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Transition Planning: What You Need to Know


 tranplancloud.PNG

arrow-mochayes.PNGWhat is transition planning?

The Transition Individual Education Plan (IEP) addresses goals, services and activities that are needed to ensure the success of the student’s progression from school to adult life.  The Volusia County School District begins addressing the transition needs of a student at age 14 or prior if appropriate.  The, course of transition IEP must include documentation of the student’s preferences, strengths, interests, course of study and the consideration of the self-determination needs for each student. At this time, the student will be invited to attend his/her IEP Meeting.
Beginning at age 16, the IEP must include Measurable Postsecondary Goals (MPGs) based on age appropriate transition assessments in the areas of, Career, Education/Training, Employment and Independent Living (if appropriate). 
A statement of needed transition services, including agency linkage must be included along with activities that will help prepare the student for life after high school.


arrow-mochayes.PNGTransition Assessments:

• An ongoing data collection process of the student’s needs, preferences, interests, life skills instructional needs, vocational
   interests, aptitudes and abilities
• Forms basis for defining goals and services included in the IEP
• Results should be obtained over time, administered in multiple settings, using a variety of sources by several different
   people
• Assessments should be sensitive to cultural diversity, be age appropriate, and reflect student’s chronological age
• Adaptations to administration may be necessary to obtain meaningful data


arrow-mochayes.PNGTypes of Assessments:

Transition Assessments 2017
•  Formal Assessments
          • Florida Standards Alternate Assessment (FSAA)
          • Florida Standard Assessment (FSA)
          • PSAT, SAT, ACT, CPT
          • TABE
          • ASVAB

• Informal Assessments
 • My Career Shines
    • Informal Assessment for Transition Planning- Pro-Ed
   • Interest Inventories     
   • Curriculum-Based Assessments
   • Direct Observation
   • Environmental or situational analysis
    • Informal Assessment for Transition Planning- Pro-Ed
   • Interest Inventories     
   • Curriculum-Based Assessments
   • Direct Observation
   • Environmental or situational analysis


arrow-mochayes.PNGMeasurable Postsecondary Goals:

assessNEW.PNGNEW! Career has been added to the Measurable Postsecondary Goals.

• Goals that students hope to achieve after exiting secondary school
• Must be developed for all students who will turn 16 during the time frame of the IEP and every year after

• Must be based on age-appropriate transition assessments in the following areas:
     • Career
      • Education or Training
      • Employment
      • Independent Living (if appropriate)

• Begin with “After high school”, “Upon completion of high school…”
• Use result-oriented terms, “Will work…,” “Will enroll…”


arrow-mochayes.PNGTransition Activity Areas:

        •  Instruction
        • Related Services
        •  Community Experiences
        •  Employment
        •  Post-School Adult Living
        •  Daily Living Skills
        •  Functional Vocational Evaluation

• The committee needs to determine what needs to occur during the life of the current IEP in order to prepare
   the student to transition to the post-school world.
• The Post-School Outcome statements will be helpful in determining what needs to be addressed (Course of Study,
   Employment, Post-Secondary Education/Vocational Training, Living Arrangements, Community Participation).
 

arrow-mochayes.PNGSelf-Determination:

Beginning by the child’s 14th birthday or younger if determined appropriate by the IEP committee, including the child and child’s parent/guardian and updated annually:
 
A statement must be included on the IEP.
     • If self-determination is determined to be a need, document it under priority educational needs and include a goal
       and objectives.  Assessments should determine which constructs of self-determination need to be addressed as
       identified on the Self-Determination Construct Chart
     • If the child demonstrates appropriate self-determination skills, document it as strength in present levels.
    
      • If Self-Determination is a need, the IEP Team must ensure that the need will be addressed.
        One or more of the following options can be utilized to address self-determination.   
                •  Through the student’s involvement in the entire IEP process
                •  Participation in the Self-Determination course    
                •  Infuse the self-determination constructs into other courses
          

arrow-mochayes.PNGAgencies: 

When a student reaches 16 years of age an agency must be invited to the IEP meeting.

     • Agency Helper
      • Vocational Rehabilitation:
              A student may be eligible for VR services if employment is his/her goals
              Have an IEP or 504 Plan
              Ages 15-21
 
assessNEW.PNGNEW!  STAR PROGRAM
For students who are not traditional VR clients but can be referred by school district staff
for limited pre-employment services
            • Career Exploration Counseling
             Work Readiness Training
             Community-Based Work Experiences
             Self-Advocacy

Complete the VR application for all students ages 15-21 with a 504 Plan or an IEP along with a Consent For Mutual Exchange of Information
assessNEW.PNGNEW! web-based referral form is coming soon!

 
    • Agency for Persons with Disabilities:
      Supports persons with disabilities listed below in living, working and all aspects of community life:
          •  Spina Bifida
          •  Autism
          •  Cerebral Palsy
          •  Intellectual Disability
          •  Prader-Willi Syndrome
          •  Phelan-McDermid
 
   To apply for services contact:
         Michelle Sturla, Easter Seals Program Manager and Business Associate with APD
         1219 Dunn Ave.
         Daytona Beach, FL  32114
         Phone: 386-257-1700
         Email:  MSturla@esvf.org

   APD Application (English)  APD Application (Spanish)

 
• Center for Autism and Related Disorders (CARD)
:
    Provides support and assistance with the goal of optimizing the potential of people with autism, dual sensory
    impairment, and related disabilities. 
    ​For information regarding services and supports provided by CARD contact:
            Lisa Roberts
            12424 Research Parkway, Suite 365
            Orlando, FL 32826
            Phone: (407) 823-6011
   


             

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