An important part of the transition planning process is making sure that other agencies and organizations that can support the student are included and involved. The IEP must include a statement, if appropriate, of the responsibilities of other agencies and potential partners. You or your child (if they have reached the age of majority—we’ll discuss this in a bit) must consent (agree) to agency participation and that consent has to be documented in the student record.
Examples of agency partners that can be invited either by the IEP team or by the parent or student may include but are not limited to representatives from:
- Department for Aging and Rehabilitative Services (DARS)
- Department for the Blind and Vision Impaired (DBVI)
- Community Services Board (CSB)
- Center for Independent Living (CILs)
- Wilson Workforce and Rehabilitation Center (WWRC)
- Post-secondary education (community or four-year colleges/universities), including student support services.
- Vocational education, technical, or apprenticeship programs
- Continuing/adult education
- Virginia Department of Social Services – Family Services Division
- Foster care agency
- If applicable, Virginia Departments of Juvenile Justice and/or Corrections
- Local disability organizations and associations
Any agency that can contribute to developing the Transition Plan because they have a relationship with the student or because their agency will be included in the plan can be invited. Even if they are unable to attend, they can provide input prior to the meeting. If Pre-Employment Transition Services (Pre-ETS) are being received or the student has signed up for Pre-ETS, the VR counselor must attend the meeting if invited. We’ll talk about Pre-Ets in the next section of the Guide.
Timing may depend on where the student is in their plan. At age 14, it may be too soon to invite someone from the community college, but it may be a good idea to invite someone from VR. The team should consider who they should invite to each meeting. All of the agencies that will help the student in the adult world need to be included in the transition planning meeting by the last year of school for the student, preferably sooner. The adult service world is more complicated than the special education system because so many agencies and programs are involved.