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 pathways and
the requirements for each pathway. During the transition from middle to high
school, the IEP Team must consider the highest most appropriate diploma pathway when selecting the pathway leading to the Alabama
High School Diploma and courses of study for the student.