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MARSE: https://www.michigan.gov/documents/mde/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf
IDEA Q and A on Secondary Transition: http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C10%2C
IDEA regulationss related to Transition: http://idea.ed.gov/explore/view/p/,root,regs,300,D,300%252E320,b, and http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CA%2C602%2C34%2C
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Are students only in high school to get a diploma or Certificate of Completion?Are students in high school to learn skills they need to be functional adults?
Is it a combination of both?
Do IEPs only support student in school, or do they have a direct effect on life after high school via the transition plan & services, course of study, and annual goals?
THINK, PAIR, SHARE:What is your focus with your students and why? Is there a difference in what you want your focus to be and what it actually is due to time and resource constraints?
KEY MESSAGE:Transition Planning & implementation of Transition IEPs can have a direct effect on student lives after theyleave public education
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From Transition Coalition:Beginning in the mid‐1980’s, the U.S. Department of Education recognized that the first group of students who has been all the way through special education, as authorized under the 1975 Education of the Handicapped Act (PL 94‐142), were leaving school and were not successful in adult life.
Unemployment, lack of enrollment in postsecondary education, continued dependence on parents, social isolation, and lack of involvement in community‐based activities were found among young adults with disabilities. Today, while students with disabilities are making progress toward improved adult outcomes, recent data from the National Longitudinal Transition Study‐2 continues to report that they are not keeping up with their same aged peers without disabilities. (Wagner, Newman, Carneto, Levine, & Garza, 2006).
Post‐school outcome research indicated that the current special education curriculum, instruction, and planning are not meeting students’ needs (NCD, 2000; Johnson, Stodden, Emanuel, Luecking, & Mack, 2002). The National Longitudinal Transition Study‐2 has reported that while outcomes for many youth with disabilities are improving, they often do not learn or use the skills in their school programs that they need to achieve productivity, empowerment, and independence.
Limited levels of service coordination and collaboration among schools and community service agencies have created difficulties for students with disabilities in achieving positive post‐school results (Johnson, et at., 2002). In many circumstances, students with disabilities leave school without appropriate community supports necessary to achieve successful adult outcomes. Many students remained at home with nothing to do because they were on long waiting lists for adult services.
IMPORTANT POINT
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It is an unfortunate reality that students in special education are not keeping up with their peers without disabilities. In almost every post‐school adult outcome area, students in special education lag behind their peers without disabilities. The NCD (2000) examined the post‐school outcomes of students with disabilities and found that they were experiencing: (a) poor graduation rates from high school, (b) low employment rates after high school, and (c) low postsecondary education participation. In addition, increasing numbers of youths were receiving Social Security benefits and not leaving the benefit rolls.
These findings show that school has not been meaningful for many students with disabilities. Addressing transition planning through a student IEP can help address this issue.
WORRY & FEAR VERSUS HOPE & EXCITEMENT
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The Lenawee County graduation rate is higher than the state average (% students with an IEP graduating with a regular HS diploma).
Average Lenawee B13 compliance (based on the old standards) was 100%.
Across Michigan, almost 80% of students who had IEPs were IHE, in PS training, or employed within 1 yr of leaving high school (no stats for Lenawee County due to a low response rate).
It’s not just about compliance. If compliance was the only factor, the grad rate and IHE/PS/employment rate would match the compliance rate.
Demonstrates what we already know – Compliance alone does NOT lead to positive outcomes for our students.
Lenawee County’s average dropout rate for FFY 2012 was about 7.5% for students with IEPs.
From Transition Coalition:Dropping out of school is one of the most serious problems facing special education programs across the country. Almost 1:4 of all youth with disabilities exit the school system by dropping out. Youth with emotional disabilities have the highest drop out rates (from 21% to 64% – twice the rate of students without disabilities). The drop out rate for students with learning disabilities averages 25% (National Center for Education Statistics, 2001). Reasons include: lack of credits to graduate, no parental support for education, inappropriate social interactions (The Oregon Department of Education, 2000). Dropouts have fewer options for employment and usually end up in entry level, low‐paying positions.
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http://idea.ed.gov/explore/view/p/,root,regs,300,D,300%252E320,b,
From Transition Coalition:When Transition Planning Must StartThe reauthorization of IDEA in 2004 changed when transition planning starts. In the 1997 IDEA, transition planning (specifically the identification of transition needs and courses of study) was mandated to start when the student turned 14 years old. Now, IDEA 2004 clearly stipulates that transition planning does not need to begin until the first IEP in effect when the student turns 16. These changes are disappointing to many who have advocated that transition planning should begin while the student is at a young age in order to support these younger students who are at risk for dropping out of school (O’Leary, 2005).
The good news is that many states have opted to keep transition planning at 14 years old, so you should check your state special education laws to make sure you know when transition starts for your students.
Also noticeably absent from the IDEA 2004 legislation regarding the age when transition planning must start is the phrase ‘or younger when deemed appropriate.’ The 2004 reauthorization now uses the term ‘beginning no later than’ which is not as explicit. However, it does leave open the flexibility of starting transition planning at a younger age if this is appropriate as determined by the IEP team.
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http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CA%2C602%2C34%2C
THINK, PAIR, SHARE: What does that mean to you?
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From Transition Coalition:If you focus only on the letter of the law, then your point of view will be narrow. This means focusing only on theminimum requirements under IDEA in order to comply with federal and state regulations. The result is that your approach will most likely have a narrow impact on students.
In contrast, an approach that applies the spirit of the law considers the concept of transition planning more
broadly. With this perspective, Attaining quality adult outcomes for students becomes the focus of your planning, and your actions are more likely to lead to greater
success for students with disabilities.
Effective transition planning requires that you focus on both complying with the letter of the law and also understanding the spirit and intent of IDEA to prepare students to attain quality adult‐life outcomes. While paperwork is a necessity, the goal is to successfully plan for a quality adult life.
The real measure of your work will be how successful your students are in real life!
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From Transition Coalition:
Transition is … Results OrientedLooking at measurable post‐secondary goals from a results‐oriented perspective requires that schools be held accountable for providing an educational program and transition services that will facilitate the movement from high school to post‐secondary goals such as employment, post‐secondary education, and independent living. This includes focusing on academic as well as functional student achievement. This means that all goals and activities found in the IEP must reflect what the student is expected to know or be able to do to meet his or her measurable post‐secondary goals.
