Chapter 8
Secondary Transition
Students with disabilities begin to develop a formal plan of transitioning
from their high school life to adult life through their Individual Education Plan
(IEP). The IEP identifies needs, activities, and goals for a successful transition.
Students participate in this process with the assistance of their families, teachers
and other school staff, personnel from County Social, and Rehabilitation Services
and professionals from a variety of agencies and organizations, as needed.
Secondary transition evaluation and planning is most successful when students
and their families are viewed as decision-makers and when agencies collaborate
on the student’s behalf.
Secondary Transition Timelines
During the student’s 9th grade year, the secondary transition evaluation
must be completed for review at the annual IEP meeting. If the secondary
transition evaluation has not been started by April 1st, it must begin immediately.
After that, annually at IEP meetings teams should update the secondary
transition areas.
Secondary Transition Defined
Secondary transition is the process by which youth with disabilities move
from high school education to working and living in the community as adults. For
many years Minnesota has implemented policies and programs to help prepare
students with disabilities for their new adult status. While early efforts emphasize
vocational preparation, in recent years the focus has broadened to include all
areas of an individual's life. Today's transition planning includes looking ahead to:
Living Arrangements: Where and with whom? Can the student cook,
shop, clean house, pay bills, and manage time and personal care?
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Jobs and Training: What type of work is the student interested in? What
jobs are available? Does the student have the skills to apply for a job, follow
directions, manage time, and get along with coworkers?
Post Secondary Education and Training: Does the student want more
education and training after high school? For what kinds of further education
does the student have the aptitude? How will a student choose a school? Can
the student apply for admission and financial aid, take admission's tests, and ask
for accommodations?
Recreation and Leisure: What does the student like to do with his/her
spare time? Has the student developed any hobbies or been a member of any
sports or social groups? Is the student aware of the kinds of activities available
for adults in the community?
Community Participation: Can the student shop, vote, use the library
and make health care appointments? How does the student get around in the
community? Does the student know how to access community education,
support groups, religious organizations, and volunteer opportunities in the
community?
Secondary Transition Evaluation
A secondary transition evaluation is required during the student’s 9th grade
year. The secondary transition evaluation may be part of a comprehensive initial
or re-evaluation, or occur as a supplementary (stand alone) evaluation.
A secondary transition evaluation is a formal process that requires parent
permission before it begins. An evaluation planning meeting is required to
consider which evaluation tools will be used. Informal assessment tools often
provide the team with more information than formal assessment tools.
The areas of evaluation must be relevant to the pupil's needs and may
include work, recreation and leisure, home living, community participation, and
postsecondary training and learning opportunities. There are no criteria to qualify
for secondary transition services. Services are based on needs identified by the
evaluation team.
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Secondary Transition Evaluation Scenarios
Secondary Transition Evaluation is required for all initial evaluations
completed in 9-12th grades. When a reevaluation is not due during the 9th grade
year, then complete a stand-alone Secondary Transition Evaluation report.
When a reevaluation is due during the 9th grade year, the secondary transition
evaluation will be part of the comprehensive reevaluation. When the
comprehensive reevaluation is due during 10th grade, IEP teams can complete
the comprehensive evaluation during the 9th grade year if they so choose. They
can not decide to delay the secondary transition evaluation until 10th grade.
This transition evaluation model allows data to be gathered from the
following sources:

Courses/grades

Community experiences – visits to post-secondary institutions, job
shadowing, volunteering

Parent and student input

Vocational/career assessments- classes at technical colleges, etc.

Work experience-summer youth employment programs, etc.

Standardized tests (i.e. MCAs, ACT, NWEA, etc.)

Transition planning inventories or other tools

Hobbies, extracurricular involvement, etc.

District 622 Secondary Transition Tracker
The Secondary Transition Tracker
The secondary transition tracker is a District 622 document that assessed
transition checkpoints as emerging, developing or proficient. It outlines
transition checkpoints to be assessed at 9th, 10th, 11th and 12th grades. It is
designed to move with the student. It provides a working draft of sample goals
and activities are aligned to checkpoints and inventories interagency
collaboration through a student’s high school experience. Staff are
encouraged to use this document on an ongoing basis, since it can be used
as part of the secondary transition evaluation.
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Completing a Transition Evaluation
In developing an initial transition evaluation plan, The Pupil Needs
Committee (PNC) begins by reviewing the following questions for each of the five
transition areas to understand what information should be gathered:

What are the student’s future outcomes/goals in each transition area?

What are the student’s present skills, interests, and preferences in each
transition area?

