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Transition
Transition
Transition planning prepares students with disabilities for life after high school. Under the Individuals with Disabilities Education Act (IDEA) and Alabama Administrative Code, Chapter 290-8-9, transition becomes part of a student's Individualized Education Program (IEP) not later than the first IEP in effect when the student turns 16, or younger if the IEP Team determines it appropriate.
Transition planning prepares students with disabilities for life after high school. Under the Individuals with Disabilities Education Act (IDEA) and Alabama Administrative Code, Chapter 290-8-9, transition becomes part of a student's Individualized Education Program (IEP) not later than the first IEP in effect when the student turns 16, or younger if the IEP Team determines it appropriate.
Quality transition planning is built on age-appropriate transition assessments, measurable postsecondary goals, and the services, courses of study, and agency connections each student needs to reach those goals. The resources below support special education teachers in Alabama's Local Education Agencies (LEAs) at each step, from the first transition conversation through graduation and exit documentation.
Quality transition planning is built on age-appropriate transition assessments, measurable postsecondary goals, and the services, courses of study, and agency connections each student needs to reach those goals. The resources below support special education teachers in Alabama's Local Education Agencies (LEAs) at each step, from the first transition conversation through graduation and exit documentation.
Transition in the IEP
Transition in the IEP
The required transition components of the IEP: measurable postsecondary goals based on age-appropriate transition assessments, the transition services and courses of study needed to reach them, annual review, and the required meeting participants and notices when transition will be discussed.
The required transition components of the IEP: measurable postsecondary goals based on age-appropriate transition assessments, the transition services and courses of study needed to reach them, annual review, and the required meeting participants and notices when transition will be discussed.
Age-Appropriate Transition Assessments
Age-Appropriate Transition Assessments
Formal and informal assessments that identify a student's strengths, preferences, and interests, and how to use that information to write meaningful postsecondary goals rather than generic statements.
Formal and informal assessments that identify a student's strengths, preferences, and interests, and how to use that information to write meaningful postsecondary goals rather than generic statements.
Postsecondary Goals and Courses of Study
Postsecondary Goals and Courses of Study
Writing measurable goals for education and training, employment, and, where appropriate, independent living, and aligning the student's course of study with those goals each year.
Writing measurable goals for education and training, employment, and, where appropriate, independent living, and aligning the student's course of study with those goals each year.
Self-Determination and Student-Led IEPs
Self-Determination and Student-Led IEPs
Building student voice into transition planning: teaching self-advocacy and decision-making skills, preparing students to participate in and lead their IEP meetings, and documenting the student's preferences and interests when the student cannot attend.
Building student voice into transition planning: teaching self-advocacy and decision-making skills, preparing students to participate in and lead their IEP meetings, and documenting the student's preferences and interests when the student cannot attend.
Agency and Community Connections
Agency and Community Connections
When and how to invite participating agencies, including Alabama Department of Rehabilitation Services (ADRS) vocational rehabilitation and pre-employment transition services (Pre-ETS), career and technical education, postsecondary disability support offices, and community resources, with required parent or adult-student consent.
When and how to invite participating agencies, including Alabama Department of Rehabilitation Services (ADRS) vocational rehabilitation and pre-employment transition services (Pre-ETS), career and technical education, postsecondary disability support offices, and community resources, with required parent or adult-student consent.
Graduation, Exit, and the Summary of Performance
Graduation, Exit, and the Summary of Performance
Connecting transition planning to graduation requirements and diploma decisions, documenting the exit, and preparing the student's summary of academic achievement and functional performance for life after high school.
Connecting transition planning to graduation requirements and diploma decisions, documenting the exit, and preparing the student's summary of academic achievement and functional performance for life after high school.
Alabama Transition Data Reminders
Alabama Transition Data Reminders
ALSDE collects secondary transition data on students age 16 or older, and on students who will turn 16 during the implementation year of the IEP. Transition planning is also reviewed through the State Performance Plan / Annual Performance Report (SPP/APR), including the federal indicator that examines transition components in the IEP.
ALSDE collects secondary transition data on students age 16 or older, and on students who will turn 16 during the implementation year of the IEP. Transition planning is also reviewed through the State Performance Plan / Annual Performance Report (SPP/APR), including the federal indicator that examines transition components in the IEP.
Need support?
Need support?
Special Education Services (SES) provides technical assistance to Alabama LEAs on transition assessment, postsecondary goals, agency connections, and exit documentation. For a student-specific decision, work with the IEP Team; a technical-assistance request does not replace IEP Team decision-making.
Special Education Services (SES) provides technical assistance to Alabama LEAs on transition assessment, postsecondary goals, agency connections, and exit documentation. For a student-specific decision, work with the IEP Team; a technical-assistance request does not replace IEP Team decision-making.
Alabama State Department of Education — Special Education Services (SES)
Alabama State Department of Education — Special Education Services (SES)
Materials are provided for technical assistance purposes and do not constitute legal advice.
Materials are provided for technical assistance purposes and do not constitute legal advice.
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