The entire IEP, then, becomes a transition IEP – there should not be anything in the IEP that does not lead to the identified measurable post‐secondary goals for the student. This results‐oriented approach allows all who are involved in transition planning to think about and plan for a student’s measurable post‐secondary goals. This includes focusing on the academic and functional achievements of the student in order to facilitate his or her movement from school to post‐secondary outcomes.
Transition is … student centeredIDEA requires educators to focus onmore than just needs. By taking a student‐centered perspective, the student’s and family’s dreams for the future are at the center of the planning process. A critical aspect of a focus on student‐centered planning is to ensure that the student is actively involved in his or her own planning.
Transition is … a Coordinated Effort
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Schools are required to coordinate transition services by linking with all of the various agencies and support services that are involved in a student’s life. The coordinated set of activities relies heavily on services and people both within and outside of the school setting.
This requirement is very different than has typically been in place for IEPs. In the past, schools have had sole responsibility for the IEP. Now schools are required to work with outside agencies, families, and the student themselves in order to effectively implement the transition plan. In fact, the 2004 IDEA regulations specify that LEAs (local education agencies, or school districts) are required to invite agencies who might be responsible for providing or paying for transition services to attend IEP meetings. For example, a community mental health center might be providing training on using the public transportation system. If this is the case, then these outside agencies should be invited to attend transition planning meetings.
An additional aspect of the term “coordinated set of activities” focuses on how schools plan and provide transition services. The transition services listed in IDEA include:
‐instruction,‐related services,‐community experiences,‐the development of employment and other post‐school adult living objectives, and,‐when appropriate, acquisition of daily living skills and functional vocational assessment.
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From Transition Coalition:When we think in terms of the spirit of IDEA, the IEP is viewed as an ongoing process that begins with planning with the family and student. The purpose of early planning is to identify the student’s and family’s vision for the future. This can be identified by asking questions such as:
What are students’ dreams, preferences, and interests?
What will his/her future look like?
What kind of job will the student have?
What about additional education?
Where will he/she live?
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Transition assessment is the “ongoing process of collecting data on the individual’s strengths needs, preferences, and interests as they relate to the demands of current and future working, educational, living, personal, and social environments.” (Sitlington, Neubert, & Leconte, 1997; IDEA Partnership & NSTTAC)
Transition Coalition Transition Assessment Online Learning Module: http://transitioncoalition.org/blog/ta_welcome‐2/
Age Appropriate Transition Assessment Guide: http://education.nh.gov/instruction/special_ed/documents/age_app_trans_assess.pdf
Some Transition Assessments: http://transitioncoalition.org/tc‐assessment‐reviews/?cat_ID=48
More Transition Assessments: http://www.rpesd.org/AgeAppropriateTransition.aspx
Even More Transition Assessments (by domain, grade level, and disability area): http://www.iidc.indiana.edu/styles/iidc/defiles/CCLC/transition_matrix/Transition_Matrix.html
From Transition Coalition:Transition assessment is now a part of IDEA requirements for transition planning and IEP development. It targets critical areas of adult life and can encompass a variety of approaches. Transition assessments should be used for: (a) identifying students’ interests and preferences, (b) determining post‐school goals and outcomes, (c) developing relevant learning experiences (instruction) and transition service needs, (d)
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identifying supports (linkages) needed to accomplish goals, and (e) evaluating instruction and supports.
Two critical elements of transition assessment include self‐determination and person‐centered planning.
Self‐determined assessment should lead to greater self‐awareness of student preferences, interests, and needs during transition.
Person‐centered planning offers a strategy for implementing an assessment process that focuses on the contributions and vision for the future with the input and involvement of those closest to the student.
There are multiple types and approaches to assessment. Two main classifications are formal and informal.
Formal assessments refer to assessment instruments that show evidence of reliability and are often criterion or norm‐referenced.
Informal assessments are all other non‐standardized methods.There are benefits and limitations to both of these approaches for transition planning.
Guiding Questions
Transition assessment needs to occur regularly and over a large span of time. It should not be completed all at once prior to an IEP meeting. It is a planned, continuous process of obtaining, organizing and using information to assist students of all ages and their families in making critical transitions throughout the lifespan (Clark,2007).
All educators, not just transition specialists, must collect ongoing assessment data throughout student’s academic career. This must be more than just a snapshot. Transition assessment must be developed and implemented with the student and his or her family, updated regularly, and integrated into an overall assessment plan (Sitlington & Clark, 2001)
It is important to begin every assessment process with guiding questions about educational decisions:
‐What do we already know about the student’s strengths, preferences & needs in employment, education, living?‐What do we need to know about the student’s employment, education and living strengths, preferences & needs?‐What methods and sourceswill provide the information we need?‐Who will gather the information & what role will the student play in the assessment process?‐When will the assessment data be collected and used for transition planning?‐Is the student making progress toward his/her specific post‐secondary goals (employment, education, living)?
Transition assessment should be thought of as a series of procedures that includes developing questions, collecting information, and making decisions about many topics related to transition.Remember, transition assessment is the ongoing process that focuses on a student’s strengths, needs, preferences, and interests. Selecting the most appropriate assessments depends upon several guiding principals.
Developing a plan for assessing students during transition is a critical element of an effective transition process. The major elements included within this plan might include how certain instruments and assessment methods were chosen, using the data in meaningful ways, sharing information and assessment results with outside agencies, and ensuring that the IEP includes good information in the present levels of educational performance.
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Develop a vision for the future
Their student was successfully in employment, but struggled in the other areas such as budgeting and making appropriate, genuine friendships. Program staff ultimately determined all areas need to be targeted when working with the postsecondary students to ensure success. Success in one area does not lead to success in the other areas without assessment to determine strengths & needs & appropriate supports.
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Problem Solving Transition Assessment:
What if the student has difficulty communicating?Can the young adult express interests? If not, get information from parents and caregivers to develop transition plan as well as methods by which the student does communicate.
What if the student says, “I don’t know”?You may have to probe, or ask more questions to get an answer. Help them speculate, develop, clarify, explore their options in training, education, employment, independent living. For example, if a student says that they don’t know what they want to be when they grow up, you can ask about their interests, and make a suggestion for a field of employment that the student might be interested in based on his interests.
Suggestion – try an open‐ended, indirect question such as ““If I dropped you off at the mall and you had $500 to spend on yourself, what would you buy?” – the answer may lead to their interests and preferences as they may talk about buying things that interest them.
