Transition Time Connecting Virginia's Standards of Learning to Secondary Transition Planning

by Debbie Grosser, M.Ed., and Dale Pennell, C.A.S.

Virginia's Standards of Learning (SOL) identify academic content and skills students must learn in order to be successful in school. Application of these standards facilitates successful transition to adult life for students with disabilities. Annual goals and activities that support transition planning may be most efficiently addressed through the general education curriculum, as the following examples illustrate.

Course
Transition Activity
SOL
Behavior for Annual Goal
English

Review the website for the Virginia Board for People with Disabilities to identify the services they provide

English 9.9

The student will use print, electronic databases, and on-line resources to access information

Use available technology to identify adult services that can support Robin's adjustment to adult life

Govt

Identify the steps and complete the process for receiving a driver's license

VA/US Government 17d

The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by

d) practicing respect for the law

Pass the Virginia Department of Motor Vehicles' road test to obtain a driver's license

Science

Plan efficient travel routes to and from school, work, and home

Earth Science 3c

The student will investigate and understand how to read and interpret maps globes, models, charts, and imagery. Key concepts include:

c) direction and measurements of distance on any map or globe

Use the legend and compass rose on a city map to determine directionality and distance from one point to another

Health

Explain to teachers and employers the nature of his/her disability, its impact on learning, and accommodations needed for successful performance

Health 10.2a

The student will analyze, synthesize, and evaluate the protective factors related to achieving and maintaining a sound mind and healthy body throughout life. Key concepts/skills include:

a) the power of assertiveness

Demonstrate the self-determination skill of self-advocac


This process by which the IEP team blends SOL coursework requirements with transition services may involve the following steps:

  1. Review the student's postsecondary goals and identify high school coursework that enables the student to achieve his/her postsecondary goals.

  2. Review the student's Present Level of Academic Achievement and Functional Performance to identify transition service activities and linkages the student needs.

  3. Design appropriate transition services - coursework, transition activities, and adult agency linkages.

  4. Determine the coursework and activities around which annual goals should be developed to support the student's academic and functional achievement.

  5. Review the SOL knowledge and skills the student must master during the ensuing IEP cycle. Then determine points of alignment between the transition services and SOL courses the student is taking.

  6. Write annual goals that support these points of alignment.

Date: November/December 2006