DOMAIN 1

TRANSITION PLANNING IN PRACTICE

The Individuals with Disabilities Education Act (IDEA) Amendments of 1997, P.L. 105-15, introduced the mandatory requirement of transition services to the education of students with disabilities, compelling educators to work with students and families to better prepare students with disabilities for life after high school. Those same laws required “a statement of transition service needs that focuses on a student’s course of study be included in the IEP by age 14 and that a statement of needed transition services, including a statement of interagency responsibilities or linkages if needed, be included in the IEP by 16” (Neubert, 2014, p. 21).

In order to provide students with high quality transition services, a comprehensive evaluation of a student’s strengths and needs in the areas of education, employment, and/or independent living must be completed. A well-thought out plan for evaluating those needs is critical. This plan helps the team to determine how information will be collected, which stakeholders will be collecting information, and what factors may influence the information and potential outcomes as part of the plan. In their study, Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities, David Test, Valerie Mazzotti, April Mustian, Catherine H. Fowler, Larry Kortering and Paula Kohler (2009) reviewed the available literature “to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities” (p. 11). In all, 16 evidence-based predictor categories were identified and fall into the general areas of education, employment, and/or independent living. They are “career awareness, community experiences, exit exam requirements/high school diploma status, inclusion in general education, interagency collaboration, occupational courses, paid work experience, parental involvement, program of study, self-advocacy/self-determination, self-care/independent living, social skills, student support, transition program, vocational education and work study” (Test, et al., 2009, p. 11). Transition planning must collect data relevant to the above-mentioned categories to ensure a student receives age-appropriate transition services, and in order to ensure development of relevant post-secondary goals for employment, education and training, and independent living as appropriate.

In addition to understanding student needs, transition planning must take into consideration what is required by law. As mentioned, the Individuals with Disabilities Education Act (IDEA) clearly indicates what must be done and when, to ensure transition needs are being addressed. The National Secondary Transition Technical Assistance Center (NSTTAC) has a variety of tools to help ensure appropriate assessment of a student’s strengths and needs, and to develop legally compliant IEPs. An Indicator 13 Checklist is one of many resources available on their website.

Effective transition planning is an ongoing process that contributes to the development of an individualized education plan (IEP) which fulfills state and federal requirements and sets the stage for student success. The process includes a variety of components listed as competencies of the transition planning domain. One way to ensure effective transition planning, is to conduct a comprehensive records review to determine what assessments have already been conducted, and what strengths and needs have been identified. Developing a transition assessment plan is also a critical step to ensure all areas of need are considered. 

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It is just as important to gather information from the student and parent or other important family member regarding strengths and areas of need outside of the academic setting. Students can participate in a variety of surveys, checklists, and assessments. Parents or other important family members can provide information through written surveys, interviews conducted in person, via email, or over the telephone. It is important to develop an understanding of the student and family's culture in order to gain a solid understanding of the role everyone plays. The family may be multi-generational, may include an elderly family member in all important decision-making, or may want the transition age youth to make all of their own decisions. It is important to ask the student and family about who should be included in the process.

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Finally, it is imperative that individualized education plans are developed to include goals which continue to align with appropriate state and local academic standards, and appropriate transition related goals.  These academic and transition goals must connect to the students present levels of academic and functional performance, as well as demonstrate a relevant connection to the transition assessments used to determine student strengths, preferences, interests and needs.

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*Please view the Family & Future Options page for information about post-secondary programs (Updated 11/2020)

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