Transition is the continous action of collecting transition assessment data and then annually, analyzing and interpreting the results to develop or refine the student's measurable postsecondary goals and course of study, aligning transition services and activities to support those goals, and ensure annual goals are written to support those postsecondary goals and connections to community agencies are made to support opportunities needed for postsecondary success. The transition IEP is a roadmap to postsecondary success! How well it is written paves the road after you (the case manager) are gone!
Transition planning (34 CFR 300.43) is a results-oriented process that coordinates activities to help students with disabilities move from school to post-school settings—such as further education, vocational training, employment, and independent living. It is tailored to each student’s unique needs, strengths, and interests, and includes instruction, related services, community experiences, and skill development (e.g., daily living and vocational skills).
When done well, it promotes positive outcomes in college, career, and life. DOE Postsecondary Guide (2020)
It all starts with the student asking themselves the first question, where am I now? Then, Where do I want to go?
and finally we join in to answer...How will I get there?- Let's Get Started!
Transition Planning: Click to see below an overview
Transition Planning: Click to see below an overview
Collect transition assessment data throughout the year.
Analyze/Interpretie the data to identify the student’s strengths, needs, preferences, and interests (SPIN).
Determine measurable postsecondary goals in the areas of education, training, employment, and, when appropriate, independent living baswed on this data.
Identify aligned transition activities, services, and the course of study that will help the student progress toward those goals in the upcoming year based on their current skills and needs. Notification: New Requirement for all SWD seeking Dual Enrollment Oportunities.
Document and Summarize all findings in the PLAAFP and recording the postsecondary goals, transition services, activities, and course of study in the IEP to reasonably enable the student to meet their measurable postsecondary goals.
Connect student to any agency that might be able to support student while in school or upon exiting to reach postsecondary goals.
1️⃣ Collection of data.
Assessments are completed and collected throughout the year to identify, confirm and deepen an understanding of a student’s strengths, preferences, interests, and needs (SPIN).
Assessments must be age-appropriate formal and informal assessments
Transition assessments identify a student's career and life readiness.
Assessments confirm or redirect the student's "idea" of the future as realistic and plausible.
Informal and Formal Assessments should be used.
Career Inventories, Self-Determination Scales, Holistic Transition Assessments, Behavior Scales/Living Scales, Interviews/Observations are typical informal assessments.
Click Link
2️⃣ Annual Review of Assessment DATA
Through analyzation and interpreatation of annual data, Measurable Postsecondary Goals can be refined and/or created giving evidence to confirm or redirect the student's "idea" of the future as realistic, plausible, and attainable.
MPGs evolve annually based on the student’s maturing preferences, interests, strengths, and needs.
MPG must be measurable, specific, realistic, attainable, aligned with the student’s data and growth trajectory, and occur after exiting high school.
Think about how jobs are reflective in education and training. Click on the above LINK for more information and the BIG Picture.
4️⃣ Aligning the Course of Study (COS)
Ensure the student’s Course of Study (academic and extracurricular pathway) is aligned with their postsecondary goals based on the area of focus (Employment, Education, Training, or Independent Living).
COS includes all relevant coursework, vocational pathways, and extracurricular activities available to all students.
Collaboration with counselors in planning this comprehensive academic journey is critical.
Upload to VA IEP the student's Academic Career Plan (ACP) and Model Parent Letter in support of the Course of Study with a short statement in how it supports a student's MPG.
IV. Course of Study
5️⃣ Transition Services and Activities
Transition services focus on instruction, community experiences, employment, daily living activities, and other supports tailored to individual student needs.
Services must be aligned and built on the knowledge and skills acquired from the previous year for postsecondary goal attainment. This means: the team must consider last year's transition activities to ensure growth and progression toward the postsecondary goals:
6️⃣ Connecting Community/Agency Collaboration
Ensure the Request for Agency Invite is signed and attached to the Finalized IEP!
Identify & Connect:
Existing agency connections are identified in the student's Special Education Profile in SIS.
Identify potential post-graduation agency connections (e.g., DARS, CSB, DBVI) that may support the student after graduation.
Begin discussions by age 14 and review annually.
Consent & Documentation
Always request consent to invite an outside agency.
DARS, CSB, and DBVI are recommended as the primary list of agencies to consider
If the parent/student consents-share the invite with the agency contact and note in PLAAFP.
If the parent declines, note in PLAAFP and attach the declined consent form.
If it is determined that the student will not need support from an outside agency after exiting high school, that determination must be reviewed and updated annually in the PLAAFP--in this instance, not consent invite is needed for compliance.
Information Sharing
Always ask the student, family, and IEP team if an outside agency may need to fund supports—and clearly explain what those services include.
Note this inquiry, explanations, and any decisions in the PLAAFP.
If no agency connection exists, include a formal activity to share available high school and post-graduation supports.
If the family declines further information or connection, document that in the PLAAFP.
Seamless Transition
Embed transition activities that align high school to adult services (DARS, SSA, CSB, DBVI) as needed.
For SSI recipients, ensure they understand benefit progression and age-of-majority redetermination.
Annual IEP goals should directly support postsecondary goals, helping students develop skills for college, careers, and independent living.
Ensure at least one Annual Goal is explicitly connected to a MPG in the written IEP.
By simplifying the transition process by focusing on collaboration, alignment, and ongoing evaluation, teachers can ensure that students are prepared for life beyond high school.
VI. Annual Goals
Invite all stakeholders—students, families, educators, and outside agencies—to the table for transition planning. It doesn’t all have to happen in one meeting; gather data through discussions and input across multiple settings.
Begin by age 14 or in the eighth grade, whichever is first
– Invite the student to every IEP meeting.-Required by Law!Ensure invite is in VAIEP and dated at least 48 hours prior to the meeting!
– Center discussions on their strengths, preferences, interests, and needs.Ensure everyone understand that this is a Transition IEP and Transition will be discussed- Evident by checking the purpose box in VA IEP to read postsecondary transition in addition to annual review.- Required by Law
Empower students: Student-led IEPs
– Give students ownership of the agenda and goal-setting.
– Build self-determination and self-advocacy skills.
“Colleges report that many students arrive without a solid understanding of their disability and how to access supports. Student-led IEPs bridge that gap—empower them early!”
Transition IEP meeting reminders:
Year-round assessments should demonstrate that the student’s voice leads the IEP showing growth.
Review past IEP transition goals/ activities and note growth in the PLAAFP.
Notify the student of the IEP Transition Meeting at least 48 hours in advance, as evident through the meeting notice in VA IEP.
Inform the student and family of their right to invite outside agencies for post-graduation support, and note the conversation in the PLAAFP and upload the consent request in VA IEP.
🚨Transition Alert: To ensure meaningful transition include the FULL IEP team! Who is on your student's table? You may think you are a small team, but you are not. Include your student's teachers, coaches, counselors, family members, and professionals. And, never forget the number one voice, the STUDENT!
Everyone should have a seat at the table!
Additional Professional Development Support in Assessments and Transition Planning
Preparing Students to Succeed in Two & Four-Year Colleges and Universities (NCWD Youth) (PDF)
WI Opening Doors to Postsecondary Education and Training: Planning for Life After High School (PDF)
Who Does What? Optimizing Employment Services and Supports Webinar
Transition Tennessee: Transition Assessment Module (Need to create a free account)
Professional Development- 5 pts- Postsecondary Transition: Changing the Outcomes
Page updated
Report abuse