Meet Sandra

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Welcome to Hampton City Schools, where staff members use a person-centered planning approach to deliver transition services to students with disabilities. With a person-centered planning approach, the transition services a student receives are defined by the student’s interests, needs, preferences,  individual strengths and capacities, and acknowledge disability-specific issues. The student and the student’s family are highly involved in the transition process, and consideration is given to the family’s cultural and ethnic heritage. 

Transition Update – Sandra's Active Participation in the IEP

Part of person-centered planning entails the student’s participation in the IEP meeting. In general, when students are encouraged to actively participate in their IEP meeting, they should:

• • Prepare for the IEP meeting

  • Receive support and encouragement during the IEP meeting

  • Be provided with a follow-up after the IEP meeting

  • Share information about their disability and the accommodations that they find useful.

  • Provide a summary of their learning strengths and weaknesses, as well as interests and goals

  • Participate in role-playing activities to help them feel more at ease in presenting this information.

After the meeting, the case manager and the student discuss what he or she viewed as successful and what they would like to do differently in future meetings. This information is a part of the transition process.

Sandra's counselor shares how she helps to make the transition process a more person-centered experience for Sandra. 

"The most important thing is that Sandra is more like other children than different. I think she has her own individual strengths and needs. She has her own mind and can make her own decisions. I think it’s important for her support team to hear her choices, explain the process to her, include her as much as possible, and respect her as an individual.

As a counselor, I start by informing her about the IEP process alongside her case manager. I think the more the student knows about what’s going to happen and has the opportunity ahead of time to meet with their case manager so that they can be prepped and able to share their thoughts clearly––what they wanna talk about in the IEP, what’s important to them, what their goals are, and then an understanding what’s going to happen, who’s gonna be there, what the agenda’s gonna be, how much time is gonna occur, and what the expectations of the students are––I think those should all be set up ahead of time because otherwise, I think you’re gonna have a child who’s floundering in a meeting and doesn’t understand their role in it.

The Counselor's role is to ensure a strong Course of Study (Academic Career Plan) at a minimum. The plan is reviewed annually prior to the IEP to adjust for any growth and discoveries. Furthermore, the counselor should review the suggested activities and ensure they have included activities that can support the student in any social and emotional learning that is recommended.

Establishing Post-Secondary Goals

In keeping with person-centered planning, Sandra's case manager, and the rest of the IEP team must remember that adult life encompasses a range of activities. These activities can be categorized into the major domains. Each domain (education, training, employment, and independent living (when appropriate) is required by IDEA. Although every student may not achieve the same level of functioning in all domains, school personnel should help each student consider the extent to which he or she might participate in all areas of adult life.

At Hampton City Schools, students begin the transition process by developing statements describing their future goals in all the major life domains. In some cases, students may require help to create their goal statements; in all cases, students will meet with their case manager to review their goals and assess if they are aligned with the students' needs, strengths, preferences, and interests. School counselors, families, and other staff will use each student’s post-secondary goals as a guide to help address his or her academic and service needs.

Identifying Measurable Post-Secondary Goals

Once students have identified their future goals in the major life domains, they are ready to explore their post-high school choices. The secondary transition planning process should include measurable post-secondary goals for the required areas:

Employment Goal: address paid employment (e.g., competitive, integrated, or supported), unpaid employment (volunteer, in a training capacity), or a job within military service (machinery technician, logistics officer). The employment goal is typically the basis for the next two goals.

Education Goal: address education for a specific vocation or career. This may include a vocational certificate program, an apprenticeship (education and training), a two-year college, a four-year college or university, a community or workforce development certificate program, or even self-directed online learning. Goals in this area may also address knowledge for independent living. If a student is military-bound, education might be A-School or similar. 

Training Goal: address more comprehensive skill-specific training to enhance efficiency and production in a specific job. This may include on-the-job training, job shadowing, internship, externship, mentorship, practicums, clinical, etc. In the military, this is basic training.

