Federal Guidelines

Met by Transition of Life Program

Transition to Life is a hands-on, generally independent-study curriculum designed to meet Federal Guidelines for transitional services.  While the curriculum does not claim to meet all transitional requirements, it does offer broad based support for post-secondary life skills.

            According to the U.S. Department of Education, Secondary Transition Services should, among other things:

“…be within a results-oriented process, that is focused on improving…functional achievement…to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employments…independent living, or community participation.  [It will include]…community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, daily living skills.”

[34 CFR 300.43 (a)] [20 U.S.C. 1401 (34)]

            Included here is information from the Fact Sheet: Transition-Related Planning, Instruction and Service Responsibilities for Secondary Special Educators from the Division on Career Development and Transition in collaboration with the Transition-Related Competencies Project and funded by the U.S. Department of Education.  

Goals in bold print are addressed in this curriculum: 

Student-Focused Planning:

• Identify and document students’ post-school goals, learning preferences, and need for accommodations.
• Use a variety of assessment information as a basis for the individual education program.
• Identify measurable transition-related goals and objectives that focus on post-secondary education or training, employment, independent living, and community and leisure activities.
• Develop educational experiences that correspond with post-school goals and objectives, such as participation in college preparatory curricula and/or in vocational and technical education.
• Through the individual education program plan, specify responsibility for transition-focused instructional activities or services.
• Develop students’ abilities to participate meaningfully in the development of their IEP.
• Utilize a planning process that is student-centered and facilitates students’ self-determination, including student decision-making.
• Provide appropriate accommodations that facilitate student and family involvement in the individual planning process, and specifically in the IEP meeting.
• Evaluate the progress or attainment of student goals at least annually, including student evaluation of his or her progress.
• Student-Focused Planning

Student Development

• Teach academic skills in the context of real life experiences.

• Teach self-determination skills.

• Teach social skills for school, work, and community living.

• Teach learning strategies and study skills.

• Teach independent and family living skills.

• Develop students’ career awareness.

• Develop accommodations and adaptations that meet student needs across a variety of settings, such as academic, vocational, home, and community.

• Use mentors to facilitate student learning.

Family Involvement

• Provide pre-individual education program planning activities for parents.

• Identify and provide information about transition services and program and/or curriculum options.

• Facilitate parent attendance at individual education program planning meetings.

• Actively include parents and family members in planning and decision making.

Program Structure and Policies

• Develop outcome-based curricula.

• Provide flexible program and curricular options to meet student needs.

• Participate in program and curriculum development and evaluation.

• Teach students in integrated settings.

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