Transition to Adult Life Pages
These pages must be completed for all students with IEPs who will be 16 years old or older by
the next IEP and must be reviewed annually thereafter. They should be addressed prior to the
development of Annual Goals.
If transition will be discussed at the IEP meeting, the student must be invited to attend the
meeting and be allowed to participate even if his/her parents prefer otherwise. See Pre-IEP
Section for options of forms to be used to invite student to the meeting.
1. Transition to Adult Life Form
a. Check box to indicate student was invited. (The student must always be invited.) If the
student is not present at the meeting, note how his/her input was obtained. If you use
the Transition Counseling Worksheet you may use the last page, Student Input to the
Transition Portion of the IEP form, to help structure the student’s input. This would be
marked as an Interview. (See Tools/Added Forms/Transition in SIRAS or on the
SELPA website www.venturacountyselpa.com under Transition to Adult/Resources for
Teachers/Publications.) Encourage student to bring his/her Transition Portfolio to the
meeting. (See A Teacher's Guide for Transition Portfolios on the SELPA website under
Transition to Adult/Resources for Teachers/Publications.)
b. Age Appropriate Transition Assessments – Prior to the first IEP at which Transition to
Adult Life will be discussed, every student must have at least two assessments; a
Career Interest assessment and a Skills/Aptitude assessment. These assessments will
help the student identify possible career interests and assist in matching those interests
with his/her skills and abilities. These assessments should be updated or new ones
given yearly as needed and the results used in developing the post-school Outcomes in
the next section. There are many resources for Career Interests and Career
Skills/Aptitudes assessments on the SELPA website www.venturacountyselpa.com
under Transition to Adult/Resources for Students.
The SCANS assessment is a Career Aptitude Assessment available on the SELPA
website www.venturacountyselpa.com under Transition to Adult/Resources for Students
/Career Skills & Aptitudes Assessments/Publications. There are two versions; “N” for
student with non-severe disabilities and “S” for those with severe disabilities.
The SELPA Situational Assessment and Family Interview process are tools which can be
used for recording and evaluating vocational experiences of students with
moderate/severe disabilities. They are located on the SELPA website under Transition
to Adult/Career Interests/Publications.
Other assessments can include any instrument that helps the student identify Outcomes
related to transition. These may include checklists, online surveys and/or commercially
available assessment tools in the areas of independent living, training, education, and
self-advocacy. Visit the SELPA website and click on Transition to Adult/Resources for
Students for a variety of assessment tools in these other categories.
Record the name of each instrument used and the date it was given on the lines
provided. See Transition Assessment Menus under Tools/Added Forms/Menu
Options/Transition Assessment Menus for a list of assessments currently listed in the
SIRAS IEP program. Any other assessments given may be entered by clicking directly
into the field and typing rather than selecting from the menu.
c. Post-school Outcomes – Based on preferences and interests, the Student has identified
the following Outcomes for Adult Life (after leaving high school or postsecondary
program) – must indicate the Outcomes the student plans to achieve after leaving public
school.
There are three elements to this section. There must be Outcomes listed for both
Training/Education and Employment. There should be an Outcome listed for
Independent Living if the student has needs in this area. If not, indicate “not applicable”.
For each area where there is a desired Outcome, work with the student to identify the
projected number of years after exiting school in which that outcome will be reached.
See Transition Outcomes Menus under Tools/Added Forms/Menu Options/Transition
Options Menus for possible options in each area.
1)
Education/Training – Note on the line provided the student’s preference for
attending a vocational or certificate training program, college, community college or
adult education. If the student is “undecided,” a goal for further exploration must
be written. For students with very severe disabilities, options may include
participation in an adult day or work training program, or simply to participate in
home activities. There must be an Annual Goal written to address the student’s
desired Outcome in this area. Be sure to check the box and indicate the number of
at least one Annual Goal that addresses this Outcome.