Independent Living: When appropriate, these goals address the means to live as independently as possible and include managing finances, utilizing transportation, living a healthy lifestyle, accessing healthcare, and adult services.

Students' postsecondary goals increase in specificity each year.

Achieving Measurable Post-Secondary Goals

The transition process typically focuses on academic, employment, and independent living skills. This is particularly important for adolescents or young adults with disabilities because the transition plan often requires:

• • Collaborative programming between the school and the community (or post-secondary setting)

  • Direct instruction in natural settings (e.g., job sites, bus stops)

  • Opportunities to problem-solve strategies and instructional plans

Case managers, teachers, school counselors, teachers, family members, and other individuals contribute to students’ attainment of their dreams and aspirations. When family members, significant role models, and school personnel support students with disabilities in developing measurable post-secondary goals for life, more of these goals are reached. Individuals involved in the transition process can help students successfully achieve their post-secondary goals by guiding them through the tasks outlined in the table below.

Deciding--Encourage each student to create goals for his or her life after high school. These goals should be stated in measurable terms. At a minimum, goals should address education, training, employment, and independent living; however, they may also address other life domains.

Planning--Work with each student to develop a long-term plan that outlines the steps required to achieve his or her future goals.

Preparing--Help the student choose classes and other opportunities that enable the student to obtain needed skills (e.g., job skills, work-related social skills) and competencies needed to achieve his or her goals.

Carrying out the plan--Identify necessary post-school services, supports, or programs and connect the student and his or her family to these services before the student leaves the school system.

Transition Update – Sandra's Postsecondary Goals

Sandra's case manager helps her develop goals for several transition planning domains. 

Compare the statements that Sandra first shared, compared to those that her case manager helped her develop during a transition quick connect:

Employment: I want to be a nurse..........After high school and completing the nursing program, Sandra will work full-time as a nurse. (This was identified in her interest survey, preference survey, Counselor feedback, family feedback, and Sandra's interview). Sandra was then asked to do further research to determine her other goals (transition activity from the current IEP).

The next time they met, Sandra brought the following information with her:

1. Education:

Nursing Degree:

•        Complete an Associate Degree in Nursing (ADN) or a Bachelor of Science in Nursing (BSN) from an accredited program. 

•        While an ADN can qualify you for entry-level roles, a BSN is becoming more common and preferred by many employers. 

•        NCLEX-RN Exam:

•        Pass the National Council Licensure Examination for Registered Nurses to become a Registered Nurse (RN). 

•        Neonatal Nursing Certification:

  1. • Consider obtaining certifications like the Neonatal Resuscitation Program (NRP) certification, which is often a basic requirement for neonatal nurses. 

•        For roles like Neonatal Nurse Practitioner (NNP), pursue a Master of Science in Nursing (MSN) or a Doctor of Nursing Practice   (DNP) degree with a specialization in neonatology. 

2. Training

Neonatal Nursing Experience

• Seek out clinical experience in a neonatal or pediatric setting to gain hands-on experience with newborns and families. 

• NICU (Neonatal Intensive Care Unit) Experience:

  • Many NICU positions require prior RN experience, especially in pediatric settings. 

3. Professional Development:

• Continuous Learning:
  Stay up-to-date with the latest advancements in neonatal care through continuing education courses and professional development opportunities. 

  • Networking:
    Connect with other neonatal nurses and professionals to build a network and share knowledge

Education: I want to go to college.....After high school, Sandra will attend a 2- or 4-year college and attend the nursing program.

Sandra and her case manager reviewed her current course of study through her Academic Career Plan offered by her counselor. They also spoke about the feedback received from Sandra's teachers about her performance in class and the skills and supports she uses to be successful in class. Sandra and the case manager discuss what activities she would be interested in doing to support her in reaching her goal of graduating and attending college. This opened up new opportunities for Sandra's counselor to talk to her about more specific courses that will support her training and educational goals. Sandra was also a little confused about how her work in high school could affect her in college, so she started talking to her teachers about how her current classes support her employment and educational goals.  

