Indicator 13 Checklist
Requirements for Post Secondary Transition
Valecia Davis, Coordinator,
Office of Special Education
a coordinated set of activities for a child with a
disability that –
(A) is designed with a results-oriented process
that promotes movement from school to
post-school activities, including post-secondary
education, vocational training, integrated
employment, continuing and adult education,
adult services, independent living, or
community participation.
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(B) based on the individual child’s needs,
taking into account the child’s
strengths, preferences, and interests;
and
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(C) including 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.”
IDEA 2004
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State Board Policy 7219
Beginning not later than the first IEP to be
in effect when the child turns fourteen
(14), or younger if determined appropriate
by the IEP committee, and updated
annually thereafter.
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Step 1: Measurable Post-Secondary
Goals
Step 2: Post-Secondary Goals Updated
Annually
Step 3: Age-Appropriate Transition
Assessments
Step 4: Transition Goals Linked to Course of
Study
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Step 5: Annual IEP Goal Related to
Transition Needs
Step 6: Invitation of Student to IEP Meeting
Step 7: Invitation of Representation of
Participating Agencies
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The IEP includes appropriate measurable
post-secondary goals based upon ageappropriate transition assessments
related to training, education,
employment and, where appropriate,
independent living skills.
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SMART Goals are:
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Specific
Measurable
Achievable
Relevant
Time-Related
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Goal:
• Statement that identified what knowledge,
skills and/or behaviors the student will
acquire within one year.
Goal should:
• Have a need identified in the Present
Levels of Performance
• Allow the student to acquire a skill or
behavior
• Be unique to the student.
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Evaluation Criteria:
• How well and over what period of time the
student must perform the skill or behavior
to consider it met.
Note: Should be possible for student to
accomplish in one year.
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Evaluation Procedure:
• Method used to measure progress.
Note: Evaluation procedure should be
tangible. Teacher observation is not
tangible.
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Evaluation Schedule:
• States the range of dates or intervals of time
by which the evaluation procedures will be
used to measure student progress.
Note: Should be frequent enough to allow
for adjustments to instruction and it
might be different for each goal.
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Education is defined as enrollment in. . .
• Community College (2-year program)
•
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College/University (4-year program)
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Training is defined as. . .
• High school completing document or
certificate class (e.g. Adult Basic
Education, (GED),
• Short-term education or employment
training program (e.g. Job Corps)
• Vocational Technical School
• Certificate program (less than a 2-year
program)
• Continuing education/life long learning
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COMPETITIVE EMPLOYMENT
Work in competitive labor market
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•
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Full- or part-time basis in integrated setting
Compensation at or above minimum wage
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Supported Employment
Competitive work that is. . .
• in integrated work settings
• for individuals with the most significant
disabilities
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Independent Living or Life Skills
(when appropriate) are defined as. . .
“…skills or tasks that contribute to the
successful independent functioning of an
individual in adulthood” (Cronin, 1996) in
the following domains:
• Leisure/recreation
• Maintain home and personal care
• Community participation
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• Post-school goals are written so that
teachers and parents can measure the
extent to which the goals were achieved
and school’s role in planning
• Education/training and employment are
required
• Independent living as needed
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Post-school goals must match the
student’s graduation/exit option.
Course of study must support the postsecondary education/training and
employment goals of the student.
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Formula for writing Post-School Goals:
After high school: After
graduation, student__________ will
outcome (what, where and how?)
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1. Data pertaining to students’ interests,
preferences, and strengths are used to
develop appropriate, measurable postsecondary goals.
2. Data on post-secondary goals, interests
and preferences, and data pertaining to
student strengths and needs that may
impact the realization of the goals are
summarized in the Present Levels of
Performance (PLP) in the IEP.
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3. Needs identified in the PLP drive the
remaining components of the IEP
transition services, including course of
study, transition activities, transition
planning, annual goals and
accommodations.
4. Summation of all available assessment
data is used to develop the Summary of
Performance as the student nears
graduation or “aging out” of services.
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• What do we already know about the
student’s strengths, preferences and
needs in employment, education, living?
• What methods and sources will provide
the information I need?
• Who will gather the information and what
role will the student play in the
assessment process?
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• When will the assessment data be
collected and used for transition planning?
• Is the student making progress toward
his/her specific post-secondary goals
(training, employment, education, daily
living skills, etc.)?
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Transition assessment is the on-going process of
collecting data on individual’s needs, preferences,
and interests as they relate to the demands of
current and future working, educational, and living
environments. Assessment data serves as the
common thread in the transition process and forms
the basis for defining IEP goals and services.
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• Focus is upon future roles as worker and
citizen.
• Student choice is a major theme.
• Transition activity is an ongoing, futurefocused, person-centered process.
• Yields match between strengths, needs
preferences and demands and culture of
current and future environments.
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• Assist the student in identifying interests
and preferences.
• Determine appropriate accommodations
and supports.
• Determine appropriate instruction and
activities that will assist the student in
achieving post-school goals.
• Determine “next steps”.
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Learning styles
Temperament
Personality
Social skills
Communication
Interpersonal
Independent living skills
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Aptitudes (academic, work, etc.)
