Resource Materials
Effective Models for Transition Planning
Checklist for Self-Assessment
Across the nation, urban, rural and suburban schools are striving to reach higher standards and to
improve the academic performance of their students. The Tools for Schools teleconference series
has been designed to support schools as new State assessments linked to higher learning standards
are phased in. Six components that leading national educational experts and high performing
schools have found effective in enhancing student performance are featured in this series. This
Checklist for Self Assessment can assist school administrators, teachers and other school personnel,
parents, and the greater school community in reviewing their own teaching and learning
environment, and stimulate discussion towards developing strategies to raise standards for student
achievement, build capacity to reach the standards, assist students in achieving post-school
outcomes, and to answer for results and improve them.
Responsive Leadership
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Does every student have an
Individualized Education
Program that reflects his/her
interests, needs and abilities?
Is the student’s vision for
his/her future clearly
communicated to school
staff and parents?
Are parents involved in their
child’s transition planning
process?
Do we use student data to
guide continuous program
improvement?
Are community members
directly involved with
program planning,
development and
implementation of transition
programs and services?
Are adult service agencies
involved in the transition
planning process, if
appropriate?
Are qualified personnel
assigned to support effective
transition practices?
Are sufficient resources
allocated to support effective
transition practices?
Always
Frequently Sometimes
Never
Resource Materials
Effective Models for Transition Planning
Checklist for Self-Assessment
On-going Staff Development
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Always
Frequently Sometimes
Never
Are teachers, students and
parents provided information,
materials and training about
effective transition practices
and their role in the
implementation of transition
programs and services?
Do we use community
resources that have practical
and functional experience to
provide on-going staff
development?
Are opportunities provided on
a regular and on-going basis
for teachers to share strategies
to implement effective
transition programs and
services?
Do stakeholders provide input
on staff development and the
transition needs of the diverse
students in the classroom?
Do staff development
activities reflect student
centered transition planning?
Are staff development
activities monitored and
evaluated to determine their
effectiveness in sustaining
student development?
Are staff development
activities on-going and related
to the students’ acquisition of
skills to be able to live, learn
and earn within the
community?
Are community resources
accessed in the provision of
staff development activities?
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Resource Materials
Effective Models for Transition Planning
Checklist for Self-Assessment
Checklist for Self-Assessment
Engaging/Relevant
Curriculum
♦ Do
we promote the active
involvement of all of our
students in planning and
implementing the transition
components of their IEP?
♦ Are
all of our students
continuously challenged to
participate in the transition
planning process?
♦ Does
curriculum provide
students with opportunities to
make informed choices and
become an effective
self-advocate?
♦ Are
our instructional activities
designed to connect student
learning to real life experiences?
♦ Are
all students provided
challenging work experiences
that enable them to strive to
reach their identified
post-school outcomes?
♦ Do
we use a variety of learning
experiences (i.e., community as
well as classroom) to help
students strengthen their
academic, career, and life skills?
♦ Do
we recognize the diversity
of students and the different
learning styles in our teaching
and learning strategies?
♦ Do
we use technology as an
integral part of teaching and
learning for all students in our
school?
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Always
Frequently Sometimes
Never
Resource Materials
Effective Models for Transition Planning
Checklist for Self-Assessment
Checklist for Self-Assessment
Flexible Resources
Always
Frequently Sometimes
Never
♦ Do
we seek ways to ensure that
the maximum amount of time
during the school day is devoted
to teaching and learning that
supports the student’s
post-school outcomes?
♦ Do
we assign independent
projects to students that build
upon student needs, preferences
and interests and motivate them
to learn more about specific
topics?
♦ Do
we use interest centers or
interest groups to make learning
accessible and appropriately
challenging for all learners?
♦ Do
we use flexible grouping of
students to adjust to different
learning styles and interests of
diverse students?
♦ Do
we target discretionary
grants and funds to expand
transition programs and services
in the school and community?
♦ Do
we provide instruction that
is community based?
♦ Do
we seek volunteers as tutors
and mentors to help all students
achieve successful post-school
outcomes?
♦ Do
we use school/community
partnerships to provide
supportive assistance to all
students?
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Resource Materials
Effective Models for Transition Planning
Checklist for Self-Assessment
Checklist for Self-Assessment
Supportive Involvement of
Parents and Community
♦ Do
we provide information to
students and parents about the
transition planning process that
respects cultural diversity and is
available in a variety of
formats?
♦ Do we seek the input and the
insights of students and parents
about individual student needs,
preferences and interests when
developing post-school
outcomes?
♦ Do we develop transitionfocused activities that parents
can use at home to support the
student’s school and post-school
outcomes?
♦ Do we provide professional
development activities for
teachers that help them work
with parents and students to
become more involved in the
students’ transition planning
process?
♦ Do we make parents feel
welcome in school?
♦ Do
we develop communitybased activities that are aligned
to instruction?
♦ Do we consider parents’ work
schedules and family
commitments when scheduling
planning meetings?
♦ Have we considered ways of
involving community members
to help meet the transition
program and service needs of
diverse learners?
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Always
Frequently Sometimes
Never
Resource Materials
Effective Models for Transition Planning
Checklist for Self-Assessment
Comprehensive/Strategic
Planning
Always
Frequently Sometimes
Never
♦ Do
we develop school building
plans that provide for the
diverse learning needs of all our
students?
♦ Have we secured input and
involvement of all stakeholders
in developing our process for
transition planning?
♦ Are we using post-school
indicator data to improve and
revise our instructional program
and transition planning process?
♦ Do we use the results of the
transition quality indicator
self-assessment to guide
development of our school
improvement and staff
development plans?
♦ Do our plans set clear priorities
and high expectations for
student outcomes for all
students and devote resources
to meet those priorities?
♦ Do our plans include
professional development
activities to ensure that teachers
can address the transition needs
of a diverse student population?
♦ Are our plans aligned with State
learning standards?
♦ Do we clearly articulate and
communicate district
expectations for transition
programs and services?
♦ Do we have procedures and
strategies in place to develop
and maintain interagency
agreements?
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Resource Materials
Excerpts from Part 200 of the Regulations of
the Commissioner of Education, Subchapter P
Pursuant to Sections 207, 3214, 4403, 4404, and 4410 of the Education Law.
(Includes amended language through January 2002).
Section 200.1 Definitions. As used in this Part:
(fff)Transition Services means a coordinated set of activities for a student with a disability,
designed within an outcome-oriented process, that promotes movement from school to
post-school activities, including, but not limited to, post-secondary education, vocational
training, integrated competitive employment (including supported employment), continuing
and adult education, adult services, independent living, or community participation. The
coordinated set of activities must be based on the individual student's needs, taking into
account the student's preferences and interests, and shall include needed activities in the
following areas:
(1) instruction;
(2) related services;
(3) community experiences;
(4) the development of employment and other post-school adult living objectives; and
(5) if appropriate, acquisition of daily living skills and functional vocational evaluation.
200.4 Procedures for referral, evaluation, individualized education program (IEP)
development, placement and review.