How do you write a postsecondary goal when the student’s dream is unattainable or unreasonable?The more opportunities students are given to share their dreams and proactive goal attainment strategies, the more “realistic” their goals may become.
from Missouri Dept of Ed:Involving a student in the IEP process and interpreting transition assessment can often help the student identify attainable postsecondary goals. Sometimes the IEP team also has to think creatively as they strive to include postsecondary goals that take into consideration the student’s desires and write a meaningful
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transition plan that will prepare the student for life after high school.
The following is a goal from the Department’s example IEP for “Katie,” a mild MR student: Upon graduation from high school, I (Katie) will take a first aid class at the community college and continue on‐the‐job training.
Katie’s transition plan shows that she will attend college, but she is a senior and has not been taking college preparatory courses. This IEP identifies creative thinking in creating a plan that leads Katie toward her postsecondary goal but does so in a realistic manner.
Dr. Ed O’Leary, who is a leader in the field of postsecondary transition training, recommends that the IEP team should follow‐up with a line of questions when they believe the student’s postsecondary goal is unreasonable. Use the “wh” questions:
Why do you want to do that? Where do you want to be? What do you like about that job?
A student who wants to be a veterinarian probably doesn’t want to complete seven or eight years of college. He or she may enjoy working with animals and knows that is what a veterinarian does. When that student learns about all the other occupations in the area of animal care, he or she is likely to find one that is a better fit.
From Alaska Dept of Ed:Recent court decisions clearly indicate that IEP teams must shepherd the selection of postsecondary goals so that the goals are a realistic match with the transition assessment information.
Setting realistic goalsWhat to do when student preference and reality are in conflict? As a rule, transition assessment data trumps student preference. While a student's stated preference is a critical piece of assessment information, it's incumbent on the district to guide the student and family toward realistic choices and alternatives through the transition assessment process.
Example 1A student states that becoming a pilot for a major airline is his postsecondary employment goal. Transition assessment indicates this is not realistic. It should be explored with him why he wants to be a pilot and then link his motivations to other jobs related to the airline industry. He should be educated on and exposed to the other opportunities.
Example 2A student with autism wants to be a “famous chef on the Food Network”. In this case, being a chef may be realistic but “famous chef on the Food Network” is not. School staff and/or parents would explore with her the realities of employment for Culinary Arts students versus her perceptions.
Example 3For his postsecondary goals, a student is insistent about attending a Division 1 university on a football scholarship and then playing professional football. Transition assessment indicates this is not realistic. Members of the IEP team would help him understand why he does not meet requirements for a Division 1 school. Other football related options could be explored if appropriate. In this case, a football coach would be a very useful member of the IEP team.
From Iowa Voc Rehab Services:What happens when IEP team members do not agree on the postsecondary expectations for living, learning, and working? The postsecondary expectations for living, learning and working should reflect consensus agreement of the IEP team, as these are the statements that drive the identification of needed secondary services, supports and
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activities. To the extent possible, IEP team members should engage in frank discussions of the skills needed for anyone to pursue the postsecondary expectation and those that the student would need to accomplish in order to pursue the postsecondary expectation. The result of the discussion should be a postsecondary expectation that each member of the team agrees to support. At times, members specific expectations may differ for the postsecondary activity, but can still support the postsecondary expectation as the services provided would be similar. For example, a student may wish to go directly to a four year college, while other members of the team may think a community college to be an easier transition. In instances where IEP members disagree with the postsecondary expectation(s) to the extent that they can not support it the dispute should be resolved as with any other IEP dispute.
From Minnesota Dept of Ed:What can I (a parent) do if I disagree with the results of a transition assessment? A parent may sometimes disagree with the findings of a comprehensive evaluation or transition assessment. For example, a work readiness skills inventory may indicate that a student is proficient in interpersonal communication, but the parent believes that the youth still has needs in that area. The comprehensive evaluation might indicate a need in math when the parent sees none. Parents can follow these simple steps to address the issue: 1. Read the evaluation report, and ask yourself if the information is complete or the data accurate. 2. Clearly outline the areas of the evaluation or assessment you disagree with. 3. Request an IEP meeting to discuss the issue, and work toward a common understanding and resolution.
Advice from a parent advocate: Keep in mind that parents have the right to disagree with the evaluation and request an Independent Educational Evaluation (IEE). Parents can also contribute private or outside assessments for the IEP team to consider. The IEP team may consider suggestions made by an outside assessment but is not required to implement these.
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From Transition Coalition: Develop the IEPIf the vision for the future is the final destination, then the IEP can be considered the road map – and the measurable post‐secondary goals, transition services and annual goals are the vehicles to get you down the road to achieve the vision for the future.
Developing an IEP for transition should identify the measurable post‐secondary goals, courses of study, transition services, annual goals, and any other agencies that might be providing transition services. All of these need to work toward meeting the vision for the future.
Present level of educational performanceA student’s present level of educational performance statement should include the strengths of the student, how the student’s disability affects performance in the general education setting, the parents’ current concerns about the education of their child, changes in functioning since the last IEP, a summary of the most recent evaluation or re‐evaluation results, and a summary of performance on formal or informal transition assessments. Remember, the transition assessments are part of a larger process and should be age‐appropriate for each student.
Identify the measurable post‐secondary goalsPost‐secondary goals are the student’s desired outcome in the areas of employment, training/education, and, if needed, independent living. These are generated from the vision for the future, and guide what the transition services and annual goals should be in order for the student to work toward achieving the post‐secondary goals. The post‐secondary goals may change annually, especially among younger students who have fewer experiences and knowledge of what they want to do after high school.
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Identify the courses of studyThe primary purpose of the courses of study is to help identify what courses a student should take to graduate from high school and to achieve his or her post‐secondary goals. A course of study might include college preparatory courses, vocational classes, business classes and career development courses.
Identify transition services*Transition services are the services and supports a student needs in order to make a successful transition from school to adult life. Such services and supports can be provided by the school and from a variety of agencies. In general, the people who are most closely involved in providing transition services are students with disabilities themselves, family members, school personnel, and a variety of adult agency providers (e.g., supported employment agencies, independent living centers, and post‐secondary education personnel). At least one transition service must be identified for each post‐secondary goal.
Develop annual goalsAnnual goals should directly link to the identified post‐secondary goals and should be developed and agreed upon by all members of the planning team, especially the student and his or her family. The annual goals should be measurable and flexible enough to meet the unique needs of the student’s vision for the future and should be based on the results from a variety of transition assessments. These assessments should be age‐appropriate and cover a variety of areas such as: education and training, employment, and independent living. It is recommended that there be at least one annual goal for each post‐secondary goal to ensure that the annual goals are working toward the student’s plans for the future.
