Supporting Your students transition
Understanding Post Secondary options
Planning for independence
When should we start planning?
Transition planning officially begins in the IEP process around age 16, but many families find it helpful to start earlier. Beginning conversations during the early high school years allows time to explore options, connect with services such as the Division of Vocational Rehabilitation (DVR), and help students build the skills they will need after graduation.
Starting early also makes it easier to align a student’s IEP transition goals with real opportunities in the community, whether that includes employment, vocational training, college programs, or independent living supports.
Families often reach out when their student is in 9th through 11th grade, but we also work with seniors and recent graduates who need help navigating next steps.
What should we expect?
Transition planning often begins during the high school years, but there is no single timeline. Starting earlier simply provides more time for students to explore interests, build skills, and understand the possibilities available after graduation.
01
Understanding Your Students goals
We begin with a conversation to learn about your student’s interests, strengths, goals, and current supports. This helps us understand where they are now and what they may need moving forward. Ideally this happens in 9th to 10th grade.
02 Reviewing the IEP and Transition Goals
We review your student’s IEP transition plan and discuss how current services support their goals after high school. When appropriate, we can attend IEP meetings or help families prepare questions to ensure transition planning is meaningful and compliant. The hope is once goals are set the supports your student receives during high school line up with the goals set in Step 1.
03 Connecting to DVR and Funding Options
Many transition services can be funded through the Washington Division of Vocational Rehabilitation (DVR). We help families understand eligibility, prepare for the referral process, and coordinate with DVR counselors.
04 Exploring Post-High School Pathways
Together, we explore possible options after graduation. This may include college programs, vocational training, supported employment, apprenticeships, or community-based opportunities that support independence. Planning is student-centered and collaborative, aligning the student’s goals with family input, assessments, and practical opportunities for the future.
05 Building the transition plan
Using the student’s goals, assessments, and family input, we develop a practical transition plan that outlines priorities, timelines, and next steps. This plan can support IEP transition planning and help guide decisions about services, training, and opportunities after graduation.
06 Ongoing Support and Guidance
Transition planning evolves as students grow and their goals become clearer. For students with IEPs, graduation timelines can be flexible, and decisions are made by the IEP team based on the student’s progress and readiness for the next stage.
We help families think through course planning, graduation pathways, and the High School and Beyond Plan so that everything aligns with the student’s long-term goals and opportunities after high school.
Not sure where to start?
Many families feel overwhelmed by transition planning. A short consultation can help identify the next steps for your student.