History of Transition
The concept of transition from school to adult life for students with disabilities has been present in
federal legislation and in model projects in Arkansas since the early 1980's. The legislation moved
transition from demonstration projects to mandated transition services with the passage of the
Individuals With Disabilities Education Act (IDEA) of 1990. In 1991, Arkansas received a five year
Transition Systems Change grant from the Federal Office of Special Education and Rehabilitation
Services. During the five years of the systems change grant, Regional Transition Specialists provided
technical assistance to area school districts, parents, students, and agency personnel. In addition,
within their respective areas, the Regional Transition Specialists provided transition process training,
curriculum training, and developed interagency teams. Several pilot projects were conducted during
the five year grant period (e.g. the School to Work Enhancement Project (SWEP), the School-toWork Enhancement Project Expanded (SWEP-E).
The SWEP provides students enrolled in Garland County schools the opportunity to attend Hot
Springs Rehabilitation Center (HSRC) to receive vocational assessment and training for half of their
school day experience. The findings from the SWEP were: 1) none of the seniors who participated
in the program finished, 2) half of the participating juniors completed the program, and 3) all of the
sophomores completed the program. These findings show the need for transition services as early as
possible in a student’s life and the need to implement specific pre-employment experience
assessments and curricula, at the school level.
During the 1995-96 school year, the Transition Project and the University of Arkansas Research and
Training Center in Vocational Rehabilitation, in conjunction with the Malvern and Arkadelphia
School Districts, piloted the School-to-Work Enhancement Project-Expanded. A pilot group from
both schools field tested assessments used at HSRC. Malvern used recommended curricula to
address deficits identified by the assessment in their special education classrooms, while Arkadelphia
only conducted pre- and post- work experience assessment only, and did not use specified
curriculum. The result of this project demonstrated that students who participated in both
assessment and curricular activities were better prepared for the labor market than those receiving
just the assessment or those with no intervention.
In 1996, the Transition Project, through the Arch Ford Education Service Cooperative (AFESC) in
Plumerville, hired a Work Experience Coordinator (WEC) to take some of the aforementioned
assessment and curriculum pieces and pilot their use in other schools, coupled with helping schools
place students on jobs and providing follow-up support. In year one, the WEC worked with
Greenbrier School District placing 13 seniors on jobs, two of whom had dropped out of school, and
several more who were in danger of not graduating. As a result of this intervention all of the
students graduated from high school, and many remain employed on their original job sites.
The SWEP Expanded and the AFESC-WEC Program became the Secondary Transition
Assessment and Readiness Training (START) Initiative. During the first year of START, six school
districts in AFESC were chosen as pilot districts. The Transition staff, along with the University of
Arkansas Research and Training Center in Vocational Rehabilitation, worked with special education
teachers and paraprofessionals to implement pre-employment assessment and curriculum pieces in
the classroom, and when appropriate, provided students with work experience.
Work Experience Training continues to be provided annually in the Arch Ford Education Service
Cooperative region. During the 1997-98 school year there were 13 schools involved in the program.
Plans are under way to expand this program statewide. The Work Experience Training will be
offered statewide to paraprofessionals as an elective module of the Paraprofessional training
sponsored by Arkansas Comprehensive System of Personnel Development (ACSPD).
The five year systems change grant ended in October of 1996, however, the Arkansas Department
of Education - Special Education Unit continued to fund the Transition Project Staff to ensure
continuation of effort underway in Arkansas. The Individuals With Disabilities Education Act
Amendments of 1997 strengthened and broadened the emphasis of transition planning with the
mandate to address transition service needs beginning at age 14.
In the fall of 1998, the Arkansas Transition Project name changed to the Arkansas Department of
Education, Special Education Unit, Transition. The Regional Transition Specialist name was
changed to Transition Consultant. These changes were made to to enhance communication
between schools and the Transition staff and to dispel all thoughts that the Transition Staff were
working on a short-term project and only giving “best practice” information rather than providing
technical assistance directly correlated to IDEA mandates.
Fundamentals of Transition

Transition drives the IEP Process to prepare students for the changes and demands
of life after high school.

Transition is an ongoing and outcome-oriented process that includes commitment of
resources, collaboration between people and agencies, and decision making to
develop Individualized Education Programs (IEPs) for students.

Transition allows the entire community, especially families, schools, and agency
personnel, to share responsibility in the transition of students.

