EDUC 619 SCHOOL & COMMUNITY

JULIE A QUACKENBUSH

VITERBO UNIVERSITY | La Crosse, WI

eparing For Life: A Transition Guid

Personal Resource Guide for Transition Planning

SECTION 1: INTRODUCTION
What is Transition?
Transition is helping students with disabilities and their families think about their life after high school
and identify long-range goals designing the high school experience to ensure that students gain the skills
and connections they need to achieve these goals the provision of funds and services to local school
districts to assist in the transition process.
Beginning not later than age 16 or earlier if appropriate, the IEP Team must address transition
services in the IEP.
The Individuals with Disabilities Education Act (IDEA) defines Transition Services as: a coordinated set
of activities for a child with a disability that
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Is designed to be within a results-oriented process that is focused on improving the academic and
functional achievement of the child with a disability to facilitate the childs movement from
school to post-school activities, including postsecondary education, vocational education,
integrated employment (including supported employment), continuing and adult education, adult
services, independent living, or community participation.
Is based on the individual childs needs, taking into account the childs strengths, preferences, and
interests.
Includes instruction, related services, community experiences, the development of employment
and other post-school adult living objectives, and, when appropriate, acquisition of daily living
skills and functional vocational evaluation.
Includes appropriate measurable postsecondary goals based upon age-appropriate transition
assessments related to training, education, employment, and, where appropriate, independent
living skills.
Includes transition services (including courses of study) needed to assist the child in reaching
those goals.
Begins no later than the first IEP to be in effect when the child is 16 and updated annually

Transition planning may begin as early as elementary school. School personnel should begin the process
of discussing with students and parents the educational progress and needs of the student. The discussion
should consider the expectations and aspirations of the student. The process should also include
discussions concerning future goals and the skills needed to support reaching transition goals. When the
student is in middle school, school personnel should begin using career assessments to identify the
career interests, abilities, and needs of the student. The assessment data should be utilized to develop
appropriate programming including the courses of study. Beginning not later than age 16, or earlier if
appropriate, the IEP Team must address transition services in the IEP.

Who should be involved in the transition planning process?

Student
Parents/Guardians
Special Education Teachers
General Education Teachers
School Administrators
Guidance Counselor
Vocational Rehabilitation Counselor
Other Agency Representatives
What is the students role?
Students Role

To learn about the transition process what is involved, what happens when, what I need to know?
Take an active role in the transition process talk about your interests, preferences, and goals.
Ask questions.
Identify your strengths and weaknesses. likes, dislikes, etc
Identify the appropriate path to follow what exit option you should take based on your strengths
and interests.
Speak with the schools career leader or guidance counselors to identify appropriate courses to help
reach your goal, apply for scholarships, learn about options college, vocational trade school,
apprenticeships, .
Explore career interests and what options might be available based on the options.
Complete age-appropriate transition assessments (Interviews, observations, career day).
Attend your classes and complete all assignments.
Find reliable people, resources, and agencies that will assist you in reaching your goals.
Learn more about your disability and how to get the supports you need to reach your goals.

Parents/Guardians Role

Be an active participant in the IEP Team transition planning process.

Share your thoughts and concerns about your childs transition plan.
Share information with the IEP Team about your childs strengths, needs, and preferences.
Ask questions.
Discuss with your child his/her future goals.
Help your child explore and develop realistic goals for adult life and to become an active
participant in planning their future.
Keep records for your child
Determine how much assistance your child will need to acquire independence.

Teachers/Case Managers Role

Help the student explore his/her goals for adult life.

As an IEP Team member develop measurable postsecondary goals for the student.
Help the student complete activities that will help him/her achieve their goals.
Coordinate IEP meeting times with all transition team members.
Provide instruction in the classroom setting on self-determination/self-advocacy skills and skills
related to understanding the purpose of the IEP process.
Role-play IEP meetings to help the student understand the IEP process and requirements.
Encourage the student to communicate with school personnel to monitor progress toward the IEP
goals.
Encourage the student to advocate and conduct his/her IEP Team meeting.

School Guidance Counselors Role

Assess students for career interests and aptitude leading to the students career path.
Develop four-year educational/career plans for students.
Beginning in the eighth grade, and annually thereafter, guide students in the development and
annual revision of the four-year educational/career plan.
Facilitate the delivery of appropriate curriculum in the classroom.

Other Agency Representatives Role

Attend IEP Team meetings when invited.

Actively participate with other IEP Team members to align plans and services.
Provide information on resources and supports available to help the student reach his/her goals to
the best of your knowledge.
Provide necessary services and supports to help the student achieve his/her goals.