Identify agency responsibilitiesInter‐agency linkages are a very important part of the transition planning process, since a majority of students with disabilities will need time‐limited or long‐term adult agency services once they leave high school. Essentially, transition services can be provided or paid for by a host of different people and agencies including schools, vocational rehabilitation, mental health centers, agencies that serve individuals with mental retardation and developmental disabilities, and centers for independent living.
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From Transition Coalition:Indicator 13: Meeting the IDEA 2004 RequirementsWith the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), the U.S. Department of Education through the Office of Special Education Programs required states to develop 6‐year State Performance Plans that focus on 20 indicators of compliance with IDEA. Every year, states must now turn in their data on these 20 indicators. The 13th indicator deals with transition services. The focus of this Indicator 13 is to ensure that IEPs are in compliance with the transition requirements of IDEA.
For Indicator 13, states have to report the ‘percent of youth aged 16 and above with an individualized education program (IEP) that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post‐secondary goals.’ [20 U.S.C. 1416(a)(3)(B)]. States will be turning to school districts to report their compliance with transition and their IEPs, which is why you need to know about this new requirement.
The National Secondary Transition Technical Assistance Center (NSTTAC) was created to assist states to build capacity to support and improve transition planning, services, and outcomes for youth with disabilities. NSTTAC has developed a checklist to help states collect IEP data to meet Indicator 13. This checklist has been approved by the Office of Special Education Programs (OSEP).
The Indicator 13 checklist focuses on whether or not the following elements are addressed in a student’s IEP:Measurable post‐secondary goals;Annual IEP goal to meet post‐secondary goals;Transition services to improve academic and functional achievement;
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Agency representation;Age‐appropriate transition assessments; andCourses of study.
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From Transition Coalition:Parent and Student ParticipationBecause the IEP is based upon an individual student’s strengths, needs, interests, and preferences, it makes sense for the student to be present at transition planning meetings. Effective practices occur when the student attends and actively participates in his or her IEP meeting. At a minimum, in Kansas, this should start with the IEP meeting before the student turns 14 years old.
In the most ideal situation, the student actually runs his or her own IEP meetings. This is referred to as self‐directed IEP. Using this approach, the student prepares ahead of time for his or her IEP by identifying preferences and needs related to post‐secondary goals, practicing running the IEP meeting, and developing goals to include in the IEP.There are four basic transition skills that students with disabilities should have that will help them be active participants in their transition planning process. They are:
‐Ability to assess their own skills and abilities;‐Awareness of the accommodations they need because of their disability;‐Knowledge of their civil rights through legislation such as IDEA, the Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act;‐Self‐advocacy skills necessary to express their needs in the workplace, in educational institutions, and in community settings (Wandry & Repetto, 1993)
The student’s perspective is so important that IDEA mandates that if a purpose of an IEP team meeting is the consideration of the post‐secondary goals for the student and the transition services needed to assist the student in reaching those goals, then the student must be invited to attend the meeting [20 U.S.C. 1414(d)(1)(B)]. While IDEA does not require that the student attend his/her IEP meeting, it does state that
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whenever appropriate, the child with a disability should be a member of the IEP team. If a student cannot attend the IEP meeting, it is preferable that the meeting be rescheduled to accommodate the student. At a minimum, it is essential that the student’s preferences and interested are considered during the IEP planning.
Parent involvement is also critical throughout each student’s transition planning process. IDEA makes it clear that parents are to be active members of IEP teams. When schools send notification to families of an upcoming IEP meeting that involves transition planning, many provide a brochure on transition along with the written parental notification. This helps parents who are new to the idea of transition have a little more information about it prior to the meeting. It is also recommended that the parent notification should indicate that the child will be invited to the meeting. In addition, parents should be notified of any other agency that will be invited to send a representative, and that parents may bring or invite other people to the meeting to participate on the IEP team.
Age of Majority and Transfer Rights“Beginning not later than 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of his or her rights under this title, if any, that will transfer to the child on reaching the age of majority.”
Essentially, what is required is that at the IEP meeting one year prior to the student’s 18th birthday (the age of majority for most states), the school must notify the student and his/her parents that the rights under IDEA will transfer from the parent to the student once he/she turns 18. In many states, the age of majority is 18, however some states have stipulations if the student is still in high school. Other states have an age of majority other than 18. It is recommended that you check your state regulations regarding age of majority.
Documentation of the notification provided to the student and his/her parents must be included in the IEP at this time. The rights that will transfer from the parent to the student include:‐Notification of meetings‐Notification and consent for evaluation‐Selection of participants of IEP meetings‐Approval of the contents of the IEP‐Approval regarding change of placement
In other words, the student, upon reaching the age of majority, will be responsible for making decisions about the IEP. For those students who may be deemed legally incompetent to make important life decisions, schools should provide parents with necessary information to begin guardianship proceeding with local court systems.
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From Transition Coalition:Age Appropriate Transition Assessments“Based on age appropriate transition assessments related to training, education, employment, and independent living …” (Section 614, aa.)The requirement for age appropriate transition assessments is a positive addition to IDEA! Certainly, and for too long, secondary special educators have not systematically implemented comprehensive transition assessment procedures when planning for adulthood (Sax & Thoma, 2002). You might be asking yourself questions such as:
What are age appropriate transition assessments?Sitlington (1996) defined this for the Division on Career Development and Transition (DCDT) as “the ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, personal, and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP.”It is important to note that age‐appropriate transition assessments refer to a student’s chronological age, not developmental age. For example, if a student is 17 years old and reads at a 5th grade level, use assessments that are appropriate for high school students and make appropriate accommodations for the student to use it such as reading the assessment to the student.
The requirement for age appropriate transition assessments is a positive addition to IDEA! Certainly, and for too long, secondary special educators have not systematically implemented comprehensive transition assessment procedures when planning for adulthood (Sax & Thoma, 2002). You might be asking yourself questions such as:
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What is the purpose of transition assessments?Transition experts have identified assessment activities as those which:‐identify the student’s interests, needs, strengths, and preferences;‐determine post‐secondary goals;‐develop relevant academic and functional skills instruction;‐identify appropriate transition services;‐identify necessary interagency supports and linkages; and‐evaluate instruction and supports already in place (Noonan, Morningstar, & Clark, 2005).
