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JULY 13, 2012
DRAFT
A School to Post School Transition Plan Checklist
Lou Brown, Professor Emeritus
University of Wisconsin
One important component of the IDEA requires that if a student is eligible for its benefits
and protections, she-he is entitled to an Individualized Educational Program (IEP).
Furthermore, the IEP of a student who is 16 years of age or older must include an
individually appropriate School to Post School Transition Plan (ITP). The IDEA
(Musgrove, 2012) defines school to post school transition services as “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 postschool activities, including
post-secondary 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, community experiences, the development
of employment and other postschool adult living objectives, and,
when appropriate, acquisition of daily living skills and functional
vocational evaluations.”
Further, the IDEA requires that IEPs include:
(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);
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(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”;
(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 majority under this section; and, a statement of how
the child’s progress toward the annual goals described in clause (II) will
be measured; and how the child’s parents will be regularly informed (by
such means as periodic report cards), at least as often as parents are
informed of their nondisabled children’s progress.”
The above school to post school transition related quotations from the IDEA were
analyzed, paraphrased and realigned for purposes here. Specifically, they will be focused
upon the school to postschool transitions of students with significant intellectual
disabilities who are 16 years old or older, who are not thriving in a general high school
curriculum and who are not likely to thrive in a two or four year college or university at
the point of exit from high school. For such students, the judgment offered is that the
IDEA requires that IEPs that contain at least the following.
Evidence of a coordinated set of school to postschool transition activities and services
and a clear delineation of the individually appropriate postschool services a student is
likely to need.
Evidence that the student and/or her/his legal guardians have been informed and
understand the school to postschool transition related legal entitlements of the IDEA.
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A statement of interagency responsibilities that should be operative before a student
exits school. Further, if a non educational agency fails to provide agreed upon
services, the educational agency must convene the IEP team to generate alternative
strategies that can meet school to postschool transition objectives.
Professionally acceptable evidence of an outcome oriented process. This might
include, but should not be limited to, involvement in postsecondary education,
vocational training, integrated employment, supported employment and continuing
and adult education at school exit.
Functional Vocational Evaluations.
Evidence that individually meaningful instruction and based on the needs, preferences
and interests of the student and that are logically and empirically related to the
realization of preferred vocational, daily living, community participation and related
postschool outcomes is being provided.
Finally, the IDEA requires that each state “will acquire and disseminate, to teachers,
administrators, school board members, and related services personnel, significant
knowledge derived from educational research and other sources, and how the state will,
when appropriate, adopt promising practices, materials, and technology.”
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Before proceeding, it should be noted and emphasized that this School to Postschool
Transition Plan Checklist is intended to accomplish at the least the following.
To inform students who are 16 years old or older who function with IEPs and who
are not thriving in a general high school curriculum of the school to postschool
transition services and related phenomena to which they are legally entitled.
To inform school personnel and parents/guardians of the IDEA based school to
postschool transition related legal entitlements of the students of concern.
To assist those involved with the students of concern to design, implement and
evaluate individually appropriate school to postschool transition plans.
To engender individualized school to postschool transition plans that are based
upon promising practices, that emanate from postschool follow up and other
research and that engender preparatory experiences that are highly likely to assist
the students articulate and realize postschool outcomes that represent their goals,
hopes and dreams.
To arrange for the student of concern to be functioning in a job that pays at least
minimum wage with employer provided benefits at the point they exit high
school.
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In the checklist presented below a three step process will be used. First, a school to
postschool transition related component of the IDEA will be delineated. Second,
“promising practices” that are based upon research, postschool follow up information,
practical experiences, etc. related to that component will be offered. Third, the user is
asked to consider if the IEP of the student contains the services, activities, promising
practices, etc. to which she/he is entitled.
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SCHOOL TO POSTSCHOOL TRANSITION PLAN CHECKLIST
DATE
STUDENT
SCHOOL
DATE OF BIRTH
SCHEDULED DATE OF EXIT FROM SCHOOL
YEARS - MONTHS BEFORE SCHOOL EXIT
OTHER RELEVANT INFORMATION
A COORDINATED SET OF ACTIVITIES AND SERVICES
Does the IEP/ITP contain professionally acceptable evidence of a set of coordinated
school to postschool transition related activities and services and a clear delineation of the
postschool services the student is likely to need? Before responding to the question it
must be verified that the IEP contains professionally and logically acceptable evidence of
at least the following.