(d) Recommendation.
(2) If the student has been determined to be eligible for special education services….
the recommendation shall:
(i) report the present levels of performance … including:
(c) for students age 15 (and at a younger age, if determined appropriate), a
statement of the student's needs, taking into account the student's preferences
and interests, as they relate to transition from school to post-school activities as
defined in section 200.1(fff).
(viii) provide for those students age 14 and updated annually, a statement of the
transition service needs of the student under applicable components of the
student's IEP that focuses on the student's courses of study, such as participation in
advanced-placement courses or a vocational education program;
(ix) provide, for those students age 15 (and at a younger age, if determined
appropriate) a statement of the student's projected post-school outcomes, based on
the student's needs, preferences, and interests, in the areas of employment, post
secondary education, and community living and a statement of the needed
transition services as defined in section 200.1(fff) of this Part including a
statement of the responsibilities of the school district and, when applicable,
participating agencies for the provision of such services and activities that promote
movement from school to post school opportunities, or both, before the student
leaves the school setting. Needed activities shall be provided in each area
specified in section 200.1(fff)(1) through (4) and, as appropriate, (5) of this Part;
(4) Such recommendations shall (i) be developed in meetings of the committee on
special education….
(c) If the purpose of the meeting is to consider the need for transition services, the
school district shall invite the student and a representative of the agencies likely
to be responsible for providing or paying for transition services. If the student
does not attend, the district shall take steps to ensure that the student's
preferences and interests are considered. If an agency invited to send a
representative to a meeting does not do so, the district shall take steps to involve
the other agency in the planning of any transition services.
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Excerpts from Article 89
of the State Education Law
Section 4401.2 Definition of Special Services or Programs.
For purposes of this article, special services or programs shall mean the following:
a. Special classes, transitional support services, resource rooms, direct and indirect
consultant teacher services, transition services as defined in subdivision nine of this
section, assistive technology devices as defined under federal law, travel training, home
instruction, and special teachers to include itinerant teachers as provided by the schools
of the district of residence with such terms and services to be defined by regulations of
the commissioner.
b. Contracts with other districts for special services or programs.
c. Contracts with or special services or programs provided by boards of cooperative
educational services.
…..
k. Related services which shall in appropriate cases be furnished to students with
disabilities shall include audiology, counseling including rehabilitation counseling
services, occupational therapy, physical therapy, speech pathology, medical services as
defined by regulations of the commissioner, psychological services, school health
services, school social work, assistive technology services as defined under federal law,
orientation and mobility services, parent counseling and training and other appropriate
developmental, corrective or other support services and appropriate access to recreation.
…..
n. Formalized agreements for the provision of transition services as defined in subdivision
nine of this section in programs such as vocational training programs approved by the
department or by another state agency. Nothing in this article shall be construed to
relieve another agency of responsibility to provide or pay for any transition service that
the agency would otherwise provide to students with disabilities who meet the eligibility
criteria of that agency.
Section 4401.9 Definition of Transition Services.
Transition services shall mean a coordinated set of activities for a student with a disability,
designed within an outcome-oriented process, which promotes movement from school to
post-school activities, including post-secondary education, vocational training, integrated
competitive employment (including supported employment), continuing and adult education,
adult services, independent living, or community participation. The coordinated set of
activities shall be based upon the individual student's needs, taking into account the student's
preferences and interests, and shall include instruction, related services, community
experiences, the development of employment and other post-school adult living objectives,
and, if appropriate, acquisition of daily living skills and functional vocational evaluation.
Section 4402.2.a. Duties of school districts.
The board of education or trustees of each school district shall be required to furnish suitable
educational opportunities for children with handicapping conditions by one of the special
services or programs listed in subdivision two of section forty-four hundred one. The need of
the individual child shall determine which of such services shall be rendered. Each district
shall provide to the maximum extent appropriate such services in a manner which enables
children with handicapping conditions to participate in regular education services when
appropriate.
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Guiding Principles
How Do You Know When You’re Doing Good Transition?
STUDENT DEVELOPMENT
♦ When students leaving school have had real employment experiences that
have assisted them with college, community living and job placement options
and connections.
STUDENT INVOLVEMENT
♦ When planning (IEP) and programming (classes and programs) have been
based on individual needs, and practically tied to careers and real life skills.
STUDENT DEVELOPMENT AND INVOLVEMENT
♦ When the IEP is a practical document that can be used on a daily basis to give
guidance and direction to program staff. It is driven by individual needs, yet
is led by post-school outcomes hence giving staff goals, objectives and
specific direction.
STUDENT AND FAMILY INVOLVEMENT
♦ When the student and his/her family are truly involved in the IEP’s
development. When training has been provided on how to become involved.
INTERAGENCY AND INTERDISCIPLINARY COLLABORATION
♦ When the IEP reflects involvement and connections with general and career
and technical education programs as well as post-school supports and
programs (e.g., VESID, college support services, adult service agencies, etc).
DISTRICT PROGRAM STRUCTURE
♦ When your school’s mission, values, and actions support programmatic and
resource adaptations that enhance successful transition planning on an
individual-need basis. Also when transition planning is aligned with other
student-based planning activities, such as career planning and annual
guidance plans.
____________________________________________________________________
These core indicators of good transition practices are reflective of the 76 individual items from the
TQI. (Transition Quality Indicators Self-assessment)
Information Submitted by: Eric Bright and Kim Massaro
North Country Transition Coordination Site
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Frequently Asked Questions
About Transition
Does everyone need a transition plan?
In New York State, there is not a separate document called a "transition plan." In
New York State, transition components are built into the student's Individualized
Education Program (IEP) for special education, annual guidance plan for general
education and/or Individualized Plan for Employment (IPE) for vocational
rehabilitation. All youth with disabilities, aged 14-21, must have transition
components in their IEPs. There are no exceptions because of specific disability or
special education placement. The IEPs of classified special education students must
contain transition components whatever their placement, e.g., attending classes in
home districts or Board of Cooperative Educational Services (BOCES), integrated or
separate programs, residential settings in or out of state, in correctional programs, in
State-Supported or Operated schools, in private schools, in Office of Mental Health
(OMH) or Office of Mental Retardation and Developmental Disabilities (OMRDD)
facilities, or in other placements.
What should be on a student’s Individualized Education Program
(IEP) regarding transition?
Beginning at age 14 and annually thereafter, the Committee on Special Education
(CSE) must begin transition planning with the student and family to determine what
programs and services the student will need to prepare him/her for living, learning
and working in the community as an adult. At age 14 the IEP should begin to identify
the transition needs of the student in the present levels of performance, especially in
the areas of academic needs. There should be a statement on the IEP that addresses
the student’s course of study or instructional program, including advanced placement
courses and career and technical education courses. This might include an advanced
course in science, mathematics or career and technical education. It could include
heating and air conditioning, keyboarding, art, drama or teaching a student to use
public transportation to get to a job site. Whatever course selected would be based on
the student’s needs, preferences and interests and what the school will do to begin to
prepare that student to make the transition to adult life by providing experiences,
instruction and skills in a chosen area of study.
