Transition

Supports and Tools

Key Contacts

Theresa Dean

HOURLY SECRETARY 260 DAY

Area Coordinators
Effective Practice Specialists

Effective Practice Specialists

A transition is simply a change from one stage of life to the next. For students with disabilities, one of the biggest transitions is moving from high school into adulthood.

Starting at age 16, the student's case manager will schedule a transition IEP meeting. This meeting brings together the student, their family, and the IEP team to talk about the student's goals, strengths, interests, and plans for life after high school. Together, the team creates a plan to help the student prepare for adult life, whether that includes education, employment, independent living, or community involvement.

Looking Ahead

Beginning with the 2027–28 school year, all students will have a Transition IEP before completing 8th grade. This change is required under new guidance from the Missouri Department of Elementary and Secondary Education (DESE) and gives students and families more time to plan for the future.

Family Transition Checklist

Vocational Skills Program (VSP)

Community-Based Vocational Instruction (CBVI)

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

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
Considerations for 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
Considerations for 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

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.