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Transition

What is Transition Planning

  • The goal of transition planning is to support students with disabilities as they progress through school and prepare for life as an adult. This includes planning for college, work, transportation, living arrangements, health care, and daily living. The transition activities could be a combination of any of the following: 

    •       Self-Determination and Advocacy 
    •       Work-based learning activities and internships
    •       Community participation 
    •       Postsecondary education 
    •       Employment training 
    •       Competitive employment 
    •       Independent living 
    •       Outside agency service linkages

     

  • Transition planning for a student’s future begins as early as elementary school with career awareness and exploration activities. Formal transition planning begins through the IEP process the year the student turns 14 and drives the development of the IEP. Students, with support from parents and educators, identify postsecondary goals in the areas of employment, postsecondary education or employment training; and if appropriate, independent living. These postsecondary goals are based upon the results of age appropriate transition assessments.

    An Effective Transition Planning Process Includes:

    • Provides awareness to students, families, educators, community and adult service providers about what each system and person does. 
    • Facilitates communication between schools, families and community and adult service providers about students who need services.
    • Develops a planning process that identifies a clear path for students to follow from school to adult living. 
    • Refocuses the school curriculum to include applied academics, career development and daily living skills. 
    • Utilizes assessment information across agencies, reducing duplication and streamlining the referral and eligibility determination process. 
    • Establishes a consistent referral system so students can more easily access agency support.
    • Effectively coordinates services between the school and other agencies leading to a successful transition.
    • Successfully utilizes the available resources across agencies. • Creates networking opportunities and expertise across agencies. 
    • Provides a support system for professionals, families, and students.

     

  • Who can participate in Transition planning?

    •       Student
    •       Parents or guardians
    •       Special educator
    •       Guidance counselor
    •       CTE teacher
    •       Therapist
    •       Adult agency services providers
    •       Anyone who has a vested interest in the student's postsecondary activities

Contact Information

Claude Hataway, High School Instructional Specialist 

Email: chataway@rvaschools.net

Phone: 804-664-7625

Darlene Slade, Lead Transition Mentor Teacher 

Email: dslade@rvaschools.net

Alicia Toler, Transition Mentor Teacher 

Email: atoler@rvaschools.net

Karen Young, Transition Mentor Teacher 

Email: kyoung2@rvaschools.net

Selina Wilson, Transition Mentor Teacher 

Email: swilson3@rvaschools.net

Kaitlynn Rollins, Transition Mentor Teacher 

Email: rmclaug2@rvaschools.net