Transition Planning

What is Secondary Transition Planning?

Transition Planning is a formal process for assisting students with IEP’s to think about their future. Successful transition planning should be based on specific knowledge and experiences of targeted environments and activities. Planning should include the student, family members, educators, and other school personnel. In accordance with the IDEA, anyone else involved in the student’s transition plan must also be invited. This may include adult service agencies, counseling programs, medical professionals, and advocates.

For a complete list of how IDEA 2004 defines transition services, visit here.

IDEA Part B Indicators

Of the 20 IDEA Part B indicators, only four indicators (1, 2, 13, and 14 highlighted below) relate to secondary transition.

Indicator 1: Graduation Rates: “Percent of youth with IEPs graduating from high school with a regular diploma.”

Indicator 2: Drop-out Rates: “Percent of youth with IEPs dropping out of high school.”

Indicator 13: Post-school Transition Goals in IEP: “Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals, and transition services that will reasonably enable the student to meet the post-secondary goals.”

Indicator 14: Participation in Post-secondary Settings: “Percent of youth who had IEPs are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.”

(Sources: IDEA, 20 U.S.C. 1416(a)(3)(A))

    Secondary IEP

    IEP Teams must ensure that students with disabilities have an Individualized Education Program that provides for access, involvement, and progress in the general education curriculum. When developing the IEP, the IEP team should keep as its focal point the RI CCSS that all students including students with disabilities are required to meet. An IEP aligned to the CCSS, connects a student’s learning to grade level standards and evaluates progress through the lens of the general education curriculum, standards, assessment anchors, and curriculum framework.

    R.I. Secondary  Transition & Employment First Twitter Feed

    One characteristic of extraordinary teachers is that they're not fazed by kids who challenge them; indeed, they welcome this. They're willing to reconsider what they've said, secure enough not to need to have the last word, & aware that arguing may help to sharpen kids' thinking.

    Excited to be co-leading our awesome RI Team w/ @Riebate75 advocating 4 IDEA funding, strengthening the pipeline of special educators, and mental health matters! @davidcicilline #SELS2021 @SenWhitehouse @SenJackReed @JimLangevin @ameyer1026 👏👏👏👏

    2

    Last month, SkillsRI and Partnership for Rhode Island brought forth a logo design challenge to public high schools across Rhode Island. Over 50 students participated and students from Coventry High School as the design contest winners.

    Congratulations and great work!

    “While some of the most visible efforts to continue the fight focus on changing ableist habits and attitudes, the most harmful and persistent barriers disabled people face are still distinctly structural.” - @AndrewPulrang @Forbes https://www.forbes.com/sites/andrewpulrang/2021/06/14/fighting-ableism-is-about-much-more-than-attitudes-and-awareness/?sh=1e18237a19c0

    A wonderful celebration today for our EG students at West Bay Collaborative Transition Academy. Heartfelt words about each graduate and well-deserved recognition of personal growth. So proud! @RITransition @ameyer1026 #TransitionsMatter #BrightFutures

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    https://docs.google.com/forms/d/e/1FAIpQLSe-aPLtYi0ficn6EsYXZlkKwbLcriklEJcNSxCyx-SX3bePtw/viewform?fbclid=IwAR1z1abhlGG7nMNExp_YV8p8Uy8DPxE42tdtNzG_R9-tLkd147ZQrU1R

    Family engagement is only effective when *both* educators/staff and families have the requisite skills to collaborate - the "4 Cs". Learn more at BRIDGE-RI (the Home of MTSS in RI) https://bit.ly/3eBjlny @RIPIN_RI

    TASH's four part workshop series, "Increasing Communication Access and Improving Communication Support", starts tomorrow with workshop 1: "Communication Access: Understanding Where to Start and Taking the First Step". Learn more & register here: https://tash.org/2021-Communication-Workshop

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    Join TASH's four-part workshop series, "Increasing Communication Access and Improving Communication Support", Thursdays, May 13 – June 3. Learn more and register here: https://tash.org/2021-Communication-Workshop

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