Training: I'll learn as I'm on the job....After high school, Sandra will complete her clinical to earn the hours needed to sit for her board exams.  

Sandra and her case manager also discussed how what she does now-going to school, can support her in training. They discuss several activities that promote self-determination and work readiness skills. They also spoke about executive functioning skills, strengthening them would also support Sandra.

As Sandra went back to class, the case manager asked Sandra to complete a quick assessment for independent living in her free time. She also asked her to see if a family member could also complete it, so they can compare the responses. 

Two weeks later, Sandra drops off the surveys with the case manager, and they talk about the results.

The two of them review Sandra's strengths and consider those things that she needs support with. They then prioritize and develop a post-secondary goal based on the collected data.

After high school, Sandra will exercise daily to maintain a healthy lifestyle.

Together, a plan was made for Sandra to access the local gym and learn how to use the equipment.

Transition Planning

Transition planning is federally required for all students who have an IEP. Transition planning should begin with the first IEP that is in effect when the student turns 14, or younger if determined to be necessary by the IEP team. For students to achieve their measurable post-school goals, the IEP must include a description of the transition services needed to help the student move from high school into the adult world. The transition services section of the IEP is a long-term individualized plan that addresses future goals at a minimum in the four areas required by IDEA 2004: education, training, employment, and independent living.

Transition Update - Developing Sandra's Transition Plan

Sandra is in the beginning stages of the transition process. She recently met with her case manager to create measurable post-secondary goals. Soon, the IEP team will meet to discuss Sandra’s current levels of performance and work its way through the rest of the process. It is important to note that the IEP team will repeat this process each year, revisiting and revising information and the transition services section of the IEP as needed and writing new annual goals.

School counselors provide counseling for all students, and this can include transition planning for students with disabilities. Careful organization and planning might help to avoid a major pitfall: developing a transition plan but failing to implement it.

As the case manager works with students and their families, they realize that the goals and needs of each student are quite different and that transition services may vary greatly for students. As part of the transition planning process, case managers and teachers may have many roles:

• Conveying information about career and personal competencies

• Identifying the post-school opportunities and services to which students may have access

• Supporting students to help them transition from high school to life after high school

• Working with students to develop their measurable post-secondary goals

• Helping the IEP team to develop measurable post-secondary goals and the transition services needed to achieve those goals

• Conducting assessments across all life domains

• Identifying the best curricular options and developing a course of study

• Guiding transition activities (e.g., connecting to service agencies)

• Monitoring progress on the transition plan

Because Sandra’s parents have encouraged her to dream about what she wants to do in her life, Sandra has an advantage over students who may not have been given the chance to think about their post-school expectations or aspirations. As a result, it is likely that Sandra will experience positive post-school employment outcomes. Of course, case managers know that for some students with disabilities, they will have to do more in-depth planning and provide greater coordination with adult service agencies. Doing so will require them to work closely with students and families to offer higher levels of advocacy and support during the students’ transition process.

Transition Update – Sandra's Transition Goals

Sandra meets with her case manager to review her goals. We know that Sandra wants to become a nurse, so they discuss the realistic demands of the training. Sandra responds that she does not want to go to college. Her case Manager suggests that there are other careers in nursing that Sandra could pursue. She might, for example, become a nursing assistant or a medical assistant. They review the new information together and revise her goals. 

Employment: After high school, and completing the nursing program, Sandra will work full-time as a nurse....Revised-After high school, and completion of the Nursing Assistant training program, Sandra will work full time as a nursing assistant.

Education: After high school, Sandra will attend a 2- or 4-year college and attend the nursing program...Revised- After high school, Sandra will attend a Nursing Assistant training program to become a certified nursing assistant at the community college through the workforce development center and gain the knowledge she needs to successfully pass her state competency board exam.

