Transition Planning is the process that provides assistance to students, parents, and school
personnel as they discuss and plan transition from school to adult life. Transition
planning should prepare students to exit high school and successfully integrate into their
communities, obtain and maintain jobs, get along with others, and live independently.
This planning can be thought of as a four-step process and includes assessing interests
and strengths, planning appropriate IEP transition goals, instructing with meaningful
transition-related activities, and evaluating progress.
Step 1: Assess. Educators assess, as applicable, students’ interests, preferences,
needs, and aptitude, if applicable, related to desired post school outcomes using
formal and informal assessments.
Step 2: Plan. Involves interpreting assessment results, using the data to create
appropriate IEP goals, selecting the appropriate courses of study and diploma/exit
option, and developing appropriate transition services.
Step 3: Instruct. Students engage in meaningful transition-related activities and
learn the skills needed to reach their post school goals. Students should also be
linked to services and agencies needed to meet the transition goal.
Step 4: Evaluate.Educators evaluate whether student progress has been made
toward achieving the transition skills and transition IEP goals.
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 that are needed to support the 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 that focus on preparing
the student to meet his/her transition goals. Information should be provided to students
and parents regarding the different diploma pathwaysand the requirements for
eachpathway. During the transition from middle to high school, the IEP Team must
consider the highest most appropriate diploma pathwaywhen selecting the pathway
leading to the Alabama High School Diploma and courses of study for the student.