For students age 15 through 21 (and younger if the CSE determines it is appropriate),
transition programs and services continue to be based upon the student’s needs,
preferences and interests. In addition to course of study, beginning at age 15 and
annually thereafter, the IEP must include post-school outcomes, a statement of
needed transition services, and transition services provided by agencies other than the
school. Needs and abilities that describe how a student currently functions and are
specific to transition such as self-advocacy, mobility, organization and time
management should be addressed in the present levels of performance. Post-school
outcomes, stated in the student’s own words, should specify what the student’s plans
are for employment, post-secondary education and community living after high
school. Specific coordinated activities that will incrementally provide experiences,
instruction and skills that the student needs to make the transition to living, learning
and working in the community as an adult must be indicated on the IEP. These areas
(Continued)
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include instruction, related services, the development of employment and other
post-school living objectives, community experiences, and, if appropriate, the
acquisition of daily living skills and functional vocational evaluation. Therefore,
beginning at age 15, there is a greater emphasis on the coordination of activities and
the involvement of other agencies in the transition planning process.
Who is responsible for transition?
The school district Committee on Special Education (CSE) has the legal
responsibility to coordinate transition planning and provide transition services
through the Individualized Education Program (IEP). However, schools also must
have the active participation of students, families and community agencies in order to
make the transition process effective and meaningful for individual students.
When transition is the topic of discussion at the IEP meeting, the student and parents
must be invited to participate. The CSE members at the meeting must include the
parent, the child's special education teacher, at least one regular education teacher
(if the student is or will be participating in regular education), a school district
representative who is qualified to supervise the provision of special education
services, an individual who can interpret instructional implications of evaluation
results, and at the parent's or school's discretion, other individuals with special
knowledge or expertise, including related services personnel if appropriate.
Participating agencies who can contribute information about services or who will be
asked to provide specific services should also participate.
To help manage the process, some school district Committees on Special Education
may use subcommittees, such as in New York City, which has a School Based
Support Team (SBST). Some districts have assigned specific staff to coordinate the
services on a daily basis, such as the guidance counselor, transition teacher or
transition linkage coordinator. Some schools use related services personnel such as
social workers or rehabilitation counselors to work individually with students and
families to coordinate their participation in the transition planning and service
process.
In regard to who has the final decision about what is actually written about transition
on the IEP, all members of the CSE make the decisions. The student, family, and
school personnel are expected to decide together what the transition services content
will be. The success of the IEP depends on all parties working cooperatively to
develop and implement the programs, services, and activities in the IEP.
Incorporating student preference and interest are critical for the student and family to
"buy in" to the process.
Can school districts plan transition services without the input of
the student and parents?
No. Federal and State law regarding transition services require that students and
families participate actively in planning. Legislative intent is that transition planning
provides the opportunity for the student and parent to have ownership roles in setting
the direction of the Individualized Education Program (IEP) and providing a clear
direction for the student's educational program. The post-school outcome
statements on the IEP are designed to be future oriented and to express the student's
future aspirations. A strategy to help students express these is to have a discussion
about transition before the Committee on Special Education (CSE) meeting. This
allows all parties to come to annual review knowing what the post-school direction of
the educational process is.
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(Continued)
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How do schools arrange for students to have community learning
experiences, especially work study and job coach programs, in the
years prior to vocational rehabilitation involvement?
Options available for all students have particular value for providing transition
services for students with disabilities. Field trips, job shadowing, community
volunteer experiences, and club participation are options being used. Curriculum may
be modified to give credit for an English or Social Studies assignment for which
students participate in a community experience and write an essay or make a
presentation for a grade. Schools should look at resources that are used to fund work
experience programs for youth without disabilities and take steps to include transition
students.
Also, since the definition for special education programs and services includes
services in settings other than classrooms, community learning can be funded as a
special education service. (see Chapter 699, 4401(2)(a)). This means that community
learning experiences, including vocational experiences, can count as special
education services and can be funded. When schools do not have community work
experience programs, they may enter into formal agreements directly with approved
rehabilitation providers to obtain transition services, which are fundable as special
education services. (see Chapter 699, 4401(2)(n)). If appropriate, such costs would be
covered under excess cost aid. The School Business Officer should be actively
consulted to discuss how the funding mechanisms work to meet student transition
needs identified in the Individualized Education Program (IEP) annual review.
Regarding liability for insurance coverage for students in job shadowing or other
work experiences, the primary responsibility is associated with whether the student is
receiving wages. If the student is not receiving a salary, it is the school district's
insurance that covers the student, as would be true for any field trip. Child Labor
Laws limit where youth of certain ages can work to assure that they are not exposed
to dangerous settings, tools or materials. If a student is injured in a volunteer work
setting, however, then the employer shares in responsibility for any injury caused by a
dangerous condition. If the student receives wages for work activities, the employer's
insurance covers the student, because the student is an employee.
If a student has a community-based work experience before she
is 18 will this interfere with Supplemental Security Income (SSI)?
Not if appropriate planning is done. The Supplemental Security Income (SSI)
program has developed procedures to encourage students to develop employment
skills, including those obtained through paid work experiences. A work experience
that is deemed an educational experience rather than a "real job" does not necessarily
count as "work." In addition, a planning process called a Plan to Achieve
Self-Support can be used to exclude earnings to save for something needed in the
post-school future, such as a motor vehicle, funds for college or vocational training.
There are trained personnel at many community agencies, including Independent
Living Centers and supported employment programs that can provide benefits
information.
(Continued)
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How can you make transition the focus of the student's
education program in light of the higher standards?
Both learning standards and transition requirements must be addressed in the
student's educational program. The key is to design the curriculum so that lessons
serve multiple purposes. The higher learning standards actually incorporate
fundamental skills needed for effective transitions, such as reading, math, writing,
problem solving, working as a team member, and so on. For example, handling
money is an applied math skill. The Career Development and Occupational Studies
(CDOS) learning standards provide examples of skills that are transition related that
can be addressed in the core curricula. In addition to seat time and instruction, the
educational program must be sure to incorporate community-based learning
experiences.
Within the curriculum, there are options to achieve instructional objectives, including
existing courses, field trips and independent study or extra credit assignments. Use
the total environment, including clubs and school activities to advantage. Encourage
students to use free time to explore some experiences, just as juniors and seniors are
given leave to visit colleges. There are many creative ways to meet graduation
requirements. All students must meet course and assessment requirements to receive
a high school diploma.
What extent are school districts required to meet a student's
need for transition if a particular service is not available in the
county?
The Committee on Special Education (CSE) is required during the annual
Individualized Education Program (IEP) review to assess the student's needs for
transition services beginning at age 15. If the need is identified, transition services
must be provided. Lack of availability is not a reason to deny services, since
transition services are required to be individualized. Adult service agencies are
available for consulting with the Committee on Special Education (CSE) as
appropriate and for helping districts design new services. Adult service agencies have
extensive experience with adults who have made successful or unsuccessful
transitions in the past. Adult agencies will provide individualized services directly to
consumers who are found eligible for the specific service.
