Transition 

Transition is a process that assists students with disabilities transition to adulthood by creating a plan for post-secondary employment, education, training, and independent living based on the student's abilities, skills, preferences, interests, and needs. It is a critical component of a student’s IEP, starting at age 14 (or earlier) in Virginia in response to the Individuals with Disabilities Education Improvement Act (IDEA 2004). 

This process is ongoing, age-appropriate, outcome-oriented, and updated annually through a collaborative effort among the entire IEP team.

Who Participates in Transition Planning? The student is the most important member of the collaborative team. Other members may include:

• Parents/Family or Guardian 

• Special Educator / CTE Educator 

• Administrator / LEA 

• General Educators

• Guidance Counselor

• Vocational Evaluator

• Related Service Provider(s)

• Therapist

• Adult Agency Service Provider(s)

• Anyone who has a vested interest in the student's post-secondary activities

During Transition, students discover who they are, who they want to be, and work collaboratively with their team to identify how they will get there. Transition begins with the end in mind. It should be intentional and organized and requires identifying a course of study and a coordinated set of activities of related services, experiences, and opportunities. This plan offers career awareness, exploration, and immersion in working toward their post-secondary transition goals as supported by the academy model.

The transition plan:

• Identifies students’ postsecondary goals

• Outlines the steps necessary to achieve them.

Students’ transition needs drive the content of the whole IEP. By graduation, students receive the skills needed to meet the opportunities and challenges of life after high school and are ready to continue to strive to accomplish their post-secondary goals.

Within the IEP, the Transition section includes:

• Transition assessment information on the student's interests, preferences, strengths, and weaknesses.

• Measurable postsecondary goals in the areas of:

  • 1. 1. Employment

       2. Education

       3. Training

       4. Independent living (when appropriate)

• Transition objectives include career, self-advocacy, and independent living skills.

• Annual IEP goals are developed to reasonably enable the student to meet post-secondary goals.