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Charter SELPA

Special Education Local Plan Area

Independent Study-Transition Planning

Individualized Transition Planning for Independent Study Schools

Individualized transition plans (ITPs) are a critical component of supporting students with disabilities. IDEA requires transition planning to begin by age 16, however, AB 438 now mandates adding postsecondary goals and transition services to the IEP when students enter high school, with a review by age 16, if the IEP team determines it to be appropriate. This aligns with federal law and updates Education Code Sections 56043, 56341.5, and 56345. Best practices include considering transition goals and services starting in eighth grade, so that students entering high school are supported in planning for their postsecondary education and career goals as well as independent living needs when appropriate. Independent study schools face unique challenges and opportunities around transition planning, the success of which is dependent on creativity and leveraging of flexible learning models.
 
Early Transition Planning (Pre-High School Preparation)
Although IDEA requires transition planning to begin by age 16, best practices suggest starting much earlier, in middle school. During eighth grade, students can begin to explore their interests, strengths, and preferences through activities such as career exploration surveys, self-advocacy training, and goal-setting exercises. IEP teams should consider whether or not they are equipped to create ITPs during the eighth grade year. Schools that offer both middle and high school programs will be well equipped to offer seamless transitions to high school with the ITP. Introducing these concepts early allows students to gradually build their transition planning over time, creating a smoother pathway into high school transition planning.
 
Individualized Transition Plans (ITPs)
The ITP, developed as part of the IEP, outlines the student’s goals for life after high school and the services and supports they will need to achieve those goals. Creating a genuinely student-centered ITP involves actively engaging the student in discussions about their future, using tools such as interest inventories, visual aids, and person-centered planning approaches that cater to their strengths and preferences. Schools should provide opportunities for students to reflect on their progress, adjust their goals as needed, and engage in decision-making throughout the transition process.
 
Collaboration with General Education Staff
Transition planning in independent study schools requires coordination between special education and general education staff. Teachers, case managers, and other service providers should work together to ensure that all aspects of the student’s education are aligned with their transition goals. For staff located remotely, be sure to utilize digital collaboration tools in order to efficiently communicate about student needs. Regular communication and collaboration are essential, particularly when students are participating in general education courses or activities that relate to their transition planning.
 
Virtual and In-Person Transition Activities
Transition activities can include both virtual and in-person opportunities. Virtual platforms can be used for career exploration, job readiness training, and postsecondary planning. Examples of virtual activities include digital job shadowing, online resume-building workshops, virtual mentorship programs, and remote college visits. In-person activities, such as job shadowing, internships, college visits, work-based learning, or community-based instruction, provide essential hands-on experiences that help students develop independence.
A hybrid approach that combines virtual planning with targeted in-person experiences allows LEAs to offer a broad range of activities despite logistical barriers. Independent study schools can creatively integrate these experiences into the student’s transition plan by leveraging community partnerships and flexible scheduling.
 
Skills Development Across Domains
Effective transition planning addresses a wide range of skill areas, including academic, social, vocational, and independent living skills. Independent study schools should design transition-focused curricula that prioritize functional academics, self-determination, and independent living skills. Practical life skills training, such as financial literacy, transportation use, communication skills, and personal care, can be integrated into the curriculum even in virtual formats.
 
Data Collection and Progress Monitoring
Collecting data on progress toward transition goals is essential for ensuring that students are making meaningful strides toward their postsecondary objectives. Independent study schools can use digital tools, regular check-ins, formal assessments, and collaborative meetings to monitor progress. The ITP should be revisited regularly and adjusted as needed to ensure that the student’s goals remain relevant and attainable.
 
Collaboration with Outside Agencies
Successful transition planning often requires collaboration with outside agencies, such as Regional Centers, the Department of Rehabilitation, vocational rehabilitation services, and community-based organizations. Independent study schools should work proactively to establish relationships with these agencies and involve them in the transition planning process, including inviting them to IEP meetings where appropriate. Developing inter-agency agreements or Memoranda of Understanding (MOUs) can help streamline service delivery and enhance support for students.
 
Accessing Postsecondary Education Resources
Connecting students to college and other post-secondary education and training access resources is a crucial aspect of transition planning. Schools should provide guidance on the types of education and training available, as well as navigating the college application process, accessing Disability Support Services at colleges and universities, applying for scholarships, and preparing for entrance exams. Independent study schools can help students and families identify resources and opportunities for postsecondary education and training both virtually and in person, connecting them with resources local to their communities whenever possible.
 
