Quick
Reference
Guide
Section 3: Secondary Transition
Considerations
Tips for Developing a Quality
and Compliant Individualized
Education Program (IEP)
Michigan Department of Education
Office of Special Education and Early Intervention Services
July 2010
The purpose of the Secondary Transition
Considerations section is to consider the student’s
strengths and areas of need to help plan and prepare
the student for adult life. Proper planning and
preparation positively influence the likelihood of
graduation and promote successful outcomes.
This section is designed to capture aspects of
transition services that are not addressed elsewhere in
the Individualized Education Program (IEP). Transition
services are addressed throughout various sections of
the IEP. There is no one section that encompasses all
transition services.
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Page 7 of 17
Section 3
Secondary Transition Considerations
Secondary transition services are required to be in effect when the student turns 16. IEP teams are recommended to consider
secondary transition services at a younger age if appropriate. Secondary transition considerations must be updated annually
thereafter.
STUDENT’S POSTSECONDARY GOALS (VISION)
Data Sources Usedtransition services are required to be in effect
“Secondary
Educational Development Plan (EDP)
whenTransition
the Assessment(s)
student
turns
16. IEP teams are recommended
(specify):
________________________________________________________________________
If the student did not attend the IEP team meeting, describe steps taken to ensure consideration of the student’s
to consider
secondary
transition
services at a younger age
preferences/vision:
if appropriate.
Adult Living—As an adult,Secondary
where do you want to live?transition considerations must be
updated
annually
thereafter.”
Career/Employment—As
an adult,
what kind of work do you want to do?
Community Participation—As an adult, what hobbies and activities do you want to do (e.g., arts, recreational activities,
shopping, eating out, etc.)?
Transition services are required to be in effect by the time
Postsecondary Education/Training—After high school, what additional education and training do you want?
the student turns 16. Therefore, decisions about
transition
[Identifier] Page 7 of 17
SECONDARY
TRANSITION
SERVICES
services must bePLANNING/COMMUNITY
made before
the
student
turns
16
to ensure
Section 3
Needed Service Related to the Student’s Strengths, Postsecondary Goals, and Present Level
Secondary
Transition
Considerations
the service needed
in at
least one
ofeffect
the six areas
below.
Include
the 16.
coordinated
activity/activities
for the service.
the Identify
services
will
be
in
by
age
[§
300.320(b)]
Identify the responsible agency/other for each activity for the needed service.
Secondary transition services are required to be in effect when the student turns 16. IEP teams are recommended to consider
Instruction
Expected
completion
date:
secondary
transition services at a younger age if appropriate. Secondary transition
considerations
must
be ______________
updated annually
thereafter.
Service: ___________________________________________________________________________________________
Activity: ___________________________________________________
STUDENT’S POSTSECONDARY GOALSResponsible
(VISION) agency/other: ________________
Activity:
___________________________________________________
Data
Sources
Used
Activity: ___________________________________________________
Educational
Development Plan (EDP)
Responsible agency/other: ________________
Responsible agency/other: ________________
IEP Team Must Consider
Considered,
not needed
(explain):
Transition
Assessment(s)
(specify):
________________________________________________________________________
Community
Experiences
Expected
completion
date: ______________
If the
student did
not attend the IEP team meeting, describe steps taken
to ensure
consideration
of the student’s
preferences/vision:
Service: ___________________________________________________________________________________________
Activity: ___________________________________________________
Adult Living—As an adult, where do you want to live?
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Career/Employment—As
an adult, what kind of work do you want to do?
Responsible agency/other: ________________
Responsible agency/other: ________________
Considered, not needed (explain):
Community Participation—As an adult, what hobbies and activities do you want to do (e.g., arts, recreational activities,
Development of Employment
Expected completion date: ______________
shopping, eating out, etc.)?
Service: ___________________________________________________________________________________________
Postsecondary
Education/Training—After high school, what additional education
and training
do you want?