Training: After high school, Sandra will complete her clinical to earn the hours needed to sit for her board exams...Revised-After high school, Sandra will complete the supervised clinical hours to sit for the state competency board exam.

Furthermore, the case manager also suggests that Sandra talk to her counselor about her new postsecodnary goals. the case manager shared there may be options available in high school for her to start earning her certification and start her employment immediatelyafter high school. she also advised her that she could then continue her dream of being a nurse and going to school. She did not have to go to school immediately.  Sandra could work first and then consider additional schooling. Sandra liked the new idea and made an appointment to see her counselor.

Transition Assessments

To guide the transition process, school personnel use the results of a variety of assessments in conjunction with the student’s measurable post-secondary goals. These transition assessments involve the continual collection of information about a student’s strengths, needs, preferences, and interests. The IEP team uses the assessment results to identify appropriate measurable goals and the transition services that need to be included in the student’s IEP.

Areas of Data Collection

Although school personnel could assess a myriad of skills, they typically categorize all of the options as personal, educational, or vocational. By combining assessments that address these different categories, personnel obtain information on a student’s current performance and identify those skills needed for the future. As with all areas of the IEP, the team must determine on a case-by-case basis which assessments to give students.

Formal and Informal Transition Assessments

School personnel should use a combination of formal and informal transition assessments to obtain a comprehensive picture of a student’s skills.

• Formal assessments – surveys and tests that are standardized for a particular group of students (e.g., vocational inventories, college entrance exams)

• Informal assessments – a process of gathering information from resources other than standardized assessments (e.g., medical records, work samples, classroom observations, interviews with teachers)

Guidelines for Administering Assessments

Professionals who conduct transition assessments should be knowledgeable and experienced in administering and interpreting a wide range of assessment tools. While professionals with specialized training, such as school psychologists, are qualified to administer certain assessments (e.g., intelligence tests), school counselors and roster teachers may be the ones to administer the majority of transition assessments if their qualifications allow. Factors such as district size or school policies can affect whether school counselors administer transition assessments. Assessments should be:

• • Age appropriate

  • Focused on measurable post-secondary goals

  • Sensitive and respectful of cultural contexts

  • Sensitive to communication barriers

• • Nondiscriminatory

  • Appropriate to a student’s abilities

  • Available in verbal or nonverbal format (as appropriate)

  • Adaptable to accommodate students with disabilities (as appropriate)

 Transition Update - Determining Sandra's Assessments

Sandra's case manager explains that the IEP team has requested that Sandra take several assessments that will help them develop a transition plan for her life after high school. In mapping out which assessments Sandra will need over the years, her case manager needs to identify what skills related to the healthcare field Sandra currently possesses and what skills she will need to build on in order to attain her post-secondary goals. The information he gathers will help the IEP team identify possible career options for her in the healthcare field.

Post-Secondary Preparation: Education/ Training

Measurable post-school goals for students with IEPs are developed to further their education or training. These measurable goals are coordinated with a student’s course of study and other education/ training (e.g., technical training institutes, community colleges, or other community training programs).

Scheduling Courses of Study

The IEPs of transition-age students include a course of study, which contains all the courses and other educational/ training experiences a student will need to prepare him or her for post-school options. The course of study should be tied to the student’s measurable post-secondary goals. It should also be flexible, reflect the changing needs of the student, and:

• Individualize the high-school curriculum

• Specify all available electives

• Specify the courses and additional experiences planned for each subsequent grade through graduation

• Depict the grade-by-grade progression in an organized fashion

One aim of the high-school course of study is to ensure that the student has the necessary foundation to be successful. In those instances when the student wishes to pursue a college degree, the course of study can be used to augment the basic graduation requirements in order to give students a competitive edge in the college admission process.

Steps in the Higher Education Admissions Process

Higher education settings include trade and technical schools, community colleges, four-year colleges, and universities. Click on each of the links below to learn more about the steps to prepare a student to pursue a degree at an institution of higher education.

