Berrien RESA


	Resources (CEN) Center for Education Networking CMH DHS Driver Education EDP ESTR LearnPort Michigan Alliance for Families Michigan Transition Resources (MTSA) Michigan Transition Service Association MRS NDCCD Occupations - O*NET Selective Service SSI U.S. Department of Labor Volunteering

Contact Person: Julie Longstreet, ext. 1191
Contact Person: Sandy Asmus, ext. 1348
Contact Person: Cathy Klaer, ext. 1247
Tel: 269-471-7725
Fax: 269-471-0314

Program Information

The transition planning process starts by the age of 16 or earlier if needed. Transition planning is a part of the annual Individualized Education Program Team meeting (Note: “IEPC” is an outdated term). This planning is a partnership involving students with disabilities, families, school and post-school services personnel, community agencies and employers. To understand this dynamic process we need to view it as a plan that helps students navigate the continuous changes that happen in their lives. Change happens whether we plan for it or not. Good planning makes the uncomfortable and sometimes frightening events in the student’s life not only manageable but exciting.

During the transition planning process, it is important to keep in mind that students with disabilities have different levels of impairment and capabilities; transition planning needs to be flexible to meet a variety of needs. It is important to be aware of available resources and services that will help develop an individual’s transition plan. This is referred to as, “making informed choices”.

Students start the transition process by assessing their strengths, weaknesses, interests and needs. An example of a commonly used transition assessment is the Enderle-Severson Transition Rating Scale (ESTR). By using this starting point, a path begins to emerge that can be developed into a plan. The plan will address the key areas of a student’s life:

Post-Secondary Education/Training (What additional education or training does the student want to pursue after high school?)
Career/Employment (What kind of work does the student want to do after they finish high school?)
Adult Living (Where does the student want to live as an adult? What does the student need to be independent?)
Community Participation (What activities and hobbies does the student want to do as an adult?)

Looking ahead, the next step is to examine the student’s roadblocks. Creating short term goals empowers students to become involved and contribute as an equal partner in the Transition/IEPT planning process. By identifying their strengths and available resources, students can remove a great many roadblocks and create attainable goals.

While information is now readily accessible, it is often overwhelming to sort through. To assist with the transition planning process, we have provided several informational brochures available on this web page. We have also created the Systems’ Navigator which is an attempt at information management. The Systems’ Navigator will connect you to numerous sites which provide information and services.

Visit the Systems’ Navigator