School to postschool transition related activities and services that are coordinated,
organized, sequenced, etc. in professionally defensible ways.
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A delineation of the person or persons who is/are coordinating the transition
activities and services.
A delineation of the persons directly involved in transition related school services.
A delineation of the agencies and persons directly involved in postschool services.
A schedule of how often the principal parties will meet to share information.
_____ YES
_____ NO
_____
KNOWLEDGE OF LEGAL ENTITLEMENTS
Does the IEP/ITP contain evidence that the student and/or her/his legal guardians have
knowledge of and understand that which she/he is legally entitled? Before responding to
the question, please realize that it must be verified that the IEP/ITP contains professionally
and logically acceptable evidence of at least the following.
That each school to postschool transition related entitlement delineated in the IDEA
has been explained in sufficient detail to the student and/or his/her legal guardians.
A description of how the student and her/his legal guardians communicated that they
in fact comprehend/understand the legal entitlements.
_____
YES
_____
NO
_____
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INTERAGENCY RESPONSIBILITIES
Does the IEP/ITP contain a description of interagency responsibilities, particularly those
of sending school personnel, receiving adult service providers and sources of postschool
financial and other necessary support that will be operative and/or arranged before the
student exits school? Before answering the question, please realize that at least the
following should be contained in the IEP/ITP.
Evidence that individually appropriate interagency agreements have been
operationalized.
_____
YES
_____ NO
_____
Evidence that needed postschool services will be available at the point the student
exits high school.
_____ YES
_____ NO
_____ COMMENTS
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NONEDUCATIONAL AGENCIES
Has the educational agency arranged for noneducational agencies to provide agreed upon
services? At least the following should be contained in the IEP/ITP before a YES can be
affirmed.
A listing of the non educational agencies whose resources and services are needed.
Written confirmation that needed services will be provided at the point of exit from
school.
_____ YES
_____ NO
_____
STUDENT PREFERENCES AND INTERESTS
Does the IEP/ITP contain evidence that the preferences and interests of the student were
given reasonable consideration in the formulation of the school to postschool transition
plan?
At least the following should be contained in the IEP/ITP before a YES can be affirmed.
A clear description of how the interests and preferences of the student were
determined.
A clear description of how the school to postschool transition plan will honor the
preferences and interests of the student.
_____ YES
_____ NO
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AN OUTCOME ORIENTED PROCESS
Does the IEP/ITP contain professionally acceptable evidence of an outcome oriented
process? This includes, but is not limited to, if and how the student will be involved in
post secondary education, vocational training, integrated employment, supported
employment and/or adult education at the point of exit from high school. At least the
following should be contained in the IEP/ITP before YES can be affirmed.
Clearly stated goals that, given the learning and performance characteristics and
history of the student, are likely to be reached at the scheduled point of exit from
school.
A description of the means that will be utilized to reach the student preferred
postschool outcomes.
Evidence that the student and her/his legal guardians agree on the targeted
postschool outcomes and the means and schedules for realizing them.
Evidence that the preparatory experiences being provided are reasonably related to
realizing the preferred postschool outcomes.
_____ YES
_____ NO
_____
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FUNCTIONAL VOCATIONAL EVALUATIONS
Does the IEP/ITP contain evidence that individually meaningful vocational evaluations
have been conducted? At least the following should be contained in the IEP/ITP before a
YES can be affirmed.
Evidence that the student has had reasonable opportunities to directly experience
and to have been evaluated in a variety of preferred nonschool vocational and
related settings and activities.
Evidence that the student’s academic, social, motor, etc. repertoires and potentials
are likely to allow access to, and success in, particular vocational options.
_____ YES
_____ NO
_____
COMMUNITY PARTICIPATION
Does the IEP/ITP contain evidence that the student is being prepared reasonably for
postschool community participation? At least the following should be contained in the
IEP/ITP before a YES can be affirmed.
