CCSD Family Guidance on Transition Planning for SWD

All IEP teams for students with IEPs in grades 8th through 12th grades will develop a transition plan, which is one component of the IEP that focuses on developing skills related to future career and living success. Prior to 8th grade, IEP teams will consider including accommodations and goals in the IEP to develop self-advocacy, self-awareness, and self-determination skills. The development of these skills is critical for the student to be able to make decisions, problem solve, and communicate his/her preferences to the team once transition planning begins in 8th grade. The goal of the transition plan is to assist or guide the student in preparation for post-secondary living, education, and employment. This document is a collaborative effort between the school, home, and community to provide the student with resources and activities as he/she explores career options and prepares for adulthood and independent living. The student is encouraged to be an active participant in the development of his/her plan, using the self-advocacy, self-awareness, and self-determination skills he/she has been developing. Each IEP/Transition Plan is developed based on the individual student need and goals/activities will vary. To prepare for each annual transition plan discussion, the student will receive an informal or formal transition assessment that might include a student planning survey, career awareness/interests, job readiness skills, daily living, or life skills and/or self-determination assessment components.

K-7th Grades

At each annual review, IEP teams will consider goals and supports needed to improve self-advocacy, self-awareness, and self-determination skills. These skills are critical components for students to participate in their future planning.
As students get older, IEP Teams will consider goals and supports for students to extend understanding of their IEP, recognize their own strengths and weaknesses, and improve their ability to communicate their needs to be successful.
In middle school, all students will access YouScience and complete Bridge Bill requirements to help identify education and career future paths.
In middle school, students with intellectual disabilities may use other resources to explore job interests and document those findings

8th-12th Grades

Beginning in 8th grade, all students with IEPs will work with IEP Teams to develop a transition plan, which is one component of the IEP that focuses on developing skills related to future career and living success. This document will evolve to fine tune the skills necessary to meet post-secondary goals. There are several components to a transition plan including: Education and Training, Development of Employment, Community Participation, Adult Living Skills, Related Services, and Daily Living Skills (not all areas are applicable for all students).
As students prepare for transition to high school, it’s important to become more familiar with CCSD Career Pathway and Career, Technical, and Agricultural Education Options.
Every year, all students and teams will develop an individual graduation plan.
If your student is planning on attending College with the Hope Scholarship, seek advice on courses that are required in HS for this scholarship.
All students will continue to meet Bridge Bill requirements, including access to YouScience. All CCSD students have a free YouScience account. YouScience is a web-based software that helps uncover student aptitudes, then connect these aptitudes to careers and educational pathways designed to help students find relevance in school and confidence beyond.
During 9th grade year, students with cognitive disabilities will complete paperwork for Georgia Vocational Rehabilitation Agency to gain access to a free Pathful Explore account. Pathful Explore is a web-based software that provides a combination of interactive tools, assessments, and real-world exploration videos to empower students so they can explore diverse career pathways. This resource will provide access to meet Bridge Bill requirements.
If college is a goal or expected for the anticipated career outcome, students need to research college of interest and entrance requirements. The Georgia Student Finance Commission Georgia Futures website is a resource for families on college exploration. It’s important students not only research the college programs but also the services offered
to students with disabilities, the type of evaluation (current psychological or Regents Testing) or paperwork needed in order to determine eligibility for their services, and how to access these services. This research can be found by contacting the disability services office at each college or university your student is considering. The IEP (and IDEA) is NOT a guarantee of services, nor does it dictate the types of services one can receive at a university of college.
If your student has a cognitive disability, Inclusive Post Secondary Education (IPSE) may be an option. If this is an anticipated next step after the student graduates/exits public education, the student/family needs to begin researching IPSE programs and entrance requirements. GA IPSEC is a resource for families to explore IPSE opportunities in Georgia.
As your student’s high school career continues, seek information and review options for Dual Enrollment as it pertains to career aspirations.
As your student nears age 18, inform and educate the young adult of Transfer of Rights at age 18. If your student has significant cognitive disabilities, begin to explore decision making options such as supported decision making or guardianship.
For students with disabilities, explore services provided by Georgia Vocational Rehabilitation Agency (GVRA). Pre-Employment Services (Pre-ETS) are available for students ages 14-21 if they are enrolled in an educational program and have a documented disability via an IEP, 504 plan, or other disability documentation. If your student requires support to seek employment or attend post-secondary education to empower independent living, additional services may also be available from GVRA after graduation.
For students with cognitive and developmental disabilities, students/families may apply for waivers to provide resources for independent living. DBHDD has more information regarding this option.
A Summary of Performance (SOP) is provided for all graduating/exiting students with disabilities. This document is a summary of the student’s academic achievement and functional performance, including recommendations on how to assist the student in meeting his/her post-secondary goals. The SOP should include student demographics, post-secondary goals, student’s desired post-school environment, present level of performance, accommodations, assistive technology needed, and student input. The SOP is typically completed in an IEP meeting during the student’s final year of high school.

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CCSD Family Guidance on Transition Planning for SWD

Transition Planning Topics

K-7th Grades

8th-12th Grades

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