TRANSITION:
INDICATOR 13
Transition Planning

The transition planning process is to
address the transition service needs of
students with disabilities through
coordinated planning among special
educators, general educators, community
service agencies, parents and students.
This process requires collaboration across
service delivery systems to improve the
quality and extent of available transition
services.
Transition Participation
When it is likely that a student will be involved
with other agencies that provide or pay for
transition services or postsecondary services, it
is appropriate for representatives from such
agencies to be invited to the student’s IEP
team meeting. The involvement and
collaboration with other public agencies
(e.g., vocational rehabilitation agencies, the
Social Security Administration, etc.) can be
helpful in planning for transition and in
providing resources that will help students
when they leave high school.
Notification to Voc Rehab

When a student turns age 16, the IEP team must
consider if the student’s post-school
employment goal(s) warrant a notification to
Vocational Rehabilitation. This is a notification
only, not a referral for services. If notification is
determined to not be appropriate, the IEP must
show documentation of the team’s decision. If
notification is sent, it is important to remember
that personally identifiable information is being
shared and parent consent for release of
information is required.
Transition Assessment

The purpose of transition assessment is to
provide information to develop and write
practical, achievable measurable
postsecondary goals and assist in the
identification of transition services
necessary in helping the student reach
those goals. Transition assessment must be
conducted prior to the student reaching
age 14 and prior to the development of
the measurable postsecondary goals and
transition services in the students IEP.

For each of the postsecondary goal
areas addressed in the student’s IEP
there are to be age-appropriate
transition assessment information
provided on the student’s needs, taking
into account the student’s strengths,
preferences, and interests regarding
each postsecondary goal. The
assessment information can be
documented either in the IEP or in the
student’s file.
Transition Assessment Questions
1.
2.
3.
What does the student want to do beyond
school (e.g., further education or training,
employment, military, continuing or adult
education, etc.)?
Where and how does the student want to
live (e.g., dorm, apartment, family home,
group home, supported or independent)?
How does the student want to take part in
the community (e.g., transportation,
recreation, community activities, etc.)?
Other Assessments
Students may already have some data
sources on file, such as:
• State mandated test scores (standardized
or alternate)
• Current psychological evaluation data
• Quarterly grades, semester grades, and/or
progress notes
• Career Interest Inventory, Adaptive
Behavior Scale, and/or Career Skill
Inventory.
Measurable Post Secondary
Goals or MPG


These may not be the desired goals or
visions that the educational professionals
or parents hold for the student,
but rather are those goals, dreams,
interests and aspirations held by the
student for how he or she wants to live
after high school.
It is possible that based on all these factors
the student’s postsecondary goals may
change from year to year.
MPG addresses:

Training/Education – specific vocational or
career field, vocational training program,
apprenticeship, on the job training,
military, Job Corps, etc. or 4 year college
or university, technical college, 2 year
college, military, etc.

Employment - paid (competitive,
supported, sheltered), unpaid, nonemployment, etc.

Independent living skills – daily living skills,
adult living, independent living, financial,
transportation, leisure/recreation, home
maintenance and personal care, and
community participation, etc.
MPG
Postsecondary goals should be written in
results-oriented terms such as “enroll in”,
“work”, “live independently” and use
descriptors such as “full time” and “parttime” for clarification. Terms like “wishes”,
“wants”, “plans”, and “desires” do not
meet the requirement for measurable.
Measurable MPG


“I will attend WSU in the teacher education
program.”
It is possible to measure whether the
student does or does not “attend”,
therefore, this is an acceptable
measurable postsecondary goal that
addresses the required area of
education/training.
Not measurable MPG


“I am planning on attending WSU in the
teacher education program.”
It is not possible to measure whether the
student is “planning on attending”,
therefore, this is not an acceptable
measurable postsecondary goal that
addresses the required area of
education/training.
More MPGs


Handout
Indicator 13 Checklist: Form B
Courses of Study


The IEP that will be in effect when the
student turns age 14 must address the
courses of study needed to assist the
student in reaching his or her
postsecondary goals.
Courses of study are defined as a multiyear description of coursework to achieve
the student’s desired post-school goals,
from the student’s current to anticipated
exit year.
Courses of Study


The courses of study should be identified
on the student’s IEP as a list of courses of
study rather than a statement of
instructional program.
The IEP team should work closely with the
guidance counselor who keeps a
transcript of required courses toward
graduation.
Courses of Study


Each year the IEP team, including the
student, reconsiders the student’s
postsecondary goals and aligns the
courses of study with those desired goals.
The decisions regarding the courses of
study should relate directly to where the
student is currently performing and what
he or she wants to do after graduation.
Course of Study Questions


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 objectives?
Do the transition services include courses
of study that align with the student’s
postsecondary goal(s)?


