Transition Services

The Broward County Public Schools District is committed to providing quality transition services to assist students with disabilities in reaching their highest level of achievement and transition into adult life. The reauthorized Individuals with Disabilities Education Act (IDEA 2004) defines transition services as a coordinated set of activities for a child with a disability that:

  • Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education; vocational education; integrated employment (including supported employment); continuing and adult education; adult services; independent living or community participation; and [602(34)(A)]
  • Is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests. [602(34)(B)]

While the transition plan for a student receiving special education services is designed to prepare them for life after high school, transition can start when a child enters preschool. The transition planning process occurs over a period of several years and involves planning, goal setting, instruction, services, and activities designed to make that move successful.

What Is Transition Planning?

Transition planning is a process that focuses on the plans and dreams that a student has for the future. The purpose of transition planning is to provide the student with the services and supports he or she needs to make a successful move into adult life. Transition planning should take place for any student with disabilities who has an Individual Educational Plan (IEP). Transition planning should involve the student, the family, school staff, agency staff, and others identified by the Transition IEP team.

Transition IEP (TIEP) Process

Parents and Guardians will be asked to help write a Transition IEP (TIEP) when a student is 14 years old, and at least once every 12 months after that. The process of developing and the contents of a Transition IEP are different than process of developing and the contents of a regular IEP.  In addition to the information required for all IEP meeting notices, the written notice for a TIEP meeting must state:

  • That the purpose of the meeting is to discuss courses of study (diploma options), transition services needs or needed transition services.
  • That the student has been invited
  • Which other agencies have been invited to the meeting (for students age 14 older).
  • The student’s Desired Post-School Outcome – the student’s dream for life after graduation.

Transition Services Options

Transition services are a coordinated set of services that help students prepare for post-school activities such as:

  • Continuing and Adult Education - college, university, pursuit of personal interests, job skill training and placement.
  • Vocational Training - Trade or Technical School, On-the-Job Training Programs, Apprenticeships, Job Shadowing, Job Sampling.
  • Integrated Employment – including supported employment.
  • Adult Services (from various agencies) - Supervised settings for work and learning for adults.
  • Independent Living – includes training in handling money, travel training, shopping for food and other necessities, and managing free time.
  • Community Participation - religious activities, volunteering, athletics/recreation.

Services for the 18 to 22 Year Old Population

The district will provide services to students with disabilities who have not graduated with a standard diploma or G.E.D. until the end of the school year in which the student turns 22. Services for the 18-22 year old population may be offered in a variety of settings, including a high school campus or technical center. Services for the 18-22 year old population may include:

  • Career/workforce education
  • Community-based employment training (including supported competitive employment)
  • Independent living skills training
  • Vocational/Technical School education

Successful Transition is Comprehensive

Transition planning for students with disabilities spans the school, work and community settings. For this reason a team effort involving all stakeholders is essential to the quality and success of this activity for our students. The success of transition planning depends on each member of the team helping the student reach his or her dreams and goals for the future. Team members include but are not limited to: Parents/Guardians, teachers, counselors, employers, and community agencies. Their involvement determines how successful the student’s transition will be. It is also important that the student participate as much as possible in the transition planning process, especially in deciding what he or she would like to do after leaving school. The Individuals with Disabilities Education Act (IDEA) emphasizes the importance of involving students in meaningful ways in this process. For additional information, please contact the ESE Department at your child’s school or contact the District ESE Office at (754) 321-2230.

Contact information:

Lou Ruccolo

phone: 754.321.3400