A Parent's Guide

My name is Adrienne Stiteler and I am the Secondary Transition Consultant from ARIN Intermediate Unit 28. I was a former special education teacher in the learning support and life skills support classrooms. In my current role, I work with all of the school districts and career technical schools in Indiana and Armstrong Counties. Supporting educators and administrators in preparing students with disabilities for life after graduation is my primary role.

This background represents how I am sure you are feeling...overwhelmed. I want to assure you that you are in a good place with great teachers who care about your child. Working together, we can support you and your family as you begin to prepare for an exciting future for your child.

Secondary Transition planning is simply preparing youth with disabilities for a successful transition after graduation in the areas of postsecondary education/training, employment, and independent living. Transition Planning begins at 14. If the student will be turning 14 within the IEP year, it will start then.

Individuals with Disabilities Education Act (IDEA) defines secondary transition as, “a coordinated set of activities for a child with a disability that is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the child with the disability to facilitate the movement from school to post-school activities, including postsecondary education, vocational education, integrated employment…adult services, independent living or community participation.”

Transition Planning begins with assessment. These assessments explore the student’s interests, preferences, strengths and needs. Measurable postsecondary goals related to post-secondary education or training, employment and independent skills are written based upon assessment information and the input of the IEP team.

A variety of assessments can be found here.

As a parent myself, I can understand why the word "agency involvement" might sound scary. Trust me when I say that agency participation in your child's journey is crucial to success. Agencies open up the doors to a variety of services including work-based learning opportunities, job coaching, college supports, driver's license supports, materials needed for equal access, transportation, social opportunities, employment planning, day programs, supported employment, independent living supports...the list is endless!

Here is information on the two main agencies that work with our students.

For resources on all disabilities and services for support in our area click here.

Transition planning is found throughout the IEP. However, there are designated sections in the IEP that specifically address transition. The first section can be found in the Present Levels of Academic Achievement and Functional Performance. The heading reads, "Present levels related to current postsecondary transition goals if the student's age is 14 or younger if determined appropriate by the IEP team (e.g., results of formative assessments, curriculum-based assessments, progress toward current goals)".

This section will discuss the transition assessments given and results, the student's postsecondary goals (in the areas of postsecondary education/training, employment, and if applicable independent living), and what the student likes to do outside of school including jobs, volunteer work, chores, social activities, sports, clubs, etc.

The next section of the IEP that addresses transition is Section III: The Transition Grid. The transition grid lists each postsecondary goal, the skill deficits your child will work on to prepare them for their goals, and activities that will enhance their knowledge of postsecondary requirements.

This is my 25th year in education. The most impactful skill I have witnessed in the lives of my students is their ability to advocate for themselves. This skill isn't developed overnight, and does require daily practice, but the payoff is lifelong rewards. Below are some resources on developing this crucial skill.

Self-Advocacy

Student-Led IEPs

I don't want to overwhelm you but if you want to further explore, this guide provides further resources:

Transition Talk

I have had the pleasure of working with our schools in Armstrong & Indiana Counties. If you have any questions about your child's IEP or transition plan, please reach out to your child's teacher. My role is to support the districts. If you would like me to provide input on your child's transition planning process, I would be happy to collaborate with the districts and brainstorm ways to make the transition process a successful one.