Transition planning promotes relevant, ongoing, outcome-oriented instructional
experiences within the least restrictive environment, including community-based
experiences.
Individuals with Disabilities
Education Act
In 1975, Public Law 94-142, originally titled the Education of the Handicapped Act (EHA),
mandated a free appropriate public education (FAPE) in the least restrictive environment for all
children with disabilities. There have been a number of amendments to this act since its passage. In
1983, the title was changed to the Education for All Handicapped Children Act (P.L. 98-199). It
included incentives for transition through demonstration projects.
In October 1990, additional amendments reauthorized the original act and its earlier amendments in
a composite law called the Individuals with Disabilities Education Act (IDEA) (P.L. 101-4776). At
this time, transition was mandated for all students by age 16. Additional technical amendments were
made in 1991. This Act is commonly referred to as the IDEA.
Public Law 105-17, of the IDEA Amendments of 1997, was signed by President Clinton on June 4,
1997. Changes in IDEA created a different approach to transition than had previously been
mandated. The following are citations from the statute:
Section 602 DEFINITIONS
(30)
“TRANSITION SERVICES.--The term “transition services” means
a coordinated set of activities for a student with a disability that-(A)
is designed within an outcome-oriented process, which promotes
movement from school to post-school activities, including postsecondary education, vocational training, integrated employment
(including supported employment), continuing and adult education,
adult services, independent living, or community participation;
(B)
is based upon the individual student's needs, taking into account the
student’s preferences and interests; and
(C)
includes instruction, related services, community experiences, the
development of employment and other post-school adult living
objectives, and, when appropriate, acquisition of daily living skills and
functional vocational evaluation.”
Section 614 EVALUATIONS, ELIGIBILITY DETERMINATIONS, INDIVIDUALIZED
EDUCATION PROGRAMS, AND EDUCATIONAL PLACEMENTS.
(d)(1)(A)(vii) (I)
“beginning at age 14, and updated annually, a statement of the transition
service needs of the child under the applicable components of the child’s
IEP that focuses on the child’s courses of study (such as participation in
advanced-placement courses or a vocational education program);
(d)(1)(A) (vii) (II)
beginning at age 16 (or younger, if determined appropriate by the IEP
Team), a statement of needed transition services for the child, including,
when appropriate, a statement of the interagency responsibilities or any
needed linkages; and
(d)(1)(A)(vii) (III)
beginning at least one year before the child reaches the age of majority under
State law, a statement that the child has been informed of his or her rights
under this title, if any, that will transfer to the child on reaching the age of
(d) (5)
“FAILURE TO MEET TRANSITION OBJECTIVES--If a participating agency,
other than the local education agency, fails to provide the transition services
described in the IEP in accordance with paragraph (1)(A)(vii), the local
education agency shall reconvene the IEP Team to identify alternative
strategies to meet the transition objectives for the child set out in that
program.”
Roles and Responsibilities
The Transition Planning process is an important part of the student's movement from school to
post-secondary life. The family, the student, school personnel, and agency personnel must work
together to identify the services needed for the student to lead a meaningful life.
The following are descriptions of the roles of different participants of the IEP Team:
STUDENT: The student is responsible for participating and making his needs, interests,
and preferences known. The student should also be involved in planning for his transition from
school to adult life. Transition planning is structured so the parent and the student can act as
advocates for themselves. Acting as a self-advocate means knowing what I want and being able to
ask for it. Some students will need assistance from educators in developing these skills. If a young
adult cannot advocate for himself, it is recommended that a person knowledgeable about the
transition process assist the student and family, such as a member of the Transition Staff. The
student will need to be actively involved in meetings between agency personnel, the school, and their
parents.
PARENT: The parent, with the student, shares responsibility for transition planning. The parent
and the student are the decision makers who help identify and determine which services
the student will need during the IEP Team meeting(s). The parent's interest, expectations,
knowledge, and the student's needs help decide what will be addressed in the transition plan. The
parent's role in transition planning is that of an informed consumer. The more information the
parent has, the better his decisions will be concerning the student's school and adult life. The parent
will need to be actively involved in meetings between agency personnel, the school, and the student.
SPECIAL EDUCATOR: One of the responsibilities of special educators is to facilitate the
process of Transition Planning, therefore, assisting with preparing students for postsecondary life. Effective assessment tools and useful instruction increases the chances of success
after leaving school. Special educators must communicate with the parent early in the student's
school program to identify transition service needs leading to desired post-school outcomes.
Special educators should also provide information to the parent about agency personnel and may
submit a referral on behalf of the student to the local agency personnel(s). In most cases, special
educators will need to be actively involved in meetings between agency personnel, the parent, and
the student.
GENERAL EDUCATOR: The responsibility of general educators is to provide instruction
for transition-related activities in the regular education classroom. As participants in IEP
Team meetings, general educators provide insight on the student's level of functioning in the general
curriculum. This information can be utilized to determine transition-related activities to be addressed
in the general education curriculum with appropriate modifications, and supports.
AGENCY PERSONNEL: As part of the Transition Planning process the Agency Personnel
should respond to referrals made by the school on behalf of student(s) by: 1) providing information
packet(s)/eligibility criteria and/or 2) determining eligibility for services. For individuals determined
eligible for services, they should develop and implement secondary/post-secondary service plans;
provide technical assistance to the student, school, and family to ensure smooth transition from
school to adult life; and plan to attend IEP meeting(s) when invited.
Prepare the Student
Students with disabilities have traditionally been the recipients of services through the decisionmaking of others. Until recently, they have played an almost passive role in the development of
their IEP. In the 1990 amendments to the law, however, Congress strengthened the role that
students are expected and entitled to play in planning and implementing their own education.
If among the purposes of the IEP meeting is the consideration of transition services, the school
must invite the student to participate in the meeting. Critical to the intent of the law is the
preparation of the student to be an active participant in the planning and development of the IEP.
The student is expected to assume responsibility for identifying his Desired Post School Outcomes
(Long-Range Goals), suggesting activities and instructions for his own transition process, and
providing feedback about the quality of experiences and services. The student is also expected to
state his preferences and desires as well as commit to the plan. If the student does not attend the
IEP meeting where transition services are considered, the school must take other steps to
ensure that the student’s needs, interests, and preferences are considered.
If students are to develop into independent, productive adults, and become increasingly responsible
for their behaviors and accomplishments, they need to acquire the skills that are of value in the
world of adulthood. In most cases it will be necessary for educators to teach students how to
participate in their own IEP meetings. To prepare the student to actively participate in the IEP
meeting, educators should discuss with the student what will occur at the meeting and who should
be present. In addition, school personnel should prepare the student to articulate his needs,
interests and preferences at the meeting.
To assist educators with is self-determination issue, the ADE, SPED, Transition Staff has available a
curriculum training entitled, “Next S.T.E.P.” Contact your area Transition Consultant for training
information.
In addition, students should work with their family, schools personnel, and agency personnel to:

Look for information about occupational, educational, and living options; talk with
people; and try new experiences to develop awareness of their needs, interests, and
preferences for the future.

Find ways to increase academic, career, and personal independence skills.

Make informed choices and set achievable goals.

Develop the ability to communicate needs, interests, and preferences to the family,
school staff, and other professionals.

Learn the kinds of activities that can be done independently and the kinds of
activities where assistance is needed. Develop the ability to explain to others the
kinds of help which are useful.

Participate actively in meetings with the school and other professionals.

Learn to contribute ideas as well as to listen to the ideas of others.

Follow through on plans that have been agreed upon.

Ask questions or share information with the teacher or guidance counselor
throughout the student’s program.
_
Recommended
Transition Assessments
Following are some recommended assessments for use with Transition Planning. Although
suggested by the Transition Staff and widely used, these are not the only assessments which
could be used in Transition Planning.
Transition Service Inventory (copy on next page)
A one page document designed to assess a student’s interests and preferences within the five
domain areas addressed in Transition Planning.
_
Transition Service Inventory
Name _________________________________ Date of Birth ______ Age ____ Grade _____________
School/Site _______________________________________ Date Developed _____________________
EMPLOYMENT/POST-SECONDARY EDUCATION OUTCOMES








1. What do you want to do upon graduation from High School? _____________________________
2. What job are you interested in now? ________________________________________________
 Summer  Part-time  Full-time  Volunteer  Other
3. Preferred working conditions:  With people or  With things
          Indoors
or  Outdoors
          Same tasks or  Different tasks
          Day
or  Night
4. Have you had any previous work training?  Yes  No If yes, what? _______________
________________________________________________________________________________
5. What career are you interested in? _________________________________________________
6. What type of education will you need?
  Adult Education (GED) _________________________________________________________
  College (identify)  2 year  4 year ______________________________________________
  Technical Institution (identify) ___________________________________________________
  Military (identify) _____________________________________________________________
  Other (identify) _______________________________________________________________
DOMESTIC SKILLS OUTCOMES
7. Who do you plan to live with?  Yourself  A roommate  Parent(s)/Guardian  Spouse
8. Do you have any significant medical problems?  Yes
 No
9. Do you know how to seek assistance for them?
 Yes
 No
COMMUNITY FUNCTIONING OUTCOMES
10. Which of these personal ID s do you have?
 Social Security Card  Driver s License  State ID  Birth Certificate
11. What services do you need to help you become more independent?________________________
_________________________________________________________________________________
TRANSPORTATION OUTCOMES
12. Do you currently have support for transportation?  Yes  No
If yes, who?  Self  Parent  Friend  Co-worker
13. What kind of transportation will you need after graduation to get to and from school/work?
_________________________________________________________________________________
RECREATION OUTCOMES
14. What kinds of activities are you interested in?  Sports  Clubs  Hobbies  Other________
15. What kinds of activities are you currently involved in? _________________________________
Life Centered Career Education Assessment(LCCE)
Donn Brolin
The LCCE Assessment Battery is comprised of two assessment instruments that should be used to
provide a comprehensive career/life skills assessment. These two assessment instruments are the
LCCE Knowledge Battery and the LCCE Performance Battery. The LCCE Batteries are unique in
that they offer a comprehensive, curriculum-based, assessment measure of career development
competence.
The first instrument, the LCCE Knowledge Battery is a curriculum-based instrument developed for
students with mild mental retardation and specific learning disabilities. It should also be useful with
middle school, junior high school, and high school students. The primary purpose of the battery is
to identify areas of strengths and weaknesses. In addition, the LCCE Knowledge Battery is a
criterion-referenced instrument compromising 200 multiple-choice items which assess knowledge
important to functioning as a family member, employee, productive citizen, and in meaningful
avocational activities in one's community. The Knowledge Battery uses these objective questions to
assess students' knowledge in four critical career areas. These four career roles are most typical of
those that people engage in to be productive and acceptable members of their community. The
Transition Staff has coordinated these four career areas with the five domain area mandated for
Transition Planning in Arkansas.
The second instrument, the LCCE Performance Battery, is used as a follow-up to the Knowledge
Battery. The Performance Battery offers a more in-depth approach in deciding on student mastery
level by asking students more open-ended questions and having them actually demonstrate their
ability to perform certain subcompetency requirements. The Performance Battery consists of 21
competency tests.
Contact your area Transition Consultant for training information.
Parent Inventory
This inventory can be found in the Functional Integrated Curriculum Manual (ADE). It could be
used in conjunction with the other recommended assessments or as a stand-alone assessment. This
is a good tool to use with student with severe or multiple disabilities.
School-Level Vocational Assessment, e.g. SAGE, DAT, ACT Explore
and Plan, Learning Styles, Interest Inventory.
Many of these inventories are available through the Education Cooperatives around the state. To
find out more, contact your high school counselor or the Workforce Education Coordinator at your
Education Service Cooperative.
Transition Planning
The Transition Plan of the IEP is comprised of three specific areas, the first of which is addressed
beginning at age 14, continuing through graduation and beyond with linkages to adult service
providers.
These three specific areas, are:

Transition Service Needs (IEP Form #400)

Transition Services (IEP Forms #401 - 409)

