Seattle Schools Transition Model
The Seattle Public School Transition Model is based on IDEA 2004 Transition requirements:
Age-appropriate Transition Assessment, Measurable Postsecondary Goals, Transition Services, Course of Study,
Coordination of Adult Agencies and Annual IEP Goals
Each of these areas will look differently, depending on the postsecondary outcome identified by the student and the IEP team
Postsecondary School Outcomes
Transition Planning
IDEA 2004
Age-Appropriate
Transition Assessment
Measurable
Postsecondary Goals
Transition Services
College
Career Technical
Education
Competitive
Employment
Supported
Employment
Independent Living
Course of Study
Coordinated Services
with Adult Agencies
Annual IEP Goals
Systemic Operational Needs:
1. School Counselor involvement
2. Parent involvement
3. Student directed IEP/IEP meeting
4. Dropout prevention/intervention. Check and Connect Model- Highline and S. Kitsap
5. Centralized system to inform students/families of program choices
6. Roles and responsibilities of staff
7. Identify specific IEP team members. Members will vary depending on outcome (i.e. school psychologist, school counselor, agency etc.
8. Career Counselors
9. Coordinate with HS and Beyond Plan- Common Language
10. Coordinate Program of Study & Course of Study- Common Language
11. Transition Academy
12. Integrated Comprehensive Transition Planning
Seattle Schools Transition Model
Transition Planning
IDEA 2004
Age-Appropriate Transition Assessment
AATA is an ongoing process of collecting data on the
individual’s interests, preferences, strengths, aptitudes and
barriers, using informal and formal assessments. Sources
include Formal interest or aptitude tests and/or surveys,
quarterly or semester grades throughout HS, current
psychological assessment data indicating areas of strength
and weakness and college entrance exam scores if applying
to 4 year colleges.
Measurable Postsecondary Goals
The student’s identified goals for after the student leaves
HS, and must address postsecondary education or training,
employment, and if appropriate independent living skills..
Transition Services
Based on individual student’s needs, interests, preferences,
strengths and aptitude.
Course of Study
Postsecondary Outcome(s)


Identify a menu of assessments that are appropriate for the postsecondary goal of your committee.
Remember that assessments should be informal and formal, reflect interests and preferences,
strengths and aptitudes. Some assessments cover all, some have a more limited focus.
Each goal area should include WOIS as an available assessment and how it is best used with your
population.
Include assessments utilized by HS psychologist, who include transition assessment as part of their
annual reevaluations.
See attached resource materials.


Include examples and non-examples of compliant Postsecondary Goals.
See attached resource materials in Transition Manual and other resources.


 Transition Services include: Instruction, related services, community experiences, the development

A multi-year description of coursework to achieve the
student’s desired post-school goals, from the student’s
current to anticipated exit year.
Adult Agency Linkages

Agency coordination needed prior to leaving school and
accessing as an adult.

Measureable Annual Goals

Annual IEP goals, covering what the student will
accomplish during that particular school year in each
identified area of service including
specific transition areas.

