Secondary
TRANSITION
Training
What remains the same as IDEA ’97?
An expectation of coordinated services
 Transition planning based on the students
needs, interest and preferences
 Including instruction, related services,
community experiences, development of
employment and when appropriate,
acquisition of daily living skills and
functional evaluation
 Transition Services
 Transferring rights at the age of majority
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What language is new in IDEA ’04?
 Transition
language in the IEP at age 16
 Measurable post-secondary goals
 Based on age-appropriate assessments
related to:
 Training, education, employment and
where appropriate, independent living
skills
 Providing a Summary of Performance
upon school exit
Indicators will measure Transition
Services Language and Outcomes
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U.S. Dept., of Ed. Office of Special Education
developed 20 Indicators that states will be held
accountable for monitoring Special Education in
California
States must develop State Performance Plan
that address these indicators and submit an
Annual Performance Report (APR) on progress
20 Indicators replace the Key Performance
Indicators (KPI)
What Indicators will measure Transition
Services Language and Outcomes
Indicator 13
 % of youth ages 16 and
above with an IEP that
includes coordinated,
measurable post
secondary goals, annual
IEP goals and transition
services that will
reasonably enable the
child to meet the post
secondary goals
(20 U.S.C. 1416(a)(3)(B))
Indicator 14
 % of youth who had IEP’s
are no longer in
secondary school and
who have been
competitively employed,
enrolled in some type of
post secondary school, or
both, within one year of
leaving high school
(20 U.S.C. 1416(a)(3)(B))
Activity 1
Is this ITP compliant?
Transition IEP Development
Age
Appropriate
Transition
Assessment
Transition
Services
including
Course of Study
Measurable
Post-Secondary
Goals
Age of Majority
Notification
(Age 17)
Development of
Annual Goals to
Support
Measurable
Post-Secondary
Goals
Summary
of
Performance
Age-Appropriate Transition
Assessments
What is age appropriate?
 Age-appropriate means chronological rather than
developmental age
What is the purpose of transition assessments?
 Assist the student to identify needs, interests and
preferences
 Determine appropriate accommodations and supports
 Determine appropriate instruction and activities that will
assist the student achieve post-school goals
 Determine “next steps”
Transition to Adult Living - APPENDIX E – pp 129-139
Activity 2
How many age appropriate transition
assessments can you name?
Transition Assessments
All students who have been on a general education track and plan on
enrolling in post-secondary education (2 or 4-year college) should
have the following information in their files:
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State mandated test scores gathered during high school
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Quarterly or semester grades throughout high school
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Current psychological assessment data indicating areas of
strength and weakness, while documenting the presence of a
diagnosed disability
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College entrance exam scores if applying to 4-year colleges
This information would include (a) data gathered over time that can (b)
be associated with current and future environments. Additional
information may include informal interviews with student and
family, student completion of interest inventories or questionnaires
to establish student interests and preferences in transition
planning to meet the basic requirements of age appropriate
transition assessment.
Transition Assessments
All students should have the following information in their files:
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State mandated test scores (standardized or alternate)
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Quarterly or semester grades or progress notes
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Current psychological assessment data
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Career Interest Inventory, Adaptive Behavioral Scale, and/or
Career Skill Inventory
An Adaptive behavior scale (with a student self-assessment component
included), interest inventory, and interview with the student should
provide information to document student strengths, interests, and
preferences. Presence of the above information in the student’s file and
a clear link of such information to the student’s postsecondary goal(s)
would meet the requirements of age appropriate transition assessment.
Additional data may include family interview, teacher/transition
coordinator observational assessments or various student selfassessments.
This information would include (a) data gathered over time that can (b) be associated
with current and future environments to meet the basic requirements of age
appropriate transition assessment.
Results of Age-Appropriate
Assessments
Student completed the “Looking Toward the Future Questionnaire” and the “Transition Planning
Profile”. Student is interested in the area of law enforcement/security. He is unsure of
requirements necessary and programs available for security types of jobs. Student wants to
continue at a community college and take classes related to law enforcement. Student has
established a checking account, but needs to learn how to use and maintain his checking account.
WorkAbility Program evaluations indicate strengths in attendance, punctuality, grooming and he
was commended for trustworthiness. Indicated areas of needed improvement were polite at all
times, care of equipment, lack of initiative and too much socialization effecting productivity. During
simulated work situations at school, Student often displays inappropriate behavior disrupting
class/work settings making comments to peers and supervisors. Student is able to utilize public
transportation independently.
