Page 17 - FamilyGuidetoTransitionServices-English

The Transition Plan will document the transition planning
discussion and includes the following sections:

Postsecondary Vision: Reflecting the student’s strengths,
preferences and interests, and desired outcomes for
postsecondary education/training, employment, and adult
living. (Corresponds to the vision statement in the IEP.)

Disability-Related Needs: Documenting the skills that require
IEP goals and/or related services. This section identifies the
skills that students need to develop or improve in order to
achieve their postsecondary goals and that require special
education and/or related services. IEP goals/objectives need
to be developed for these skill areas. (For example, the
student may need to develop skills in the area of travel
training, resume writing, or healthcare decision-making.)

Action Plan: Outlining how the student will develop self-
determination skills and be prepared both academically
and functionally to transition to post-school activities in
order to achieve the postsecondary vision.

Specific Areas to Be Addressed in the Action Plan Include:

 Instructional Needs: Specific courses or a course of study in high school
that enables the student to reach postsecondary goals

 Employment: Providing work opportunities and skill development in
activities such as resume writing, interviewing, and other “soft skills”

 Community Experiences/Post-School Adult Living: A listing of the roles
and actions of the involved school personnel, family members, adult
service providers, peers, and others in the community who can help the
student develop necessary skills 17