Agency Linkages
 Transition Referral Form (IEP Form #410)
 Documentation of Agency Contacts and Linkages
(IEP Form #411)
Transition Planning is a process to develop a line of communication and cooperation among
parents, students, school personnel (which includes the special education professionals), and agency
personnel while the student is in high school. The process is designed to be used with all
individuals with disabilities, as identified by IDEA, and is an important part of the student’s
Individualized Education Program(IEP). The Transition Planning Process is an important part of
the student’s movement from school to post-secondary life.
Remember, if among the purposes of the IEP Team meeting is the consideration of transition
services, the school must invite the student to participate in the meeting. If the student does not
attend the IEP Team meeting where transition services are considered, the school must take other
steps to ensure that the student
to develop into independent, productive adults, and become increasingly responsible for their
behaviors and accomplishments, they need to acquire the skills that are of value in the world of
adulthood.
Transition Service Needs
(IEP FORM #400)
at age 14, and updated annually, a statement of transition service needs of the child under the
applicable
participation in advancedprogram can be planned to help the student make a successful transition to his goals for life after
secondary school. This provision is designed to augment, and not replace, the separate
transition services requirement, under which children with disabilities receive transition services
beginning at least at age 16. At age 14 and updated annually thereafter, the IEP Team looks at
the student
preparing the student for transition to adult life. What courses might be indicated, given the
o necessary
course work, is expected to help students plan and prepare educationally. Then at age 16, or
younger if appropriate, transition services are delivered in a wide range of areas.
Needs Form.
g the Transition Service
Step One: Review box at top left -- The box at top left provides a reminder that transition
services are not applicable below age 14 unless determined otherwise by the IEP Team. If not
applicable, the IEP Team should proceed to the signature form.
Step Two: Read instructions -- The original Transition Plan should be maintained in the IEP
with which it was developed. On an annual basis, the previous year
date the plan is developed, and/or revised must be recorded in the box above.
Step Three: Review box at top right -- The box at top right of IEP Form #400, provides space
for annually documenting updates to the Transition Plan (Both IEP Form #400 and IEP Forms
#401-409) of the IEP.
Begin by providing the date when the Transition Service Needs Form (IEP Form #400) is
developed. Annually review the current Transition Service Needs Form and update if
appropriate. If updates are needed check
Transition Service Needs Form for that particular year.
Beginning at age 16 or younger, if determined appropriate by the IEP Team, the Transition
Services Forms (IEP Forms #401-409) of the Transition Plan will be developed in addition to
reviewing the Transition Service Needs Form (IEP Form #400). Annually thereafter both the
Transition Service Needs Form (IEP Form #400) and Transition Services Forms (IEP Forms
#401-409) of the IEP will be reviewed. If updates are needed check
completed on the Transition Service Needs Form (IEP Form #400) and the Transition Services
Forms (IEP Forms #401 - 409) of the IEP for that particular year.
Step Four: Complete Projected Date of Graduation -- Indicate the projected date the student
will graduate or exit from high school.
Step Five: Consider Desired Post School Outcomes (Long-Range Goals) -- What are the
or receive post-secondary education? What will be the desired mode of transportation, and postsecondary recreation pursuits of the student?
Gathering student interests and preferences to assist with completing this form can be done by
using the following Transition Staff suggested tools:




