"The term "transition services" means a coordinated set of activities for a child with a disability that- A. is designed to be a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post school activities. Including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation."
What are Transition Services?
Transition in special education refers to a student moving from secondary education to post-secondary education, work and life. For many students these experiences happen in stages instead of all at once. Most students graduate between the ages of 18-21 years old. At the time of graduation, students will no longer have an IEP (Individual Education Program) or receive special education services as defined by IDEA (Individuals with Disabilities Education Act).Prior to that point of exiting the school system, the IEP team develops what is known as a transition plan. This transition plan, helps organize the process of transitioning to post-secondary life.
Transition services are mandated on IEP for students who are age 16 or younger if mandated by states. Transition services are designed to improve the students’ academic and functional achievement and to address postsecondary goals in training, education, employment, community participation, and independent living skills. It is best to include students in these discussions and to encourage students to advocate for themselves. These services include a coordinated set of activities for a student with disabilities to improve student post-secondary outcomes. Transitions Services are based on student interests, preferences, strengths, weaknesses and include instruction, related services, community experiences, and the development of employment and other post-secondary adult living skills. It may include vocational rehabilitation and other services after graduation.
Key terms to understand: Transition Plan - A written document that is included in the student's IEP that outlines a coordinated set of transition activities. It includes postsecondary goals in the areas of education, employment, and, if needed, independent living (OSERS, 2020). Transition Activities - Activities providing opportunities to build transition skills and meet the postsecondary goals (OSERS, 2020).
Types of Transition Services:
There are many different types of transition services that occur during or after high school . Choosing the right type of services for students after high school is essential to student success. This will look different depending on the wants and needs of the student as well as the options available in the area. Post-secondary education- This is education that begins after high school. It includes trade schools, on the job-training, apprenticeships and college. Vocational Education-This is education focusing on a specific career or trade. Integrated Employment- This is an employment option for people with disabilities where people with disabilities are integrated into the workforce in the community as opposed to working separately with others with disabilities. Supported Employment- This employment option provides individuals with disabilities with support through job coaches or mentors and allows the person with disabilities to be integrated into the community workforce. Adult Education- This education begins after graduation and is offered by school districts or charter schools for students with disabilities from age 18 to 22. This may also be referred to as a transition school. Adult Services- These are eligibility programs that provide support for people with disabilities in various areas. Individuals must meet certain criteria to qualify and enroll in adult services. These services can vary widely depending on the program.
Writing Transition Plans
While there may be similarities between transition plans of various students, IEP team members should avoid falling back on providing generic services to students. Transition plans should be developed based on the individual child's needs, taking into account the child's strengths, preferences, and interests; "and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, acquisition of daily living skills and functional vocational evaluation" (34 CFR 300.43 (a) (20 U.S.C 1401(34)). It is federally mandated that students with disabilities have a transition plan at age 16. In the states of Utah and Idaho require a transition plan for students at the age of 14 and older. In some cases, students younger than 14 may have a transition plan if determined appropriate by the IEP team. In this situation, the notice of meeting must indicate that a transition plan will be written. Notice of Meeting A. The notice of meeting must indicate that there will be a consideration of the postsecondary goals and transition services for the student. B. That the LEA will invite the student. C. Identify any other agency that will be invited, with the consent of the parent(s) or adult student, to send a representative. School Counselors in Utah Students with disabilities must have access to school counselors for the purpose of planning and must be actively invited and included (when appropriate) in school activities which address course planning (including online courses), graduation, and post-secondary education and employment (i.e., college week, scholarship opportunities, ACT, and concurrent enrollment).
Components of a Transition Plan
- Appropriate measurable postsecondary goals - Age appropriate transition assessment - Transition services, including courses of study -Annual IEP goals related to transition services -Evidence that student was invited to the IEP team meeting - Evidence of any participating agency was invited tot eh IEP team meeting with prior consent IDEA requires 100% compliance so if even one aspect is not compliant then the entire transition plan is not compliant.
What to consider in transitions:
- self-advocacy/ self-determination - Change - A plan for after high school - Goal setting and action steps - Based on student's interests, preferences, stregnths, and needs - Career exploration - Adult living skills - Work experiences
Four IDEA Indicators for Transitions
Every principal or administer in the state is required to report to OSEP (Office of Special Education Programs) on the following indicators from IDEA Part B: Indicator 1- Graduating Indicator 2- Staying in school/ student drop outs Indicator 13- Quality transition IEPs Indicator 14- Achieving post- school outcomes
These indicators are highly related to one another. When students are involved in their transition planning (indicator 13), they are more likely to achieve those goals. They are also more likely to find activities to help them reach those goals both inside and outside of the school setting. This has a positive impact on student outcomes. This increases their desire to stay in-school, thereby decreasing drop-out rates (indicator 2) and increasing graduation rates (indicator 1). This also increases positive post-school outcomes for students after they graduate (indicator 14).
Post- School Outcomes
INDICATOR 14
It is important for stakeholders to know the outcomes of students in their state and in their communities. Stakeholders work hard with students and want to make sure this work has a positive impact on students when they leave school. Stakeholders also want to know what to do differently so they can have a greater positive impact on students. This includes in higher education, competitive employment, or some other postsecondary education or training program or competitively employed or in some other employment within one year of leaving school.
Different Ways to leave/exit the School System:
Regular Diploma Certificate of Completion Alternative Diploma Dropped Out