Transition

For some students, future planning and goal setting is a skill that needs to be developed. An IEP goal related to this skill development may be appropriate.

If the student doesn’t have postsecondary goals, school-based team members (i.e., case manager, school counselor, related service providers) should spend intentional time with the student, completing a variety of activities targeted on exploring interests, aptitudes and options for postsecondary education, employment and independent living. 

Involving parents in supporting the students in developing postsecondary goals is key. If a student is refusing or unsure of how to set postsecondary goals, the school-based team should involve parents early in assisting the student in planning for their future.

Federally regulations require that a student's IEP includes measurable postsecondary goals in the areas of Employment. It is the IEP team's responsibility to support the student in identifying a postsecondary goal in employment. IEP teams should use transition assessment results and other informal interest surveys to gather information  about a student's interests and help them to identify a general career field of interest.  

If a student is just beginning to explore career fields, the goal may be less specific, while still written in absolute terms. For example: "After graduation, Stu will work full-time in a restaurant." IEP teams should use transition assessment results and other informal interest surveys to gather information  about a student's interests and help them to identify a general career field of interest.  

If the student has difficulty identifying a specific job, the case manager should describe this in the transition PLAAFP and should also consider adding career exploration as a transition service.

It is the obligation of IEP team/service providers to work with students in developing realistic goals for the future. It may be okay to include an unrealistic postsecondary goal early on (i.e., 7th or 8th grade), but then the student should be presented with a variety of activities targeted on exploring interests, aptitudes and options for postsecondary education, employment and independent living. In preparation for the annual IEP meeting, these goals should be revisited and continually updated, working toward goals that are realistic.

For example, Susie — a student whose reading and math skills are severely discrepant — states that she plans to be a video game designer and she does not think that academic courses are important, since she needs to focus on video game playing skills. Her case manager planned transition services which included researching the requirements for a career in video game design. In this research, Susie discovered that software companies that hire video game designers seek employees who have college degrees, particularly seeking degrees in computer science or software design. This led Susie’s case manager to guide Susie in researching college entrance requirements for schools that offer those majors. Susie learned that she would need to meet minimum ACT score requirements, as well as having a competitive high school GPA. 

Instruction as a transition service is a broad range of activities that promotes access to school curriculum, help students gain needed skills and move toward their postsecondary goals. Instruction around the acquisition of daily living skills may be needed for some students who need preparation of specific life skills (e.g., self-care, money management, transportation).  

This section is for specialized instruction, regular instruction, and career and technical education. If the student has relevant direct services linked to annual IEP goals or relevant classes in school they can be listed here.

These are the supports (e.g., psychology, physical therapy, occupational therapy, speech therapy, assistive technology) needed for students to access more integrated work, education, and living environments. 

Related services within the context of transition services is to help students (and families) determine if related services are needed beyond high school, help identify who or what agency might provide those services, help identify how the student (parent) can access those services and make the connections to needed services prior to the student leaving school.

Community experiences involve a variety of activities and experiences that are provided outside the school building. 

A range of career and job domain activities (e.g., job shadowing, internship, work experiences) are used to learn knowledge and skills to meet the requirements of specific occupations or career pathways. For students going onto post-secondary education, activities often involve touring colleges and/or programs offered by various colleges and universities (e.g., summer programs). 

With a major focus on career planning, these services help the student develop, define, refine and finalize their post-secondary goals. Assessments, experiences, and planning activities are key to helping students finalize their goals. 

This area focuses on the development of work-related behaviors, job seeking and keeping skills, career exploration, skill training and actual employment. Volunteer work also provides important skills and experiences that could lead to integrated employment or supported employment. 

Adult living objectives are those services that include support activities done occasionally such as accessing employment support agencies, registering to vote, filing taxes, renting a home, accessing medical services, filing for insurance, or accessing adult services, college information, Social Security Income (SSI). 

Remember: The focus for post-secondary employment goals for all students with disabilities is integrated competitive employment, which is defined as employment at a competitive wage or at least minimum wage.

Daily living skills are included, “if appropriate” to support student ability to do those activities that most adults do every day (e.g., grooming, preparing meals, budgeting, maintaining a home, paying bills, caring for clothes). 

A functional vocational evaluation is an assessment process through situational assessments or a community-based assessment in the settings where the actual skills and/or job are performed. This practical process includes observations, data from task analysis, and other formal or informal measures.

First, there should always be 100% overlap between the activities listed in the "Instruction" area of the Transition Services page and the direct/indirect services listed on the services grid of the IEP. However, not all transition services will translate into a corresponding annual IEP goal and direct/indirect service. 

The key distinction here is “tasks” versus “skills.” Of the transition services identified, annual IEP goals should be developed in areas that will have specific skill development outcomes (e.g., reading comprehension skills, self-advocacy skills, etc.). On the other hand, many transition services involve completing tasks (e.g., signing up for driver’s education, visiting colleges, etc.) and developing annual IEP goals in these areas would not be appropriate.

• Activities in the area of "Instruction" will be part of the student's direct/indirect services listed on the services grid of the IEP. 

• If the school has a direct service available that is closely related to transition activities (e.g., an Employability Skills Seminar class, a Life Skills class, etc.) numerous activities from several transition service areas may be incorporated into that class. 

• General education programming, including school counseling services, is also a key resource for completing transition activities. For example, a case manager might arrange a meeting between a special education student and their school counselor to discuss college options. 

• If the student has been referred to Vocational Rehabilitation Services (VRS), VRS counselors typically assist with numerous transition activities. 

Yes! In many cases, transition services occur in the community and the parent/guardian is in an optimal position to support these tasks (e.g., enrolling the student in driver’s education classes, opening a bank account, or applying for county services). Only list a parent/guardian as an Agency on the Transition Services page if they attended the IEP meeting and committed to completing the listed service/activity. 

The school district is obligated to convene an IEP meeting to discuss the lack of progress towards completion of the transition activity. 

If the transition activity is still an area of need that should be addressed in the IEP, the school may choose to rewrite the transition activity in terms that enable the school district to become the service provider. For example, instead of the transition activity listed being “opening a bank account” the school district may change the transition activity to “learn the steps of opening a bank account in the community including researching local banks and the banking accounts they have available."

No. While the student is involved because they are receiving a service (e.g., attending driver's ed. classes), they should not be listed as their own service provider. 

As a team, it may be beneficial to ask the following questions: 

• Does the student have sufficient skills, with the supports they have in place, to either participate in a postsecondary education program, enter the military, or obtain immediate competitive employment?

  • If the answer to the question is yes, the student is likely ready to graduate and accept their diploma.

• If the answer to the question is no, are there supports or services (outside of special education) that can adequately assist the student in participating in a postsecondary education program, enter the military, or obtain immediate competitive employment?

  • If the answer to the second question is yes, the student may be ready to graduate and accept their diploma.

• If the answer to both questions is no, what skills does the student need to gain in order to be prepared for participating in a postsecondary education program or obtaining immediate competitive employment? 

Although the school is required to inform the parents of the rights that will transfer, the process for guardianship or conservatorship must be initiated and completed by the parent(s).