McKenna Autism Consulting

Many parents breathe a sigh of relief when they reach the transition section of their teenager’s IEP. After all, the school has a plan for life after high school—right?

Unfortunately, not always.

Too many IEPs offer little guidance about ways to reach reasonable goals and instead only offer a boilerplate list of government agencies. To respond to the lack of useful information in IEPs, the New Jersey Department of Education recently strengthened its monitoring of transition planning in special education. Districts are now being held more accountable for ensuring that transition plans meet federal requirements. Schools with significant deficiencies in transition planning can receive the lowest possible rating in this area during state monitoring.

While this change is directed at school districts, it sends an important message to families:

Transition planning should be meaningful, individualized, and designed to prepare students for adult life—not simply satisfy a paperwork requirement.

What Makes a Strong Transition Plan?

Federal law requires that transition planning begin no later than age 16 (and many schools begin earlier). The purpose is to help students successfully move from high school into adulthood.

A quality transition plan should answer important questions such as:

• What education or training will the student pursue after high school?
• What type of employment is realistic and appropriate?
• Will the student need support for independent living?
• What skills should be taught before graduation?
• Which agencies or community resources should become involved?

Most importantly, these decisions should be based on transition assessments, not assumptions.

The Problem with Generic Transition Goals

One of the most common issues I see is that transition plans are filled with vague statements such as:

• “Student will explore careers.”
• “Student will attend college.”
• “Student will become independent.”

These are aspirations—not plans.

A meaningful transition IEP identifies exactly how the student will work toward those goals, who is responsible, and how progress will be measured.

For example, if a student wants to attend college, the IEP should address executive functioning, self-advocacy, organization, time management, disability disclosure, and the ability to independently request accommodations—not simply state that college is the goal.

Questions Every Parent Should Ask

During your next IEP meeting, don’t hesitate to ask:

• What transition assessments were used to develop these goals?
• How were my child’s strengths and interests considered?
• Who is responsible for each transition activity?
• When will these activities take place?
• How will progress be measured?
• What agencies should become involved before graduation?
• How does this plan prepare my child for real adult life?

If no one can answer these questions clearly, the transition plan probably needs more work.

Remember: A Transition Page Doesn’t Equal Transition Planning

Simply having a transition section in the IEP does not mean meaningful planning is occurring.

A strong transition plan should include:

• Measurable postsecondary goals
• Transition assessments
• Coordinated activities
• Appropriate coursework
• Career and college preparation
• Independent living skills when appropriate
• Clearly assigned responsibilities and timelines

The ultimate goal isn’t compliance with state regulations.

The goal is to help your son or daughter leave high school prepared for a successful adult life.

Parents should view transition planning as one of the most important conversations they will have with their child’s school. The years between 14 and graduation pass quickly, and thoughtful planning during high school can make the difference between simply finishing school and successfully launching into adulthood.

Need help reviewing your child’s transition plan?

At McKenna Autism Consulting, I work with families to evaluate transition IEPs, identify gaps, and develop practical strategies for college, employment, adult services, and independent living. If you’d like an expert review of your child’s transition planning, I’d be happy to help.