Can students who receive an IEP diploma attend
postsecondary education?
Yes, there are a wide variety of postsecondary education programs, including Adult
and Continuing Education as well as two- and four-year degree granting colleges.
Students will need to demonstrate that they meet the admission qualifications.
Alternatives to a local or Regents diploma may include taking a standardized
placement test at the postsecondary program and achieving a specified score.
Students may also obtain a GED diploma, then apply for postsecondary study. With a
local or Regents high school diploma, a GED diploma or a satisfactory score on an
approved standardized test demonstrating the ability to benefit, postsecondary
students also can become eligible for Federal financial aid such as a Pell grant or a
student loan to fund the program. To determine how to proceed, contact the
Admissions office of the postsecondary program or the Office of Disabled Student
Services at the college or university you are interested in attending.
(Continued)
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Can students be provided with a 12-month program to fit
transition services with the extra work required to address
learning standards?
For students with disabilities in the transition phase of their program, aged 14
through 21, summer transition services may be provided to prevent substantial
regression. Transition activities may include instruction, community experiences,
related services, preparation for employment or other post-school adult living
objectives, and when appropriate, the preparation of adult daily living skills or a
functional vocational evaluation. Transition activities can meet the dual purposes of
maintaining mastery of developmental levels while also being experiential
opportunities to learn skills needed for successful transition.
Students who do not require 12-month special education programs to prevent
regression may be able to benefit from extra time/extra help programs and services
designed to help all students master the learning standards. Keep in mind that the
Career Development and Occupational Studies (CDOS) learning standard is also a
means of acquiring career skills for all students.
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Transition Planning Timeline
From an individual student perspective, the following is a series of events that may
need to be considered during the student’s transition process. All items will not be
applicable to all students. The list is provided to serve as an optional planning tool.
Action
♦ Administer initial vocational assessment.
♦ Complete periodic vocational assessments.
Suggested Age Range
12
12-21
♦ Develop a career plan.
12-21
(any age)
♦ Participate in strength based person centered
12-21
(any age)
planning.
♦ Develop skills in self-determination and
12-21
self-advocacy.
♦ Notify parents that transition services will be
13
(or younger as appropriate)
♦ Introduce and discuss transition services.
14
(or younger as appropriate)
incorporated into the IEP beginning at age 14.
♦ Assure that copies of work-related documents are
14-17
♦ Obtain parental consent so that the appropriate
14-21
available:
•
Social security card
•
Birth certificate
•
Obtain working papers (if appropriate)
•
Obtain personal ID card
adult agency representatives can be involved.
♦ Develop post-school outcomes with the
14+
♦ Develop transition component of IEP and
14+
student.
annually thereafter review and update.
♦ Explore community leisure activities.
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12-21
(Continued)
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Action
Suggested Age Range
♦ Consider employment/volunteer experience.
15-20
♦ Consider the need for residential opportunities,
14-21
♦ Visit supportive community agencies and
14-21
♦ Develop Transportation/Mobility Strategies such
16-21
including completing applications, as appropriate.
organizations.
as:
•
•
•
•
independent travel skills training
public or paratransit transportation
needs for travel attendant
obtaining a driver’s license
♦ Consider guardianship or age of majority issues.
16-18
♦ Involve VESID/CBVH, as appropriate, within two
16-21
♦ Investigate post-school opportunities (further
16-18
♦ Apply for post-school college and other
17-21
♦ Investigate SSDI/SSI/Medicaid programs.
12-18
years of school exit.
educational, vocational training, college, military,
etc.).
educational training programs.
♦ Re-apply for SSI, as appropriate.
18
♦ Investigate work incentives.
18
♦ Review health insurance coverage; inform
18
♦ Male students register for the draft (no
18
♦ Register to vote.
18
insurance company of son/daughter disability; and
investigate rider of continued eligibility.
exceptions).
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Indicators of Quality Transition
Program and Services
Transition Quality Indicators (TQI)
The following Transition Quality Indicators (TQI) checklist was inspired by the Taxonomy of
Transition Programming developed through research by Dr. Paula Kohler, University of
Illinois at Urbana-Champaign. It was developed for use by New York State school districts
in evaluating the quality of their transition planning and service process.
See www.transqual.org to down load this form.
Directions: On the scale of 1-5 and for each category and subcategory, assess each item and write the
number in the designated column. After rating each item on the complete list, go back and insert a
checkmark next to each item where change is desired. 1 = Never done, 2 = Planning to do this, 3 = Done on
a small scale with targeted group of students, 4 = Done on a large scale with most students, 5 = Exemplary.
Transition Quality Indicators
Self-assessment
Rating (1-5)
Check if change
is desired
I. DISTRICT PROGRAM STRUCTURE
1A. Program Philosophy
i) Integrated placements are made in academic, vocational and
work experience programs. Access to all program options is the
same as for nondisabled peers.
ii) Infusion of transition outcomes and services occurs in all
curricular areas.
iii) Cultural and ethnic sensitivity is evident.
iv) Flexible programming meets individual student needs.
1B. Program Policy
i) There is administrative and community support for transition
planning and services.
ii) Mission and values are clearly articulated.
iii) Program structure, process and services are clearly articulated
(e.g., Transition Services: A Planning and Implementation Guide
pp. 15-18, the before, during and after checklist).
iv) Transition-related planning and services are integrated within
educational restructuring.
1C. Strategic Planning
i) Internal and external strategies are articulated.
ii) There is active participation with district and key community
planning groups.
1D. Program Evaluation
i) Evaluation and data are used to guide continuous program
improvement.
ii) Data includes student results.
1E. Human Resource Development
i) Resource materials about transition practice are available to
personnel.
ii) Qualified personnel are allocated for transition programs.
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iii) Technical assistance is available to staff on transition issues.
iv) Personnel competencies are established for those providing
transition programs and services.
1F. Resource Allocation
i) Resources are sufficiently allocated to accomplish what is
recommended.
ii) There is use of multiple funding sources (such as School-to-Work
Opportunity Act, JTPA and VATEA).
iii) Funding is used creatively.
2. INTERAGENCY AND INTERDISCIPLINARY
COLLABORATION
2A. Inter-Organizational Framework
i) Local agency roles regarding transition services are clearly stated.
ii) Processes are established for sharing student information. (Use
local or statewide interagency agreements, the VESID/CBVH
referral process and the confidentiality release process.)
2B. Human Resource Development
i) Multidisciplinary staff development activities occur.
ii) Employers are involved in staff development.
iii) Staff development addresses student and parent empowerment
(a.k.a. self-determination, self-advocacy skills).
2C. Organization-Level Planning
i) There is a process to project upcoming student service/program
needs.
ii) There is ongoing community planning.
iii) There is staff and family access to a community service
directory, or one is developed.
2D. Individual-Level Planning
i) There is active participation of agencies with students, families
and schools.
ii) Participating agency contacts are made and referrals completed
before student exits school.