Transition Timeline/Process
Students Age
No later than age 1213, or earlier if appropriate

No later than age 14, or earlier if appropriate

No later than age 15, or earlier if appropriate

No later than age 16, or earlier if appropriate

No later than age 18, or earlier if appropriate

No later than age 21, or earlier if appropriate

What IEP Team Should Consider

Develop communication and social skills.
Develop skills in self-determination and selfadvocacy.
Begin person-centered future planning process.
Have students attempt transition assessments
(Student Interview, Interest Inventory, Student
Survey, Parent Interview, Work Samples,
Vocational Assessment, Career Interest Inventory,
Career Aptitude Assessment)
Select the highest, most appropriate diploma
pathway for completion of eighth grade.
Review diploma/exit options or pathways
Identify students strengths, weaknesses, abilities,
values, and interests by participating in elective
classes or extracurricular activities.
Explore careers that may be of interest.
Select course of study needed to meet students
transition goals.
Create a transition plan with the IEP Team.
Assess student interests, strengths, and needs as
appropriate.
Review diploma pathways.
Review course of study.
Review documentation of transition services.
Discuss and explore career interests with the IEP
Team.
Discuss and review postsecondary education,
employment/training, community, and
independent living, if appropriate.
Discuss and review community independent
living goals.
Develop agency linkages if appropriate.
Begin application to adult service agencies.
Discuss guardianship or age of majority.
Complete the Summary of Academic
Achievement and Functional Performance
(SOP).
Complete the SOP for every student who exits
with a high school diploma or who will be
exceeding the age of eligibility for free
appropriate public education (FAPE). The
ALSDE, Special Education Services (SES)
Section, strongly encourages public agencies to

complete the SOP for all students exiting high

school.
Document academic achievement and functional
performance progress.
Document recommendations for meeting the
goal(s) for postsecondary education/
employment or community/ independent living
goal(s) not met.
Document successful accommodations during
high school.
Complete at the end of the students exiting year.
Discuss next steps as related to selected
diploma/exit option or pathway.
Discuss the Post-School Outcome survey (PSO
survey).

STUDENT OUTCOMES PLANNING

Transition planning involves more than creating a paper document. Transition planning involves
ensuring all students with disabilities are prepared to achieve their desired post-school goal. Beginning at
age 16, or earlier if appropriate, the IEP Team must determine the students post-school transition goals
based on needs, preferences, interests, and appropriate transition and career planning assessments.
Transition services must begin when the student turns 16 during the first IEP session after reaching
16. Services may begin earlier if appropriate, and then should be updated annually after that. The IEP
Team must address the students course of study; assessments; goals, employment/occupation/career and
community/independent living. It should consider transition services; and annual goal(s) to address the
transition service needs indicated on the transition page.
During the eighth-grade IEP meetings, students should take an active role in selecting their graduation
option and determining the needed courses of study based on their post-school outcomes.

Assessments for Transition Planning

The first step in planning for transition is assessment. Types of Transition Assessments: Assessments
come in two general formats formal and informal.
Formal assessments:

aptitude tests
interest assessments
intelligence tests
achievement tests
personality or preference tests
career development measures
training evaluations, and measures of self-determination.
Examples include: -Meyers Briggs
Self-Directed Search (Forms E, R, and Explorer)
Wonderlic Basic Skills Test
Occupational Aptitude Survey and Interest Schedule
Armed Services Vocational Aptitude Battery

Informal:

interviews or questionnaires
direct observations
anecdotal records
environmental or situational analysis
curriculum-based assessments
interest inventories
preference assessments
transition planning inventories. ( The Transition Planning Inventory, Interest Inventory, or Life
Centered Career Education Plan )

Transition Assessments:
Educational
Individual classroom-based assessments; grade or school-wide assessments;
academic assessments and observational reports
Employment
Ratings of employability, vocational interest inventories, functional skills
assessments, structured assessments in the work setting, evaluations of interview experience, work skills
Training
Armed Services Vocational Aptitude Battery, computerized skills assessments,
self-determination scales, and vocational readiness ratings.

 Independent Living Skills

Daily living skills assessments and assistive technology evaluations.

