Transition
Supports and Tools
Key Contacts
Area Coordinators
Effective Practice Specialists
Leslie Caldwell
Instructional Administrator, Brentwood, Clayton, Ferguson-Florissant, Hazelwood, Jennings, Maplewood-Richmond Heights, Normandy, Riverview Gardens, University City
Work:
(314) 9898264
Sandra Kempf
Eff Practice Spec -, Affton, Bayless, Hancock Place, Kirkwood, Ladue, Lindbergh, Mehlville, Valley Park, Webster Groves
Work:
(314) 9898258
Simply put, transition is change — movement from one situation to another. For students with disabilities, one of the most significant transitions in life is moving from high school into the adult world.
Whenever a student receiving special education services from SSD reaches age 16, the District’s staff – in collaboration with the student and their family – develop a transition plan as part of the IEP process.
Transition Planning By Age
Ages 3-5
This is usually a time in the family’s life when students may be initially identified as needing special education. As families begin interacting with their IEP team, families should always keep in mind that the purpose of all education at all levels is to prepare a child for their future. Your IEP team will have access to the Missouri Learning Standards for students in early childhood settings.
The two key components to focusing on better outcomes are soft skills and self-determination.
Considerations for Soft Skills
Considerations for Self-Determination
- Give student opportunities to make choices (e.g., what to wear to school, book at the library, activity at recess, ask the student’s opinion)
- Teach problem solving process (e.g., what is the problem, what are my options, what are the consequences — pros and cons, what steps do I take, is the problem solved)
IDEAL:
Identify the problem and opportunities,
Define goal,
Explore possible strategies,
Anticipate outcomes and act,
Look back and learn
-or-
STAR:
Smile
Take a deep breath
And
Relax
- Explore “how students learn” (e.g., what’s easy, what’s hard, what helps you learn, what interferes with your learning, what are your favorite/least favorite things to do)
- Have your student participate in the aspects of the IEP that are appropriate for your child’s age
Ages 6-11
Families with students attending elementary school will find that the conversations at the IEP often are directly linked to the academic content being taught at that grade. Reading, writing, math, language (including social skills) and speech skills are often the cornerstone of the IEP discussion. However, consideration for the following soft skills as well as skills related to self-determination should be a part of the IEP discussion. Teams and families can also consider the Pre-Vocational Guidelines.
The two key components to focusing on better outcomes are soft skills and self-determination.
Considerations for Soft Skills
- Making wants/needs known appropriately
- Self control
- Personal responsibility
- Getting along with others
- Waiting for their turn
- Transitioning between activities and places appropriately for age
- Respecting others and their thoughts
- Developing a sense of formal versus informal — how I speak to my friends is different than with adults sometimes
- Flexibility — not everything always goes according to plan
Considerations for Self-Determination
- Give student opportunities to make choices (e.g., what to wear to school, book at the library, activity at recess, ask the student’s opinion)
- Teach problem solving process (e.g., what is the problem, what are my options, what are the consequences — pros and cons, what steps do I take, is the problem solved)
IDEAL:
Identify the problem and opportunities,
Define goal,
Explore possible strategies,
Anticipate outcomes and act,
Look back and learn
- Explore “how students learn” (e.g., what’s easy, what’s hard, what helps you learn, what interferes with your learning, what are your favorite/least favorite things to do)
- Explore aspects of the disabling condition (upper elementary)
- Have your student participate in the aspects of the IEP that are appropriate for your child’s age
Ages 12-15
Families with students attending middle school will find that the conversations at the IEP often are directly linked to the academic content being taught at that grade. Reading, writing, math, language (including social skills) and speech skills are often the cornerstone of the IEP discussion. However, consideration for the following soft skills as well as skills related to self-determination should be a part of the IEP discussion. Teams and families can also consider the Pre-Vocational Guidelines.
The two key components to focusing on better outcomes are soft skills and self-determination.
Considerations for Soft Skills
- Making wants/needs known appropriately
- Self control
- Personal responsibility
- Getting along with others
- Waiting for their turn
- Transitioning between activities and places appropriately for age
- Respecting others and their thoughts
- Developing a sense of formal versus informal — how I speak to my friends is different than with adults sometimes
- Flexibility — not everything always goes according to plan
Considerations for Self-Determination
- Give student opportunities to make choices (e.g., what to wear to school, book at the library, activity at recess, ask the student’s opinion)
- Teach problem solving process (e.g., what is the problem, what are my options, what are the consequences — pros and cons, what steps do I take, is the problem solved)
IDEAL:
Identify the problem and opportunities,
Define goal,
Explore possible strategies,
Anticipate outcomes and act,
Look back and learn
- Explore “how students learn” (e.g., what’s easy, what’s hard, what helps you learn, what interferes with your learning, what are your favorite/least favorite things to do)
- Explore aspects of the disabling condition (upper elementary)
- Have your student participate in the aspects of the IEP that are appropriate for your student’s age
Ages 16-21
By the minimum age of 16, federal law mandates that the IEP for every student address post-secondary transition needs.
Per federal law, the IEP needs to include the following:
- Appropriate measurable post-secondary goals
- Present level — contains not only information about the academic setting and performance but skills and needed supports for post-school life
- Action steps to move the student and family toward the post-secondary goals
- Course of study for the remaining secondary educational experience
- Annual goals, modifications and accommodations to support the accomplishment of the post-secondary goals
Appropriate measurable post-secondary goals
Present level — contains not only information about the academic setting and performance but skills and needed supports for post-school life
Action steps to move the student and family toward the post-secondary goals
Course of study for the remaining secondary educational experience
Annual goals, modifications and accommodations to support the accomplishment of the post-secondary goals
The two key components to focusing on better outcomes are soft skills and self-determination. Here are a few suggestions for students at this age:
In order for transition to be the focus of the IEP, it is suggested that the discussion begin with the end in mind and involve students to the extent that the student is able to participate.
There also must be evidence that the student was invited to the IEP team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority.
Students may be asked to present some or most of the information at their IEP meeting. Student engagement at the IEP meeting is a valuable experience for all members of the team. Preparing students to speak to others about their strengths and needs is an important step toward adult life and self-determination.
It is encouraged that students are involved in creating the goals and action plans for the IEP cycle as well as providing input into the services, modifications and accommodations that they may need to be successful.