of employment and other post-school adult living objectives, and if appropriate, the acquisition of
daily living skills and provision of a functional vocational evaluation.
Utilizing the SPS Transition Plan Course of Study Page, identify and highlight the areas that will be
common focus for students with the postsecondary goal you are working on.
Utilizing the SPS Transition Plan Coordination with Outside Agencies page, identify and highlight
areas that are common focus for students with the postsecondary goal you are working on.
See attached resources. www.seattleu.edu/ccts/agency/agency.asp
Include examples and non-examples of measurable annual goals that might be common for students
with the postsecondary goal you are working on.
See attached resource.
Seattle Schools Transition Model
Transition Planning
IDEA 2004
Age-Appropriate Transition Assessment
AATA is an ongoing process of collecting data on
the individual’s interests, preferences, strengths,
aptitudes and barriers, using informal and formal
assessments. Sources include Formal interest or
aptitude tests and/or surveys, quarterly or semester
grades throughout HS, current psychological
assessment data indicating areas of strength and
weakness and college entrance exam scores if
applying to 4 year colleges.
Competitive Employment
Note: it is the IEP team that conducts the age-appropriate transition assessment; generally, it is the school
personnel who puts the assessment summary into the IEP document; the primary members of the IEP
team are, but not limited to: student, parents/family, IEP Case Manager, general education teacher,
building administrator; additional members may include: counselor, support staff, paraprofessional,
psychologist, agency personnel.
Informal assessments=interviews and questionnaires, direct observation, situational assessments,
curriculum-based assessments;
INFORMAL ASSESSMENTS:
1. Interviews and questionnaires:
a. Conducted with a variety of individuals;
b. Used to determine needs, strengths, preferences and interests relative to postsecondary goals;
c. Involve gathering information about the student’s current and future resources;
d. www.seattleu.edu/ccts - Transition Assessment Checklist; Needs Planning Survey; Transition
Needs and Preferences Survey; Transition Survey for Parent;
e. www.nsttac.org/products_and_resources/tag.aspx – The Dream Sheet; Employment-related
Questionnaire;
f. www.transitioncoalition.org – Planning for the Future;
2. Direct observation:
a. Conducted within natural or school employment or community settings;
b. Direct observation are done most times by “expert” in the environment: teachers, parents, coach,
co-worker, employer, paraprofessionals, other person in a student’s natural support system;
c. Includes organized collection of information for behaviors (work/home/school), task completion,
work quality, work initiative, communication/social skills;
d. www.seattleu.edu/ccts - Transition Information Gathering form; Worker Rating Standards,
Community Work Site Evaluation.
3. Situational assessment:
a. Carefully examined environments where activities normally occur (leisure, work, home, school)
b. Analysis of a job situation comparing student’s skills to job requirements;
c. Short-term work experience for evaluation purposes;
d. www.nsttac.org/products_and_resources/tag.aspx - job accommodations source = Job
Accommodation Network (www.jan.org)
4. Curriculum-based assessments:
a. Designed by educators;
b. Gather information about a student’s performance in a particular curriculum;
c. Develops instruction for the student;
d. www.nsttac.org/products_and_resources/tag.aspx
Seattle Schools Transition Model
FORMAL ASSESSMENTS:
Types of formal assessments:
[Aptitude tests] [Transition planning inventories] [Career surveys] [Self-determination assessments]
[Intelligence & achievement tests] [Interest & work value inventories] [Entrance/placement exams]
[Personality or preference tests]
[Behavioral assessment information]
1. WOIS/Career Information System - information about Washington careers, schools and training
programs www.wois.org/
2. Center for Change in Transition Services – assessment resources
www.seattleu.edu/ccts/Default.aspx?id=34032
3. NSTTAC: Age-appropriate Transition Assessment Guide - Adaptive behavior assessment, aptitude
tests, interest and work value inventories, intelligence tests, achievement tests, personality or
preference tests, employability tests, self-determination assessments, work-related temperament
tests, transition planning inventories; www.nsttac.org/products_and_resources/tag.aspx
4. Transition Coalition Assessment reviews - Transition Planning Inventory, Work Personality Profile,
AIR Self-Determination Scale, Brigance Employability Skills Inventory, Occupational Aptitude
Survey & Interest Schedule (OASIS-3), SDS Career Explorer Self- Assessment and Careers
http://transitioncoalition.org/transition/assessment_review/all.php
5. The Zarrow Center for Learning Enrichment: Self-determination Assessment Tools –
AIR Self-determination Assessment,[ARC Self-determination Scale,[ChoiceMaker Self-determination
Assessment, Field & Hoffman Self- determination Assessment;
http://education.ou.edu/zarrow/?p=38
6. The Transition Coalition: Transition Assessment Data through Standardized Instruments - Examples
of Standardized Tests Specifically Designed for Transition Planning with Adolescents;
www.transitioncoalition.org/assessing/book01/ch2a.htm
7. National Collaborative on Workforce and Disability for Youth: Career Planning Begins with
Assessment – a directory of commonly used published tests; extensive lists of formal assessments in
four domains: educational, psychological/diagnostic, vocational/career, medical;
Assessment listings have publisher website, target group, norming procedures, administration
qualifications, reliability/validity and costs; www.ncwd-youth.info/career-planning-begins-withassessment
8. Armed Services Vocational Aptitude Battery (ASVAB): aptitude and interest assessment; practice
