the team looks at how autism affects communication, social interaction, behavior or adaptive skills at school, not only whether a diagnosis exists.

That is why a medical diagnosis and school eligibility are different decisions. Our guide to [medical autism diagnosis vs. Maryland school IEP eligibility](https://bluesailscounseling.com/insights/medical-autism-diagnosis-vs-school-iep-eligibility-maryland/) explains why many families end up needing both, and our [autism evaluations](https://bluesailscounseling.com/services/autism-services/evaluations-diagnosis/) page covers the clinical side. For a neutral how-to on [school refusal, academic anxiety, and ADHD-related attendance in Maryland public schools](https://bluesailscounseling.com/insights/child-teen-school-anxiety-refusal-adhd-maryland/)—chronic absence, CBT/graded exposure, and 504 vs IEP—see our Insights guide.

## Share Your Child’s Program Records With the IEP Team

![A parent and a family advisor sit at a bright office table sorting through a child](https://bluesailscounseling.com/wp-content/uploads/organizing-records-at-table-825x1024.webp)

When you share your child’s progress records with the IEP team, you are not just passing along paperwork. You are giving the team a clearer starting point for your child’s goals. Records that families often find useful include:

- Your child’s current IFSP and recent progress notes

- Behavior analyst (BCBA) treatment summaries, assessments and behavior plans

- Speech-language and occupational therapy evaluations and progress summaries

- Any clinical evaluation reports and diagnostic summaries

- Notes on what helps your child at home, such as routines, communication supports and calming strategies

Early intervention and private providers generally need your written authorization before they share records, so sign releases early enough for reports to arrive before the meeting. The school team considers outside information alongside its own assessments. A short cover note that points to the most recent data can help busy team members find what matters.

## Know Your Rights at IEP Meetings

![A parent talks with two school team members around a small table during a calm preschool planning meeting.](https://bluesailscounseling.com/wp-content/uploads/calm-planning-meeting-conversation-825x1024.webp)

You are a member of your child’s IEP team ([34 CFR 300.321](https://www.ecfr.gov/current/title-34/section-300.321)). Maryland adds specific timelines that help you prepare:

| Your right | What it means in practice | Source |
| --- | --- | --- |
| Advance notice | Written notice at least 10 days before an IEP meeting, unless the meeting is expedited for an urgent reason | [COMAR 13A.05.01.07](https://regs.maryland.gov/us/md/exec/comar/13A.05.01.07) |
| Documents before the meeting | An accessible copy of assessments, reports, data charts and any draft IEP the team plans to discuss, at least 5 business days ahead | [Maryland Education Article §8-405](https://mgaleg.maryland.gov/2025RS/Statute_Web/ged/8-405.pdf) |
| The finished IEP | The completed IEP (or a draft, if it is not final) within 5 business days after the meeting | [Maryland Education Article §8-405](https://mgaleg.maryland.gov/2025RS/Statute_Web/ged/8-405.pdf) |
| Bring people who know your child | You may invite others with knowledge or special expertise about your child, such as an outside provider | [34 CFR 300.321](https://www.ecfr.gov/current/title-34/section-300.321) |
| Team member excusal | A required member may be excused only if you and the school agree in writing | [34 CFR 300.321](https://www.ecfr.gov/current/title-34/section-300.321) |
| Procedural safeguards notice | You receive a copy at least once a year, and on request | [34 CFR 300.504](https://www.ecfr.gov/current/title-34/section-300.504) |

If you need to reschedule or attend by phone or video, tell the school as soon as you can. The [MSDE special education process guide](https://marylandpublicschools.org/programs/Documents/Special-Ed/FSDR/Special%20Education%20Process.pdf) summarizes these steps in plain language.