Student completed the questionnaires, "Looking Toward the Future," and "Life After High School”.
Student is unsure of the career he wants to pursue. He is interested in art and expresses interest
in a career related to automotive painting. He does not know the training programs/education
necessary for a job in this area. Student earns an allowance and has a savings account. He is
able to read bus schedules and has utilized public transportation. He plans on living at home
while completing a training/education program. Student has difficulties with appropriate behavior
required for the work setting. When frustrated, he often puts his head down and quits working.
He is often distracted and off task. Student participated in the TAPs assessment on 12-7-04.
Results indicate strengths in Discrimination by color and Discrimination by touch. He also scored
high in the area of fine finger dexterity Student’s weakest areas were in gross manual dexterity
and retention of mechanical and structural detail.
Results of Age-Appropriate
Assessments
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Student would like to attend a tech school and become a video game designer. He would
eventually like to open up his own business and design games. He would like to work a summer
job to help out his grandmother. After graduation he would eventually like to move in with one or
more friends. He currently enjoys playing video games, hanging out with friends, and playing on
the computer.
Go to college and major in law enforcement or business, he wants to move out of his parents'
home at age 18 and get a part time job to help with living expenses. He also states that he would
like to acquire a driver's license to access the community.
Go to college and major in Cinematography or performing arts-career goal-Film Industry. He
wants to move out when he is ready and live in a house with one roommate. Parents would like
him to open his own checking and savings account and manage his money responsibly.
Student would like to go to college to study Animal Science or to become a writer. She is on track
to graduate from high school. She has passed the ELA portion of the HSEE, but still needs to
pass the math. Her last score was a 331 needing 350 to pass.
On 10/30/07, Student completed the Future Outcomes/Goals Assessment. She indicated that
after graduating from high school she plans to attend Fresno City College and then transfer to
Fresno State or UC Davis. Student would like to be a veterinarian. Currently, she works part-time
at a dental office doing computer entry for insurance forms. She enjoys her job and plans to keep
it, but would like to work more hours and plans to acquire an additional part time job during the
holidays.
Post Secondary Goals
The IDEA ’04 requires:
Appropriate, measurable post-secondary
goals based on age-appropriate
assessments related to training,
education, employment, and where
appropriate, independent living skills
 Post-secondary goals are what the student
plans to do upon school exit
A postsecondary goal is “generally understood to refer to those goals
that a child hopes to achieve after leaving secondary school (i.e.
high school)” (IDEA 2004 Part B Regulations, §300.320(b), p. 746)
100-Training/200-Education
Education/Training is defined as enrollment in (a) community or technical college
(2-yr), (b) college/university (4-yr), (c) compensatory education program, (d) a
high school completion document or certificate class (e.g. Adult Basic
Education, General Education Development [GED], (e) short-term education or
employment training program (e.g. Workforce Investment Act [WIA], Job Corps,
Vocational Rehabilitation), or vocational technical school, which is less than a
two year program.
What is the difference?
 Training ~ a program leading to high school
completion or certificate, i.e. adult education or
a short term training program, i.e. a vocational
program.
 Education ~ Community or technical colleges
(generally two-year programs) or college or
university (generally four-year programs).
 Students
may have either a postschool training or post-school
education goal, both are NOT
necessary.
 All
students should have post school
education OR training goal,
employment goal and independent
living goal which encompass
community participation.
300-Employment
Defined as (a) competitive, (b) supported, or (c) sheltered.
Competitive employment is “work (a) in the competitive labor marked 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 individuals, for individuals
with the most significant disabilities for whom competitive employment has not
traditionally occurred; or for who completive 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.”
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.”
400-Independent Living
Yes, Necessary – BEST PRACTICE
Independent Living or life skills are defined as
“those skills or tasks that contribute to the
successful independent functioning of an
individual in adulthood” in the following domains:
 leisure/recreational
 community participation
 maintain home
 personal care
Activity 3
Practice writing post-secondary goals
Annual IEP Goals
IDEA ’04 requires, “a statement of measurable
annual goals” as part of the IEP
Annual goals are “statements that describe what a child with a disability
can reasonably be expected to accomplish (e.g. master some skill or
knowledge [not an activity]) within a twelve month period in the child’s
special education program.
Do we need an annual goal(s) to support each
post secondary goal?