tests available for transition assessment information gathering; www.asvabprogram.com
9. Keirsey Temperament Sorter: www.keirsey.com/
10. Career assessments programs: WorkKeys - www.act.org/workkeys/index.html; Magellan –
http://valparint.com/
11. Workforce Training and Education Coordinating Board: Where Are You Going? Free guide to
career exploration and development; contains career search, education/training opportunities;
employment preparation activities; to order for classroom or for each student: call (360) 753-0892
Seattle Schools Transition Model
Measurable Postsecondary Goals
The student’s identified goals for after the student
leaves HS, and must address postsecondary
education or training, employment, and if
appropriate independent living skills.
12. WorkSource Job Seeker Service of Washington: Career Bridges www.careerbridge.wa.gov;
www.worksourceskc.org/seekers/resources.asp#teens;
13. Bureau of Labor Statistics : Occupational Outlook Handbook; hundreds of different types of jobs;
the OOH tells you: 1) the training and education needed 2) earnings 3) expected job prospects 4)
what workers do on the job 5) working conditions ; www.bls.gov/oco/
Note: postsecondary goals become more specific as the student progresses through the transition process;
specificity will increase as his/her investigation/research progresses; postsecondary goals may be unrealistic at first and student will investigate the reality of his/her decision and alter the plan and goals);
postsecondary goals must be addressed each year; independent living skills goal (best practice=
addressed each year) is not where the student will be living after high school , rather what the student
needs in daily & adult living skills to live wherever s/he determines.
EXAMPLE: Health and Human Services
Grade 9/10:
Employment: After high school, (student) will be employed in a health profession.
Ed/Training: After high school, (student) will receive on-the-job training from his/her employer.
IndepLivSk: After high school, (student) will maintain personal finances independently.
NON-EXAMPLES:
Employment: (student) wants to work as a nurse.
Ed/Training: (student) plans to get training.
IndepLivSk: (student) should learn to manager his/her money.
Grade 11:
Employment: After high school, (student) will be employed as a CNA in a healthcare facility.
Ed/Training: After high school, (student) will receive on-the-job training from his/her employer.
IndepLivSk: After high school, (student) will maintain pay, checking and savings tasks independently.
Grade 12:
Employment: After high school, (student) will be employed as a CNA in a long-term healthcare facility.
Ed/Training: After high school, (student) will receive on-going O-J-T from his/her employer.
IndepLivSk: N/A. (note: student acquired adequate skill in this area and no longer needs this for
postsecondary environment)
EXAMPLE: Science, Engineering and Industry
Grade 9/10:
Employment: After completing high school, (student) will be employed in the automotive industry.
Ed/Training: After graduation, (student) will receive on-the-job training from his/her employer.
IndepLivSk: Not at this time.
NON-EXAMPLES:
Employment: (student) has aptitude in mechanics.
Ed/Training: (student) can learn automotive repair.
Seattle Schools Transition Model
Transition Services
Based on individual student’s needs, interests,
preferences, strengths and aptitude.
Grade 11:
Employment: After high school, (student) will be employed in an auto repair position.
Ed/Training: After graduation, (student) will receive on-the-job training from his/her employer.
IndepLivSk: Not at this time.
Grade 12:
Employment: After completing high school, (student) will continue his employment in the automotive
industry at Phil Smart Mercedes, Inc. (school work experience job will become fulltime).
Ed/Training: After high school, (student) will receive continued training for advancement and pay grade
from his/her employer.
IndepLivSk: Not at this time.
Note: transition services are coordinated activities in which the student will participate during the life of
the current IEP; activities relate to the student’s measurable postsecondary goals;
Areas of services to be considered=INSTRUCTION, RELATED SERVICES, COMMUNITY
EXPERIENCES, EMPLOYMENT and ADULT and DAILY LIVING SKILLS
EXAMPLE: Health and Human Services
Grade 9/10:
1. Investigate careers in health professions and report; responsible=student/SE teacher
2. Reading instruction to apply, learn and maintain a job; SE teacher
3. Math instruction for better potential performance on a job; SE teacher
4. Instruction on money management; SE teacher
5. Apply for Health Sciences Occupations course for grade 11; student/SE teacher
Grade 11:
1. Attend Health Sciences Occupations course; student/SE teacher
2. Conduct informational interview with a working professional in the health field; student/ SE
teacher ;
3. Instruction on money management; SE teacher
4. Job shadow relative or neighbor or family friend in the health field; student/parent/ SE teacher
5. Reading instruction for better potential performance on a job; SE teacher
6. Math instruction related to personal finances and payroll;
7. Apply to the Advanced Health Sciences Occupations course for grade 12; student/SE teacher
Grade 12:
1. Attend Advanced Health Sciences Occupations course; student/SE teacher
2. Reading instruction for health occupation course performance; SE teacher
3. Math instruction for health occupation course performance; SE teacher
4. Work experience in a health related position; student/SE teacher
Seattle Schools Transition Model
Course of Study
A multi-year description of coursework to achieve
the student’s desired post-school goals, from the
student’s current to anticipated exit year.
EXAMPLE: Science, Engineering and Industry
Grade 9/10:
1. Investigate careers in automotive profession and report; responsible=student/SE teacher
2. Reading instruction to apply, learn and maintain a job; SE teacher