Accessing Informal Training

A range of more informal training options may be available:

• On-the-job training

• Apprenticeship programs

• Adult education, continuing education, or community education classes

• Home study courses

• Community programs

Transition Update – Sandra's Course of Study

Although Sandra does not want to attend a 2- or 4-year post-secondary institution, her case manager works with her to develop a course of study that will support her current career goal: to become a certified nursing assistant. Sandra works with her case manager and her counselor to select courses that are directly tied to her post-secondary goals.

Post-Secondary Preparation: Employment

Measurable post-secondary employment goals are required by IDEA ’04. Transition plans are developed in order to explicitly define the steps necessary to help the young person achieve these goals. Young adults benefit significantly from learning about the world of work, ideally through incremental exposure to a growing range of occupations. Such exposure to community-based experiences and a variety of career areas will help the student to learn what he or she likes and doesn’t like. It also helps the student to identify his or her abilities and what additional skills he or she may need to acquire. The greater the exposure to real-life career experiences, the greater the likelihood that students will be able to match their interests, preferences, abilities, and skills to occupations that they may want to pursue following school completion.

An ideal (but not exhaustive) continuum of work-based learning experiences can start as early as middle school and might include:

• Work-site tours

• Job-shadowing assignments

• Service learning with a career component

• Unpaid internship or mentorship (high school and post-high school)

• Paid internship or work-study (high school and post-high school)

School counselors can play a leading role in setting up partnerships with employers for the purposes of work-based learning and job placements. Others who may assume or assist in this role include CTE educators, transition specialists, and work-study teachers. Such training activities should be tied to the curriculum (e.g., the student’s course of study) and should be sustainable through post-secondary services, when necessary. The goal for students in this process is to develop the necessary skills for part-time or full-time employment.

Accommodations in the Workplace

Just as individualized accommodations can make all the difference in the classroom, youth and young adults with disabilities may also need specific accommodations in the workplace. Often the same type of accommodation used in a school can carry over into the worksite. For example, employers or supervisors can provide a written set of directions for employees who have trouble remembering all the steps of a task. Also, assistive technology devices such as voice recognition or voice output software can be used to help individuals do their jobs.

Employers may need help in thinking through the possibilities for accommodations, either from the student employee, job coach, or other professionals tied to this process. For instance, when Sandra interviews for a work-study position during high school, or a full-time job after graduation, she should have the skills and disposition to describe and request the accommodations that will help her succeed. If she does not have the ability to request such accommodations, the job coach or other support staff can convey those needs to the employer. The goal is always to help the worker to become as independent as possible in performing his or her job.

Work-Related Agencies

In addition to their school-based or college-based experiences, young adults can get assistance with job searches, applications, interviews, and job placements from a variety of agencies. These agencies support the transition from high school to the adult work world and typically provide one of two types of services: specialized and generic.

Specialized Services

Agency representatives may be invited to a high-school junior’s or senior’s IEP meeting to start a critical linkage long before the student graduates. The following list identifies some of the most likely sources of specialized employment support for individuals with disabilities.

• State/ regional Vocational Rehabilitation (VR) departments

• Adult agencies that teach vocational or employability skills

• Specific collaborative projects aimed at particular groups of job seekers

• 18–21-year-old school-sponsored transition programs in school systems such as Project SEARCH

Adult connections with agencies may need to occur earlier than the junior or senior year, depending on the type and availability of services needed. Pre-ETS can start at the age of 14. The sooner these connections are made, the greater the likelihood that the services will be in place when the student exits high school. Therefore, it is extremely important to make these connections while the student is planning his or her transition and has a support system to assist with the process.