Transition Service Inventory (formerly called the Dream Sheet) -- In its
shorter format provides questions within each domain area to assist with
selection of desired post school outcomes;
Life Centered Career Education Curriculum Assessment (LCCE);
Parent Inventory (a part of the Functional Integrated Curriculum);
School Level Vocational Assessment; and/or
Personal interview with student, parents, and other interested parties.
Review the Transition Service Needs Form (IEP Form # 400) with student and/or parents.
Then check the appropriate selection(s) under each of the five domain areas that correspond
with information obtained from the student and/or family.
Step Six:
section provides for long range academic planning. Indicate the courses the student will need to
of the remaining years a student will be in public school. This is not a graduation plan.
Remember:
The purpose of the Transition Service Needs Form is to indicate the long range plan for
the student and the courses he needs to take in order to prepare him for his postsecondary choices. Remember that this will be reviewed and updated, if needed,
annually. Do not be afraid to project long-range needs --- even though they may change.
Transition Services
(IEP FORMS #401 - 409)
The law states: “Beginning at age 16 (or younger, if determined appropriate by the IEP Team), a
statement of needed transition services for the child, including, when appropriate, a statement of
the interagency responsibilities or any needed linkages; and beginning at least one year before the
child reaches the age of majority under state law, a statement that the child has been informed of
his or her rights under this title, if any, that will transfer to the child on reaching the age of
majority.”
This above requirement has changed from 1990, as has the format of the Transition Services
Forms by making the process follow a checklist format. The new Transition Services Forms
also provide choices for activities and instructions, which correspond with the Life Centered
Career Education Curriculum (LCCE).
Let’s proceed by going through the steps to follow when completing the Transition Services
Forms (IEP Forms #401 - 409) of the IEP.
Step One: Look at the summary of student needs, interests, and preferences -- Indicate in
summary format the student’s needs, interests, and preferences. This section is not new. As on
the old IEP form, state each separately. There should be an individual statement written to
address each of these. One easy way to address this is to have three sentences and start each
with one of the three key words - needs, interest, and preferences. There should not be one generic
statement.
Information gathered by reviewing the Transition Service Needs Form, the Transition Service
Inventory, LCCE assessment, Parent Inventory, interviews with parents, etc. will assist in
completing this section.
Another important factor to remember is if the student does not attend the IEP meeting this
statement will show that the IEP Team did indeed consider his needs, interests, and preferences.
Step Two: Transfer of Rights -- This requirement is new. Have the student sign and date on
IEP Form #401 that this information was explained. In some cases, however, if the student is
determined incompetent by a court of law then the rights remain with the parents. Refer to the
“Transfer of Rights” section of this manual for additional information.
Step Three: Statements of Needed Services -- This requirement is not new. Five domains are to
be addressed, they are: Employment/Post-Secondary Education Outcomes, Domestic Skills
Outcomes, Community Functioning Outcomes, Post-Secondary Transportation Outcomes, and
Recreation Outcomes.
Under each domain you will either address the activity and instruction area(s) or, if remediation
is not needed at that time, provide a justification statement. If providing a justification
statement, you will leave the activity and instruction areas blank.
Begin justification statement with the words, “The IEP Team had determined......” Complete
the sentence by either: 1) Listing the specific skills the student has acquired, or 2) Stating
broadly why the team sees no need to address this particular domain area. End the statement by
placing the year the justification statement applies to.
Activities and Instructions: The majority of these activities and instructions correspond with the
Life Centered Career Education Curriculum (LCCE) and Assessment. If you use the LCCE
assessment to determine areas of transition need, go through the Transition Services Forms and
check off, in the left hand column the Activity(ies) and Instruction(s) indicated by the LCCE
Assessment as being deficient.
To make this process easier the numbers in parentheses( ) correspond to competencies and
subcompetencies of the Life Centered Career Education Curriculum and numbers enclosed in [ ]
correspond to competencies and subcompetencies of the LCCE Modified Curriculum for
Individuals with Moderate Disabilities.
