Speech and Language


  • TSW teacher at MRHS

    Secondary Transition can be thought of as a bridge between school programs and the opportunities of adult life, including higher education/training, employment, and independent living. The process is facilitated through the development of a transition plan for students who are at least sixteen years old, which is required by Indicator 13 from the Individuals with Disabilities Education Act (IDEA) Part B.

    The Transition Planning Process

    The transition plan is developed in collaboration with the entire IEP team as part of the IEP. The student’s voice is the focus of the plan. The team walks the student through a series of steps to identify the student’s measurable postsecondary goals (MPGs), services, and supports. All decisions made for the transition plan are based on data gathered from age-appropriate transition assessments. Student strengths are required to be a part of the data collected and used to develop the MPGs.

    For additional Information go to: Arizona Community of Practice on Transition (AZCoPT)

    Students in the Transition School to Work program develop basic knowledge in the learning objectives intended to lead toward successful employment and integration into the community through direct job placement or post-secondary education or vocational training.  Each Student is expected to acquire this knowledge in the following areas:

    • Self-assessment (interest inventories, learning styles, aptitudes, strengths), disability awareness and personal accommodations for disability, self-determination skills, career exploration;
    • Disability awareness and building skills in self-determination, identification of career goals, including a complete labor market research, initial development of job readiness skills;
    • Identification of post-secondary education/training opportunities, including training and funding options, career tracks, development of résumé/cover letter writing skills, practice in mock interviews, and familiarity with filling out job applications;
    • Knowledge of how to apply to training institutions, how to apply for scholarships and Pell Grants, how to obtain accommodations for their disabilities, how to perform job searches (for either paid employment or community service);
    • Development of a portfolio to record the skill building process with an end goal of self-actualization and successful career planning. 

Jenny Humpal
  • For more information on the Transition program, please contact Tricia Graham.

    Director 1, Transition.