Transition Planning is a results-oriented process that is focused on the academic and functional achievement of students with disabilities. The process is designed to help students move from school to post-school living, learning and working. Activities within the post-school environment include: post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living and community participation.
The process begins no later than age 16, in Iowa the process begins at age 14. The planning must take into account the individual’s preferences, interests, needs, and strengths. The planning process is documented within the Individual Education Program (IEP) and must include: instruction, related services, community experiences, the development of employment and post-school adult living skills and, when appropriate, daily living skills and functional vocational evaluation.
Based on age-appropriate transition assessments, the team must discuss and document a plan for implementation that includes appropriate measurable post-secondary expectations related to living, learning and working. The transition plan must also include transition services, including a course of study to reach the post-secondary expectations and services to be provided by other agencies when needed.
Central Rivers Transition Services
The Central Rivers AEA Transition Coordinator is a resource to district personnel, community agencies, families, and students with special needs who are in the process of transitioning to adult life in the areas of future living, future learning, and future employment. Services include:
- Professional development for AEA and LEA personnel
- Professional development and collaboration with community partners
- Parent consultation and workshops
- Development and dissemination of tools and resources
Central Rivers Work Experience Services
The work experience program is designed to allow high school special needs students to explore various career opportunities and occupations in the local community. Many students go directly into the work force with no realistic view of the skills necessary to find and to keep a job. Work experience can help provide and develop these skills. Work experience helps a student build sound work habits and attitudes and realistic expectations by participating in actual work experience through different placements. In addition, students work toward development of necessary social and personal skills needed to live and work as a productive member of the community. Services include:
- working with students to assess interests and site preferences prior to placement.
- placing students in appropriate work sites.
- meeting with students to discuss issues related to site placement.
- maintaining regular contact with students, school, and worksites.
- collaborating with worksite representatives to solve any problems related to student placement.
- assisting worksite representatives in the evaluation of student’s work experience.
If you are a school administrator and would like to contract Work Experience services with us, please contact Rod Ball, Director of Special Programs