2)
Employment – Note on the line the particular career cluster of interest. All
students must have an Employment Outcome. That Outcome should have been
identified through Career Interest assessments and Career Skills/Aptitudes
assessments given prior to the development of the IEP. There must be an
Annual Goal written to address the student’s desired Outcome in Employment.
Be sure to check the box and indicate the number of at least one Annual Goal that
addresses this Outcome.
If the student has a career interest that the IEP team feels is unrealistic, note the
interest anyway, but consider a goal for further awareness and exploration. If the
student has identified several employment interests or is unsure, note at least one
of the interests from the assessment and consider a goal for further career
exploration activities. For students with severe disabilities you may indicate
supported employment or volunteer work as an Outcome. For those with very
severe disabilities, you may indicate “participate in home activities.”
3)
Independent Living – This area must be addressed if the student has needs
related to Independent Living, if not, put Not applicable. Describe the student’s
preferred independent living outcome on the line provided. If you put an Outcome
in this section, you must also write an Annual Goal.
Annual Goals could include such things as renting an apartment, getting a driver
license, developing a monthly budget, accessing the community and
social/recreational opportunities and skills. They could also include other
independent living goals such as doing own laundry, shopping independently,
accessing the community and social/recreational goals. Students with severe
disabilities will typically have more goals in this area. Be sure to check the box and
indicate one of the Annual Goal numbers that addresses this Outcome.
Remember to check the box to indicate that Outcomes were updated based on a new
assessment and/or student interview.
d. Transition Services - In this section, you will need to indicate the services that will be
provided to address each annual goal, the activity the student will participate or engage
in, the location of the activity and who will provide the service. Every Transition
Outcome must have at least one correlated Transition Service. See Transition
Services and Activities Menus under Tools/Added Forms/Menu Options for a list of
services and possible correlating activities.
1) CASEMIS allows the following Transition Services:
 College Awareness
 Vocational Assessment/Guidance
 Career Awareness
 Work Experience
 Agency Linkages
 Travel Training
 Other Transition Services
2) Activities – There is a list of suggested activities that correspond with each
Transition Service (See Transition Services and Activities Menus.) or you may put
in your own activities by clicking directly into the field.
3) Location Frequency, Minutes and Provider - These are CASEMIS items so you
will find prompts in the pull-down menu that cannot be changed for all of these
except minutes. Enter the total minutes for the frequency selected just as you do
on the SIS page.
4) If there is a transition service needed that is not provided by the list above,
indicate “Other Transition Services” and specify.
5) If the student is a WorkAbility participant, “WorkAbility” may be noted as the
provider of any services that will be provided by the WorkAbility staff person, only
with their advanced approval. (Be sure to check with them first.)
6) If there are Related Services other than the transition services that will be
addressing transition Outcomes and goals (e.g. speech-language therapy or
counseling), check the “Additional Related Services” box to indicate that those
services are listed on the Student Information and Services page.
e. Transfer of Rights
Check the box to indicate that family/student were informed that all rights under special
education law will transfer/were transferred to him/her upon reaching the age of 18 –
must be done no later than the student’s 17th birthday. The parent or adult student will
also initial on the Agreement and Attendance page that they were informed. There is a
Notice that is sent to both the student and parent on the student's 18th birthday. (See
Notice of Age of Majority under Other Forms on the IEP Manager or on the SELPA
website under Transition to Adult/Information for Families.)
f.
Annual Goals for Transition
Annual goals for transition must support the attainment of the student’s desired postschool Outcomes and his/her skills and abilities. There must be annual goals for the
areas of Education/Training and Employment and also annual goals for Independent
Living if an Outcome(s) is/are noted in that area.
For every post-school Outcome, the IEP team and the student should discuss any
barriers that might hinder the student from achieving the desired outcome. These
barriers should be noted as a part of the “Reason for goal” on the Annual Goals page.
List Transition and the specific area as the Area of Need (e.g. Transition/Employment).