IMPORTANT POINTTransition assessment should be considered as a process of collecting information that is directly relevant to the measurable post‐secondary goals for each individual student. This does not mean a single test or even a series of assessments over a short period of time. Age appropriate transition assessment must be systematic and planned and occur over the course of the student’s school career. It should be used as a way to help the student and family identify measurable post‐secondary goals as well as provide feedback as to whether the student’s transition plan is really facilitating the movement toward his or her goals.
In the IEP, which comes first, the measureable post‐secondary goals or the present levels of performance?There’s no clear‐cut way of figuring this issue out. Really, transition assessment is an ongoing process, so you are constantly refining the measurable post‐secondary goals and conducting transition assessment to help inform that. It’s kind of like, which came first, the chicken or the egg? The focus should not necessarily be which came first, but being clear that the measurable post‐secondary goals are developed using information collected from the transition assessment process.
Indicator 13 checklist asks “Is there evidence that the measurable post‐secondary goal(s) were based on age appropriate transition assessment(s)?”Evidence of age appropriate transition assessments used with a student are typically found in the present level of academic and functional performance (present levels for short) section of the IEP. At a minimum, the present levels should address the following; however, each state has different requirements so please check with your state or district about what is included in the present levels. The following list from NSTTAC includes ways to identify if there is evidence for determining that measurable post‐secondary goal(s) were based on age appropriate transition assessments.
‐How the child’s disability affects his/her involvement and progress in the general education curriculum; or for preschool children, participation in age‐appropriate activities. (For students with transition plans, consider how the child’s disabilities will affect the child’s ability to reach his/her post‐secondary goals (what the child will do after high school).‐The strengths of the child. (For students with transition plans, consider how the strengths of the child relate to the child’s post‐secondary goals.)‐Concerns of the parent/guardian for enhancing the education of the child. (For students with transition plans, consider the parent/guardian’s expectations for the child after the child leaves high school.)‐Changes in current functioning of the child since the initial or prior IEP. (For students with transition plans, consider how changes in the child’s current functioning will impact the child’s ability to reach his/her post‐secondary goal(s).)‐A summary of the most recent evaluation/re‐evaluation results.‐A summary of the results of the child’s performance on:
‐General state assessments‐District‐wide assessments‐Formal or information age appropriate transition assessments
‐For students taking alternative assessments, a description of benchmarks or short‐term objectives
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From Transition Coalition:Measurable Post‐secondary GoalsAs part of IDEA 2004, IEP teams must develop and specify measurable post‐secondary goals related to the areas of employment, education and/or training, and, where appropriate, independent living. The 2004 mandates are very clear that each student’s IEP must include appropriate and specific post‐secondary goals.
The 2004 IDEA has included the term “measurable” when referring to these post‐secondary goals. Given the emphasis of IDEA 2004 to focus on results, this language strengthens and requires IEP teams to “focus on relevant content and a planning and implementation process that is measurable over time that will demonstrate improvement toward helping a student achieve his or her measurable post‐secondary goals.” A post‐secondary goal is “generally understood to refer to those goals that a child hopes to achieve after leaving secondary school” (IDEA 2004 Part B Regulations, 300.320(b), p.74 6). It is not the process of pursuing a desired outcome – it is the desired outcome. Post‐secondary goalsmust be written for EMPLOYMENT and EDUCATION/TRAINING. A post‐secondary goal can be included for INDEPENDENT LIVING if a student needs such goals to achieve post‐secondary success. In addition, for each measurable post‐secondary goal, transition services and annual IEP goals should be included in the IEP. You will get more information about this later. There are three primary components to writing good post‐secondary measurable goals: ensuring they are measurable; set in the future beyond high school; and are from the student’s perspective.
Measurable post‐secondary goals shouldn’t be written as annual goals are. Instead, think of measurable as “observable” not necessarily quantifiable. For example, saying a student “would like to be an auto mechanic” isn’t observable. A more firm way to write it would be “will work in the auto mechanic field” which is observable.
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Post‐secondary goals should also be written so that it is clear that they are future plans. It is inaccurate to write a post‐secondary goal for something the student is currently doing, “Emma works at a grocery store.” Instead, it is recommended that the goal is clearly in the future, “After graduating from high school, Emma will continue to work part‐time at the grocery store as a cashier while she attends cosmetology school.”
An important feature of a good measurable post‐secondary goal is that it is clearly from the student’s perspective. Measurable post‐secondary goals must reflect that they are the student’s goals for the future –not anyone else’s.
IMPORTANT POINTPost‐secondary goals are not set in stone – in fact, they may change annually, especially among students who are younger or who have had fewer experiences upon which to refine their post‐secondary goals.
Some people are very concerned that school districts are being held responsible for ensuring that the post‐secondary goals are achieved. Districts are not responsible for ensuring the post‐secondary goals are achieved. They are responsible for ensuring thatwhat is in the IEP will help the student work toward achieving those post‐secondary goals. Remember, IDEA says that the transition plan and services must facilitate the movement toward the post‐secondary goals.
Indicator 13 and Measurable Post‐Secondary GoalsIndicator 13 checklist asks “Is there a measurable post‐secondary goal or goals that cover education or training, employment, and, as needed, independent living?”Every IEP must include a goal that addresses education and/or training and a goal that addresses employment. Independent living goals are written for students on an as‐needed basis. The NSTTAC Indicator 13 Training defines post‐secondary goals in the following way:
Education/Training is defined as enrollment in:Community or technical college (2‐year program),College/university (4‐year program),Compensatory education program,A high school completion document or certificate class (Adult Basic Education, General Education Development),Short‐term education or employment training program (Job Corps, Vocational Rehabilitation), orVocational technical school, which is less than a two year program.Education/training can also include on‐the‐job training or more informal training efforts for those students who are not enrolled in a formal education or training program (NSTTAC, p. 3).
Employment is defined as:
Competitive employment is work (a) in the competitive labor market that is performed on a full or part‐time basis in an integrated setting and (b) is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals who are not disabled.
Supported employment is competitive work in integrated work settings, or employment in integrated work settings in which individuals are working toward competitive work, consistent with the strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice of the individuals, for individuals with the most significant disabilities for whom competitive employment has not traditionally occurred; or for whom competitive employment has been interrupted or intermittent as a result of a significant disability; and who, because of the nature and severity of their disability, need intensive supported employment services.