Generic Services

A wide range of options exists for anyone in the general population who seeks assistance in obtaining employment skills or job placement. The IEP team can help the youth and family decide if these services are likely to help––if they are, the team should make sure the linkages are made long before the student exits the public school system. Some of these generic options include:

• Trade/ technical schools with job placement services tied to their specific training programs

• Community and four-year colleges with job placement services

• Workforce Investment Act One-Stop Centers

• Departments of Labor websites and regional offices

• Job placement agencies (often private and in large metropolitan areas)

• Military services

• Apprenticeship programs

In addition, most states and communities have an array of agencies focused on employment services for individuals with disabilities. These agencies are skilled in preparing, placing, and supporting individuals with disabilities in employment settings.

Transition Update – Supporting Sandra's Vocational Decisions

As a member of Sandra’s IEP team, her case manager helps her identify post-secondary training options. Because her vocational choice at this point is a nursing assistant, they identify a private training academy that offers nursing assistant certification courses as a potential post-school training option. In addition, he connects Sandra with the Red Cross, through which she can take First Aid and CPR training courses. He also utilizes his community network to help her obtain a volunteer position with the Green Springs Assisted Living Center. Sandra volunteers there one day a week after school, an experience that gives her a good sense of what her future career choice might entail.

Post-Secondary Preparation: Independent Living

IDEA’04 requires measurable post-secondary goals for independent living, when appropriate. However, a precursor to independent living involves learning self-determination and social skills. When students are able to identify their goals and effectively communicate with others in a variety of settings, they can achieve greater success. Young people who can do this are self-determined and able to advocate for themselves and utilize effective social skills in the areas of education/ training, employment, or independent living.

Self-Determination

Broadly defined, self-determination is the ability of a person to be actively involved in and in control of his or her own life. Students with self-determination can be described as being able to:

• Define goals for themselves

• Take the initiative to make their goals happen

• Make choices and understand the consequences of their actions

• Seek support when taking risks

Self-determination is affected by one’s thoughts, beliefs, knowledge, and skills. As students begin and continue their transition from high school to postsecondary living, it is normal for them to feel a range of emotions, such as excitement, fear, anxiety, and anticipation. School counselors may help students to define and improve their self-determination by:

• Helping students develop a greater self-awareness

• Teaching decision-making, goal-setting, and negotiation skills

• Creating problem-solving opportunities

Environment also contributes to the development of self-determination. When students have more opportunities to make choices, they in turn have opportunities to identify the effect of those choices. The questions below can help determine whether adequate support is in place to help students foster self-determination.

Social Skills

Like self-determination skills, social skills play an important role in the success of transition and future independent living pursuits. In many cases, students who have strong social skills may find greater success in their post-school environments. School counselors should help students understand the impact of social skills in all environments and the rationale for learning appropriate behaviors. They may provide instruction in a variety of social skills areas:

Independence in Living

Individuals who practice self-determination and who have good social skills are more likely to be successful in independent living arrangements. Independent living may include a range of living arrangements (e.g., living alone, with a roommate) and housing options (e.g., apartment). Even when it comes to housing, students must understand the type of disability they have and identify the types of accommodations that they may require.

Transition Update – Sandra Practices Self-Determination and Social Skills

Sandra has been present during her IEP meetings for several years but has never been an active participant. Her case manager has been working with Sandra to help her become prepared and to be able to contribute information about herself. During Sandra’s IEP meeting, she will:

• Arrive at the meeting on time

• Sit at the head of the table

• Introduce all members of the IEP team

• Use “I” statements when asserting her needs

Referrals to Other Agencies

The ongoing involvement of post-school services, supports, programs, and agencies during IEP transition planning is critical to the post-school success of students with disabilities. Once a student exits school, however, he or she is not automatically eligible for services and programs based on his or her disability alone but also must meet the requirements or policies of the individual agency (e.g., Social Security Income, mental health services). Without support, the student and family can easily get lost in the different services, programs, eligibility requirements, and funding streams. It is the responsibility of the school counselor or other IEP members to learn about those services, supports, and programs and to help students make those connections during the transition process. This information may be accessed through telephone hotlines or websites that offer contact information for the full range of disability-related organizations and agencies.

