What is Transition?

Mission: Students, families, school staff, and agencies working together to plan and provide a set of activities and services that are student driven, community based, predictable, accountable, and result in quality transition outcomes for students with disabilities who have not received a High School Diploma ages 18-22.


Supporting Values


  • Individualized and student centered: Activities and services need to be flexible and based on the unique transition needs of each student. Student choice and self-advocacy are critical elements to successful transitions.
  • Community based and inclusive: Students will participate in planning, activities, and services that promote membership and active participating in local communities. Local communities act as classrooms for instruction.
  • Collaborative: Transition is a shared responsibility. Schools, students, families, and agencies need to work together for effective transition outcomes.
  • Age appropriate: Standard that activities and instruction should be directed at the student’s actual age.
  • Family sensitive: Schools and adult systems should consciously listen to student and family values, dreams, and choices. Parents need early and ongoing information, education, and supports as they learn about, negotiate, and engage both the school and adult service system.
  • Longitudinal: Transition planning and preparation is a long term process, not simply a moment in time. It is a process that should begin well before students enter the transition program.
  • Reasonable Risk: There is a dignity which comes from experiencing risk. On a per student basis, students will be encouraged to take reasonable risks within the context of their activities under staff supervision.
  • Effective (outcome based): Activities, experiences, and services should lead to tangible and valued transition outcomes that can be measured. The key outcome is a schedule of meaningful community based services.


Desired Outcomes


  • An active, viable, and continuing personalized transition plan based upon the capacities and interests of the individual student.
  • A portfolio of planned and purposeful community and work experiences.
  • An established network of support that continues with a student beyond their exit of the school system.
  • Active engagement in a weekly schedule of meaningful work and/or community activities.


Program Services


  • A personal transition planning process: Based off appropriate assessments (e.g., Person Driven Planning, MAPS, etc.)
  • Making connections: Help for students and families to make meaningful connections with adult services and support (Regional Center, Department of Vocational Rehabilitation, supported employment agencies).
  • Functional and community based: Students have a personal schedule of community based work, personal management, and recreational activities. Instructional activities may include any or all of the following:
    • Employment preparation: Work based experiences (on/off campus paid/unpaid) help to build a vocational portfolio and allow for the functional evaluation of skills and interests.
    • Personal management activities: Personal management activities allow students to use and refine functional social, communication, and personal management skills (e.g., money management, managing a personal schedule, navigating the local community, etc.). Activities may include shopping, eating at restaurants, banking, etc.
    • Recreation and leisure activities: Recreation activities in the community allow students to develop functional social, communication, personal management skills in the areas of recreation and leisure (e.g., working out, bowling, accessing libraries, going to movies, mall surfing, etc.)
    • Pedestrian safety training: Students will receive specific and ongoing instruction in walking and crossing streets/parking lots in the community. This will include learning to navigate our community.
    • Transportation: Students will also receive specific and ongoing instruction using public transportation (city bus and trolley).
    • Personal and disability awareness, self-advocacy, personal/community safety, functional academic, social, communication, and mobility training are interwoven into all activities.
    • Related services: Such as Occupational Therapy, Physical Therapy, and/or Speech and Language are provided on campus and in community settings.
    • Specific curriculum guides: Curriculum includes; CIRCLES (social boundaries curriculum), UNIQUE (standards based functional transition curriculum), News-2-You (leveled weekly interactive newspapers), others as appropriate.
    • Assistive Technology: The use of iPads and other technological devices are used to support student learning in the classroom and in the community.
    • Behavior Management: A proactive approach to address students problem behaviors.