Activity: ___________________________________________________
Responsible
agency/other:
________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________ Responsible agency/other: ________________
PLANNING/COMMUNITY SECONDARY TRANSITION SERVICES
Considered, not needed (explain):
Needed Service Related to the Student’s Strengths, Postsecondary Goals, and Present Level
Other
Adult
Living
Expected completion
date: ______________
Identify
thePost-School
service needed
in at
least Objectives
one of the six areas below. Include the coordinated
activity/activities
for the service.
Identify
the responsible
agency/other for each activity for the needed service.
Service:
___________________________________________________________________________________________
Student’s Postsecondary Goals (Vision): This section
is directly
related to Section 2 of the Responsible
IEP,completion
the
Present
Level
Instruction
date: ________________
______________
Activity: ___________________________________________________ Expected
agency/other:
Service:
Activity: ___________________________________________________________________________________________
___________________________________________________
Responsible Performance
agency/other: ________________
of Academic
Achievement and Functional
(see
Activity: ___________________________________________________ Responsible agency/other: ________________
QuickActivity:
Reference
Guide, Section 2). Responsible agency/other: ________________
___________________________________________________
Considered,
not needed (explain):
Activity: ___________________________________________________
________________
Planning/Community SecondaryResponsible
Transition agency/other:
Services continues
on next page
Considered, not needed (explain):
Michigan Department of Education, Office of Special Education and Early Intervention Services
OSE-EIS
Model Form
002 Q June 2010
Community Experiences
Expected
completion
date:IEP
______________
IEP Team Must Consider
The student’s postsecondary goals (collectively, the student’s
Service: ___________________________________________________________________________________________
vision)
are
to be aligned with the information
documented
Activity:
___________________________________________________
Responsible agency/other:
________________
___________________________________________________ Responsible agency/other: ________________
in theActivity:
present
level. Secondary transition assessments and
Activity: ___________________________________________________ Responsible agency/other: ________________
Considered,
not needed
(explain):
strengths
from
the
present level can help guide the IEP team
Development of Employment
Expected completion date: ______________
to develop
appropriate, measurable postsecondary goals for
Service: ___________________________________________________________________________________________
Activity: ___________________________________________________ Responsible agency/other: ________________
the student.
[300.320(b)(1)]
Activity: ___________________________________________________ Responsible agency/other: ________________
Activity: ___________________________________________________
Checklist
FF The student was invited
to the IEP team meeting
(documented in Section 1:
Demographic Information).
FF Consent from the parent
to invite an outside agency
representative to attend the
IEP meeting on behalf of a
student who is of secondary
transition age is on file
(documented in Section 1:
Demographic Information).
FF Postsecondary goals (vision)
were documented.
FF The Educational Development
Plan (EDP) and transition
assessment results were used
as data sources.
FF Student strengths identified
in the present level were
factored into secondary
transition considerations.
FF Student needs identified in the
present level were factored
into secondary transition
considerations.
FF Decisions were based on
student preferences, interests,
and choices.
FF The student’s course of
study as it relates to his or
her postsecondary goals is
identified.
FF The identified goals are
measurable and related
to training, education,
employment, and independent
living skills (if appropriate).
The annual goal(s) support
the student’s eventual
attainment of his or her
postsecondary vision.
FF The anticipated graduation or
exit date is identified.
Responsible agency/other: ________________
Considered, not needed (explain):
Other Post-School Adult Living Objectives
Expected completion date: ______________
Service: ___________________________________________________________________________________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Responsible agency/other: ________________
Section 3: Secondary Transition Considerations
Activity: ___________________________________________________
Considered, not needed (explain):
1
Planning/Community Secondary Transition Services continues on next page
Michigan Department of Education, Office of Special Education and Early Intervention Services
OSE-EIS Model Form IEP 002 Q June 2010
Michigan Department of Education, Office of Special Education and Early Intervention Services
July 2010
Educational Development Plan (EDP)
Transition Assessment(s) (specify): ________________________________________________________________________
If the student did not attend the IEP team meeting, describe steps taken to ensure consideration of the student’s
preferences/vision:
Adult Living—As an adult, where do you want to live?
Career/Employment—As an adult, what kind of work do you want to do?
Community Participation—As an adult, what hobbies and activities do you want to do (e.g., arts, recreational activities,
shopping, eating out, etc.)?