Addressing the Challenge of Offering In-Person Transition Activities
Whether an LEA is a statewide organization or a small homeschool program, they can support students with IEPs in engaging with in-person transition to adulthood activities by leveraging community partnerships that are local to regions with high concentrations of students, utilizing flexible scheduling, and offering creative staffing solutions. 

In order to facilitate job shadowing, internships, and hands-on career exploration opportunities, consider building relationships with local businesses, vocational programs, and regional centers where students reside. Additionally, LEAs may consider coordinating in-person college tours, workshops, career fairs, or transition boot camps at central locations to provide students with direct skill-building experiences. To address staffing challenges, consider designating transition specialists or case managers who travel to meet students. Schools may also work to collaborate with local-to-students agencies that already provide transition services. Consider organizing regional field trips and transition activities supervised by staff who live local to various regions. Schools can tap into workforce development boards, apprenticeship programs, and nonprofit organizations that offer employment training and support for young adults with disabilities. 

By embracing a hybrid approach that combines virtual planning with targeted in-person experiences, LEAs can help students build essential workplace and independent living skills despite logistical barriers.
 
Practical Guidance for Implementation
Independent study schools should establish clear roles and responsibilities for staff involved in transition planning. Suggested timelines for developing and revising ITPs can help ensure that transition planning remains a dynamic, ongoing process. Regular communication between case managers, students, families, and outside agencies is critical for supporting the student’s progress toward their goals.
 
Adult Transition Planning for Students Age 18-22
Adult Transition Planning (ATP) focuses on students aged 18-22 with IEPs who have extensive support needs and continue to be served by high schools until they leave or age out at 22. For these students, transition planning is a critical component of preparing them for life beyond school. This process ensures access to meaningful opportunities for education, employment, and independent living. 
 
Schools have a responsibility to provide thoughtful, dynamic adult transition programming on school sites or virtually, for qualifying students up to age 22. Independent study charter schools, with their unique, flexible, and personalized learning environments, can play a pivotal role in fostering successful adult transitions when appropriate strategies and supports are implemented. In order to help students engage meaningfully in their communities, creativity, along with careful planning and coordination, is needed.
 
Key Components of Effective ATP in Independent Study Settings
  • Person-Centered Planning
    • Engage students, families, and caregivers early in the transition planning process to identify goals that align with the student’s preferences, strengths, and needs.
    • Use tools such as interest inventories, visual aids, or augmented communication devices to help students actively participate in planning.
  • Integration of Real-World Experiences
    • Incorporate community-based instruction (CBI) to teach practical life and vocational skills in real-world settings. This might include visits to workplaces, participation in volunteer activities, or practicing transportation use.
    • Partner with local businesses, libraries, and community centers to create opportunities tailored to independent study schedules.
  • Collaboration with Outside Agencies
    • Foster relationships with agencies such as the Department of Rehabilitation (DOR), Regional Centers, and WorkAbility programs to ensure access to transition services and post-school supports.
    • Develop inter-agency agreements or Memoranda of Understanding (MOUs) to streamline service delivery.
  • Customized Curriculum and Resources
    • Design transition-focused curricula that prioritize functional academics, self-determination, and independent living skills.
    • Utilize digital platforms and adaptive tools to deliver content in ways that accommodate diverse learning needs.
  • Flexible Service Delivery Models
    • Provide a blend of in-person and virtual supports to accommodate the independent study environment. For example, online life skills courses paired with in-person job coaching.
    • Pffer regular check-ins with special education teachers and transition coordinators to monitor progress and adjust plans as needed.
  • Staff Training and Development
    • Ensure that educators and service providers are trained in evidence-based practices for transition planning, such as systematic instruction, task analysis, and technology integration.
    • Offer professional development on collaborating with families and engaging with community resources.
 
Regardless of school size and population, it is possible to provide meaningful and individualized ATP for adult students aged 18-22. Schools with very small programs may need to be creative in their approach, considering their resources available in order to meet each student’s needs. Consider partnerships with local agencies and businesses that are already doing work around ATP where possible–or are willing to work with individual students as needed. Give staff additional training and access to resources when needed in order to better serve adult students. Whether an LEA is serving one adult transition student or 100, a thoughtful person-centered approach can help these students find a meaningful and purposeful place in the adult world.
 
Conclusion
Independent Study charter schools can effectively support students with IEPs as they transition to adulthood through thoughtful planning and collaboration. By addressing the unique challenges and opportunities of the independent study model, educators can create pathways that empower students to achieve meaningful, fulfilling lives. Transition planning must remain a dynamic, collaborative, and student-centered process, ensuring each student’s individual potential is realized.