If you are not currently using or don’t plan to use the LCCE assessment, simply review all items
listed and check off the items determined by the IEP Team, based on other data collection, to be
deficit areas. In addition, there are lines available for “other” where additional instructional
areas can be written in.
If an activity within a given domain does not need to be remediated, indicate by checking the
“None Needed” box provided to the right of that particular activity and indicate the year that
activity does not need to be addressed.
After checking off items in need of remediation, analyze them and determine the areas to be
addressed during the period covered by the IEP you are developing. For items selected, indicate
the semester(s) they would be addressed and year implemented. In addition, indicate the
professional/agency responsible for providing the service(s).
For each activity and instruction deemed by the IEP Team to be the responsibility of the Special
Education Teacher there should be linkage to the goals and objectives. (IEP Form #103). Use
the “Transition Planning Guide” to assist you with selection of appropriate goals and objectives
which link with the selected activities and instructions. If you do not have access to a copy of
the “Transition Planning Guide” contact your area Transition Consultant. For activities and
instructions deemed the responsibility of other professionals/agencies there does not have to be
a linkage to the goals and objectives (IEP Form #103).
Remember you will:
(1)
Beginning at age 14, develop the Transition Service Needs Form (IEP Form #400 ).
This form will be reviewed annually thereafter.
(2)
Beginning at least at age 16, develop the Transition Services Forms (IEP Forms #401409). These forms will be reviewed annually thereafter.
(3)
Anytime a review is conducted of any of those forms, go to Transition Service Needs
Form (IEP Form #400) and document in the box at the top right, the date of the review
and whether or not there will be updates by checking “yes” or “no.”
(4)
If “yes” is checked, update all forms as needed.
(5)
If “no” is checked, move to the signature form.
The Transition Staff cautions you about not addressing the Post-Secondary
Education/Employment domain annually. The other four domains, especially for higher
functioning students, may not need to be addressed. However, the Post-Secondary
Education/Employment domain for most students needs to be addressed annually.
Referral Process
Arkansas Transition Referral Form
The Arkansas Transition Referral Form (IEP Form #410) now is a part of the IEP process to
ensure effective linkage of students with disabilities with agency personnel. The referral form
will continue to be in six page NCR paper format. The ADE-SPED Unit -- Transition Staff will
continue to provide these forms to local school districts. These forms are available through your
area Transition Consultant.
Steps to follow when completing the referral form are listed on the back of each referral form,
are as follows:
Step One: Determine referral options based on a students secondary/post-secondary transition
needs during the IEP meeting. The referral form is required to be used when; 1) seeking
information packets/eligibility criteria or 2) requesting a specific secondary or post-secondary
service. Do not make blanket referrals for all your students. All students will not need a referral
form filled out for them. However, every student needs to have post-secondary outcomes
considered and appropriate linkages made. Discuss and address these post-secondary needs in
the IEP meeting and fill out a referral form if appropriate. If not seeking information or specific
services, take other steps to address post-secondary linkage, which will be discussed in the next
section of this training manual.
Step Two: If a student is in need of information about agency personnel or is interested in
services, submit a referral form by completing the following:
Date of referral: Record the actual date, (date of the IEP conference) when the
referral is completed.
School information: Give the seven-digit LEA number along with the complete
name, address, and phone number of the referring school.
Student and Parent/Guardian Information: Complete every blank space.
“Referred to” agency: Referrals must be made and addressed to the local agency
representative. Refer to your local agency list provided annually by the ADE,
SPED, Transition Staff. If you do not have your local agency list contact
your Transition Consultant.
Resources requested: Check either information packet/eligibility criteria or services.
Specify service(s) requested.
Disabilities: Check the appropriate box(es) for all disabilities the student may have.
Other agencies referred to: Check the appropriate box(es) for any other agency
referral. Complete a separate referral form for each separate agency referral.
Materials submitted with form: Indicate materials submitted to the “referred to”