Postsecondary Education/Training—After high school, what additional education and training do you want?
Resources
PLANNING/COMMUNITY SECONDARY TRANSITION SERVICES
Needed Service Related to the Student’s Strengths, Postsecondary Goals, and Present Level
Identify the service needed in at least one of the six areas below. Include the coordinated activity/activities for the service.
Identify the responsible agency/other for each activity for the needed service.
Instruction
•
Expected completion date: ______________
Service: ___________________________________________________________________________________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
www.michigan.gov/
documents/mde/MARSEApril09_274156_7.pdf
Considered, not needed (explain):
Community Experiences
Expected completion date: ______________
IEP Team Must Consider
Service: ___________________________________________________________________________________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
•
Considered, not needed (explain):
Development of Employment
Expected completion date: ______________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Considered, not needed (explain):
•
A Seven-Step Process to
Creating Standards-Based
IEPs
www.cenmi.org/documents/
sevensteps.pdf
•
Michigan Transition Outcomes
Project (MI-TOP)
Expected completion date: ______________
Service: ___________________________________________________________________________________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Considered, not needed (explain):
Planning/Community Secondary Transition Services continues on next page
[Identifier] Page 8 of 17
Michigan Department of Education, Office of Special Education and Early Intervention Services
OSE-EIS Model Form IEP 002 Q June 2010
PLANNING/COMMUNITY SECONDARY TRANSITION SERVICES continued
Consider When Appropriate
Acquisition of Daily Living Skills
Expected completion date: ______________
Service: ___________________________________________________________________________________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Considered, not needed (explain):
Functional Vocational Evaluation
Expected completion date: ______________
http://mi-top.cenmi.org
•
Service: ___________________________________________________________________________________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Individuals with Disabilities
Education Act (IDEA, Federal
Regulations)
http://idea.ed.gov
Service: ___________________________________________________________________________________________
Other Post-School Adult Living Objectives
Michigan Administrative Rules
for Special Education (MARSE)
Michigan Transition Services
Association (MTSA)
www.michigantsa.com
Considered, not needed (explain):
THE COURSE OF STUDY TRANSITION SERVICE
Planning/Community
Secondary Transition Services:
Indicate how the student’s course of study aligns with the postsecondary goals (check one):
Michigan and
Merit Curriculum
(MMC) leading to
a high school
diplomathe
(effective
for students who entered
8th grade in his
Services
supports
that
help
student
achieve
2006-2007 school year or later).
MMC modification using Personal Curriculum on file:
Yes
No
or herCurriculum
adult-life
goals
are
collectively
called
“transition
leading to a high school diploma (effective for students who entered 8th grade prior to the 2006-2007
school year).
Course of study
leading to: ______________________________________________________________________________
services.”
Secondary
transition services are designed to be
or completion date: ___________
partAnticipated
of a graduation
results-oriented
process. [§ 300.320(b)(2)]
•
www.nsttac.org
•
After identifying an area of need (using the present level
section as a data source), the IEP team determines if
the area of need is either a learning need, or a planning/
community service or activity-related need.
Learning needs are generally addressed by transition
services provided by the district and are considered the
student’s course of study. These transition services are
addressed in other sections of the IEP (such as goals and/or
supplementary aids and supports) and therefore might not
be addressed in this section.
National Secondary Transition
Technical Assistance Center
(NSTTAC)
State Performance Plan
(SPP) Indicator 13 Resources
(includes SPP 13 checklist)
http://mi-top.cenmi.org/
Resources/SPP13.aspx
•
Transition Assessment
Resources
http://mi-top.cenmi.org/
Portals/7/Documents/
transition_assessment_
resources.pdf
Planning/community service or activity-related needs are
typically addressed in this section of the IEP form. The
areas for consideration
in this
section
are
meant
to facilitate
Michigan Department
of Education,
Office of Special
Education
and Early Intervention
Services
OSE-EIS Model Form IEP 002
June 2010
movement from school to post-school activities. If an area
is considered but not needed, provide an evidence-based/
Q
Planning/Community Secondary Transition Services
continues on next page
Section 3: Secondary Transition Considerations
Michigan Department of Education, Office of Special Education and Early Intervention Services
2
July 2010
data-based reason that is consistent with the present level
section.
