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In the context of this web site, "transition" refers to planning and services that are needed to prepare youth with disabilities for moving smoothly from school to adult living, learning, or earning roles in the community after leaving secondary education. This process includes instruction, community learning experiences, or support services to develop skills, knowledge and abilities and other strategies to address post-school living, learning or working needs. It may also include assistance in making applications prior to leaving school for services from community agencies, colleges, or employment. 

When should transition begin and who should participate?

Transition planning should begin early enough to allow transition services to begin when the student reaches age 14. It may begin earlier if the student and the IEP team agree it is in the student's interest.  The provision of transition services must begin no later than age 14. 

Students, families, school personnel, special education personnel (teachers and paraprofessionals), service providers and others individuals and entities important in a student's life are are all key participants, as are community agencies or postsecondary education representatives whose specialized knowledge is needed to help with planning. 

The school district has the legal responsibility to coordinate transition planning and provide transition services through the Individualized Education Program (IEP). However, schools also must have the active participation of students, families and community agencies in order to make the transition process effective and meaningful for individual students.

According to the Individuals with Disabilities Education Act (IDEA) the student and parents must be invited to participate in the transition planning process. The IEP members at the meeting must include the parent, the child's special education teacher, at least one regular education teacher (if the student is or will be participating in regular education), a school district representative who is qualified to supervise the provision of special education services, an individual who can interpret instructional implications of evaluation results, and at the parent's or school's discretion, other individuals with special knowledge or expertise, including related services personnel if appropriate. Participating agencies who can contribute information about services or who will be asked to provide specific services should also participate.  Some schools use related services personnel such as social workers or rehabilitation counselors to work individually with students and families to coordinate their participation in the transition planning and service process.

In regard to who has the final decision about what is actually written about transition on the IEP, all members of the IEP team make the decisions. The student, family, and school personnel are expected to decide together what the transition services content will be. The success of the IEP depends on all parties working cooperatively to develop and implement the programs, services, and activities in the IEP. Incorporating student preference and interest are critical for the student and family to "buy in" to the process.

The district is responsible up until the student obtains a high school diploma or GED, or until the student ages out at 21, whichever comes first. Beyond the age of 21, the student and his/her guardian, as the consumers of adult services, are responsible themselves to coordinate post-school programs and agencies, in partnership with Case Management or community agencies as appropriate.

The Division of Vocational Rehabilitation (DVR) counselor's role is to provide information that will assist the district, student and family to plan effectively for post school employment, independent living or postsecondary education. Within two years prior to school exit, in-school youth who are likely to be eligible candidates for vocational rehabilitation should be referred to the Divison of Vocational Rehabilitation. The DVR counselor will then determine eligibility and coordinate vocational rehabilitation case planning (that will start services after school exit) with the Individualized Education Program (IEP) under which in-school transition services are provided. The purpose is to enable students eligible for vocational rehabilitation to transition smoothly to post school training and/or employment, building on the transition process initiated during the secondary education program. The employment goal and services indicated on  should be consistent with the long-term goals and desires of the student and their support network as indicated on the IEP. 

The school district has primary fiscal responsibility for transition planning and services for students.  However, nothing in the transition requirements exempts other agencies from providing and funding services for eligible students under other agencies' programs. This means that if the student is eligible for summer youth employment services under the Workforce Investment Act, funding for the youth can be provided by those programs. If Medicaid-eligible, he or she can use this resource to obtain some services needed for transition, such as medical services or assistive technology. If a student is eligible for residential placement under the Division of Developmental Disabilities or other state agency, and these services are needed in the transition process, they can be funded by those agencies,.  It must be noted however, that while public school services are entitlements (eligible students must be provided with services), in the state of Washington many state services are not.  This means that even though the student may meet eligibility requirements for state services, those services may be unavailable, available in limited circumstances, or only available after spending time on a waiting list.

Can school districts plan transition services without the input of the student and parents?

No. Federal and State law regarding transition services require that students and families participate actively in planning. Legislative intent is that transition planning provides the opportunity for the student and parent to have ownership roles in setting the direction of the Individualized Education Program (IEP) and providing a clear direction for the student's educational program. If a student or parent is unable to participate, the school is responsible for ensuring their interests are represented.

Decisions by the IEP team are made by cooperative consensus, not by majority vote. This means that students and families have an equal voice, and can present information and explain why their recommendations are important for successful transition. Some students and families find it helpful to discuss options with committee members, such as teachers or transition coordinators, prior to the meeting to seek their support in advance, or invite a representative to come with them to meetings.

Not if appropriate planning is done. The Supplemental Security Income (SSI) program has developed procedures to encourage students to develop employment skills, including those obtained through paid work experiences. A work experience that is deemed an educational experience rather than a "real job" does not necessarily count as "work." In addition, a planning process called a Plan to Achieve Self-Support (PASS) can be used to exclude earnings to save for something needed in the post school future, such as a motor vehicle, funds for college or vocational training. 

Yes, there are a wide variety of postsecondary education programs, including Adult and Continuing Education as well as two- and four-year degree granting colleges. Students will need to demonstrate that they meet the admission qualifications. Alternatives to a local or Regents diploma may include taking a standardized placement test at the postsecondary program and achieving a specified score. Students may also obtain a GED diploma, then apply for postsecondary study. With a high school diploma, a GED diploma or a satisfactory score on an approved standardized test demonstrating the ability to benefit, postsecondary students also can become eligible for Federal financial aid such as a Pell grant or a student loan to fund the program. To determine how to proceed, contact the Admissions office of the postsecondary program or the Office of Disabled Student Services at the college or university you are interested in attending..

Can the school hold a transition planning/IEP meeting without the student or parent present?

School districts are responsible for inviting the student, of any age, to his or her IEP meeting if a purpose of the meeting is to be about transition services or service needs.  If a student does not attend the IEP meeting, the school must ensure that the student's preferences and interests are considered. When a school district finds that a student does not plan to attend the meeting, the school district could consider the following methods for obtaining student input prior to the meeting: 

• Student conferences and inventories 
• Family conferences and inventories 
• Career exploration activities 
• Vocational interest and aptitude inventories 
• Situational assessments ideas from peers and other persons who know the student

The school can hold an IEP meeting without the parents present, but only if they are unable to convince the parents to attend.  In this case, the school must have a documented record of attempts to arrange a mutually agreeable time and place, such as a record of phone calls and the results of those calls, copies of correspondence exchanged with the parents or guardians, or records of visits made to the parents place of employment and the results of those visits.  Note that the school must make a serious and documented attempt to arrange a time that is mutually agreeable.  The parent being unable to attend an IEP meeting at a time of the school's determination is not reason alone enough to hold an IEP meeting without the parents or guardians present.