2E. Collaborative Service Delivery
i) There is evidence of collaborative funding of services.
ii) Service delivery is coordinated across school-agency systems,
resulting in reduction of barriers.
iii) New services are developed collaboratively between schools and
community.
3. FAMILY INVOLVEMENT
3A. Family Involvement
i) At a general level, families contribute input to development of staff
training.
ii) In student-specific planning, families take an active role in
planning transition programs and services and are responsible
(Continued)
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3B. Family Empowerment
i) Families are provided with a directory of available services.
ii) There are pre-IEP planning activities so families know what to
expect during meetings.
iii) Families are encouraged to make informed choices, by being
presented with options and implications.
3C. Family Training
i) Families receive training regarding effective advocacy techniques.
ii) Families receive training regarding the transition-related planning
process.
iii) Families receive training about community services and
agencies.
4. STUDENT INVOLVEMENT
4A. Student Participation
i) Students are prepared through curricular activities to participate in
transition planning.
ii) Self-determination (choice-making) is facilitated within the
planning process.
iii) Students are invited to participate in the transition planning
process.
iv) Transition planning decisions are driven by the student and
family.
v) Career counseling services are provided to each student.
4B. IEP Development
i) Participating agencies are invited to participate in meetings in
which transition is discussed.
ii) Parents/legal guardians are invited to participate in meetings in
which transition is discussed.
iii) Beginning at age 14, transition-related post-school outcome
statements, goals and objectives are specified in the IEP.
iv) Educational experiences correspond to long-term adult
outcomes.
v) Post-school adult outcomes, goals and objectives are based on
student choices.
vi) Progress is reviewed annually, and services are adjusted to
enable further progress being made.
vii) The coordinated set of activities by age 14 address instruction
and by age 15 includes instruction, related services, community
experiences and preparation for employment and other postschool adult outcomes.
viii) Suitable explanations are given when required activities are not
provided.
ix) Participating agencies' responsibilities are stated in the IEP.
x) Content of the IEP corresponds with content of IPE.
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4C. Accommodations & Planning Strategies
i) Planning is based on assessment information, including
vocational assessment.
ii) The transition planning process begins no later than age 14.
iii) Meeting time is adequate to conduct planning.
iv) A multiethnic and multicultural perspective is evident.
v) There are functional evaluations of academic, social, cognitive,
physical, vocational and other abilities.
5. STUDENT DEVELOPMENT
5A. Academic Skills Instruction
i) Learning strategies and skills training are provided.
ii) Postsecondary educational planning and skills development
occurs.
iii) Career and life skills curricula are infused throughout academic
subject areas.
5B. Life Skills Instruction
i) Independent living skills training is community-based.
ii) Self-determination skills training includes goal setting and
decision-making and is integrated into the curriculum.
iii) Social and leisure skills training is included in life skills
5C. Employment Skills Instruction
i) Training is provided in such employability areas as job seeking
skills training, SCANS and other current benchmarks.
ii) Instruction is community-based.
5D. Career & Vocational Curricula
i) Students participate in general vocational education classes and
programs (guidance services and workforce preparation
activities).
ii) Learning activities are community-referenced.
5E. Vocational Assessment
i) Vocational assessment begins at age 12.
ii) There is continuous assessment of skills in relation to
employment options and job requirements.
iii) Vocational assessment, experience portfolios and career plans
are informative about student skills.
iv) Situational assessment is used.
5F. Structured Employment Experiences
i) Multiple, varied community work experiences (unpaid and paid,
apprenticeships and shadowing) are provided.
ii) Job placement occurs prior to school exit.
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Fact Sheet for Parents
Summarizing NYS Transition Requirements
What are transition services?
Transition services are activities that prepare students with disabilities to move from
school to post-school life. The activities must be based on the student's needs,
preferences and interests, and shall include needed activities in the following areas:
(1) instruction;
(2) related services;
(3) community experiences;
(4) the development of employment and other post-school adult living
objectives; and
(5) when appropriate, acquisition of daily living skills and
functional vocational evaluation.
What are schools required to do about providing transition services?
For special education students, the Committee on Special Education (CSE) is
required to address a student's need for transition services in the student's
Individualized Education Program (IEP) beginning at age 14. When transition will
be discussed and decisions made about transition services, the CSE is responsible to
invite the student, his or her parents, and representatives of participating agencies that
are likely to be responsible for helping to provide some of the transition services. If a
student does not attend the meeting, the CSE must take other steps to be sure the
student's preferences and interests are considered in planning for the transition
services. A student's need for transition services is reviewed and revised, as
appropriate, every year based on the student's transition service needs identified on
the IEP.
What parts of my child's IEP tell us about transition services?
♦
♦
♦
♦
♦
♦
Present Levels of Performance indicate your child's current transition service
needs.
Post-School Outcomes record your child's hopes for the future, as an adult.
Goals/Objectives/Benchmarks tell what transition skills will be developed this
year and how this will be done.
Related Services tell what related services will help the student to meet
transition goals.
Participating Agencies tell what community agencies will also provide
transition activities.
Coordinated Set of Activities lists the transition activities your child will
receive this year.
*Part 200 of the Regulations of the Commissioner of Education contains transition requirements in the following
sections:
8 NYCRR 200.1 (jj)
Definition of Participating Agency
8 NYCRR 200.1 (fff)
Definition of Transition services
8 NYCRR 200.4 (d)(2)(i)(viii) and (ix)
IEP Content re: Transition
8 NYCRR 200.4 (d)(4)(i)(c)
Participants at CSE Meetings to Discuss Transition
8 NYCRR 200.4 (e)(6)
Responsibility When Participating Agency Does Not Provide Services
8 NYCRR 200.5 (c)(2)((vii)
Notice of Transition Meetings
Developed by Doris Jamison-NYS VESID
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Strength Based Assessment Overview
The Strength Based Assessment (SBA) process has
the following qualities:
♦
♦
♦
♦
♦
The student is the center of the discussion (student centered process)
It is a structured discussion focused on finding out about the student’s hopes/
dreams for their future, their strengths/talents/abilities and identifying what
strategies and approaches help them to succeed.
It can be used to generate individualized Post-School Outcome
Statements for the student’s IEP.
The student, parent and school staff who know the student well are the
participants in the process.
For most students, the Strength Based Assessment can be completed in one
class period (45 minutes).
Guidelines for Conducting Strength Based Assessments
Be non-judgmental.
The primary goal of this activity is to open up lines of quality communication. It is
not necessary or useful to respond to everything or to make a judgment about
responses.
Own words.
Take notes in the person’s own words and phrasing.
Dreams/Fears
Don’t worry if the statements here appear unrealistic to you. Let the student and
parents discuss their ideas. The answers to the abilities and supports questions will
expose the correlation between dreams and abilities.
Multi-Path Planning
For all dreams, at some point (if it won’t disrupt quality communication) a “what if”
question should be asked; e.g., “What if that dream doesn’t pan out for you?” or, a
more positive phrasing, “Have you given thought about any other things you might
like to do or try?”
