Transition planning should be approached as a multi-year process.
Based on age-appropriate assessment data, the students’ post-secondary goals in the areas of living, learning, and working are identified.
These post-secondary goals are the foundation of the planning process. Only after the post-secondary goals are identified, can the course of study, transition services, and annual goals be determined. These courses, services, supports and activities should directly relate to the identified post-secondary goals.
In addition, any functional and academic needs must be identified to address gaps that may hinder students’ ability to progress toward their identified post-secondary goals.
Transition services can and should be delivered through the identified course of study to include curricular and extracurricular activities in a variety of settings, such as academic, vocational, home, and community environments as students work toward mastery of annual goals.