Overview

Transition activities will:

• Begin by age 14
  
• Be concerned with the student’s life after school
  
• Be individualized by using information from family, student, and the school
  
• Be discussed prior to the individualized Education Plan (IEP)
  
• Be reviewed annually
  
• Give responsibility to the student, family, employers, and community agencies
  
• Include self-advocacy training
  
• Suggest family support systems
  
• Provide community experiences in adult life roles
  

A Transition Network Includes :

• The primary players:

  • The student – identify interest, abilities, value, goals
  • The parents – encourage, guide, advise
  • Family and friends – discuss goals and dreams
  
  
• The supporting cast:
  
  
  • Special education and regular education teachers – will provide academic services
  • Counselors and career-technical education instructors – will present career options and opportunities
  • Agency representatives – will assist with needed Transition Services
  • Special education administrator or designee – will oversee the process
  
  

Transition Planning Involves

• Awareness of interests and abilities – ongoing home and school
  
• Career awareness – ongoing home and school
  
• IEP (Individualized Educational Plan) – annual plan points toward long-range goals
  
• E/EDP (Education/Employment Development Plan) – TP (Transition Profile) – plan initiated at grade 8 or 9 determines high school program based on interests, abilities, and educational and career goals
  
• Portfolio – evidence of skills and accomplishments-Skill or technical training and work experience – follows development of basic academic skills and pre-vocational learning; grades 11 and 12 and post-secondary