(Continued)
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All of Life
Oftentimes, responses from the parent and student focus on school and work.
Remember to include all areas of life.
Dreams: Where do you want to live? (Community Living)
Do you want to get married? Raise a family? (Community Living)
What do you want to do for relaxation? (Community Living)
What do you want to learn more about? (Further Education)
Abilities: What do you do well outside of school? What do you do in your
free time?
What do you around your home? What do you want to learn more
about?
Be non-judgmental.
Abilities:
Remember to ask the student what he/she likes to do and what he/she does well.
What we are good at may not be what we want to do.
Strength Based/Positive Communication:
The goal is to build a communication process that focuses on the student’s strength,
interests and abilities. This information is the basis of planning for community
interaction and the transition services in the IEP. Also, the tone of the
communications is to remain positive. This is more difficult than people think.
There is a strong desire to remind the student of all the things that have been done
wrong. This is not the purpose. The “Needs” section deals with a student’s
shortcomings by planning positive strategies.
Write the Outcome Statements for the IEP with the Student and
Family
With the student and parents present, this is the perfect opportunity to write the
Post-School Outcome Statements that need to be in the IEP. Using the information
from the Strength Based Assessment, develop statements for each area of
Post-School Outcomes: Employment, Further Education and Community Living
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Resource Materials
Strength Based Planning Worksheet
Student: _______________________
Projected Graduation Date: ____________ Interview Date: ____________
STUDENT
Dreams: What are your hopes and dreams for the
future?
PARENT
Employment/Career:
Further Education:
Community Living:
What If question:
Fears: What will stand in the way of what you
want?
PARENT
Abilities: What are your strengths, gifts, talents,
skills, likes and dislikes?
PARENT
Hobbies:
Best Subject:
Favorite Subject:
What do you like to do when you have free time?
SCHOOL
What do you really dislike?
Needs: What helps you be successful? What helps
you do a good job?
PARENT
SCHOOL
(Continued)
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Strength Based Planning Worksheet (Page 2)
Other topics/ideas discussed:
Indicate what is to done, who will do it and when. (e.g., Start VESID referral:
Teacher gets form to parents by 5/1. Parents return completed application to school
by 5/10.)
Post-School Outcome Statements:
The outcome statements use the student’s and parent’s own words from the interview
and is based upon the student’s expressions of their hopes and dreams for the future.
The abilities section is also a source for information. To compose these statements
use wording like “hopes to”, “plans to”, “is working towards”. These are for the
Transition Services section of the student’s IEP.
Employment:
Post-School Education/Training:
Community Living:
_____________________________________________________________
Extra questions to help obtain information for all the required Post-School Outcome
Statements when talking to students about their hopes and dreams.
Employment:
This is usually what students talk about when we ask them about their hopes and
dreams.
Always ask “Why?”. The reason the student provides may open up other areas of
interest. Also, answers that seem unrealistic may in fact be realistic after the student
explains why.
Always ask the “What if” question. “What other careers do you think you might
want to do?”
It is fine to list both answers in the outcome statement. e.g., Tanya hopes to someday
be a medical doctor. She has also expressed the possibility of pursuing a career
working with children.
It is also okay to indicate the parents and students dreams if they are different:
Todd hopes to join the armed forces upon graduation, preferably the Marines. Todd’s
parents hope that he will attend the community college and be able to get a good
paying job with a future.
Postsecondary Education (Lifelong learning):
Since the students are young the question that may be most effective is “What do you
want to learn more about?” This allows the student to talk about college or areas of
interest. A follow up question may be “Where do you expect to learn about [the
topic that is mentioned]?”
For example:
♦ Sean hopes to learn more about how music is made. His parents hope Sean
can continue to receive schooling after he graduates to improve his career
options.
♦ Alyssa hopes to attend college to pursue her career goals.
Community Living:
If the student has trouble responding to this question, ask more focused questions.
For example, “Where do you plan on living?” Some of the ways this could be
answered geographically (Florida), domicile type (in a nice house), or socially (with
friends).
“What do you want to do with your spare time when you are not working or going to
school? ”e.g., the pursuit of hobbies, sports interests: anything that the individual
finds personally fulfilling.
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Examples of TransitionRelated Evaluation Findings
Sample Student-Jean
♦ The Transition Planning Inventory prepared by Jean and
her parents indicates she plans to live at home and commute
to college but will need help figuring out how to commute.
♦ Academic achievement testing and class grades indicate
she is performing at a low average level in all courses, with
resource room support to digest written assignments and stay
organized.
♦ Observations from classroom teachers indicate she has
difficulties absorbing printed information on the first
reading, summarizing and restating the main concepts in
printed information, and independently organizing and
completing assignments on time. She is beginning to have
problems working in groups, tending to wait for others to tell
her what to do. Classmates often work around her instead.
♦ Her Career Plan this year indicates successful participation
in a service learning project at the Children’s Hospital, where
she worked one-to-one with very ill children. She helped
them eat their meals, transported them to therapies and
played games with them. The supervisor reported she was
well-liked by the children and maintained an interested,
positive attitude that was uplifting to the children and their
families. As a result, Jean has identified the career goal of
becoming a Licensed Practical Nurse.
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Examples of PLP Statements
Related to Transition
Sample Student: Jean
1. Academic/Educational Achievement and
Learning Characteristics:
Present Levels: Jean is taking tenth grade general education courses and passing at a
low average level. Her service learning experience in the hospital indicates that on a
1:1 basis, she has strengths in helping ill children in a hospital setting.
Abilities: She is able to perform at grade level if she has resource room support to
absorb, summarize key concepts and apply information from printed material and
stay organized to complete assignments completely and on time.
Needs: Small instructional groups, low stimulation environments.
Post-School Transition Needs: Jean needs to work on organizing and prioritizing
multiple tasks within time periods.
2. Social Development:
Present Levels: Jean gets along well with teachers and peers in one-to-one social
interactions.
Abilities: Her service learning experience demonstrated that she has empathy for ill
children and their families in medical treatment.
Needs: Jean needs to develop skills for working on a team.
Post-School Transition Needs: She needs to develop skills for working as a member
of a team of peers to solve problems or make recommendations.
3. Physical Development:
Present Levels: Jean’s skills are comparable to her peers.
Abilities: Jean is capable of meeting the physical demands necessary to become a
nurse.
Needs: Jean has no identified needs in this area.
Post School Transition Needs: Jean has no identified needs in this area.
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Examples of Post-School Outcomes
*
Sample Student: Jean
♦
Postsecondary Education/Training: Jean hopes to
attend community college to study practical nursing
and obtain her license to practice.
♦
Employment: Jean wishes to become a Licensed
Practical Nurse (LPN).
♦
Community Living: Until she completes college and
begins working successfully, Jean plans to continue
living at home. She hopes to learn to drive a car.
*Previously referred to as Long-Term Adult Outcome Statements.
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Examples of Annual Goal
and Benchmarks
Sample Student: Jean
Annual Goal: Jean will complete assignments using a step-by-step
problem-solving format with a partner and a group of peers.