3. Math instruction for better potential performance on a job; SE teacher
4. Research transportation options for commuting to work; student/ SE teacher
5. Instruction on money management; SE teacher
Grade 11:
1. Research 2-3 various specialties in the automotive industry and report in writing; student/SE
teacher;
2. Conduct informational interview with at least 2 automotive professionals; student/ SE teacher ;
3. Job shadow relative or neighbor or family friend in automotive industry; student/parent/ SE
teacher;
4. Reading instruction for auto manuals on a job; SE teacher;
5. Math instruction related auto industry; SE teacher
6. Apply for Automotive course for grade 12; student/.SE teacher;
Grade 12:
1. Attend Automotive course; student/SE teacher
2. Reading instruction for auto manuals on a job; SE teacher
3. Math instruction related to auto industry; SE teacher
4. Work experience in a automotive related position; student/SE teacher
Note: course of study format may be narrative by year or multi-year summary or in grid format listing all
specific courses and activities the student in which the student will participate during high school.
EXAMPLE: Health and Human Services
Grade 9/10:
(Student) will take all required courses for grade 9/10: RR English, RR math, history, science,
technology, PE/art; electives will relate to postsecondary goal of health occupations; science sequence
will be life sciences (general life, biology, biology skills);
Optional: Graduation plan: (Student) will take the HSPE with accommodations; (student) will graduate
with the standard credit format without substitutions; (student) will complete a senior project comparable
to his/her peers.
Grade 11:
(Student) will take all required courses for grade 11: RR English, RR math, science, history, computer
basics, PE/art or drama; electives include Health Sciences Occupations training course, child
development or applied health; science sequence will be life sciences (general life, biology, biology
skills); community experience will be a job shadow with a professional in the health sciences field.
Grade 12:
(Student) will take all required courses for grade 12 and graduation: RR English, RR math, senior
Seattle Schools Transition Model
history; (student) will attend the Advanced Health Sciences Occupations course 2 hr each day, child
development, applied health or personal fitness/care; community experience will be a job shadow with a
professional in the health sciences field.
Adult Agency Linkages
Agency coordination needed prior to leaving school
and accessing as an adult.
Measureable Annual Goals
Annual IEP goals, covering what the student will
accomplish during that particular school year in
each identified area of service including
specific transition areas.
EXAMPLE: Science, Engineering and Industry
Grade 9/10:
(Student) will take all required courses for grade 9/10: RR English, RR math, history, science,
technology, PE/art; electives will relate to postsecondary goal of automotive technician; math will be
functional as it applies to calculation and measuring technical skills;
Optional: Graduation plan: (Student) will take the HSPE with accommodations; (student) will graduate
with the standard credit format with substitutions (see attached); (student) will complete a senior project
comparable to his/her peers.
Grade 11:
(Student) will take all required courses for grade 11: RR English, RR math ( Applied Math), science,
history, computer basics, PE/art or drama; electives include auto basics, 2 community lab (work
experience); community experience will be 3 2-hr/day work experience in automotive: auto repair, auto
body, auto service.
Grade 12:
(Student) will take all required courses for grade 12 and graduation: RR English, RR math (Applied
Math), senior history; (student) will attend the 3-hr intradistrict automotive course; (student) will
continue community work experience with current employer.
Two (2) agencies are the primary potential linkages for students leaving high school and entering
competitive employment: Division of Vocational Rehabilitation (DVR), WorkSource.
DVR:
About DVR - www.dshs.wa.gov/DVR/About/aboutdvr.aspx
Office Locations - www.dshs.wa.gov/DVR/ContactUs/DVROffices.aspx
High School Liaison list - www.dshs.wa.gov/dvr/QuickLinks/SchoolTransition/Transition.aspx
WorkSource:
What is WorkSource - https://fortress.wa.gov/esd/worksource/Employment.aspx
WorkSource locations - http://www.wa.gov/esd/wsdirectory_local.htm#kingwda
Note: Measurable annual goals contain four critical elements: timeframe, conditions, behavior, criterion
EXAMPLE: Health and Human Services
1. Given material related to health services, (student) will increase reading from ___ to ____ as
measured by _____ by (June) 20___
2. Given internet occupation searches, (student) will increase written expression in sentence
construction by presenting occupation/career search results in writing with 80% accurate sentence
structure by (May ) 20__ as measured by teacher evaluation.
3. Given money management curriculum, (student) will increase his/her ability to maintain a checkbook
Seattle Schools Transition Model
and bill payments with 80% as measured by ___________ by (May) 20__.
4. Given instruction in conducting informational interviews, (student) will complete one informational
interview with a healthcare professional with 90% accuracy as measured by teacher by (May) 20_ _.
EXAMPLE: Science, Engineering and Industry
1. Given a technical manual, (student) will increase reading comprehension from ___ to ___ as
measured by _____ by (June) 20___
2. Given access to internet and the Occupational Outlook Handbook, (student) will increase his/her
knowledge of career specialties within the automotive industry from ___ to ___ as measured by
teacher evaluation by (June) 20__.
3. Given functional math related to mechanics, (student) will increase his/her knowledge of liquid
measurement from ___% to ____% as measured by _______ math curriculum by (May) 20___.