Transition plans are a required component of Individual Education Plans (IEPs). Students on IEPs who are 14 years of age and older require a transition plan as part of their IEP to plan for post-secondary activities, except for students who are solely identified with giftedness. Students with Autism Spectrum Disorders (ASD), and other students who need support with changes, will also have a transition plan to prepare for daily transitions, between activities or locations, as their specific needs indicate. Transition plans can be utilized for students to help them cope with change.
• Develop transition plans with a team consisting of teachers, special education teacher, educational workers, administrator, parent/guardian, and especially the student.
• Utilize non-teacher professional reports and suggestions.
• Revise throughout the school year, typically at reporting periods or as dictated by changes in student needs.
• Include specific steps/plans with deadlines and strategies.
• Consider supporting the transition plan with alternative curriculum expectations that teach needed social skills related to post-secondary goals.
• Transition skills
Resources
• Part of an IEP, often in chart form, outlining an annual goal and specific responsibilities of team members and timelines.
• Common transitions that can be addressed on a transition plan include: entry to school, move to a new school, move to a new grade/teacher, transition from grade 8 to grade 9 (elementary to secondary transition), transition to post-secondary (after high school: workplace, apprenticeship, college, university, community, etc.)
• Other transitions could include: starting/stopping activities, leaving the classroom, going to recess/gym, going on fieldtrips, having guest speakers in, preparing for fire drill/emergency evacuations.