Not necessarily, if there is an annual goal(s) in
another section of the IEP that logically
supports the post secondary goal.
See APPENDIX F – pp.140-145
Annual IEP Goal
Measurable goals are defined as statements that contain four critical
elements:
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Timeframe identifies the amount of time in the goals period and is
usually specified in the number of weeks or a certain completion
date.
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Conditions specify the manner in which progress toward the goals
is measured. Conditions are dependent on the behavior being
measured and involve the application of skills or knowledge and
describe the materials and environment necessary for the goals to
be completed.
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Behavior clearly identifies the performance that is being monitored.
It represents an action that can be directly observed and measured.
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Criterion identifies how much, how often, or to what standards the
behavior must occur in order to demonstrate that the goals has been
achieved. The goal criterion specifies an amount of growth.
Activity 4
Practice, practice, practice
Transition Services
Transition Services may be:
 Services the student needs to complete
required courses and succeed in the
general education curriculum
 Services the student needs to accomplish
the annual IEP goals that support the post
secondary goals such as assistance
gaining work experience or obtaining a
social security number or drivers license
List of Services
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Instruction
Employment and post-school adult living
Community experiences
Related services – what and where are they
Daily Living skills - when appropriate
Functional vocational evaluation - when appropriate
Instruction
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Instruction is one component of a transition program that “the
student needs to receive in specific areas to complete required
courses, succeed in the general curriculum, and gain needed skills”.
Examples:
Instruction related to word processing/keyboarding skills
Tutoring (peer or teacher) in reading comprehension strategies
Self-monitoring instruction related to on-task behavior
Self-advocacy training
Instructional support of guided notes for lessons
Instructional support of preferential seating in class Spanish 1
Audio-taped texts for English 12
Extended time on tests in Algebra 2 and Advanced Biology
Participation in academic and functional curriculum
Travel instruction
Instruction related to functional math skills
Instruction related to health and hygiene
Personal banking instruction
Math instruction related to money skills
Participate in IEP team meeting
Request accommodations/modifications when needed
Employment (and)
Other Post-School Living Objectives
Employment (and) other post-school living objectives are components of a
transition program that “the student needs to achieve desired post-secondary
goals. These could be services leading to a job or career or those that
support activities done occasionally such as registering to vote, file taxes,
renting a home, accessing medical services, filing for insurance or accessing
adult services such as Social Security etc.
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Examples:
Work experience in a position working with children
Apply for college
Apply for college financial aid
Vocational rehabilitation referral
After school paid work experience at Target to get retail training______
Volunteer position at local animal shelter
Community based instruction experiences related to food service______
Work based instruction with a local construction business
Community based instruction at Dollar Tree to introduce basic employment skills
Instruction related to money usage
Instruction related to safety in the workplace
Instruction related to time using a variety of watches/clocks
Instruction related to calendars and schedules
Instruction related to personal safety and self-defense
Ask for accommodations/modifications/assistance when needed
Community Experiences
Community experiences is one component of a transition
program “that are provided outside the school building or in
community settings. Examples include community-based
work experiences and/or exploration, job site training,
banking, shopping, transportation, counseling and
recreational activities.”
Examples:
 Visit community college
 Trip to community college using public transportation
 Trip to college bookstore to purchase supplies needed.
 Tour community college
 Tour adult service provider program
 Visit recreational agencies/facilities in community
 Tour retail business in community
Related Services
Related services is defined as “transportation, and such
developmental, corrective, and other supportive services (including
speech-language and audiology services, interpreting services,
psychological services, physical and occupational therapy,
recreation, including therapeutic recreation, social work services,
school nurse services as described to enable a child with a disability
to receive a free appropriate public education as described in the
individualized education program of the child, counseling services,
including rehabilitation counseling, orientation and mobility services
and medical services, except that such medical services shall be for
the diagnostic and evaluation purposes only) as may be required to
assist a child with a disability to benefit from special education, and
includes the early identification and assessment of disabling
conditions in children. However, the term does not include a
medical device that is surgically implanted or the replacement of
such device. ”
*Does not need to be on the Individual Transition Plan if addressed
elsewhere in the IEP.
Daily Living Skills
Acquisition of daily living skills is one component of transition
programs that is included “if appropriate” to support student
ability to do those activities that “adults do every day (e.g.,
preparing meals, budgeting, maintaining a home, paying bills,
caring for clothes, grooming)”.