Evidence that the student is acquiring individually appropriate money management
skills.
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Evidence that the student is acquiring individually appropriate community
transportation skills.
Evidence that the student is acquiring important social skills.
Evidence that the student is acquiring preferred recreation/leisure skills.
Evidence that the student is acquiring meaningful domestic living skills.
_____ YES
_____ NO
_____
EMPLOYMENT - INDEPENDENT LIVING
Does the IEP/ITP contain reasonable evidence that the student is being prepared to realize
individually appropriate employment, independent living and other important postschool
objectives? At least the following should be contained in the IEP/ITP before a YES can
be affirmed.
A listing of important employment related skills that are and are not in the
repertoire of the student and those under instruction.
A listing of important independent living skills that are and are not in the
repertoire of the student and those that are under instruction.
A listing of other important skills that will be needed in postschool life and a
schedule for their development.
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_____
YES
_____
NO
_____
INDIVIDUALLY APPROPRIATE INSTRUCTION
Does the IEP/ITP contain evidence that the student is receiving individually appropriate
instruction that is likely to allow her/him to realize her/his postschool goals-objectivespreferred outcomes? At least the following should be contained in the IEP/ITP before a
YES can be affirmed.
A listing of all skills under direct instruction.
The amount of time devoted to the instruction of each skill.
The historic acquisition rates of the student.
Discrepancies between the repertoire of the student and the requirements of
meaningful functioning in preferred settings and activities at school exit.
A prioritized listing of the most important skills the student will need at school exit
and an individually appropriate schedule for their development.
_____ YES
_____ NO
_____
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SUMMARY
It is the judgment of the users of this checklist that the Individualized School to Postschool
Transition Plan of the student is in reasonable compliance with the requirements of the
IDEA for at the least the reasons checked below.
______
A coordinated set of individually appropriate activities and services is
operative.
______
The student and her/his legal guardians are aware of and understand their
school to postschool transition related legal entitlements.
______
The responsibilities of school and postschool noneducational agencies that
should be involved have been clearly delineated and are operative.
______
The preferences and interests of the student have been secured and are being
honored.
______
Individually appropriate evaluations in actual vocational and related settings
and activities have been conducted.
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______
The instruction and other preparatory experiences being provided are
reasonably related to helping the student actualize her/his vocational,
community, independent living and other interests and preferences at the point
of school exit.
It is the judgment of the users of this checklist that the Individualized School to Postschool
Transition Plan of the student is not in reasonable compliance with the requirements of the
IDEA for at the least the reasons that are checked below.
______
A coordinated and individually appropriate set of activities and services is not
operative.
______
The student and her/his legal guardians are not aware of and/or do not
understand their school to postschool transition related legal entitlements.
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The responsibilities of the school and postschool noneducational agencies that
should be involved have not been clearly delineated and are not operative.
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The preferences and interests of the student have not been secured and-or are
not being honored.
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Individually appropriate evaluations in actual vocational and related settings
and activities have not been conducted.
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______
The instruction and other preparatory experiences being provided are not
reasonably related to helping the student actualize her/his vocational,
community, independent living and other interests and preferences in
postschool life.
Note
The state of Oregon was found out of compliance with the Americans with Disabilities
Act by the U. S. Department of Justice for segregating far too many individuals with
disabilities in segregated workshops and thus not affording reasonable access to integrated
work opportunities (Perez, 2012)
References
Musgrove, M. (June 22, 2012). A letter from Melody Musgrove, Director, Special
Education Programs, Office of Special Education and Rehabilitative Services, U.S.
Department of Education, Washington, DC to Jeff Spitzer-Resnick, Beth Swedeen and
Lisa Pugh of Disability Rights Wisconsin.
Perez, T. (2012). United States’ Investigation of Employment and Vocational Services
for Persons with Intellectual and Developmental Disabilities in Oregon Pursuant to the
Americans with Disabilities Act. A June 29, 2012 Report to John Kruger, Attorney
General for the State of Oregon, from Thomas Perez, Assistant Attorney General, U. S.
Department of Justice, Washington DC.