What are the steps to an Effective Transition Planning Process?

Goals of the Process: 

  • Provides awareness to students, families, educators, community and adult service providers about what each system and person does.

  • Facilitates communication between schools, families and community and adult service providers about students who need services.

  • Develops a planning process that identifies a clear path for students to follow from school to adult living.

  • Refocuses the school curriculum to include applied academics, career development and daily living skills.

  • Utilizes assessment information across agencies, reducing duplication and streamlining the referral and eligibility determination process.

  • Establishes a consistent referral system so students can more easily access agency supports.

  • Effectively coordinates services between the school and other agencies leading to a successful transition.

  • Successfully utilizes the available resources across agencies.

  • Creates networking opportunities and expertise across agencies.

  • Provides a support system for professionals, families, and students.

Transition Questions to ask: 

  • Where is the student going vocationally (competitive or supported employment, volunteer work)?

  • Will the student need post-secondary education or training?

  • Where will the student live and what support will be needed?

  • What will the student’s transportation needs be?

  • How will the student maintain his or her social life?

  • What type of leisure activities will the student participate in?

  • How will the student meet his or her need for medical care including health insurance?

  • What community agencies can help and how will they be accessed?

How is it organized:

The transition plan, as part of the IEP, provides the framework for identifying, planning, and carrying out activities that will help the student make a successful transition to adult life. It includes the long-range post-school outcomes identified by the student, a statement of a projected course of study (at age 14), and specific transition services that the student will need (at age 16), including agency services.

Plans must include:

  • What agencies will be involved

  • What services each agency will provide

  • How all of the services will be coordinated