Beginning at age 16, or younger, the IEP Team must determine the students appropriate
measurable postsecondary goals based upon age-appropriate transition assessments related to:
Training Education Employment Independent Living Skills, where applicable

List of Helpful Websites:

http://dpi.wi.gov/sped/topics/transition

http://mywtcs.wtcsystem.edu/wtcsinternal/cmspages/getdocumentfile.aspx?
nodeguid=56c2604f-0768-47e9-8ed8-27ece93861a1

https://dpi.wi.gov/sites/default/files/imce/sped/pdf/tranopndrs.pdf

Disability.gov

https://www.cesa7.org/sped/autism/index2.htm
Guide

http://www.pacer.org/parent/php/PHP-c115.pdf
The PACER Centers
College or Training Programs: How to Decide informational sheet offers
ideas to consider before graduation to help students with disabilities decide
what the appropriate path for them is.
http://www.pacer.org/transition/resource-library/publications/MYDEmployment.pdf The Centers Employment handout entitled Mapping Your
Dreams: Making the Transition Team Work provides additional information to
help transition-age students figure out what they want to do after high
school. There is even a video series on how to fill out college forms, including
the FAFSA for financial aid.

The HEATH Resource Centers Awareness of Post-secondary Options

provides an overview of the different choices available after high school so
young people with disabilities can make an informed decision about their
future. What Do I Want To Be When I Grow up? helps young people identify
their interests, values, and preferences related to work and use that
information to consider possible careers. The Centers Opportunities in
Career and Technical Education at the Post-Secondary Level helps explain
the career training options that are available for students, including high
school and post-secondary certificates, two and four-year college degrees and
technical and trade schools. The Center also offers a fact sheet on NonDegree Post-Secondary Options for Individuals with Disabilities (there is also
a follow up to the fact sheet).

My Future My Plan is a transition planning website that encourages students

to take a lead role in planning the life they want after high school. It includes

Susan Stokes Autism

tools, resources and information for students with disabilities, their families,
teachers and school counselors.

The National Youth Transitions Center offers information, programs and

events to help young people with disabilities, including Veterans, make the
transition from high school to higher education or the workforce. Programs
include career counseling, school-to-work readiness training, work-based
learning experiences, leadership training and family education and support.
The Center also houses the Youth Transitions Collaborative and the
National Veterans Center.

Youth Transition Toolkit: A Guide for Young People with Disabilities

Transitioning to Adulthood is a PowerPoint presentation that addresses
topics like education, employment, health care and personal assistance
services.

TransCen Online Learning Tools are free online training courses students and
parents can do at their own pace to learn more about options after high
school.

NCSETs Person-Centered Planning: A Tool for Transition has information

about creating a transition planning process that focuses on the needs and
interests of students with disabilities. It includes information on transition
planning as part of IEPs and how young people can play a leading role in
making decisions about their future.

The Youthhood website helps young people plan for the future, figure out
what they want to do after high school, and think about issues such as
employment, housing and health care.

Youth.gov has information for transition-age youth, including students with

disabilities. Learn about youth employment, mental health and
substance abuse issues and mentoring.

The Im Determined! website offers information and resources for students,

parents and teachers about the transition process and postsecondary options. It includes information about educational rights,
employment, living independently and self-determination. It also has fact
sheets, videos and a transition planning guide.

The Learn How to Become website has information and resources on careers
and education and training options so young adults can find the right career
and determine a plan for success.

The Autism Societys Transition Planning for Students with Autism guide has
information to help students prepare for life after high school, including to
great information on how to search for a job and a how to find a place to live.

http://www.thinkcollege.net/images/stories/site_docs/family_checklist.pdf
The Think Colleges Transition Checklist provides a list of topics that
should be taken into consideration when discussing transition from high
school to college for students with intellectual disabilities.

https://www.careeronestop.org/getmyfuture/index.aspx
The GetMyFuture website has information to help young people move
from school to work and find careers that fit their interests and skills. Learn
about finishing high school, writing a resume, training for a job and starting
your own business. You can also use the website to find scholarship
opportunities, look for a job in your area and get contact information for state
job programs and agencies.

http://www.waisman.wisc.edu/naturalsupports/ Natural Supports Site

What key discussions from the forums should be copied to here?

Transition Action Guide is a very practical and useful resource; with color coded
format in the beginning of the guide that is very useful, especially for parents.
Neurotypical my key take away is that to always remember that people are all
human. We are all the same. Although our actions may not appear as such we
are all experiencing life together. We each have our own interpretations and
backgrounds that bring about our opinions. Dont disregard anothers opinion.
Dont ever count someone out. We all experience life in our own way. We need
to help each other figure out how to make our way through.

What personal reflections have you made that should be noted here for future reference?
We have covered a lot of very useful and informational material throughout this course. We have looked at
what is transition, what is a plan, who develops it, how and why. We have gained a lot of knowledge. I have
tried to put some important parts in this guide as a reminder of where to go for what, who does what and when
it should happen.