Resources for Transition Planning
PA Secondary Transition is the process of preparing students for life after they leave high school, including participation in post-secondary education or training, employment and community.
Transition planning for students with disabilities begins at age 14 and is the process of preparing students for life after they leave high school. This includes three major areas of planning: post-secondary education and training, employment, and independent living. This website shares information related to post-secondary transition planning, including links to community supports and services.
The Bristol Township School District has an extensive array of transition services that prepares all students for success in their post- secondary choices. Exploration of these options begins by 14 years of age and continues through graduation.
Transition Planning: The Basics
Who?
Students with disabilities who qualify for special education services and their IEP team. The members of this planning team may include teachers, family members, transition coordinators, counselors, and outside agency representatives.
What?
Transition planning considers post-secondary outcomes in the areas of education, employment, and independent living. Some examples of post-school outcomes include attending a higher education institution, technical school, military training, competitive employment with or without supports, employment training, and accessing community resources with or without supports.
When?
Beginning at age 14 (or younger if determined by the IEP team). The planning process is a multi-year process and can be step-by-step.
Why?
Under the Individual with Disabilities Education Act of 2004, transition planning is required for students with disabilities. Federal law requires "appropriate, measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills" (ยง 300.320[b][1]).
How?
It involves knowing and understanding the student's aptitudes, goals, abilities, and interests. This information can be obtained through formal and informal transition assessments. The student's intended post-secondary outcomes can be supported through transition services and activities that are implemented during the IEP.