Interests and Preferences
Self-advocacy skills
Vocational and occupational skills
Supports and accommodations
(including assistive technology )
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Standardized:
• Major elements of the assessment are
consistent (tests items, scoring,
interpretation)
• Norm-referenced
• Criterion-referenced
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Informal:
• Analysis of background information
• Interviews
• Surveys
• Checklists
• Rating scales
• Work samples
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Curriculum-based assessments
Interest Inventories
Observations & situational assessments
Person-centered planning
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Self-Awareness Inventories and Surveys
Explore strengths, learning styles,
personality, aptitude, interests, values,
disability awareness, and accommodations
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Career Assessment
• Student interests or hobbies
• Classroom lessons on career clusters
• Visiting work sites: job shadow, field trips,
informational interviews
• What students are doing in general
education classes (career units,
counseling)
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Situational Assessment
Observe and record skills and behavior in
real-life settings, including the classroom,
campus, community, and work sites
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Portfolio
Collection of assessment data, sample
applications, resumes, and letters of
reference
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• Remember, the assessment process can be
formal or informal.
• The choice between a formal or informal
assessment is an individually determined
decision.
• Whichever process is chosen, the process
should incorporate: self-awareness, including
learning, personality, and preparation based on
individual interests, skills and strengths.
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Results of transition assessments in IEP:
• Include in present levels of academic and
functional performance
• Used to identify post-secondary goals (outcomes)
• Used to identify needed transition services
• Monitoring instruction, progress & decisions about
changes
• Coordinate assessment needs with adult
agencies
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Transition team members include:
• Parents
• Students
• General and Special Education
Personnel
• Agency Representative
The successful transition of students with
disabilities is the responsibility of all
members of the IEP Committee and
requires considerable collaboration.
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• Parents must advocate for their children within
the educational system and the agency
structure, believe in them, and fulfill the role of
educator in the home environment.
• Students must accept the responsibility to be
engaged, responsible individuals who attend
school regularly, participate in setting goals for
the future, and identify how those goals will be
achieved.
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• Educators must accept the responsibility
to immerse youth in the learning process
with a standards-based, contextual learning
approach to teaching that includes schooland work-based learning experiences.
• Agency personnel must treat each
student as an individual and be committed
to meeting each student’s needs by
determining what services the agency
might provide and coordinate.
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Everyone on the team must accept their
transition-planning responsibilities,
collaborate effectively, and follow through on
the agreed-upon transition services to give
students with disabilities a greater chance of
exiting school fully prepared and
enthusiastic about their futures.
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In the case where a participating agency,
other than the educational agency, fails to
provide agreed-upon services, the
educational agency shall reconvene the IEP
team to identify alternative strategies to
meet the transition objectives.
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Services are based on the individual
needs of the student, taking into account
the preferences and interests which
include:
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Instruction
Related services
Community experiences
Development of employment
Acquisition of daily living skills
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The student’s “desired post-school goals” or vision for
life after high school should focus on these questions
with realistic answers:
• What are the student’s plans beyond high school?
• Where does the student plan to live after high school?
• How does the student plan to take part in the
community after high school?
• How does the student plan to use his/her leisure
time?
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• Students having a paid job during high
school years
• Students being actively involved in the IEP
and transition planning and
implementation process
• Students understanding their disability,
limits, and strengths
• Students having high self-determination
skills
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• Planning a student’s education becomes easier
when you have already considered long-range
goals and have made a decision about the next
step in the educational program.
• You can develop an educational plan which
outlines the skills the student needs to learn in
order to function in the next environment.
• Then you can link the goals and objectives in the
student’s IEP to predictions you have already
made about the student’s future.
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Reviewing and selecting the appropriate
graduation option based on the student’s
desired post-school goal is one of the
most essential roles of the IEP Committee
members.
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A “quality” transition plan should be
reflected in the student’s IEP and should
have information about: community-based
instruction, vocational education, future
placements, performance criteria in future
environments, skills in academic and
nonacademic domains, and annual goals
which are linked to future needs.
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Age appropriateness of activities
Activities that are community-based
Functional skills
Skills that can be generalized (e.g., used
in more than one environment or situation)
• Activities that are based on the individual’s
preferences and interests
• A sufficient number of transition-related
objectives
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• IDEA requires that students be involved in
making choices concerning their transition
plan.
• Most students with disabilities can attend
their own IEP meeting and express their
views, but they will need some assistance
in understanding the process and knowing
how to contribute.
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• Learn more about their strengths and skills
and be able to tell others what their goals
and needs are.
• Learn more about their disability, including
how to talk about and explain the
accommodations which help them to
compensate for the effects of the disability.
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• Some students will not be able to participate in
the full IEP meeting, but these students can
sometimes be interviewed separately and their
ideas can then be brought to the meeting by
parents or the student’s teacher.
• There are specific transition questionnaires
which can be used to help students identify their
choices and preferences for the future.
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• As soon as possible, students with
disabilities should begin to attend their
own IEP meetings.
• In advance of the meeting, teachers and
parents can discuss the IEP meeting
format, the issues which will be
discussed, and who will be at the
meeting.
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• Foster a greater sense of ownership in the
plan.
• Gives a deeper commitment to working on
the goals contained in it.
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WITH THE CONSENT OF THE PARENT
(OR THE CHILD IF 18) YOU WILL INVITE
OUTSIDE AGENCIES WHO MAY BE
PROVIDING OR PAYING FOR
TRANSITION SERVICES.
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Valecia Davis
[email protected]
Desma McElveen
[email protected]
Tanya Bradley
[email protected]
Office of Special Education
Division of Technical Assistance
(601) 359-3498
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