A transition plan identifies the services, supports, and activities that will be provided to students in order to reasonably enable them to achieve their post secondary goals. Students should be a major part of this process. Students must be invited to any IEP meeting where transition will be discussed.
Prior to the IEP meeting, students should have input concerning their preferences, interests, needs, and strengths (PINS), learn to advocate for themselves, and be ready to set personal goals. Self-advocacy skills need to be addressed at all levels of learning.
Families are also involved in planning by providing information concerning their child, both academically and socially, their vision for their child’s future, and what resources and accommodations help the child succeed. Effective transition planning takes advantage of parents’ input and empowers the family to continue their role in guiding their adult child.
The transition plan should also begin making connections between the child, family, and adult service agencies. These agencies, both public and private, may be able to provide future services enabling the student to be successful in post-high school endeavors.
Transition plans are updated (reviewed) annually. Changes are made only if the child indicates they have new goals supported by age appropriate transition assessments.
