TRANSITION PLANS
POINTS TO REMEMBER
2014-2015
Transition planning overview
For students 14 years and older (or that will turn 14 during the school year):

TRANSITION- coordinated set of activities for a child with a disability that:
o Is within a result-oriented process
o Is focused on improving academic and functional achievement
o Facilitates child’s movement from school to post school activities,
including: postsecondary education, continuing and adult education,
vocational training, employment (integrated or supported), adult
services, independent living, and community participation

IEPS must be TRANSITION CENTERED. Discuss exit options FIRST- this
will determine post-secondary goals. Goals must match diploma option.
After giving TRANSITION ASSESSMENTS (to collect data on students’ needs,
preferences, and interests), discuss POST- SECONDARY GOALS with
students prior to meeting and all other components of the IEP should be
based on those goals.

Must address transition in the PLAAFP (under child’s strengths,
preferences and interests) of the IEP. Summarize data from transition
assessments pertaining to students’ interests, preferences, and strengths that
helped develop post-secondary goal and summarize post secondary goal.
List the transition assessments given under data sources.
Individual Transition Plans
8 major components:
(numbered on transition plan example)
1. POST-SECONDARY GOALS
o Based on info gathered from transition assessments
o Must match exit option
o Reflect individual needs indentified in the PLAAFP
o Written for the areas of education/training, employment, and
Independent living
o FORMULA for writing: Upon completion/exit from high school
student___________________ will outcome________________ (what, where, and
how?)
o Must be linked to an annual goal with STIOs- note the goal number
Not only about education, it can be training too- for severe/profound
students (see “Measurable Post-Secondary Goals” handout and on web
site)
o Post secondary goals must be reviewed annually and updated/revised
based on student’s strengths, preferences, and interests.
o
2. AGE-APPROPRIATE TRANSITION ASSESSMENTS
o Help develop part 1
o Can use formal and/or informal
o Find out students’ interests and let that dictate the assessments given
o In the areas of education/training, employment, and independent
living
o See Quick Book of Transition Assessments on web site.
o Transition Hub has assessments also
(https://sites.google.com/site/transitionhub/transitionassessments/transition-assessments-)
o Date conducted should be prior to IEP meeting
o Results of the assessments provide information that can be notated on
the PLAAFP
o “Report attached” should be marked and include copies in blue folder
o Shouldn’t mark “none needed”
3. TRANSITION SERVICES
o Activities that the school, student, parent, and any other outside
agency will do to assist students in reaching their stated postsecondary goal (these do not all have to be activities provided by
school)
o In areas of instruction, related services, community experiences, the
development of employment objectives and functional vocational
evaluation, and the acquisition of daily living skills and other postschool adult living objectives
o Many are probably things already being done just document them
here! (Ex- SATP review, ACT review, job shadowing, meet with
guidance counselor, driver’s ed, accommodations, tutorial class, field
trips etc……..)
o Don’t forget to state who is providing services/activities
o Must be linked to the child’s post secondary goal and PLAAFP.
4. COURSE OF STUDY
o Supports goal in part 1
o General ed teacher and guidance counselor must be involved in
determining course of study
o From drop down menu choose what field fits post secondary goal
o For SCD children, also choose from drop down menu what supports
goal
o
Complete classes
5. EXIT OPTIONS
o Should be discussed and decided prior to transition assessments and
goal writing, so they all match
o Have parent and student initial beside option checked
6. CHILD INVITATION TO THE IEP COMMITTEE MEETING
o Should always be YES!
o See student invitation on transition page of RCSD web site
7. INTERAGENCY INVITATION TO THE IEP COMMITTEE MEETING
o Goal is to CONNECT WITH AGENCIES!!!!
o List any agency that is currently involved with student, could provide
needed information in the meeting, or is likely to become involved in
providing post-school services. ( see “Rankin County Linkages” on
transition page of RCSD web site for agency list AND descriptions)
o WRITTEN PARENTAL CONSENT MUST BE OBTAINED BEFORE
INVITING ANY AGENCY TO AN IEP MEETING (add the name of
agency rep to the WPN (WPN now has a line for HUDSPETH,
VOCATIONAL REHABILITIATION, AND OTHER AGENCIES) and parent
should check appropriate box either granting permission or
withholding permission. (Also new to WPN- right above the 7 day
waiver info)
o By at least the 11th grade year, Voc Rehab should be contacted to come
meet with students and evaluate (see “Voc Rehab counselors by RCSD
school)
8. TRANSFER Of RIGHTS
o At least one year before the student reaches the age of majority (age
21), the transfer of rights statement must be explained and the
student must sign.