Short-Term
Objectives/
Benchmarks
Evaluation
Criteria
Evaluation
Procedures
Evaluation
Schedule
1. Demonstrate the fivestep problem-solving
process and complete
biology lab activities
sharing work with a
partner.
100% 0f the time
do steps
sequentially. Lab
reports are
complete and
organized in
correct order in
the notebook.
Teacher review
of notebook.
Teacher observes
lab work.
End 1st quarter.
2. Take the lead for her
team on completing lab
reports using the fivestep process with her
partner
Reports 100%
complete and
accurate.
Teacher review.
End 2nd quarter.
3. Complete the process
for lab activities with a
group of peers.
100% of time
steps done
sequentially. Lab
notebook
complete and in
correct order.
Teacher review
of notebook.
Teacher observe
lab work.
End 3rd quarter.
4. Apply the process to an
independent project and
present findings to
fellow lab students.
100% complete,
organized and
accurate. Able to
answer questions
clearly.
Teacher review.
End 4th quarter.
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9/7/02
9/7/02
Consultant Teacher
Resource Room
Initiation Date
Daily
Frequency
Frequency
5X/week
3X/week
5X/week
Frequency
Duration
Duration
50 min/session
50 min/session
50 min/session
Duration
All Classes
Location
Location
General Ed classes (Biology &
Math)
CTE-Practical Nursing
Resource Room
Location
Individual Testing Modifications: Separate room. Read instructions. Use ruler, calculator (except for tests
measuring calculations), and spell-checker. Double time.
State why the student will not participate in a State or district-wide assessment: N/A.
Explain how the student will be assessed: N/A
1.
2.
3.
Individual Testing Accomodation(s)
Biology Lab and Practical Nursing instructors will be provided with information regarding specific learning
disability and the implications for instruction and assessment.
E. Describe the program modifications or supports for school personnel that will be provided on behalf of
the student to address the annual goals and to participate in general education curriculum and activities:
Computer word processing with spell checker to complete written assignments and essay examinations.
Calculator for math. Ruler to assist sight-reading.
D. Describe any assistive technology devices or services needed:
Copies of Class Notes &
Assignments in Writing
C. Supplementary Aids &
Services and/or Program
Modifications or Supports
for the Student
N/A. *Specify group/class size if appropriate
B. Extended School Year Services Yes __ No _X_
Special Education Programs/
Initiation Date
Related Services *
9/7/02
Initiation Date
Consultant Teacher
A. Special Education
Programs/Related Services*
IV. Special Education Programs & Related Services/Program Modifications - Jean
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Participation in General Education
Sample Student: Jean
The IDEA presumes that all students with disabilities will be educated in
general education classes.
A. Explain the extent, if any, to which the student
will not participate with nondisabled students
in the regular class and other nonacademic or
extracurricular activities.
Not applicable. Jean participates fully.
B. If the student is exempt from the language
other than English requirement, explain why.
Not applicable.
C. If the student is not participating in the
regular physical education program, explain
the extent that the student will participate in
specially designed or adapted physical
education.
Not applicable.
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Participating Agencies
Sample Student: Jean
(This section applies to students who are 15 and older.)
Participating Agencies which have agreed to provide
transition services/supports (before the student leaves
the secondary school program):
Agency Name and Contact: Not applicable. Telephone Number
_____
Service:_________________________________________________________
Implementation Date if Different from IEP Implementation Date:___________
Agency Name and Contact: Not applicable. Telephone Number
_____
Service:_________________________________________________________
Implementation Date if Different from IEP Implementation Date:___________
Agency Name and Contact: Not applicable. Telephone Number
_____
Service:_________________________________________________________
Implementation Date if Different from IEP Implementation Date:___________
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Coordinated Set of Activities
Leading to Post-School Outcomes
Sample Student: Jean
Instruction: Consultant teachers and resource room services will help Jean
learn organizational and teamwork skills. Her resource room instructor will also
help Jean identify her learning support needs and practice negotiating with
instructors to obtain them, in anticipation of her becoming a college student.
Related Services: Not applicable.
Employment/Postsecondary Education: The guidance counselor will help
Jean select and visit 3 college programs. The transition coordinator will prepare
a referral to vocational rehabilitation for eligibility determination and planning
regarding college, driver training and employment.
Community Experience: Under her Career Plan, Jean will volunteer 2
Saturdays per month at the community hospital, rotating every 3 months to a
new medical service, based on her choices and interests.
(If appropriate)
Activities of Daily Living: Not applicable.
Functional Vocational Assessment: Not applicable.
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Examples of Transition
Related Evaluation Findings
Sample Student-Chris
♦ Academically, Chris can read and understand the
meaning of simple sentences with no more than 2-3 short
sentences in a paragraph. 85% of the time, he can
accurately add and subtract two-digit whole numbers up to
50. He does not yet understand money concepts.
♦ The Transition Planning Inventory indicates that he can
independently perform all self-care activities. He keeps
his room clean and helps with household chores. He does
not know how to prepare meals or operate a washer or
dryer. After leaving school at the end of next year, he will
live with his married sister until a supported apartment
becomes available.
♦ His Level 1 Vocational Assessment indicates that his
interests are caring for plants and animals, bowling with
his Special Olympics league and camping.
♦ Teacher and family observations are that he is well
accepted with his general education peers in inclusion
classes, but he is shy with new people or in new
situations. He gets lost in unfamiliar locations and cannot
independently solve new problem situations.
♦ Strength-based planning activities resulted in clarifying
that Chris plans to live at home with his sister for the time
being. He does not want to go to school any more once he
gets his IEP diploma next year. He strongly wants a job
caring for animals.
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Examples of PLP Statements
Related to Transition
Sample Student: Chris
1. Academic/Educational Achievement and
Learning Characteristics:
Present Levels: Chris can read and understand the meaning of simple sentences and
paragraphs with no more than 2-3 short sentences. He can accurately add and
subtract two-digit whole numbers up to 50 almost 85% of the time. Level 1
vocational assessment indicates he has experience and strong interests in caring for
plants and animals.
Strengths/Abilities: He is able to participate in an inclusive classroom with
instructional goals modified to be consistent with practical applications of the
knowledge.
Needs: He needs to learn to match sequences of numbers as in matching product
numbers with shelf markers and price labels according to a price list. He needs basic
money recognition and management skills. He needs to learn how to organize groups
of objects and carry out tasks in correct order.
Post-School Transition Needs: Chris requires a traveling buddy on field trips with
the school and to new locations. Chris will need travel training for crossing streets
safely and riding public transportation to and from a work experience site. Chris
needs vocationally-related instruction to prepare to work in a pet store.
2. Social Development:
Present Levels: Chris gets along well with teachers and peers in one-to-one social
interactions. He is shy with strangers and in new situations.
Strengths/Abilities: Chris converses best with teachers and people he has known for
a long time. He responds most easily to questions in classes when asked for facts he
has memorized as opposed to drawing conclusions about new information.