### If You Disagree With the Team

Disagreements happen. Often a follow-up meeting or a request for more data resolves them. If not, IDEA provides formal options, including mediation ([34 CFR 300.506](https://www.ecfr.gov/current/title-34/section-300.506)), a state complaint ([34 CFR 300.153](https://www.ecfr.gov/current/title-34/section-300.153)) and a due process complaint ([34 CFR 300.507](https://www.ecfr.gov/current/title-34/section-300.507)). Parents can also ask about an independent educational evaluation at public expense when they disagree with the school’s evaluation ([34 CFR 300.502](https://www.ecfr.gov/current/title-34/section-300.502)). Your procedural safeguards notice explains each option and its deadlines, and your school system’s special education office or the Maryland State Department of Education can answer questions.

## Placement and the Least Restrictive Environment

Under IDEA, children with disabilities are educated with children without disabilities to the maximum extent appropriate ([34 CFR 300.114](https://www.ecfr.gov/current/title-34/section-300.114)). Each school system must have a continuum of placements available, ranging from regular classes with supports to special classes, special schools, home instruction and instruction in hospitals and institutions ([34 CFR 300.115](https://www.ecfr.gov/current/title-34/section-300.115)). Maryland’s placement rules are in [COMAR 13A.05.01.10](https://regs.maryland.gov/us/md/exec/comar/13A.05.01.10).

For preschoolers, that can mean services in a community early-childhood classroom, a public prekindergarten class with support, or a special education preschool class. The placement is decided by the IEP team, including you, based on your child’s IEP, and it is reviewed at least once a year ([34 CFR 300.116](https://www.ecfr.gov/current/title-34/section-300.116)).

## Writing IEP Goals the Team Can Measure

An IEP must include measurable annual goals and describe how and when progress will be reported to you ([34 CFR 300.320](https://www.ecfr.gov/current/title-34/section-300.320)). Data from your child’s current program can help the team set a realistic baseline. For example, a note that your child follows a two-step direction in 6 of 10 opportunities gives the team something concrete to build on.

Ask how each goal will be measured, who will collect the data and how often you will see progress reports. Many families also ask for short-term benchmarks so progress is easier to follow during the year.

## Track Progress After the IEP Starts

![A mother writes a short note at the kitchen table while her daughter plays with wooden blocks beside her.](https://bluesailscounseling.com/wp-content/uploads/kitchen-table-progress-notes-825x1024.webp)

Once services begin, keep a simple log of what you notice at home, questions for teachers and the dates progress reports arrive. The IEP is reviewed at least once a year ([34 CFR 300.324](https://www.ecfr.gov/current/title-34/section-300.324)), and you can ask for a meeting sooner if something is not working. A reevaluation happens at least every three years unless you and the school agree it is not needed ([34 CFR 300.303](https://www.ecfr.gov/current/title-34/section-300.303)).

The team also considers whether your child needs extended school year (ESY) services. That decision is made individually by the IEP team, so a diagnosis alone does not decide it ([34 CFR 300.106](https://www.ecfr.gov/current/title-34/section-300.106)).

## Looking Ahead to Kindergarten

Preschool services are planned for preschool. Before kindergarten, the IEP team typically reviews goals, updates present levels of performance and considers whether services or placement should change for a full-day classroom. Our guide to kindergarten readiness skills for autistic children covers the skills side, such as routines, toileting, following directions and peer play.

## How Blue Sails Can Help

Our [early-intervention autism program](https://bluesailscounseling.com/services/autism-services/early-intervention-program/) brings together [ABA therapy](https://bluesailscounseling.com/services/autism-services/early-intervention-program/#aba-therapy), [speech-language therapy](https://bluesailscounseling.com/services/autism-services/speech-language-therapy/), [occupational and sensory therapy](https://bluesailscounseling.com/services/autism-services/occupational-sensory-therapy/) and [parent coaching](https://bluesailscounseling.com/services/autism-services/parent-coaching-training/). With your authorization, Providers can share progress reports with your child’s IEP team and help you organize examples and questions before meetings. We also offer [autism evaluations](https://bluesailscounseling.com/services/autism-services/evaluations-diagnosis/) and [autism and developmental psychiatry](https://bluesailscounseling.com/services/medication-management/autism-developmental-psychiatry/) when clinically appropriate. Blue Sails does not provide legal representation or act on behalf of the school’s IEP team.

