1. Transition: Preparing for Life after High School
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2. CLSMF is not responsible for how you use this information.
This information is not intended as legal advice and is meant strictly for educational purposes.
CLSMF is not responsible for how you use this information.
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3. Transition to What?
Transition is when a student with a disability moves out of high school into the next phase of their life.
This can include going to college, getting a job, and living on their own.
Prior to making that transition, students with a disability need a transition plan, consisting of transition services.
This plan/service is found in the IEP.
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4. How does IDEA define Transition?
Transition services means a coordinated set of activities for a child with a disability that-
Is designed to be within 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 postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and/or community participation;
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5. IDEA con’t.
Transition plans are based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes-
Instruction;
Related services;
Community experiences;
The development of employment and other post-school adult living objectives; and
If appropriate, acquisition of daily living skills and functional vocational evaluation.
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6. What is purpose of Transition Planning?
Transition planning is a process that helps students with IEPs decide what they want to do after high school.
Transition planning allows the IEP team to make a roadmap of support to ensure the student will be able to transition into adulthood successfully.
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7. When Does Transition Planning Start?
Under IDEA:
Transition must start by age 16
In Florida, transition starts when the student turns 14
It can start earlier if the IEP team determines it is appropriate
Transition may continue until the student is 22 if the student has significant disabilities.
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8. Transition Planning by Age
IEP should include a statement of the student’s goals after school ends, necessary transition services, and an invitation for the student to attend the IEP meetings.
Age 16:
IEP includes a statement of needed transition services for areas of instruction the student wants to pursue, any other agencies involved, and an invitation for the members of the agencies to attend the IEP meetings.
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9. Transition Planning by Age
Guardianship process should start. The student must be informed about transfer of rights and guardianship options.
Before Age 18:
The student should apply for social security benefits, SSDI, and Medicaid if applicable.
Age 18:
The student should apply to vocational and day program agencies. The student should also consider supported living programs if necessary.
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10. Transition Planning Requirements
Transition planning must:
Be tailored to the student’s specific needs and consider the student’s interests
Include instruction, community experience, and working toward employment and other goals for the student
Each public and participating agency’s responsibilities
An IEP team can decide that a student doesn’t need services in certain areas
A statement saying so and explaining why must be included in the student’s IEP.
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11. Who Should be Part of the Process?
The student
This is their specific goal for after high school (ex: become an auto mechanic)
If the student can’t attend, the school district has to elect someone to make sure the student’s wishes are being considered
Members of any agencies needed to help the student reach their goal.
Ex: Agency for Persons with Disabilities, Center for Independent Living, Department of Children and Families, Division of Blind Services, Division of Vocational Rehabilitation, Social Security Administration, Local technical schools, etc.
The IEP team (including the parent)
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12. What is Vocational Rehab? www.rehabworks.org
Vocational Rehabilitation (VR) is a federal-state program that works with people who have physical or mental disabilities to prepare for, gain or retain employment
VR helps students with disabilities train for a job, continue their education, or find a job after high school.
Under this program, every youth will have the opportunity to participate in sponsored career counseling, work readiness training, and fully integrated work experiences in the community.
These services are delivered while youth are still in high school and establish the foundation for a seamless transition to individualized training, education, and employment.
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13. Voc Rehab con’t. Voc rehab offers: Career assessments and counseling
Work-readiness skills
Work-based learning experiences
Transition counseling and guidance
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14. Who should be referred to V-R?
All students with disabilities aged 14-21, should apply for VR services
Student’s with a disability documented by an Individual Educational Plan (IEP), a 504 Plan, or some other means
Students or young people who may have a disability, but not have an IEP and may need support later
Struggling students with disabilities thinking about dropping out of high school
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15. VR: who, when, where?
Who: Students, ages 14-21, with disabilities who are still in high school or attending post secondary school (trade, college, or university) qualify for Transition Youth services.
When: Students should apply as soon as you are and are ready to plan and participate in VR Transition Youth services.
Where: School can contact VR if you request it or you can call them directly. They should attend IEPs of students older than 15.
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16. So…Who is Responsible for Transition Planning?
The school district is responsible for providing transition services to students
This responsibility cannot be waived
If the school district fails to provide the services, the state education agency is responsible
If a participating agency fails to provide services, the school has to find another way to provide the services
Participating agencies are still responsible for providing or paying for those services under the IDEA
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17. Putting Together the Transition Plan
The transition plan is part of a student’s IEP
There are two parts to a transition plan: postsecondary goals and transition services
Postsecondary goals can include: job training, postsecondary education, getting a job, and living on their own
The transition plan must address the student’s needs, their strong and weak areas, and the services that will be needed to get them ready to meet their goals
If applicable, the IEP has to include a list of transition services for education the student might be working toward
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18. What Should Transition IEPs Include?
Intent to obtain a standard high school diploma
Including a scholar or merit designation if appropriate
A description of how the student will meet diploma requirements
What preparation has to be done to graduate with a standard diploma
Including career or professional education, digital certificates, and CAPE certifications the student wants to obtain before graduating
Outcomes and other benefits the parent and IEP team expect when the student graduates
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19. What Should the Transition IEP Include?
Measurable goals for continuing education and/or career
Transition services for education, related services, community experiences, jobs, living independently, and daily living skills and functional vocational evaluations (if needed)
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20. What does a Measurable Transition Goal Look Like?
Transition goals should be based on the ”present levels of performance” section of the IEP that includes what the student wants to do after high school.
Transition goals should be based on data gathered from assessments and observations of the student over time.
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21. What does a Measurable Transition Goal Look Like?
Transition goals should include:
A date or timeline for completing the goal
An action (ex: the student will work part time in a park)
Transition goals are clear, and show an outcome
Ex: student will obtain a degree in culinary arts or student will work part time in a mechanic‘s shop and live in an apartment with a friend, rather than student will go to college or student will live on their own
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22. Tracking a Student’s Progress Toward Their Goal
This is done through a process called transition assessment:
Transition assessment collects data on what the student needs, their strengths, their preferences and interests.
This is done through interviews, surveys, reviewing the student’s records, assessing the student formally and informally, and observing the student.
This can be done by the school district or by Voc Rehab. Someone needs to commit to doing it at IEP meeting.
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23. Tracking a Student’s Progress Toward Their Goal
Transition assessment should helps create the student’s goals.
The idea is to provide appropriate education, training, and skills to match the student’s interests and goals.
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24. Remember!! Transition planning is not a one-time event.
The transition process continues until the student exits from high school.
The school is responsible for making sure a plan is in place and the student is making progress towards achieving their goals.
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25. Questions?
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