In the Goals Developer in SIRAS, the Transition domain is divided into the categories of
Education, Employment, and Training. Goals for Independent Living can be found in
the Self-Help/Domestic, Community Access, and Recreation/Leisure sections of the
Goals Wizard. Both the "Diploma-Bound Students with Autism" and "TEAMS" books
are correlated with the goals.
Goals in the Employment category of the Goals Wizard have been correlated with
outcomes that may be derived from the SCANS assessment. All students participating
in the WorkAbility Program should have at least one goal reflecting attainment of
SCANS skills.
Some Transition goals will address areas that the IEP will already be addressing
including academics, social/emotional, daily living skills, etc. In these cases, note
Transition and the Outcome area (Education/Training, Employment or Independent
Living) as well as the area from the Present Levels page.
The annual goals for Transition are written using all the requirements of a regular goal.
It is the Special Education Case Manager’s responsibility to report progress on these
goals at the same time s/he is reporting progress on all other goals, even if there are
also other people listed as the Responsible Discipline (including student and parents).
Some transition goals will be very similar to typical goals with an ongoing process of
skill development. Others may be less developmental, and once accomplished, they
may be considered Met. For example:
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Visit the Disabled Students Center at a community college
Develop a summary of three career choices including pay and prerequisite
skill requirements
Interview three people who have a career of interest to the student and write
a three paragraph report
For higher functioning students with autism, see the booklet Transition Resources for
Diploma-Bound Students with Autism for a checklist of Independent Living Skills to be
considered (located on the SELPA website under Autism. For 18-22 year olds with
Moderate-Severe Disabilities, see checklists of skills in the book Training and Education
for Adults with Moderate Severe Disabilities (TEAMS) on the SELPA website under
Postsecondary Transition Programs.
If WorkAbility staff will be working with the student on the goal, indicate that WorkAbility
is one of the providers under Responsible Discipline (should not the be listed first).
2. Transition from Public School to Adult Agencies:
a. Graduation/Exit Considerations 1) Must be addressed for all ninth graders and above. Indicate whether or not the
student is working toward a Diploma or Certificate of Achievement or Completion.
If student is working toward another option, check and specify. (e.g., GED,
CHSPE, Vocational Certificate). All students who are working toward a diploma
are required to take CAHSEE in Grade 10, and the SELPA recommends that the
student continue to attempt to pass the exam each administration through grade
11 (regardless of the current availability of an exemption or alternate). For this
reason, “Diploma with Ed Code Exemptions” box should only be checked for
seniors. Note: This provision is expected to end July 1, 2015.
2) If the student plans to continue in public school beyond the 12th grade, indicate
plans and the anticipated date of exit. For example, “Fifth year of high school,”
“Attend Postsecondary TEAMS program,” or "Adult Ed with Special Education
Support."
b. Linking to Adult Agencies Serving People with Disabilities 1) Agency currently serving – List any agency that is serving the student BEFORE
becoming an adult that may continue to serve into adulthood. Examples include
Department of Rehabilitation (TPP only), Regional Center, Probation, Mental
Health provider, CCS (serves up to age 21), and Social Services (foster
children). List the contact name and information so the person can be invited to
the IEP meeting, if the parent/adult student give permission
2) Adult Agency representatives invited to this IEP – If the answer is N/A check one
of the two boxes to indicate the reason. Checking No will produce a compliance
error.
If an agency representative was invited to the IEP, list the name of the agency,
whether or not they were in attendance, and if they were not in attendance, how
their input was obtained. Next, indicate whether or not the agency should be
invited to the next IEP meeting and/or if literature will be requested. If the team
agrees that an agency representative is not really needed to address the unique
needs of the student, indicate that literature will be sufficient for discussion at
the IEP.
3) Adult Agencies which may provide/assist with transition services in the future –
Indicate any possible adult agencies which may provide services to the student
as a young adult and note the services the agency provides. Indicate whether
the parent/adult student would like them to be invited to the next IEP and/or if
literature will be requested. Refer to the SELPA website Transition to
Adult/Adult Agencies for a complete matrix of potential agencies serving adults
with disabilities, as well as The Big 8 Book of Public Agencies which may be
invited to the IEP meeting.
