What Does Transition Mean for Students with IEP's

Policy Drives Our Practices - Achieving Transition Goals Requires Coordinated Services 

Goals for our students to achieve to their individualized fullest potentials as citizens “participating in postsecondary education and/or training, engaging in meaningful employment, living within one’s community, exercising self-determination, and contributing to society as productive citizens.”    (Office of Special Education & Rehabilitative Services)

Achieving desired outcomes requires all of us to place the student at the center of planning and instruction taking place in the least restrictive environment.

• 3 Secondary Pathways for high school students with disabilities to receive core academic and transition services across three domains (postsecondary education, and training, employment, and independent living)

• Systematic Transition Planning - IEP Transition Plans

• CHCCS Transition Services - teamwork, community resources

Transition Planning is person-centered and long-range. The Transition Plan provides a roadmap for the team to design an individualized program which supports academic and life-centered achievement.

Transition goals are the only goals on the IEP which are written beyond the scope of the school year. 

• 3 Goal Areas: Employment, Education/Training, Independent Living (a.k.a. adulting) 

• Transition Services are activities specifically designed to focus on instruction, related services, community experiences, employment and post-school adult living objectives, daily living skills, and functional vocational assessments.

Transition Goals and services/activities support the student assuming as much responsibility as possible in the planning, implementation, and refinement of long-term goals. 

Future Ready Core

Students should be integral participants in driving the design of the IEP (including Transition Plans) and taking leadership roles in all IEP team meetings

• IEP/Transition Plan developed using educational assessments, Interest and employment inventories, and functional skills assessments.

Courses & Activities: 

• Career & Technical Education (CTE) Electives: project-based classes, industry credentials, internships, clubs, and more

• Pre-ETS TRAC supplements: Instruction in self-advocacy and self-determination (choosing goals, goal planning, expressing goals), Seminars in Leadership & Conflict Resolution, Transitioning from high school, and Effective Communication, and Interviewing 101; Social Emotional lessons and skill building exercises; Career Counseling with Career Coaches; Virtual job/career explorations

Occupational Course of Study 

Students should be integral participants in driving the design of the IEP (including Transition Plans) and taking leadership roles in all IEP team meetings

• IEP/Transition Plan developed using educational assessments, Interest and employment inventories, and functional skills assessments.

Courses/Activities: 

• OccPrep Courses (I-IV): Education and training designed to meet career development needs

• Career & Technical Education (CTE) Electives: project-based classes, industry credentials, internships, clubs, and more

• Work-Based Learning Experiences (WBLEs): school and community-based work experiences supported by EC school staff provide hours toward state graduation requirements

• Pre-ETS TRAC supplements: Instruction in self-advocacy and self-determination (e.g., choosing goals, goal planning, expressing goals, rights & responsibilities), Seminars in Leadership & Conflict Resolution, Transitioning from high school, and Effective Communication, and Interviewing 101; Social Emotional lessons and skill building exercises; Targeted community Work-Based Externships with TRAC Career Coaches; Community-Based Instruction experiences focused on training/education options, job exploration, & recreation/leisure opportunities; TTAP Assessment and Career Counseling

Adapted Curriculum 

Students should be integral participants in driving the design of the IEP (including Transition Plans) and taking leadership roles in all IEP team meetings

• IEP/Transition Plan developed using educational assessments, Interest and employment inventories, and functional skills assessments.

Activities:

• Community-Based Instruction experiences (CBIs): variety of experiences within the community for students to practice using skills learned in the classroom. These include Special Olympics activities

• Work-Based Learning Experiences (WBLEs): school and community-based work experiences supported by EC school staff provide hours of employability skills training

• Pre-ETS TRAC services: Instruction in self-advocacy and self-determination (e.g., choosing goals, goal planning, expressing goals, rights & responsibilities), Seminars in Leadership & Conflict Resolution, Transitioning from high school, and Effective Communication, and Interviewing 101; Social Emotional lessons and skill building exercise; Targeted community Work-Based Externships with TRAC Career Coaches; Community-Based Instruction experiences focused on training/education options, job exploration, & recreation/leisure opportunities; TTAP Assessment and Career Counseling

What are Transition Services?

As mandated by federal legislation (IDEA 2004), Transition Services is a coordinated set of activities for a student with a disability that: 

(A) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation

(B) is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests

(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. 

Source: IDEA - https://sites.ed.gov/idea/