Transition IEP Plan

Transition planning requires that at age 16 (or younger if deemed appropriate by the IEP team), a long-range plan for post-school adult life be developed that includes a coordinated set of transition activities. The IEP must actively involve the student, family, and representatives from whatever post-school services, supports or programs that will be necessary for the student to be successful.

  • COACH students and families to think about long-range goals.
  • DESIGN the high school experience to ensure the student stays in school and is prepared for post-school goals.
  • IDENTIFY and LINK students to any needed pos-school services, supports or programs before they leave the high school setting.

Creating and implementing a strong transition plan with appropriate supports for students will help to create a strong foundation for students to reach the goal of college, career, and life readiness. Graduation is more likely to occur when post-secondary goals are established within a transition plan.

TA Guide for Transition in the IEP – Developed by TSLP to assist high school special educators in writing transition plans.

Indicator 13 Checklist – The goal of indicator 13 is to monitor the percent of youth, 16 years and older, with an IEP that includes an appropriate transition plan. This checklist is completed during accountability reviews to determine compliance with Indicator 13.

Indicator 13 Checklist Quick Tips

Where is the student presently?

Where is the student going?

How does the student get there?

Transition assessments need to answer those questions. Conducting a transition assessment is the ongoing process of collecting data on the individual’s needs, strengths, preferences, and interests as they relate to:

  • Employment
  • Education/Training
  • Independent Living

Assessment data serves as the “common thread” in the transition process and forms the basis for defining goals and services to be included in the IEP. Transition assessment information is truly the ‘foundation’ of the student’s transition IEP.

Common Transition Assessments in South Dakota: This document identifies transition assessments with descriptions and links to commonly used transition assessments in South Dakota.

NTACT Age Appropriate Transition Assessment Toolkit: The toolkit overviews the purposes and process of transition assessment and provides guidance for selecting and using formal and informal assessments to help students and families plan for their future after high school.

Itransition South Dakota – This 14 questionnaire app is intended to sere as a guide to South Dakota students, parents and educators on transition planning. A downloaded document can serve as a ‘tool’ for students to take to their IEP meeting.

Northeast Indiana Cadre of Transition Leaders Transition Assessment Matrix: This site allows you to choose the are of Employment, Education/Training, or Independent Living, that you wish to explore transition assessments for. After choosing area, you then choose the appropriate grade level(s), and disabilities area(s) that are most similar to the needs of the student(s) you are assessing. The site will then generate types and kinds of transition assessment which would fit areas identified in your search.

IDEA (Individuals with Disabilities Educational Act) requires that in addition to parents, the student, and the school personnel, that other agency representatives participate in the transition process as needed. A representative from any other agency that is likely to be responsible for providing or paying for transition services needs to be invited to the student’s IEP meeting. Prior to inviting an outside agency, school personnel must receive written consent from the parents or the student who has reached the age of majority.

Specific Roles of Adult Agency Representatives:

  • Provide information about their services and assist in identifying supports the student will need for success in the adult life.
  • Provide a unique perspective of helping IEP team members to understand adult issues in receiving services that may not be considered by the school or family.
  • Collaborate with the IEP team to plan and support the student’s dream for the future.
  • Be innovative and creative in developing supports and services to best support the individual with a disability in meeting his/her dreams.

Statewide Adult Services Contact Information – SD Adult Service agencies, along with contact information for each agency.

Invitation of Agencies Consent Form for Post-Secondary Transition Services – State document used to receive parental consent prior to invite of outside agency.

If determined by an IEP team, a student with continued transition service needs is eligible to receive transition services thru time of age-out, which is June 30th following the student’s 21st birthday.

Numerous ‘formalized’ programs are being developed around South Dakota to assist students in receiving the needed transition services.  However, many school districts are ‘thinking out of the box’ and developing individualized programs for students in their district who will be in need of services through ‘age-out’.

Augie Access A comprehensive transition and post-secondary program for young adults with intellectual and developmental disabilities

Dakota StrongA post-secondary program which provides a comprehensive set of targeted supports and accommodations to assist students on the autism spectrum in completing their degrees.

DWU/Lifequest Program A post-secondary 2-year certification program for transition students with intellectual or developmental disabilities

Transition Learning Community (TLC) – A post-secondary program available for special education students, 18‐21 years old, who want to work toward achieving their post‐school outcomes.