agency. Provide materials only to the “referred to” agency, not, to the ADE, SPED,
Transition Staff.
Referring person: Provide your name and title.
Student/Parent/Guardian: The parent/guardian must sign the release of information
for students under age eighteen (18). After age 18, the student gives consent unless
determined to be incompetent by a court of law.
Step Three: Submit referral form using appropriate time frame listed below:
If you are requesting an “information packet/eligibility criteria” then submit the referral
following IEP Conference.
If you are requesting “secondary services” submit the referral following the IEP conference.
If you are requesting “post-secondary services”: submit the referral form in September
of the student’s final year of school. If IEP meeting is held prior to September, hold forms for
mailing until September of the student’s final year of school.
Step Four: As determined appropriate by the IEP Team following an IEP meeting, forward
pages 1-3 to the “referred to agency” and page 4 to the ADE, SPED, Transition Staff. Give page
5 to parent or student at IEP Team Meeting, and place page 6 in the student’s folder. In case
you forget the directions, remember, this information is printed on the back of page 6 of each
referral form (IEP Form #410).
Step Five: Agency Response -- Based on interagency agreement, in order to allow sufficient
time for eligibility determination to be fully completed, 18 calendar weeks are allowed from the
referral date for agency response. Upon receipt of the agency’s response to the referral form
(IEP Form #410), the person who submitted the referral form will determine the appropriate
procedure to follow. Next place the copy of the referral form, with the agency response
indicated, in student’s IEP folder.
If the agency’s response is :
1) Individual Eligible for Services:
“Yes”, then invite agency representative to the next conference
“Yes, upon graduation”, then invite agency representative to exit conference
“Unsure” then contact agency representative to gain additional information
If the agency’s response is :
2) “Individual Refused Services”, then explore other options, and if appropriate, reconvene
IEP Team
If the agency’s response is :
3) “Individual Denied Services”, then reconvene IEP Team to identify alternative
strategies
The next page briefly explains the referral process for the “referred to” agency.
These guidelines were developed in an attempt to unify the transition referral process. The
Transition Staff will be working with local level agency representatives to plan training for both
agency and school personnel to ensure that we are all using the transition referral process in a
uniform manner.
In summary, the Arkansas Transition Referral Form (IEP Form #410) is required to be used
for all request for information packets/eligibility criteria and services (both secondary and postsecondary).
Documentation of Agency
Contacts and Linkages
(IEP Form #411)
The purpose of the IEP Form #411 is to provide a uniform way of documenting all the
“other” contacts and linkages that are made with agency personnel. This form is not to be
used to document request for information packets/eligibility criteria and services (both
secondary and post-secondary). Simply document the date, agency contacted, needed
services, team member who made contact and follow-up and the result. Based on data
collected through the ADE, SPED, Transition office computerized follow-up system,
documentation of “other” contacts and linkages is an area in need of improvement. The
Transition Staff will continue to provide the computerized follow-up tracking, however, the
local school is ultimately responsible for follow-up on any linkage/referral to ensure that
the linkage/referral attempt will result in post-secondary services. Pay close attention to the
statement at the bottom of IEP Form #411 which says:
“According to the Individuals With Disabilities Education Act (IDEA), if a
participating agency, other than the public agency responsible for the
student’s education fails to provide agreed upon transition services contained
in the IEP of a student with a disability, the public agency responsible for the
student’s education shall reconvene a meeting of all participants on the IEP
Team to identify alternative strategies to be implemented to meet the
transition objectives that are included in the student’s IEP.”
Therefore, it is imperative to document all contacts with agencies in order to justify that all
possibilities for linkage/referral of students with disabilities were exhausted. All students
need linkages made for post secondary life. Some students will need formal referrals made
by using the Arkansas Transition Referral Form (IEP Form #410) for (1) information
gathering or (2) specific services. There are other types of contacts with agency personnel
which must be documented. For example, the Arkansas Rehabilitation Counselor visits