To ask about current availability, visit our [intake page](https://bluesailscounseling.com/client-intake/), and see [insurance and billing](https://bluesailscounseling.com/insurance-billing/) for coverage questions. For broader context, our [autism and early intervention guide](https://bluesailscounseling.com/autism-early-intervention/) and [toddlers and preschoolers](https://bluesailscounseling.com/clients/toddlers-preschoolers/) page are good next reads.

## Frequently Asked Questions

### Can My Child Keep Attending a Private Early-Intervention Autism Program After Starting Public Preschool?

Often, yes, if schedules allow. Private services you choose are separate from the IEP. They are typically paid through insurance or by the family, while the school system is responsible for the services written into the IEP. Talk with both teams so goals and schedules fit together.

### Does My Child Need a Medical Autism Diagnosis Before the School Evaluates?

No. School systems must identify and evaluate children who may need special education, and eligibility is decided by the school’s evaluation. A clinical diagnosis can still be useful information for the team, and insurers often ask for one before covering ABA.

### What If My Child Was Referred to Early Intervention After 33 Months?

Maryland allows the transition planning meeting to happen less than 90 days before the third birthday in that case, and the program should hold it as soon as possible. Ask your service coordinator and school system how they will schedule the evaluation.

### Does the School Provide Transportation for Preschool Special Education?

Transportation is a related service under IDEA. The IEP team decides whether your child needs it to benefit from special education, so ask about it at the IEP meeting.

### What Happens to the IEP If We Move to Another Maryland County?

When a child with an IEP moves to a new school system in the same state during the school year, the new school system must provide services comparable to the existing IEP, in consultation with the parents, until it adopts that IEP or develops a new one. Moving to Maryland from another state on military orders? Our guide to [PCSing to Maryland with an autistic child](/insights/military-family-mental-health-pcs-efmp-maryland/) covers out-of-state IEP transfer alongside EFMP and TRICARE steps.

### Will My Child Get Extended School Year Services?

The IEP team decides ESY individually, based on your child’s needs. An autism diagnosis alone does not decide it. Ask the team how it will review data on regression and recoupment over breaks.

Sources: [COMAR 13A.13.01.09](https://regs.maryland.gov/us/md/exec/comar/13A.13.01.09), [COMAR 13A.05.01.06](https://regs.maryland.gov/us/md/exec/comar/13A.05.01.06), [COMAR 13A.05.01.07](https://regs.maryland.gov/us/md/exec/comar/13A.05.01.07), [COMAR 13A.05.01.08](https://regs.maryland.gov/us/md/exec/comar/13A.05.01.08), [Maryland Education Article §8-405](https://mgaleg.maryland.gov/2025RS/Statute_Web/ged/8-405.pdf), IDEA regulations at 34 CFR Part 300 ([Child Find](https://www.ecfr.gov/current/title-34/section-300.111), [related services](https://www.ecfr.gov/current/title-34/section-300.34), [transfers within the state](https://www.ecfr.gov/current/title-34/section-300.323)). Checked November 2026.

About the medical reviewer

## [Dr. Ling Lu](https://bluesailscounseling.com/editorial-team/ling-lu/)

Dr. Ling Lu is a healthcare executive and the founder of [Happy Harmony Health Management LLC](https://hhhmgmt.com/about-hhhm/) in Bethesda, Maryland. Originally trained as a physician in Guangdong, China, where she founded and operated multiple outpatient clinics, Dr. Lu brings over twenty years of clinical and healthcare leadership experience to her reviews of primary care and behavioral health topics.

Reviewer assigned; medical review sign-off pending.

This article is general information, not medical advice. If you are in immediate danger, call 911. For crisis support, call or text 988.

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