Student Involvement: Transition IEPS should be student-centered. Allow students to have an active voice in creating and leading their Transition IEP meeting fostering self-advocacy and self-determination. Having students actively participate in decision-making processes and advocating for their needs now will encourage them to speak up for themselves throughout their lifetime. Not sure where to start, try these steps:
Year One: Have students create a presentation that identifies their strengths, interests, preferences, and needs as well as their postsecondary goals and start the IEP meeting off by allowing them to share the information.
Year Two: Students build on their presentation and, as a result of new information, share changes in addition to the course of study supporting their post-secondary goals. Students learn the parts of the IEP.
Year Three: Student leads the entire meeting, calling for input and reflection for each section as presented.
Year Four (plus): Student leads meeting with emphasis on next steps and helps that may need support for postsecondary goals attainment.
Family Engagement: Family involvement throughout the transition planning process can further strengthen support systems for students. Engaging families in discussions about goals, services, and community connections can help ensure alignment with students' needs and preferences. In addition, home support and reinforcement of activities and tasks build stronger family relationships and acceptance of support goals after graduation when high school supports are no longer present.
Interagency Collaboration: Collaborating with community agencies, organizations, and employers to expand opportunities for students' post-secondary success is the basis of the academy model. Building partnerships with external stakeholders can enhance access to resources, internships, job placements, and other transition supports.
Cultural and Linguistic Responsiveness: Cultural and linguistic responsiveness and ensuring that services and supports are accessible and equitable for all students is a standard practice in transition planning.
The Transition Timeline: Provides a general framework for guiding the transition process. However, it is important that each student has a customized timeline to meet their unique needs and circumstances. Additionally, ongoing communication and collaboration among the IEP Team is essential for ensuring a successful transition from high school to adulthood.
Grade 8/9:
Conduct an initial transition assessment to identify strengths, preferences, interests, and needs.
Develop initial post-secondary goals based on assessment results.
Explore career interests and begin career exploration activities (can include Pre-ETS).
Establish connections with school-based and community resources for transition support.
Grade 10:
Review and revise post-secondary goals based on updated assessment information.
Participate in work-based learning experiences (e.g., Pre-ETS, job shadowing, mentoring).
Explore opportunities for community involvement and volunteer work.
Investigate post-secondary education options (e.g., college, technical school, community classes).
Gain additional responsibilities at home and school.
Grade 11:
Update transition assessment and refine post-secondary goals based on progress and evolving interests.
Engage in more advanced work-based learning experiences (e.g., internships, paid employment, apprenticeships).
Develop independent living skills (e.g., budgeting, transportation, self-care).
Explore financial aid and scholarship options for post-secondary education
Investigate Social Security Income effects on employment.
Take practice entrance exams for post-secondary education goals
Gather employment materials (state ID, birth certificate, social security card).
Identify community resources to support independence and belonging.
Grade 12:
Finalize post-secondary goals and develop a transition plan beyond high school.
Complete graduation requirements and obtain necessary credentials or certifications.
Apply for post-secondary education or training programs, if applicable.
Access transition services and supports to facilitate a smooth transition to post-school life.
Develop a plan for ongoing support and monitoring of post-school outcomes after graduation.
Contact community resources to support independence and belonging.
Grade 13+:
Monitor progress towards post-secondary goals and adjust plans as needed.
Access community resources and support services to facilitate successful transition to adult life.
Pursue post-secondary education, vocational training, employment, or other meaningful activities aligned with post-secondary goals.
Maintain communication with school, family, and community stakeholders to provide updates on progress and seek additional support if needed.
Some additional considerations to add to the timeline for more significant disabilities may include:
Healthcare Transition: transitioning to an adult healthcare provider, including discussions about managing healthcare needs independently, transferring medical records, and accessing community healthcare resources.
Legal Considerations: Legal considerations relevant to adulthood, such as guardianship, powers of attorney, and rights under the Americans with Disabilities Act (ADA) might need to be considered. Learning how to navigate these legal processes can help ensure students' rights and autonomy are protected as they transition to adulthood.
Social and Emotional Support: Addressing social and emotional well-being during the transition process, including strategies for building self-confidence, coping with stress, and accessing mental health support services may also provide transition support.
Assessment and Use of Assisted Technology
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