Transition:  
Terms and Concepts

(The following has been adapted from Ed O’Leary, Ed.D., Transition Terms and Concepts February 1998)

Transition planning has been a part of the New Jersey special education regulations since 1988; however, there is still confusion around its intent and implementation.  Additionally, some of the transition terms and concepts presented in the 1997 IDEA (Individuals with Disabilities Education Act) amendments cause uncertainty.  The following explanation is an attempt to provide clarification when developing a student’s IEP.  It is hoped that this will help parents better understand and operationalize some of the transition requirements that must be included in students’ IEPs.

For every student classified with an IEP that is 14 years of age and older (or younger, if appropriate) there needs to be a statement of the transition service needs.  Note: 14 means the day the student is 14, not entering into the high school setting.  The statement of transition service needs focuses on the student’s courses of study.  It is an identification of and planning for the courses (required, elective, modified or specially designed courses as well as other educational experiences in the school or the community) that the student will be taking in each grade or year from 14 years of age on.  The concept is to identify the required courses that lead toward graduation and to also think about, plan for and ensure that all educational experiences offered to the student will help them achieve their desired post school goals or outcomes, whether that be post secondary, employment, training, independent living, etc.  Long range planning regarding educational programming and experiences should b done for all students with disabilities from 14 years of age on, or younger, if appropriate.  

The long-range course and sequence of study is to ensure that youth with disabilities do not end up without the courses necessary to prepare them for adult life or further training and education.  Too often students in their senior year of high school decide that further education at a college is desired, only to discover that the course and sequence of the past four years did not prepare them for the college they want to attend.  By identifying the scope and sequence of classes necessary to gain admission to an identified post-secondary option the student has a long-range educational plan that will prepare them.  The design of the high school educational program and experiences must be approached with the same diligence and thoughtful planning as one entering the college arena.

For every student classified with an IEP that is 16 years of age and older (or younger, if appropriate) there needs to be a statement of needed transition services.  The statement of needed transition services within the IEP is a long range 2-4 year or longer plan for adult life.  This statement or long range plan is much broader than the statement of transition service needs or long range educational plan beginning at age 14. Both are necessary components of transition planning required by law.  When combined, they help assure that every student will have a better chance of achieving their post school goals and desires.  They also help to make sure that students are linked to and will receive any needed supports, services and programs.

The statement of needed transition services within the IEP must include at a minimum the following areas around which long range post school planning is done.  Those areas are as follows:

1)    Instruction,

2)    Employment,

3)    Community experiences,

4)    Post-school adult living,

5)    Related services,

6)    Daily living skills if appropriate, and

7)    Functional vocational evaluation, if appropriate.

In developing this statement (or long range plan) that includes each of the required major planning areas (as listed above) one must think about and describe this statement as a “coordinated set of activities that promotes movement from school to desired post-school activities.”  This coordinated set of activities should be looked upon as a set of strategies.

Substituting the word strategies for activities helps one to think about a bigger picture or a plan for adulthood that goes beyond an annual plan, annual goals, short term objectives, or specific learning activities. 

These strategies (activities) should:

·       Reflect and lead toward achieving the desired post school outcomes of the student.

·       Be based upon the student’s needs and take into account the student’s interests and preferences.

·       Identify, in broad terms, those long range strategies in each of the required transition planning areas that will be necessary to help the student achieve their post school goals or desires.

·       Identify, for each strategy in each of the transition areas, all agencies (school, vocational rehabilitation service providers etc.) as well as individuals (parent, student, educators, agency personnel etc.) responsible for carrying out each strategy.

·       Identify who will provide and pay for each strategy.

·       Demonstrate how the strategies in each of the required areas are coordinated between all responsible parties and how needed services, programs, and supports are linked with each other.

·       Identify the post school services, programs, and supports that will need to remain in place after the student exits the public school system or that must be put into place before the student exits the public school system.

·       Identify the agencies that will need to remain involved or become involved in the student’s life after exiting the public school system.

When combined, all of the strategies are in essence the big picture, long range plan for adult life.  This plan requires the involvement of many players.  As a result, there will be strategies that will be the responsibility of parties or agencies other than the public school.  It must be a coordinated effort between all parties and agencies concerned with or involved in the life of the student.

Transition: coordinated Activity/Strategy Areas:

·      Instruction: Use of formal techniques to impart knowledge.  Typically provided in schools, could be provided by other entities or in other locations.

·      Related Services: Means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education.

·      Community Experiences: Services provided outside of the school building, in community settings by schools or other agencies.

·      Employment/Other Post-School Adult Living Objectives: Services that lead to a job or career, and important adult activities.  Could be provided by schools or other entities.

·      Daily Living Skills: Activities adults do every day.  Could be provided by schools or other entities.

·       Functional Vocational Evaluation: Assessment that provides information about job or career interests, aptitudes and skills.  Could be provided by schools or other entities.

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