Transition Planning
Transition Planning is a coordinated and thoughtful process that helps students with disabilities prepare for life after high school. It includes setting goals and providing education, experiences, supports, and services to guide students toward meaningful adult lives. These outcomes may include employment, postsecondary education and further training, or independent living and community participation. Schools are required by law, through the Individuals with Disabilities Education Act (IDEA), to begin transition planning by age 16, although many states start earlier. The process is personalized, involves families and other community agencies, and is documented in the student's Individualized Education Program (IEP).
Transition Assessment
Transition assessment is an important part of effective transition planning, guiding the transition plan and services in areas such as employment, independent living and community involvement, and post-secondary education and training. These assessments play a key role in helping IEP teams design effective services and supports that promote meaningful post-school outcomes for students with disabilities. Schools and transition programs use a variety of assessments to inform planning and monitor progress towards student goals and outcomes. High quality transition assessment is an ongoing process that involves input from the student, their family, educators, and other members of their team and circle of support. The information gathered helps ensure that a student’s transition goals are tailored to them as an individual and result in positive outcomes.
Transition Coordination
Transition coordination refers to the intentional planning, communication and collaboration between stakeholders and service systems, and alignment of supports that help students with intellectual and developmental and other disabilities move from secondary school into adult life. It involves coordinating across schools, families, adult service systems, employers, and community organizations to ensure that students’ transition goals related to education, employment, independent living, and community participation are defined and supported. Effective transition coordination reduces service gaps, clarifies roles and responsibilities, and focuses on the student’s strengths, preferences, and goals to promote continuity and positive post-school outcomes.