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Sheltered employment refers to “an accredited occupationally‐oriented facility, including a work activities center, operated by a private nonprofit agency, which, except for its administrative and support staff, employs disabled persons certified under special provisions of federal minimum wage laws by the Wage and Hour Division, U.S. Department of Labor’ (NSTTAC, p. 3‐4)”
Independent living is defined as:“those skills or tasks that contribute to the successful independent functioning of an individual in adulthood” (Cronin, 1996) in the following domains: leisure/recreation, maintain home and personal care, and community participation (NSTTAC, p. 4).
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In Illuminate: Enter each Transition Goal on the Transition Page
Example: Career/Employment
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After you edit…
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When you print…
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From Transition Coalition:Interagency LinkagesPrevious regulations for transition stated that when a student turned 16, the IEP team needed to identify transition services including, when appropriate, a statement of interagency linkages. This requirement was dropped from the most recent 2004 IDEA reauthorization. This means that IEP teams are no longer required to identify within the IEP any appropriate interagency services or linkages for students.
However, IDEA 2004 still requires that the IEP team invite outside agencies if there is a need for a particular student. According to IDEA, an outside agency representative must be invited to any student’s IEP meeting where there is a chance that the agency will be paying for or providing services to the student once he/she leaves secondary school. These services could include: paying for tuition, job coaching, life skills training, and mental health services, among others.
There are other requirements in IDEA 2004 related to the role of outside agencies that remain in effect:(6) FAILURE TO MEET TRANSITION OBJECTIVES. If a participating agency, other than the local educational agency, fails to provide the transition services described in the IEP … the local educational agency shall reconvene the IEP team to identify alternative strategies to meet the transition objectives for the child set out in the IEP”(Section 614)
We do know that effective practice includes coordinating services during transition and this may mean inviting outside agencies to attend meetings and sharing information about outside services and interagency linkages with students and families. Transition teams and councils are an excellent way to create relationships between schools and community agencies. In many cases, transition teams have created interagency resource guides that have been very helpful to school staff in learning about the various agencies in a
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community.
IEP teams must still work with outside agencies when decisions are to be made about the provision of possible transition services. If a student works with an outside agency to provide or pay for transition services, then the district is responsible for keeping track of these services, and in the event that the outside agency does not fulfill their responsibilities, the IEP team will need to reconvene to identify alternative strategies and services. It is recommended that any agreements made for an outside agency to provide transition services should be made in writing. Some states include this in the IEP and others include this information in other documentation in the IEP file.
Who Attends Transition Meetings? The following is a list of participants who may be required or who should be considered to be part of transition planning and IEP meetings.Family MembersFamily members who play important roles in transition planning include parents, brothers, and sisters, and extended family members (e.g., grandparents, aunts, uncles). Also, people who are regarded as family by the student such as foster parents and guardians are included in this category.
StudentThe student, no matter what or how significant their disability, is the most important person involved in transition planning. They are invited to attend IEP meetings, and it is important that students have a clear understanding of their role in transition planning and are active participants in transition meetings.
Educational PersonnelGeneral and special education teachers and other education personnel (e.g., paraprofessionals, job coaches, vocational coordinators, transition specialists, etc.) play key roles in preparing a student for full participation in the community.
School Support StaffSchool support staff (i.e., social workers, guidance counselors, and psychologists) impact a student’s life in school, at home, in the community and after high school.
AdministratorsBoth special education administrators and general education administrators should be involved in the transition planning process. Administrators can provide insight into funding issues, policies, and program needs which affect transition services.
Post‐secondary Education PersonnelPost‐secondary education personnel play a role in helping students who are making the transition from high school to vocational/technical schools, junior and community colleges, universities, and other post‐secondary institutions
Community Service ProvidersCommunity agencies can provide information, support, and services during the transition process. Agencies that should be considered include: vocational rehabilitation, centers for independent living, respite care providers, employment agencies, community mental health centers, community mental retardation and developmental disability centers, and family organizations. Consider who is currently involved with the student and family from outside agencies as well as which agencies they might be involved with in the future.
Indicator 13 checklist targets outside agencies. The question on the checklist is “For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency (ies) were invited to the IEP meeting?”
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For the current year, is there evidence in the IEP that representatives of any of the following agencies/services were invited to participate in the IEP development: post‐secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation for the post‐secondary goal?
Was consent obtained from the parent (or child, for a student of the age of majority?)
Is it too early to determine if the student will need outside agency involvement, or no agency is likely to provide or pay for transition services?
Was parent or individual student consent (when appropriate) provided?
If no invitation is evident and a participating agency is likely to be responsible for providing or paying for transition services and there was consent to invite them to the IEP meeting, then this indicator was not met.
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From Transition Coalition:Transition Services“Transition services (including courses of study) needed to assist the child in reaching measurable post‐secondary goals …”(Section 614, bb.)The transition services must be based upon the student’s needs, strengths, preferences, and interests and focus on the measurable post‐secondary goals for the student. The transition services listed in the IEP should focus on the student’s post‐secondary goals, and not be limited by what is available in the community. In addition, it is important to remember that for every measurable post‐secondary goal, there must be transition services identified that facilitates the movement toward the goal.
Types of Transition ServicesInstruction:Instruction is the use of formal techniques to impart knowledge. It is typically provided in schools through academic instruction in general and special education classes and tutoring. Other instructional activities that can be provided by other entities or in other locations include: adult basic education, technical preparation programming, community colleges, universities, and vocational training centers. In other words, instruction refers to the services and activities that are a part of the teaching and learning process, and are generally provided by school systems in classrooms. However, instruction can take place in other settings, such as the community, and with a variety of people.
ExamplesTour post‐secondary training programsMeet with military recruiters to discuss educational benefits
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Complete a study skills training class
Related Services:Related services were added as a transition service with the reauthorization of IDEA in 1997. Related services must now be considered for each student as a possible way to meet transition outcomes. According to IDEA, rehabilitation counseling is considered a related service. This allows schools to either provide or contract with outside agencies to provide rehabilitation counseling to meet transition outcomes. Related services include:‐speech‐language pathology and audiology services‐psychological servicesphysical and occupational therapy‐recreation ‐ including therapeutic recreation‐early identification and assessment of disabilities in children‐counseling services ‐ including rehabilitation counseling‐orientation and mobility services‐medical services for diagnostic or evaluation purposes‐assistive technology devices or services‐school health services‐social work services in school‐parent counseling and training
ExamplesIdentify and visit community mental health agenciesLearn to use a guide dog effectivelyObtain a mentor through an agency providing substance abuse counseling
Community Experiences:Community experiences are those activities provided outside of the school building, in community settings. These experiences can be provided by families, schools, employers, and other agencies. Other agencies might include: Workforce Investment Act (WIA), independent living centers, vocational rehabilitation, developmental disabilities organizations, and mental health centers. Community experiences may include activities such as school‐sponsored field trips, participation in community organizations and clubs (e.g., Girl Scouts or 4‐H), community work experiences, or counseling services.