your school and gives a presentation to your class. Document this on the Documentation
of Agency Contacts and Linkages Form (IEP Form #411). Another example: the Special
Education Teacher calls a agency personnel to follow-up on a referral made with IEP Form
#410 after receiving a response marked “unsure”. Document this on IEP Form #411.
All contacts other than request for information packets/eligibility criteria and
services (secondary and post-secondary) with agencies to assist the student with
transition to post-school life need to be documented on this form.
(S.T.A.R.T.)
SECONDARY TRANSITION ASSESSMENT READINESS
AND TRAINING PROGRAM
A WORK EXPERIENCE PROGRAM
MISSION STATEMENT:
To empower individuals with disabilities to make choices regarding potential
employment outcomes, by providing services, training and support based on their needs,
interests, and preference.
DESCRIPTION:
This program is designed for students who need intensive support services to obtain
or maintain employment. Each participating school district will determine the grade level at
which work experience will be offered to students. Prior to job placement students will have
completed a vocational assessment, interest inventory, and engaged in a job search process
directed toward a job match that suits their interest and aptitude and accommodates any
behavior considerations.
A S.T.A.R.T. classroom teacher supervises the Work Experience Program and is
responsible for assigning a Work Experience Instructor (WEI) to each student, working with
the Work Experience Instructor (WEI) in developing the job site training plan, and working
with the individualized education program team in developing individual student plans. It is
the classroom teacher’s responsibility to facilitate the implementation of the student’s
transition plan.
A key component of the S.T.A.R.T. program is “Work Experience Instructor”
(WEI) supports provided to student engaged in work experience. Support might include
(but is not limited to assistance with job placement, on-the-job training, supervision,
evaluation, and follow-up. The Work Experience Instructor will supervise and assist with
these activities as needed.
TRAINING REQUIREMENTS:
Work Experience Instructor
Pre-employment Assessments
Portfolio Development
Job Site Notebook Development
Job Coaching Skill Development
Behavior Management Skill Development
Classroom Teacher
Pre-employment Assessments
Pre-employment Curriculum
Portfolio Development
Behavior Management Skill Development
LIFE-CENTERED CAREER
EDUCATION (LCCE)
The Life-Centered Career Education Program was develop a the University of MissouriColumbia under the direction of Donn E. Brolin, Professor, Department of Education and
Counseling Psychology. This K-12+ competency based transition al curriculum focus on 22
major competencies and 97 subcompetencies arranged within three domain areas (daily
living, personal-social, and occupational) that research has found to be critical for adult
success in employment and independent living. The 22 competencies can be taught in both
regular an special education classes by infusing these functional skills into the academic
subject matter. The curriculum program includes: The LCCE Assessments and the LCCE
Curriculum. Descriptions of these components follow.
Life-Centered Career Education (LCCE) Assessment
The LCCE Assessment Battery is comprised of two assessment instruments that
should be used to provide a comprehensive career/life skills assessment in three major areas:
Personal/Social Skills, Daily Living Skills, and Occupational Guidance and Preparation. The
LCCE Batteries are unique in that they offer a comprehensive, curriculum-based, assessment
measure of career development competence.
Life-Centered Career Education (LCCE) Curriculum
The LCCE Curriculum is a education system designed to provide special education
and other “at risk” students with the important skills needed to function successfully as
productive workers in the home and community. There are three major areas addressed in
the LCCE Curriculum: (1) Daily Living Skills; (2) Personal/Social Skills; and (3)
Occupational Guidance and Preparation. The LCCE approach addresses the question,
“What skills must the individual have to become a more self sufficient person?”
NEXT S.T.E.P. CURRICULUM
(Student Transition and Educational Planning)
The purpose of the Next S.T.E.P. Curriculum is to teach high school students how to begin
planning for their lives after they leave school. Since long-range planning is an activity in
which students probably have very little experience, the two main purposes of this
curriculum are:
1. To teach students the skills they needs to do transition planning; and
2. To engage students successfully in this process.
With the help of this curriculum student eventually will take a leadership role in their
own transition planning efforts. Furthermore, we hope that the skills that they will be
able to use are later times in their lives when other transitions emerge as new challe