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=**Welcome to my Transitions Wiki!**= This wiki can help you gain some information on how to help with the transitioning for your student with disabilities. media type="custom" key="12301820" width="140" height="140" align="left"



**__What are transition services?__**
Transition services means a coordinated set of activities for a student, designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. Transition plans for all special education students must be documented on their IEPs beginning at age 14, or younger, if appropriate. These transition plans are documented in the IEP under the statement of transition service needs and the statement of needed transition services.

Transition can focus both on the student’s courses of study while in school and services to help maximize independence. When considering possible courses of study for the student, the focus 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. In New Jersey, long-range planning regarding educational programming and experiences should be done for all students with disabilities from 14 years of age on, or younger, if appropriate. Also, New Jersey's Core Curriculum Content Standard 9, Career Education and Consumer, Family and Life Skills, has an array of cumulative progress indicators (CPIs), as well as framework activities, at the 4th, 8th, and 12th grade, which align with these areas. The corresponding CPI checklists can be utilized to assess the student's knowledge and skills in a variety of areas and they can also be the source of IEP goals to address transition needs. In addition, a number of these CPIs have framework activities and vignettes, which can be utilized in teaching and learning these skills.

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 that 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.

Transition services are also critical because, at the age of majority, unless their parent has secured guardianship, students with disabilities have the right to make their own IEP decisions. It is incumbent on the adults on the IEP team – the parents, educators, and other professionals – to ensure that students with disabilities are prepared for this important role.