What does the student need to learn or do to meet his or her future
outcomes?
Selecting the Appropriate Secondary Transition Evaluation Tools
The PNC determines which evaluation tools to use and who is responsible
for administering and summarizing each piece. This information is included on
the Notice of Education Evaluation/Reevaluation form and sent to the parent for
written permission.
Selecting appropriate evaluation tools is the most important step, as the
information gathered from these tools is used to write the evaluation report and to
plan the student’s education during high school.
•
Assessments must be age-appropriate
•
Input from at least 2 different sources.
•
Norm Referenced Tests may only be used on initial evaluations,
reevaluations, or stand alone evaluations.
Many teams have difficulty deciding what information and evaluation tools
should be used in completing an initial transition evaluation. The Assessment
Inventory in Chapter 4 can assist the team in choosing tools appropriate for a
particular age level.
For example, the PNC team may determine the initial transition evaluation
plan for a mildly disabled student would include the Transition Planning Inventory
(TIP) and a career inventory (i.e. IDEAS). Initial evaluation tools for a DCD
student may include the Enderle-Severson Transition Rating Scale and if
appropriate a career inventory.
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Some students may also need an evaluation to determine their level of
self-determination and self-advocacy skills. Other students may need to
complete a life skills assessment to determine daily living and social skills. Some
students may need a career assessment to identify interests, aptitudes or
abilities. It is important to remember that parent input is very important in the
evaluation process. Checklists, informal surveys, and interviews are also
excellent ways for parents to participate. Whichever tools are selected, the
team must take an individualized approach for each student.
Administer the Secondary Transition Evaluation
Once permission is received, the evaluation may begin. The evaluation
tools are administered to students, staff and families. It is important to remember
that the information to gather in every transition evaluation includes the student’s
future outcomes/goals, present levels of performance (present skills, interests,
preferences) in each transition area, and educational needs based on how the
disability affects any of the five transition areas.
After gathering the above information, the team compiles the information
in a format that provides a total picture of the student’s future outcomes, present
levels of performance in each transition area, interests, preferences and needs.
This is a very important step because this information will be used to develop
transition needs (courses of study) and transition services (coordinated set of
activities) along with goals and objectives on the IEP.
When all evaluation information is compiled, the team is now ready to
write the evaluation report.
Secondary Transition Planning
IDEIA 300.320(b)(c) states

IEPs must address appropriate postsecondary goals related to
training, education, employment, and where appropriate
independent living skills

Must address courses of study
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Secondary Transition Service Needs: During the student’s grade nine
IEP, identify transition levels and needs in the PLAAFP section of the IEP. A
statement of transition needs should relate directly to the student’s post school
plans and show how planned studies are linked to post-school outcomes. The
student’s performance in any of the five secondary transition evaluation areas
may also be described in PLAAPF section of the IEP during the students 9th
grade year and annually thereafter.
Secondary Transition Goals and Activities: Based on the secondary
transition need statements in the PLAAFP, document the measurable post
secondary goals. IEP teams do not need to have a goals in every area.
•
Education and Training
•
Employment, and
•
Independent Living
Align supported activities & agencies with measurable goals.
Identify Courses of Study in the graduation plan identify courses that
promote the movement toward the student’s post-school goals. Courses of study
may include advanced placement courses, PSEO, career and technical courses,
work-based learning, or family and consumer sciences. Identify instructional
services and related services to support community participation, employment,
post-secondary education/vocational training, independent living and recreation
and leisure. Identify interagency responsibilities and any needed linkages to post
school goals. When required courses have been substituted, denote the change
in the for right hand column of the Secondary Transition Plan
Transfer of Rights at Age Majority
Prior to the student’s 17th birthday, the student must be informed of the
rights that will transfer to him/her upon reaching the age of majority (18), unless a
legal guardian or conservator has been appointed. Indicate the date this
occurred, if appropriate.
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Work Based Learning Coordinator & Program
The work based learning program is designed to help students in special
education to develop workplace skills, obtain knowledge of the work world, allow
interaction with people of all ages and backgrounds and explore career paths.
Entrance into the program is based on IEP team recommendations, and is
available to students in grades 9 and up. Work sites may be paid or non-paid
depending on the readiness of the student. Job coaches may accompany
students to the work sites.
Graduation Paths
Diploma attainment and transition services need to be carefully
coordinated for students with disabilities. The IEP is therefore a critical tool to
individualize the academic program and transition services for diploma
attainment.
Conceptually, there are three paths that may assist the IEP planning team
to determine how long a student will take to earn a diploma. A traditional path
follows district guidelines for credits and attendance with IEP modifications in the
classroom as designated by the IEP team.
A semi-traditional path follows district credit guidelines, selectively
granting waivers, substituting courses, and altering course content, attendance,
guidelines, teaching modes and settings, etc. For example, the IEP could state
that the student can substitute language arts requirements with remediation in
reading and writing skills along with the development of functional language skills
for career development.
A non-traditional path may focus on skill and knowledge acquisition with
emphasis on transition content and alternative teaching modes and community
settings. Examples of changes in graduation requirements that the IEP
stipulates could include special education content classes replacing core classes,
obtaining credit waiver in reading for taking a technical class, credits expanded
for work or volunteer experience, alternative coursework, or special education
independent study coursework.
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The three paths for diploma attainment allow for greater flexibility in the
education and graduation of students with disabilities. It gives students
opportunities for success that previously did not exist. Having options for
graduation assures that students earning a diploma are equipped with the skills
they need for successful living as adults.
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