[Identifier] Page 8 of 17
PLANNING/COMMUNITY SECONDARY TRANSITION SERVICES continued
Consider When Appropriate
Acquisition of Daily Living Skills
completion date: ______________
Remember:
Any community agencyExpected
“likely
to provide or
Service: ___________________________________________________________________________________________
Activity:
___________________________________________________
Responsible
agency/other:
________________
pay for services” must be invited, with parent
consent,
to the
Activity: ___________________________________________________ Responsible agency/other: ________________
IEP team
meeting. If the agency failsResponsible
to attend
IEP team
Activity: ___________________________________________________
agency/other: the
________________
Considered, not needed (explain):
meeting,
the district must provide information
about that
Functional Vocational Evaluation
Expected completion date: ______________
Service:
___________________________________________________________________________________________
service and
assist the student in procuring the service.
Activity: ___________________________________________________ Responsible agency/other: ________________
[§ 300.321(b)(3)]
Activity: ___________________________________________________ Responsible agency/other: ________________
Activity: ___________________________________________________
Responsible agency/other: ________________
Considered, not needed (explain):
THE COURSE OF STUDY TRANSITION SERVICE
Indicate how the student’s course of study aligns with the postsecondary goals (check one):
Michigan Merit Curriculum (MMC) leading to a high school diploma (effective for students who entered 8th grade in
2006-2007 school year or later).
Yes
No
MMC modification using Personal Curriculum on file:
Curriculum leading to a high school diploma (effective for students who entered 8th grade prior to the 2006-2007
school year).
Course of study leading to: ______________________________________________________________________________
Anticipated graduation or completion date: ___________
Course of Study: Course of study is a secondary transition
service. This service in conjunction with other secondary
transition services is designed to help the student achieve
his or her postsecondary goals. Secondary transition services
are to be considered and aligned with the direction and
outcome of the course of study. Document if the student is
on track to receive a high school diploma. Additionally, if the
student will receive a high school diploma, document if the
student has a personal curriculum on file.
If the student is not on track to receive a high school
diploma, identify what the outcome of the student’s
education will yield by filling in the blank for a course of
study. An IEP team may indicate, for example, a certificate
of attendance, a certificate of completion, or simply an exit
Michigan Department of Education, Office of Special Education and Early Intervention Services
OSE-EIS
Model Form
IEP 002curriculum
June 2010
from school. Keep in mind, Michigan has
only
one
and therefore only recognizes graduation with a diploma.
Q
Section 3: Secondary Transition Considerations
Michigan Department of Education, Office of Special Education and Early Intervention Services
3
July 2010
Sample Student Agenda
One method to ensure student participation is through
the use of a student agenda. When used at an IEP team
meeting, it provides the structure that leads the discussion
to meaningful information and decision making.
What is my vision for my life when I am done with
school?
• Where/how am I going to live?
• What job or career am I going to have?
• How will I become part of my community?
• Will I need additional school or training?
Where am I now, relative to my goals (vision) of my
life after I leave school?
• What are my strengths related to my post-school goals?
• How are my current academics?
• How are my functional/vocational skills?
• Do I have the accommodations I need?
• How can I make the goals for post-school life more clear?
What course of study should I take in school that will
move me closer to my goals?
• Are my school services aligned with my vision of my postschool life?
• Do my IEP goals help me reach my vision?
• Do we know what transition services will help me reach
my goals?
• Have we identified the point when I will leave school?
• How will we know when I am ready?
State Board of Education
Kathleen N. Straus, President
John C. Austin, Vice President
Carolyn L. Curtin, Secretary
Marianne Yared McGuire, Treasurer
Nancy Danhof, NASBE Delegate
Elizabeth W. Bauer
Reginald M. Turner
Casandra E. Ulbrich
Ex-Officio
Jennifer M. Granholm, Governor
Michael P. Flanagan, Superintendent
of Public Instruction
Section 3: Secondary Transition Considerations
Michigan Department of Education, Office of Special Education and Early Intervention Services
4
July 2010