Recreation and Leisure Many typically-developing young adults continue with the recreational or leisure activities in which they were involved as adolescents, or pick up new interests as their lifestyles change. In contrast, youth with disabilities may need assistance to discover the recreational and leisure pursuits available to them, and may require additional help to access these activities.

Community Participation: One goal for many individuals with disabilities is to access community services, supports, and programs that match their interests and goals.

Related Services: Youth in transition may need to continue existing related services, such as occupational, physical, and speech and language therapies. However, unlike school-age students, adults with disabilities are not guaranteed the provision of these services.

Independent Living: Some individuals need assistance in daily living activities (e.g., housing, cleaning, cooking, budgeting, buying groceries).

Physical Health Public or private agencies that provide support in this arena are typically funded through Medicare or Medicaid eligibility and/ or the individual’s private insurance program. Community health or public health agencies may also offer services and supports for physical well-being.

Legal and Advocacy Organizations: Each state has its own Protection and Advocacy (P&A) Office, whose mission is to provide legal advocacy for individuals and groups with disabilities.

Transition Update – Sandra's Agency Referrals

Sandra is 14 years old and requires no adult agency referrals at this time. Her case manager realizes that as Sandra approaches her sixteenth birthday, he will need to support her by making referrals to the appropriate agencies and by getting her on the necessary waiting lists. Currently, in conjunction with her post-secondary goal to exercise regularly, Sandra has begun twice-weekly workouts at the local YMCA, which she accesses using the city bus system.

Communication and Collaboration

To be successful, transition planning requires effective communication and collaboration. According to IDEA, transition should be a coordinated set of activities. This means that the activities or steps that need to be taken in each student’s IEP transition service plan must show coordination between the school, student, family, and appropriate post-school services, supports, or agencies. A transition plan that shows only the activities of one or two parties (e.g., school and family) is neither as comprehensive nor as effective as a plan that specifies the actions and the responsibilities of all critical parties. Additionally, a transition plan that is not coordinated will do little to help students obtain necessary post-school services or achieve their desired post-secondary goals. Frequent communication between members of the team and individuals from outside agencies are the cornerstones of that planning. The school counselor is instrumental in assuring that this ongoing communication occurs.

A case manager builds relationships with and serves as a liaison between:

• The student

• The student’s family

• Agency personnel, including higher education agencies

By developing these relationships, the school counselor will gain a greater understanding of the opportunities and services that will assist the student with his or her transition. The school counselor can help communicate the needs of the student and families with the collaborating service agencies. Because the waiting lists for adult services can be long, connections to adult agencies may need to begin as early as middle school.

See the list below to learn how Sandra's case manager will use communication and collaboration to establish relationships in order to implement a transition plan that is a coordinated set of activities. This will help assure that Sandra has a successful transition.

Transition Update – Communication and Collaboration with Sandra and Others

The Case Manager understands that communication and collaboration efforts are built over time. He knows the importance of really listening to the students to learn what is important to them.

The Case Manager meets with Sandra to discuss dreams and post-secondary goals for the future. Sometimes, The Case Manager meets with Sandra individually. Other times, he meets with a small group of students, including Sandra, to talk about goals and future directions.

The Case Manager understands how important communication with families is to the process of transition. He meets with Mrs. Montes to talk about her hopes and her concerns for her daughter’s future.

The Case Manager reflects on the goal statements Sandra and her mom have shared with him. He begins to think about the tools and resources he already knows and has access to (e.g., community resource guides).

The Case Manager maintains ongoing communication with the IEP team to monitor Sandra’s progress toward her goals (e.g., course of study). He searches for additional resources and agencies that may be able to provide some assistance or support to meet Sandra’s goals and shares this information with the team.

As Sandra gets a little older, the Case Manager will invite the appropriate agency representatives to the transition planning meetings.

Collaborative Activities for Families

Because they are often the only constant in a student’s life, families play a critical role in transition planning. School counselors will find, however, that the approach to working with families is as individual as the families themselves and will require an ongoing relationship that develops over time.