Examples:
 Purchase a monthly bus pass
 Practice safety skills in the community
 Practice bus routes
 Complete chores at home
 Laundry instruction to wash uniform/PE clothes
 Prepare simple meals
 Plan and purchase groceries for a meal
 Create a budget based on income
 Request assistance/accommodations when needed
Functional Vocational Evaluation
Functional vocational evaluation is one component of a
transition program that Is included “if appropriate”. This
evaluation involves “an assessment process that provides
information about job or career interests, aptitudes, and skills.
Information may be gathered through situational assessment,
observations or formal measures and should be practical. The
IEP team could use this information to refine services outlined
in the IEP”.
Examples:
 Complete a career preference inventory
 Complete an adaptive behavior scale
 Complete an aptitude assessment
 Complete a self-determination scale
 Complete teacher made task-analysis of work task in the classroom
Activity 5
What kind of transition services are needed?
Course of Study
Course of study ~ A multi-year description of
coursework (necessary) to achieve the student’s
desired post- school goals
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For students working toward a general diploma,
a transcript that lists courses taken/courses
required may be appropriate.
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For students working toward a certificate of
achievement/completion, a listing of academic
and functional courses may be appropriate.
Service Coordination
The term service coordination “reflects current concepts of family and
person-centered philosophies, and emphasizes the central role the
individual/family plays in identifying needed services. Service
coordination will assist individuals and families in working with
complex systems across agency lines, and will enhance their ability
to live full lives in the community and school.”
Evidence and Documentation
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Consent for industry tour signed by parent/adult student
Consent for college visitation signed by parent/adult student
Referral to Transition Partnership Program
Course counseling worksheet
Community based work experience
WorkAbility agreement
Community based activity
Transition Portfolio (1/2 sheet)
Assessment reports
TPP meeting notes (1/2 sheet)
Agency Linkages
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Central Valley Regional Center
Dept. of Rehabilitation (TPP)
Center for Independent Living (Bridges - H. S.)
Job Corp
California Conservation Corp (CCC)
Good Will
State Center Community College District
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Fresno City College
Reedley College
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North Center
Willow Center
Madera Center
Oakhurst Center
Transfer Age of Majority
The Law
Section 300.34 (c) of IDEA states, “beginning at least one year before a 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 an, that will transfer to the
child on reaching the age of majority.”
Requirements
The Age of Majority in California is 18; therefore, student need to be informed
of their rights on or before their 17th birthday. All educational rights will
transfer to the student when they become 18. For students age 18 and older,
the IEP should document how and when these students were informed about
the transfer of rights. Any required IEP notices shall be provided to the
student who has reached the age of majority. If the student is determined to
be incompetent to act on his own behalf in assuming his/her rights, and a
judge has appointed a legal conservator, then the rights do not transfer to the
student. In this case, the IEP should indicate who the conservator is.
Summary of Performance
The purpose of the summary is to provide the
student with a document that will help establish
eligibility for reasonable accommodations and
supports in post school settings.
 Summary of existing data, a new evaluation is
not required.
 The summary is not part of the IEP (mail or give
at last IEP)
 Give to all with diploma & vocational (new)
Summary of Performance
Instructions for completion
1. Background information
2. Student’s Post Secondary goals
3. Academic and functional performance
(describes accommodations/modifications
4. Recommendations to assist goals
5. Student input (recommended) Portfolio!!!
Summary of Performance (Exit Summary) - Diploma
Summary of Performance (Exit Summary) - Age Out (22)
Summary of Performance (Exit Summary) - Certificate
Post School Options
High School
4-Year Educational
Institutions
California State Universities
Fresno Pacific University
Universities of California
Fresno Pacific University\
Community Colleges
Vocational Programs
Transition Programs
18-21
Clovis Adult School
CUSD Adult Transition Program
Fresno Adult School
State Center Community
College District
Career Technical College
Fresno City College
Job Corp
Reedley College
•North Center
•Madera Center
•Oakhurst Center
California Conservation Corp
•Keys to Success
•Links to Support
Supported Employment
(CVRC) 22+
Access
Alternative Vocational Services
ARC Fresno
Taft College
Community Integrated Work
Program
Goodwill Industries of CA
Diamond Learning Center
Quality College
Social Vocational Services
Heald College
Vocation Plus, Inc.
Institute of Technology
United Cerebral Palsy of Central
CA
San Joaquin Valley College
Golden State College
Etc.
Indicator 14
CUSD Special Education Office responsibility