If you are teaching middle school or high school, you are very familiar with IEP transition plans. The Individuals with Disabilities Education Act (IDEA) tells us that once a student turns 16 (younger in some states), they must have a transition plan written into their IEP.
The purpose of a Transition IEP is to prepare students with disabilities for life after high school by providing them with the skills, supports, and services they need to achieve their post-secondary goals. It ensures that students are equipped for success in education, employment, and independent living by focusing on individualized planning, skill-building, and real-world experiences.
And transition IEPs can feel a little overwhelming at first. To start, many districts and schools start transition planning sooner than required, so the actual time in a student’s educational career that they gain a transition plan will vary by setting. If you’re unsure of when you should begin transition planning with your students, check with a administrator and also your state department of education website.
Being aware of transition IEPs and planning for them is the start, though. Here are 3 tips to keep in mind when writing a student’s transition plan:
Students are required to share their input on their transition plans, and most teachers like to administer career surveys and conduct interest interviews to ensure they’re getting the clearest information possible into the plan. A meaningful Transition IEP is student-centered and should reflect their aspirations for college, work, or independent living.
But, often, we forget about families. Since we know that families are the experts on their children, it is imperative that we gather their input too. Transition planning extends beyond high school, and families and outside supports (like Vocational Rehabilitation or college disability services) play a big role.
Families are often essential caregivers for our students, and have a lot of input into their future, especially when considering living and housing scenarios. This makes engaging parents, community agencies, and adult service providers early in the process vital.
Have you ever had a student say they want to be Simone Biles or Taylor Swift for their future career? It can be so tempting for us to try to steer our students future desires into an area that feels more attainable. While at times, conversations with students and their families might send things in that direction, if they don’t, that is more than okay!
So what happens if you have a student insisting that their career path is to become a famous basketball star? Well, one thing you can do is first make sure they have PE in their schedule, and then look into how they can join the basketball team or support the team in some way.
Student desires may change over time, but keeping student interests and desires at the center of the transition plan is essential for making it work. And don’t forget to that need transition IEPs need to continue to be academic focused, as well – with a direct alignment to student interests and goals.
For students who are unsure of what they want to do post graduation, keeping the transition plan centered around the student will help keep their interest. Exploring post secondary options can be a really motivating factor for some students. The more students can be involved in this process, the more they will be engaged in their learning.
Our students will all need supports in order to reach their post secondary goals, so please don’t forget about them! Think ahead to the possible barriers or roadblocks they may face as they work to achieve these goals.
What supports will they need?
This could be as clear as a job coach or a communication device, but might be as nuanced as role plays and written scripts. It’s important to write these supports into the transition plan so that we can ensure they are given to our students.
Providing opportunities like job shadowing, internships, functional math and literacy instruction, or independent living skills training, will help to best set your students up for success. And as the case manager, you can ensure that the courses, accommodations, and transition services support the student’s post-secondary goals.
A lot goes into a well written transition plan for our middle and high school aged students. A Transition IEP ensures that students are ready for adulthood with the necessary academic, vocational, and life skills to live as independently as possible and succeed in their chosen path.
With these tips in mind, you’ll be well on your way to a high quality, comprehensive transition plan to support your students post-secondary goals.
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