Administration and transition
Administrators play a vital role in fostering and sustaining excellence in transition IEPs and it has become essential that they provide guidance, support, and coaching to maintain compliance. The Council of Administrators of Special Education Essential (CASE) provides a guide to help administrators support transition within the Individualized Education Program (IEP) process. By creating an environment where quality IEPs are the norm and students’ strengths, preferences, interests, and needs are considered at each meeting, administrators can improve post-secondary outcomes.
Developing and implementing high-quality IEPs for students is essential to providing equitable educational opportunities for all students. When we address post-secondary outcomes, the Individualized Education Program (IEP) team must understand what is needed for students to transition to post-school life successfully. The administrator’s role at IEP meetings is to communicate the legal and ethical standards for students with disabilities and their families and ultimately understand that all students are to be afforded a free, appropriate, and public education (Bateman & Bateman, 2014; IDEA, n.d.). These documents guide IEP teams in adhere to timelines, support a culture of ethical decision-making, and establish systems to monitor and audit the IEP development process. Professional development is one method to support a culture of continuous learning (Mazzotti et al., 2018).
Turnbull et al. (2019) recommend that administrators keep abreast of the latest research, attend conferences, and encourage IEP teams to participate in relevant workshops and training sessions. By participating in high-quality professional development, IEP teams will have the knowledge and skills to empower IEP teams to develop IEPs to support secondary transition and ultimately guide students and families through the IEP process from school to adult life (Mazzotti et al., 2018).
Virginia Department of Education’s Training and Technical Assistance Center (T/TAC) at VCU provides free, high-quality transition professional learning through a regional community of practices for Regions 1 and 8. Each month, a topic is presented that directly supports students with disabilities and transition. This professional learning opportunity is open to administrators, coaches, and teachers. If you or your school needs training or coaching on transition assessments, effective data collection methods, and monitoring tools, please contact Dr. LaTonja Wright at [email protected] or sign up to receive the T/TAC digital newsletter, where upcoming trainings (free or low cost) will be shared throughout the year. The staff at T/TAC is available to provide unique support to a school division or individual school.
For more information, check out the T/TAC at VCU website: https://ttac.vcu.edu/ or visit the TTAC Library where you can find resources at your fingertips such as:
Essentials of transition planning, Second edition. (2020). Edited by Paul Wehman.
Implementing ongoing transition plans for the IEP: A student-driven approach to IDEA mandate. (2005). Pat McPartland
Transition IEPs: A curriculum guide for teachers and transition practitioners. (2008). Paul Wehman.
Your complete guide to transition planning and services. (2018). Mary E. Morningstar & Beth Clavenna-Deane.
References
Bateman, D., & Bateman, C. (2014). A principal’s guide to special education (3rd edition). Council for Exceptional Children.
Individuals With Disabilities Education Improvement Act, 20 U.S.C. §1401 et seq. (2004).
Mazzotti, V., Rowe, D., Simonsen M., Boaz, B. & VanAvery, C. (2018). Steps for implementing a state-level professional development plan for secondary transition. Career Development and Transition for Exceptional Individuals, 4(1), 56-62. https//doi/10.1177/2165143417741478.
Rowe, D., Kucharczyk, S., & Idakwo-Agha, J. (2024). CASE Essential: The role of administrators in the secondary transition Individualized program. Division on Career Development and Transition.
Turnbull, A., Turnbull, H., Wehmeyer, M. & Shorgren, K. (2019). Exceptional lives: Special education in today’s schools (8th ed.). Pearson.
For more information, contact LaTonja Wright ([email protected]), Program Specialist, T/TAC at VCU.
Categories Autism, Inclusive Practices, Intellectual Disabilities, Secondary Transition