Needs: He needs to learn to ask for needed help from appropriate strangers (bus
driver, policeman, 911 operator, shop owner, neighbor).
Post-School Transition Needs: To work in a retail environment, he needs to learn to
greet and converse with customers at his work experience placement in the pet store.
3. Physical Development:
Present Levels: Chris is as physically fit as peers of the same age. He has difficulty
with fine motor skills. He is sometimes unaware of how to lift and carry unfamiliar
objects safely.
Strengths/Abilities: Chris is able to coordinate his gross motor skills to perform
activities such as lifting, carrying and holding when shown how. He is able to bowl
and camp with enjoyment.
Needs: Chris needs to refine his fine motor skills and lift and carry objects safely.
Post-School Transition Needs: Chris needs to learn how to safely and effectively
lift, carry and control the animals at the work experience placement at the pet store.
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Examples of Post-School Outcomes
*
Sample Student-Chris
♦
Postsecondary Education/Training: Chris would
like someone to teach him how to work on a paying
job.
♦
Employment: Chris wants to work in a pet care
center or store.
♦
Community Living: Chris would very much like
to live on his own someday. Until he can obtain a
supported apartment, he plans to live with his
married sister and her family.
*Previously referred to as Long-Term Adult Outcome Statements.
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Examples of Annual
Goal and Benchmarks
Sample Student-Chris
Annual Goal: Chris will identify different pieces of currency and
coins and be able to provide the correct amount of money for taking
Short-Term
Objectives/
Benchmarks
Evaluation
Criteria
Evaluation
Procedures
Evaluation
Schedule
1. Identify a penny,
nickel, dime, quarter
and dollar and the
relationship between
these. (how many
pennies in a nickel,
etc.)
Accurate 85% of
the time on math
problems using
actual coins over a
3 week period.
Teacher review.
End 1st quarter.
2. Identify a $1, $5, $10,
and $20 bill and the
relationship between
these (how many $1
in $5, etc.)
Accurate 85% of
the time on math
problems using
actual currency
over a 3 week
period.
Teacher review.
End 2nd quarter.
3. Identify how much
money is needed to
take the public bus
from school to work
experience and back
again.
Accurate 85% of
the time. Able to
combine bills and
coins in at least
one combination
over a 3 week
period.
Teacher
observation.
End 3rd quarter.
4. Independently provide
the bus driver with the
correct fare to ride the
bus to the mall.
Accurate 100% of
the time over a 3
week period.
Travel trainer
observation.
End 4th quarter.
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Initiation
Date
9/7/02
All Classes-academic
Resource Room
All Classes-academic
Location
General Ed classes(English,
Basic Math, Social Studies)
Physical EducationResource
Room
CommunitySpeech Lab
Location
2. State why the student will not participate in a State or district-wide assessment: N/A
Computer word processing with spell checker to complete written assignments and essay examinations.
Calculator for math. Daily class, coordinated with colors of wrist bands as changed by family, each day.
E. Describe the program modifications or supports for school personnel that will be provided on behalf of the student to
address the annual goals and to participate in general education curriculum and activities:
F. Individual Testing Accommodation(s)
1. Individual Testing Modifications: Separate room-small group. Instructions read and simplified. Use ruler,
calculator (except for tests measuring calculations), and spell-checker. Double time.
D. Describe any assistive technology
devices or services needed:
Until task is
completed
Duration
min/session
min/session
min/session
min/session
50 min/session
5X/week
50
50
50
50
Duration
Frequency
9/7/02
3Xweek
Consultant Teacher
9/7/02
3Xweek
Resource Room
9/7/02
2Xweek
Related Services-Travel Training
9/7/02
2X/week
Related Services-Speech &
Language
B. Extended School Year Services Yes __
No _X_
C. Supplementary Aids & Services and/ Initiation
Frequency
or Program Modifications or
Date
Supports for the Student
Copies of Class Notes &
9/7/02
Daily
Assignments in Writing. Reviews
with resource room teacher of
main points of assignments.
Daily
Content Modifications to
emphasize practical applications of
knowledge Study material geared
Daily
to his reading level.
A. Special Education Programs/Related
Services*
Consultant Teacher
IV. Special Education Programs & Related Services/Program Modifications - Chris
Resource Materials
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Resource Materials
Participation in General Education
Sample Student-Chris
The IDEA presumes that all students with disabilities will be educated in
general education classes.
A. Explain the extent, if any, to which the student
will not participate with nondisabled students
in the regular class and other nonacademic or
extracurricular activities.
Chris will fully participate in English, Basic Math and Social Studies.
He is not taking Science this year. Instead of Science, he will be
participating in a work experience.
B. If the student is exempt from the language
other than English requirement, explain why.
Individual evaluation indicates Chris is unable to master a language
other than English. He receives speech and language services to
develop his conversational skills.
C. If the student is not participating in the
regular physical education program, explain
the extent that the student will participate in
specially designed or adapted physical
education.
Chris participates in the regular physical education program, except in
the third quarter when he participates in the specially-designed
horseback riding program instead of taking gymnastics.
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Resource Materials
Participating Agencies
Sample Student: Chris
(This section applies to students who are 15 and older.)
Participating Agencies which have agreed to provide
transition services/supports (before the student leaves
the secondary school program):
Agency Name and Contact: NYS OMRDD Telephone Number: 555-5555
Service: Assistance with planning for residential placement and Medicaid waiver
for housing services.
Implementation Date if Different from IEP Implementation Date: Sept. 1
Agency Name and Contact: NYS VESID (Steve Smith)
Telephone Number: 555-6666
Service: Job placement and half-time Job Coaching Services during Spring
semester (3 hours daily)
Implementation Date if Different from IEP Implementation Date: Feb. 1, 2001
Agency Name and Contact: NYS ARC (Maria Dos Passos)
Telephone Number: 555-7777
Service: Occupational Therapy to learn home skills funded by OMRDD.
Supported Employment funded by VESID
Implementation Date if Different from IEP Implementation Date: OT in fall;
Supported Employment begins February, 1
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Resource Materials
Coordinated Set of Activities Leading
to Post-School Outcomes
Sample Student: Chris
Instruction: Instruction is modified in academic courses to emphasize
practical learning. Resource Room services will assist him with coin/
currency recognition, money management and identifying major
concepts in assignments.
Related Services: Speech and language services will help Chris
communicate with customers and key adults who can help him
(911 operator, police, bus driver, work supervisor). Travel training will
help him take bus back and forth to work and find his way in the mall.
Employment/Postsecondary Education: Work experience 1 day per
week in fall to learn about the pet center and safe ways to handle
animals. Job coaching five days per week in spring at the pet center
provided though VESID and the ARC.
Community Experience: Chris will practice riding the bus and finding
his way in the mall where the pet center is located.
(If Appropriate)
Activities of Daily Living: The ARC occupational therapist will help
Chris learn to cook simple meals and use a washer and dryer.
Functional Vocational Assessment: The fall work experience will help
identify Chris’s skills and training needs before starting the spring work
experience with the job coach.
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