Although the transition process is about the student’s life and should be as student-driven as possible, it is crucial that families continue to play a key role. Family involvement is widely recognized as a primary contributor to a student’s success both in school and in post-school life.

In regard to working with parents, the Ethical Standards for School Counselors (ASCA, 2004) state that the professional school counselor:

• “Respects the rights and responsibilities of parents/ guardians concerning their children and endeavors to establish, as appropriate, a collaborative relationship with parents/ guardians to facilitate the student’s maximum development”

• “Is sensitive to the diversity of families…”

Barriers to Collaboration

Before the school counselor can collaborate effectively with families, however, he or she must understand their perspective. It is also important for the school counselors to understand barriers to successful collaboration, real or perceived, whether created by the school system or originating with the families. Most important is for the school counselor to undertake steps to overcome these barriers.

Activities that Promote Collaboration

Besides the student, families have the most to gain and the most to lose in the transition process. School counselors and secondary special educators who provide transition services should collaborate to strengthen connections with families. There are lots of methods and activities counselors can use to foster collaboration:

Parent information night

Community Transition Teams

Assessment results interpretation

Resource referrals

College exploration

Career exploration

Financial planning workshops

Advocacy training

Transition Update – Sandra's Family

Sandra’s family has been active in helping her think about her dreams and her goals even as these have changed. This kind of family support will help Sandra in her transition to adult life. Her parents, along with her case manager, are supporting Sandra’s decision to volunteer at Green Springs Assisted Living Center. They also attended a parent night meeting during which a financial planner discussed long-term financial planning. The family knows that Sandra has made a good start toward her post-school goals because of her case manager's communication and collaboration efforts.

Communication with Community Organizations and Other Agencies

One of the major goals of the transition process is to help ensure that the IEP team builds on a student’s strengths and experiences, taking into account his or her desired post-school goals, interests, and preferences. Once a student reaches high school and begins the formal process of planning for post-school life, the transition team needs to involve representatives from agencies that can support the student in reaching his or her goals and dreams. The school counselor can assist the team in identifying and communicating with these agencies, including inviting them to participate in the IEP team meetings. Further, the school counselor can help link the instructional activities of the student’s school life with preparation for adulthood, and include agencies that support the student’s goals. For example, we have already learned that the case manager connected Sandra to organizations such as Green Springs Assisted Living Center, the American Red Cross, and the YMCA in order to support her post-secondary goals.

By including community or adult agencies in the planning process, the team will facilitate the student’s transition from school life to his or her post-school life. School counselors may invite agency representatives to the IEP planning meetings to address:

Post-secondary education

Vocational training and education

Independent living

Community services (e.g., income, medical, transportation)

Levels of Interagency Collaboration

Interagency collaboration is the desired result when multiple agencies (e.g., health, social service, and education) work together as partners. Each agency participates within its own system, at its own pace, yet continually strives to provide better services in conjunction with the other agencies. The benefits of collaboration are immense and can help improve adult outcomes as a result of increased linkages and effective communication. It is helpful to understand the four levels of interagency collaboration.

Collaboration is an ongoing, dynamic process. Engaging in collaborative efforts with community agencies is time well spent and has the potential to improve outcomes for students with disabilities as they enter the post-secondary world.

Transition Update – Sandra's Community Connections

Sandra’s transition process is well underway. Her plans will be reviewed at least once a year during her IEP meeting. As her plans continue to develop, other agencies that might help her meet her goals will be brought in to help with the planning. Her case manager will continue to serve as a liaison to connect those agencies to the school in order to better serve Sandra and her family.

DATA for this page can be found in its entirety with minor changes at The IRIS Center. (2007, Rev. 2016). School counselors: Facilitating transitions for students with disabilities from high school to post-school settings. Retrieved from https://iris.peabody.vanderbilt.edu/module/cou2/