ExamplesTake classes through the local 4‐HEnroll in community education or recreation programs of interestLearn about the ADA
Development of Employment and other Post‐School Adult Living Objectives:Employment: Employment includes experiences and activities that lead to a job or career plan. These experiences and activities could be provided by the school or other entities that provide community activities. Another way to receive employment services during transition is through classes which address career and job awareness, exploration, and community vocational training experiences.
ExamplesParticipate in a career awareness program or classInterview adult worker in a career field of interestPractice completing job applications and interviewing skillsResearch three different careers and write a paper about them
Other Post‐school Adult Living Outcomes: These are activities that address important adult living skills such as registering to vote, completing tax returns, renting a home, accessing medical services, obtaining Social Security income (SSI), and filing for insurance. This would also include accessing community services (e.g., government services, transportation, specialized services) and community activities (e.g., church, volunteer
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activities).
ExamplesLearn about community agencies that provide services and support to people with disabilitiesContact Center for Independent Living for possible servicesInquire into programs such as food stamps, medical insurance, etc.Apply for VR services
When appropriate, acquisition of daily living skills and functional vocation programs:These are activities that adults do every day or on a regular basis (e.g., preparing meals, budgeting, maintaining a home, paying bills, caring for clothes, and grooming). Instruction in daily living skills could be provided by schools or other entities.
ExamplesLearn about time managementTake a CPR/First Aid courseDevelop a monthly living budget
Functional Vocational Evaluation is an assessment process that provides information about job or career interests, aptitudes, and skills as well as work habits and work attitudes. It may be compiled by a variety of people through situational assessments, observations, and standardized measures. These areas could be assessed through employer evaluations, interest inventories, curriculum‐based assessments, community‐based employment and community participation.
ExamplesParticipate in a situational vocational assessmentParticipate in job samples in the communityConduct formal aptitude tests such as VALPAR and WRIOT
“In the IEP, there should be a clear connection between the activities, strategies and goals identified for each needed transition service and the desired post‐secondary goals.”
Indicator 13 asks “Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post‐school?” The NSTTAC check lists ask the following question to help identify whether or not transition services have been included:Is a type of instruction, related service, community experience, development of employment and other post‐school adult living objectives, and if appropriate, acquisition of daily living skills, and provision of a functional vocational evaluation listed in association with meeting the post‐secondary goal(s)?
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From Transition Coalition:Courses of Study
The requirements for courses of study in IDEA 2004 were not changed from previous legislation. What has changed is that identifying courses of study now must begin “not later than the first IEP to be in effect when the child is 16.” (unless your state requires transition planning at an earlier age) The courses of study should focus ‘attention on how the child’s educational program can be planned to help the child make a successful transition to his or her goals for life after secondary school” (O’Leary, 2005).
The IEP team must plan the student’s courses of study. The intent is to make sure the courses in which the student enrolls helps him or her develop the knowledge and skills he or she will need to achieve the targeted post‐secondary outcomes. In helping the student plan the courses of study, IEP teams should consider all possible courses and programs that currently exist at the high school. In fact, having the course catalog handy is a good idea!
How an IEP team documents their planning related to the course of study may vary since the IDEA regulations have not provided specific guidance. It is up to each state and local educational agency to determine the level of specificity this planning might entail.
“There should be a clear connection between a student’s measurable post‐secondary goals and his or her school program (i.e., course of study).”
Some states prefer that this section of the IEP provide general information, rather than a specific list of
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courses. This may be preferable for younger students, especially if their post‐secondary outcomes are not yet clearly identified. Other state and local educational agencies require that a more specific course of study be outlined in the IEP. Such planning usually begins the year before the student enters high school.
The IEP team wants to ensure that the student enrolls in all appropriate and relevant courses in order to graduate in a timely manner. Many schools now require a 4‐year plan for all students in high school. This 4‐year plan can be the courses of study for students with disabilities. Some states allow a diploma option to take the place of listing specific courses of study for a student, since their diploma options are very prescriptive. Check with your state or district office to confirm how you need to develop the courses of study.
Indicator 13 checklist asks “Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post‐school?”
This question is asked to ensure that the IEP team has considered the student’s coursework as it directly relates to his or her post‐school goals. This course of study above meets Chase’s goals because he is interested in attending the Building Trades program at the area vocational technical school and this coursework gives him a good foundation for that program.
Whether the course of study section is general of specific, the courses the student may take should be based upon his or her identified post‐secondary goals. It is important to consider all courses offered by the school to help the student meet his or her transition goals. The courses listed should include many courses, not only special education courses. Planning the course of study provides a good opportunity to work closely with the guidance counselor, since course enrollment is typically one of his/her responsibilities.
IMPORTANT POINTKeep in mind that courses projected to be a part of the student’s course of study are not set in stone. As the student’s identified post‐secondary goals change, so may the courses he or she will take. The courses of study may also include course content and skills instruction for students with significant disabilities.
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From Transition Coalition:Annual IEP Goals to meet Measurable Post‐secondary GoalsAnnual IEP goals developed during transition planning must be associated with each of the measurable post‐secondary goals. The reason for this is to ensure that IEP goals are developed that will likely lead to or facilitate the student toward meeting his or her measurable post‐secondary goals. For example, if Chase is interested in the building trades field, then an annual IEP goal that will help meet his post‐secondary goal should focus on skills needed for the field of building trades and not another career field. This might include an annual goal related to his skill in adding fractions to measure window units as part of his building trades classes.
Remember, a student’s post‐secondary goal is a goal that the student hopes to achieve after leaving high school whereas an annual IEP goal is expected to be achieved in one year’s time. Many states are now having teachers write SMART annual IEP goals (Wright & Wright, 2006). SMART is a mnemonic device designed to help remember the key features of writing IEP goals that meet the requirements of IDEA.
S = SpecificThe goal statements need to clearly describe the knowledge and skills that the student will gain and how the student’s progress will be monitored throughout the year.
M =MeasurableThis is simpler than you may think – measurable goals can be counted or observed. This allows you to see how much progress has been made.
A = Use ActionWords
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Use action words to describe what the child will do to work toward or achieve the goal.