Kansas Career Clusters as Courses of
Study( Courses of Study)
Many Kansas schools implement the
Career Clusters or Kansas Career
Pathways. These programs foster lifelong
career development, a meaningful work
life, and a future for employment or
education/training for students.
Transition Services

The age 16 transition services will build
from the PLAAFP which describe where
the student is currently performing in
relationship to his postsecondary goals.
With that as the starting point, the team
needs to determine what skills, services, or
supports the student will need in order to
successfully transition from where he or she
is now to his or her desired postsecondary
goals.
Services

The IEP team is to consider and include in
the IEP any potential services needed in
the areas of instruction, related services,
community experiences, employment,
and when appropriate, daily living skills
and the provision of a functional
vocational evaluation, to support the
student in reaching his or her
postsecondary goals.
Questions

What services, supports or programs does
this student currently need? (For example,
specially designed instruction,
accommodations and modifications,
related services, job coaching, special
transportation etc.)


What services, supports or programs will
this student need in order to achieve his or
her desired postsecondary goals and lead
to success as the student leaves high
school?
Are linkages being made to the needed
post-school services, supports or programs
before the student leaves the school
setting?

Do the age 16 transition services include
strategies to ensure students and parents
are aware of, and connected to, needed
post-school services, programs and
supports before the student exits the
school system?

Instruction the student needs to receive in
specific areas to complete needed
courses, succeed in the general
curriculum and gain needed skills post
high school.

Related services the student may need to
benefit from special education while in
school. Generally, the IEP team should also
begin to consider related service needs
the student may have as he or she enters
the adult world. If related services will be
needed beyond school, the IEP should
identify, as appropriate, linkages to adult
agencies or providers before the student
leaves the school system.

Community experiencesthat are provided
outside the school building or in
community settings. Examples may include
community-based work experiences
and/or exploration, job site training,
banking, shopping, transportation,
counseling and recreation activities.

Employment or other post-school adult
living objectives the student needs to
achieve desired post-school goals. These
could be services leading to a job or
career or those that support activities
done occasionally such as registering to
vote, filing taxes, renting a home,
accessing medical services, filing for
insurance or accessing adult services such
as Social Security Income (SSI).

Acquisition of daily living skills. Daily living
skills are those activities that adults do
every day (e.g., preparing meals,
budgeting, maintaining a home, paying
bills, caring for clothes, grooming, etc.).

Functional vocational evaluation. This is an
assessment process that provides
information about job or career interests,
aptitudes and skills. Information may be
gathered through situational assessment,
observation, or formal measures and
should be practical. The IEP team could
use this information to refine services
outlined in the IEP.
Transition Services


Worksheet
H:\Transition-Cutting EdJ\blank_CS.doc
Criteria for Meeting I-13

For transition services that are likely to be
provided or paid for by other agencies,
with parent (or child once age of majority
is reached)consent, is there evidence that
the representatives of the agency(ies)
were invited to the IEP meeting? (#5)
Criteria for I-13

Is there evidence that the measurable
postsecondary goals were based on an
age-appropriate transition assessment?
(#15)
Criteria for I-13

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? (#20)
Indicator 13 Checklist

Handout
Groups
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

http://www.nsttac.org/tm_materials/Defa
ult.aspx
Choose a student to study
Look at the examples under #1-6
Reviewing your IEP, answer the questions
under the Checklist.
LCNCK results for I-13
Action Plan

Groups work on Action Plan for LCNCK
Websites
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
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http://www.nsttac.org/tm_materials/Defa
ult.aspx National Secondary Transition
Technical Assistance Center
http://www.ksde.org/Default.aspx?tabid=
2587 Kansas Transition
Webkidss
http://www.gckschools.com/users/cristn