Transition ServicesPPS is committed to ensuring that all students receive a meaningful and appropriate transition that is based on age appropriate transition assessments that guide post-secondary goals and course of study.
Please see Community Transition Program Forms to find resources and forms age appropriate assessment, quality secondary transition IEPS, the secondary transition annual process, activity planner and more.
Transition Services Flow Chart
This flow chart, created by the Center for Change in Transition Services, describes the best practice flow of transition services.
Age-Appropriate Transition Assessment
Transition services are based upon age-appropriate transition assessment. Student information is collected by the IEP Team in the areas of needs, strengths, preferences, and interests from formal and informal assessments. The measurable post-secondary goals are developed or confirmed and assessment information is updated annually.
Measurable Post-secondary Goals
Prior to turning age 16, a student’s IEP must include appropriate measurable post-secondary goals. The post-secondary goals are reviewed annually and based upon age-appropriate transition assessment related to education/training, employment, and when appropriate, independent living skills.
Transition services are designed within a results-oriented process in an effort to facilitate the student’s movement from school to post-secondary living. This set of activities is based upon current age-appropriate transition assessment and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, the acquisition of daily living skills and provision of a functional vocational assessment.
Course of Study
A course of study is a current description of the classes and activities the student will complete to achieve his or her desired post-secondary goals as described in the IEP.
Annual IEP goals
Annual goals are statements that describe what a student with a disability can reasonably be expected to accomplish within a 12-month period of the student’s program. Measurable annual goals include timeframe, condition, behavior, and criterion. These annual goals are designed to support improvement in academic and functional skills necessary to achieve post-secondary goals.
With consent and as appropriate, agency representatives are invited to IEP transition planning in order to link students to services, accommodations, and supports after high school.