R = Realistic and RelevantAnnual IEP goals should be realistic so that the student may actually achieve them, but also relevant to the student’s needs and abilities. In addition, the annual goals should be realistic and relevant to the measurable post‐secondary goals the student has identified.
T= Time LimitedAnnual IEP goals are just that – annual. Each year, reassess why a student may or may not have achieved a goal. If the student hasn’t completed it numerous times, don’t rewrite the same goal again, instead, reassess the situation and determine what goal might be more realistic, relevant, or measurable for a student.
Indicator 13 checklist focuses on ensuring that there are IEP goals tied directly to the student’s post‐secondary goal(s). It asks “Is (are) there annual IEP goal(s) that will reasonable enable the child to meet the post‐secondary goal(s)?
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In Illuminate: Edit the Modified Goal Description
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While you edit…
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(not visible but here)
After you edit…
When you print…
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From Transition Coalition:Implement the IEP
The transition IEP is implemented through the annual goals and the transition services: instruction, related services, community experiences, and employment and other post‐school adult objectives. In addition, some students may need functional vocational evaluation and daily living skills. Not every student needs all of these services, but all of them should be considered by the IEP team. Students should be involved in instructional experiences that will directly lead to the identified measurable post‐secondary goals.
A variety of people involved in a student’s life can provide transition services. These inter‐agency linkages and responsibilities should be agreed upon and documented, and school staff will need to follow‐up to ensure services are provided.
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Problem‐Solving IEP Implementation
What if transition services aren’t happening?From Transition Coalition:In the transition process, parents, schools, students, and community agencies work together as partners to plan for a student’s transition to adult life.
With so many partners involved, who is ultimately responsible for making sure a student’s transition IEP is implemented?
IDEA is clear about this:If an outside agency agrees to provide a transition service and the agency does not follow through with the plan, then the school must follow‐up and reconvene the IEP meeting to develop a new plan.
In this situation, the IEP team cannot delete a goal on the IEP. Remember, goals are directly related to a student’s interests and outcomes, and are not simply determined by what supports community agencies may provide. Instead, the IEP team must identify alternative strategies to ensure the service is provided to the student. Alternative strategies might be identifying a new agency responsible for providing that service, or changing the timeline for attaining the goal.
Participation and follow‐through from outside agencies has historically been difficult. Since their involvement is not federally mandated, state and local inter‐agency agreements can be important ways to ensure successful transition planning and outcomes. Inter‐agency agreements typically identify how outside agencies will work with the school in providing or supporting transition planning, services, and outcomes.
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What if the student’s postsecondary goal changes?You can have a meeting with only a few members. IDEA 2004 makes it clear that if changes need to be made to the IEP after the annual IEP meeting, and the parents and school both agree not to convene an IEP meeting, they may develop a written document to amend the IEP.
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From Transition Coalition:Evaluate ResultsAs the school year progresses, the IEP case manager should review and evaluate activities and achievements toward the goals in the IEP. Goals should be reviewed to see if they are being met in the timeframe established and if the goals that are in the IEP are still applicable to the student’s situation. In addition, are the transition services being provided in a timely way, and are these services still meeting their purpose.
Ways to do this include conducting a transition assessment, getting feedback from the student about what’s working in his/her classes, sharing academic and behavioral progress with parents and agencies, identifying problems and solutions, and arranging regular check‐in meetings with the student.
Revise and Review IEPWhen you regularly evaluate the IEP, you gather information that is used to expand the current IEP and to think about the next year’s IEP.The entire IEP should be reviewed each year and critical elements of the plan should be revised as needed.
student strengths, preferences and interestsWhat have you learned about the student over the past year in terms of how their preferences and interests have changed? What are his/her strengths? Where are his/her needs?
desired measurable post‐secondary goalsWhat have you learned about the student over the past year in terms of what he/she want to accomplish after graduation high school? What are his/her desired post‐secondary goals?
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courses of studyWhat have you learned about the student over the past year in terms of how he/she is doing in academic classes? What classes/credits are needed to graduate on time? Is the student willing to take a summer school course to make up credits? What did the student really like about his/her courses this year?
needed transition servicesWhat have you learned about the student over the past year in terms of services he/she may need upon graduation from high school?
annual IEP goalsWhat have you learned about the student over the past year in terms of how they met their IEP goals? How fast did they meet their IEP goals? Will the student help to create and monitor the new IEP goals?
other agenciesAre other agencies involved in providing transition services? Are other agencies involved, but not providing transition services? Does the student need additional services from agencies outside of the school or will the student potentially need services in the future?
Each year the inter‐agency linkages and services that other agencies provide may change depending upon the student’s needs. While the same transition service may be needed from one year to the next, the agency providing that service may change. Finally, some students may become involved with more agencies as they get older and have more transition needs that can be met by community agencies. Collaboration between agencies and schools should always be reviewed as you monitor the IEP.
Transition planning is not a linear process. It is an ongoing process that is cyclical in nature. Sometimes, you might even have to take one step back in order to move two steps forward!
IMPORTANT POINTTransition planning is not limited to what you talk about at the IEP meeting or even what goals you write into the IEP. It is an ongoing process which involves giving students opportunities to identify their skills, abilities, and interests through a variety of methods and experiences. In addition, transition planning involves collaboration with a number of people and/or agencies in order to specify the transition services to be provided to each student.
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Review your Transition Maps
Suggested review points:‐At the end of the marking period‐At the beginning and end of the school year‐When developing the new annual IEP
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From Transition Coalition:SummaryTransition planning is a set of requirements in IDEA that focuses on results‐oriented planning for students with disabilities. Transition planning requires families and professionals to think differently than we did when the child was younger, in order to help him/her prepare for life, education and career after high school.
In order for transition planning to be effective and meaningful, it must involve the student, the family, school staff, and oftentimes other community agencies and services. How others are involved in the transition process and in providing the services may make a significant difference in a student’s transition outcomes.
Transition planning is an ongoing process. It requires:‐Assessing strengths, needs, preferences and interests;‐Identifying the student’s vision for the future; ‐Creating and refining an IEP that includes measurable post‐secondary goals, transition services, specific annual goals, and services related to the assessment information and the vision for the future;‐Implementing the IEP, including transition services;‐Providing ongoing evaluation to ensure services are being provided and progress is being made; and‐Working with others within and outside of the school to ensure the effort is coordinated
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This slide shows a sample of transition opportunities for students in the LISD and how a student may progress through them over the course of their transition plan.
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What have you learned from this session that will help you think about and implement the transition planning process?
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