If the IEP team decides that it is time to make a referral to one of the agencies,
indicate the name of the agency, the responsible person for making the referral,
and the date by which it should be done. Referrals can be made by teachers,
students, families, and staff of other agencies.
A referral should be made when the parent/adult student have made the
decision that they are ready to register or open a case with a specific agency. It
is different than just inviting the agency to the IEP or providing literature, which
are part of the information gathering process. Referrals to most adult agencies
would not be made before the final semester in public school (except for those
such as Regional Center and CCS which also serve children).
Provide information to the family and adult student about the annual Transition
Fairs, which are another step in gathering information about available resources
for adults with disabilities. See SELPA website www.venturacountyselpa.com
under Transition to Adult/Transition Activities for information about the fairs.
Also point out the diamond on the page that has the SELPA website and
encourage parents to navigate through all of the resources that are available on
that site.
3. Course of Study
You will get a unique Course of Study page, depending on whether “Diploma” or
“Certificate of Achievement/Completion” was checked on the Linking Adult Agencies
page.
a. Students Working Toward a Diploma
1) The Employment Goal should reflect the student’s Post Secondary
Outcome for Employment on the Transition to Adult Life page. Check the
box(es) that most closely reflect the student’s Educational Goal.
2) Course of Study- The Course of Study must reflect the student’s
Employment and Education goals indicated at the top of the page. There
are two options for completing this requirement:
i.
Check the box “See attached graduation check or student transcript
that includes a multi-year plan.” Attach a multi-year plan that
includes all the courses that the student plans to take in order to
achieve his or her Employment and Education goals. The plan
must reflect courses to be taken through the anticipated end of high
school. It should be unique to this student, while also reflecting
graduation and college entrance requirements (if applicable).
If you attach a multi-year plan, you should also indicate any unique
courses that the student plans to take that are not indicated in the
plan, such as electives or vocational classes. They would be noted
on the form in the column for the year specified.
ii. Indicate the remaining years in school in the headers at the top of
each column (i.e., 2013-14). Then, select the courses that the
student plans to take in order to reach his or her Employment and
Training/Education goals.
The Course of Study must be revised every year. As student’s dreams
for the future change, or as they attempt courses and decide to try others,
the Course of Study should be revised to reflect the plan for the
remaining years in school.
3) Note number of credits earned and those still needed in order to graduate.
4) California High School Exit Exam- Indicate any variations, accommodations
or modifications needed for the CAHSEE. These should align with those
also needed for classroom instruction and assessment and other
statewide tests. The SIRAS program will provide only allowable
variations, accommodations, and modifications for the CAHSEE on the
menus for CAHSEE.
b. Students Earning Certificate of Achievement/Completion
1) The Employment Goal, Training/Educational Goal and Independent Living
Goals should reflect the Post Secondary Outcomes on the Transition to
Adult Life page.
2) Criteria for Certificate or Document of Educational Achievement or
Completion of Program- Check the criteria that will be used for earning
the Certificate. There may be more than one. If IEP goals will be used,
indicate which goals or which school year will be considered to meet this
requirement. If the student has already been awarded the Certificate,
indicate date.
3) Course of Study- Indicate the remaining school years at the top of each
column (i.e., 2013-14). If parents and student are not sure how many
years the student will remain in school after age 18, fill in as many as they
feel comfortable planning for. Indicate the unique courses that the student
will take to assist him or her to achieve the desired post-school outcomes.
For students with Moderate/Severe disabilities, course experiences may
include applied academic courses, independent living classes, vocational
courses, and community experiences.
The Course of Study should be addressed and revised each year as
appropriate, to reflect the student’s dreams and goals for adult life.
The transition process is an ongoing effort and teachers and Case
Managers are encouraged to work with students throughout the year
reviewing the student’s interests as well as their skills and abilities.
Encourage your students to pursue their dreams, but also to be honest
about their skills and abilities in pursuit of those dreams.