Transition planning is a coordinated set of activities which promote a student’s movement from high school to postsecondary

education or employment and independent living. Transition planning is based on the individual student’s interests, strengths, and needs. As a federal mandate, transition planning requires that all students age 16 years and older with individualized education programs (IEPs) have individualized transition plans. However, transition planning should begin at much younger ages, and transition planning need not be limited to students with IEPs.

The transition planning process is collaborative and team-based, involving the student and family,

transition facilitator, and other school staff. The values and guiding principles of transition planning are similar to those of systems of care, wraparound supports, and person-centered planning. As part of transition planning, the team will:

● Conduct age-appropriate assessments (e.g., interest and life skill inventories).

● Set appropriate and measurable goals related to school, training, education, employment, and independent living skills.

● Base all goals on the student's strengths, preferences, and interests.

● Identify the course of study and experiences (e.g. community and vocational) needed to prepare the student to achieve his or her goals. The course of

Transition PlanningTransition planning is a coordinated set of activities which promote a student’s movement from high school to postsecondary education or employment.

W H AT W O R K S

Kelsey Carroll poses for photos with her diploma after graduating from Somersworth High School. From the film Who Cares About Kelsey?

While transition

planning promotes

independence, the

overarching goal is

interdependence.

WHAT WORKS: TRANSITION PLANNING

study should be relevant to the student’s future goals and motivate the student to complete his or her education.

● Engage the student’s family throughout the process and coach them in supporting their child’s goals and transition to independence.

● Develop a clear transition plan that contains all of the elements above, and details the steps needed to assist the student in reaching his or her goals. The plan specifies start and end dates and who has primary responsibility for each step.

The transition period for youth with emotional or behavioral disabilities (EBD) is particularly critical. Studies consistently show that youth with EBD are at high risk of dropping out of school, experience difficulty in getting and maintaining employment, and have high rates of arrest and incarceration. For youth with EBD, excellent transition planning beginning in middle school is effective in breaking these bleak cycles and helping youth make a successful transition to adulthood. While transition planning promotes independence, the overarching goal is interdependence. Youth learn to function independently (e.g. maintain a job, budget, cook) while participating in a healthy community where they both receive from and offer support to others. The RENEW model for youth-directed planning is a best practice example of effective transition planning for youth with EBD.

SOURCES

● Agran, M., & Hughes, C. (2008). Asking student input: Students’ opinions regarding their individualized transition plan. Career Development for Exceptional Individuals 31, 69–76.

● Benz, M., Lindstrom, L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children 66, 509–529.

● Clark, H. (2004). TIP systems and operations manual. Tampa, Florida: Louis de la Parte Florida Mental Health Institute. University of South Florida.

● Cortiella, C. (2004). IDEA 2004 Close Up: Transition Planning. www.greatschools.org/special-education/health/933-idea-2004-close-up-transition-planning.gs?page=1

● Hetherington, S., Durant-Jones, L., Johnson, K., Nolan, K., Smith, E., and Taylor-Brown, S. (2010). The lived experiences of adolescents with disabilities and their parents in transition planning. Focus on Developmental Disabilities and Other Developmental Disabilities 25(3), 163-172.

● Powers, K., Gil-Kashiwabara, E., Geenen, S., Powers, L., Balandran, J., & Palmer, C. (2005). Mandates and effective transition planning practices reflected in IEP’s. Career Development for Exceptional Individuals 28, 47–59.

Failure to include any one of these components has been associated with poor post-school outcomes:

Student Involvement: Students actively involved in their transition goal planning are most likely to achieve those goals.

Parent and Family Involvement: Parents or guardians receive advocacy training in order to maximize knowledge of both the system and their rights.

Positive Family/Student and School Relationships: Culturally and linguistically diverse parents, in particular, may desire a more personal relationship that helps them feel less alienated and more valued as a part of the IEP and transition process.

Student-Oriented, Outcome-Based Goals: Although student-identified, focused transition goals are linked to improved academic and employment outcomes, several researchers have shown that the actual transition services received are minimally related to the goals noted in transition plans.

A Meaningful Curriculum: High school curricula that meaningfully focus on vocational and academic pursuits, along with work experiences, are frequently missing for students with disabilities. Standards-based programs have emphasized students’ yearly academic progress, resulting in a diminished emphasis on employability, functional academics and self-determination skills for students with disabilities. High school students with job opportunities (preceded by skills training and based on personal interests) experience improved post-school outcomes.

Source: Agran & Hughes, 2008; Benz et al., 2000; Powers et al.

5 ESSENTIAL COMPONENTS TO TRANSITION PLANNING