Service Provider Training. Transition to Adult Living: An Information and Resource Guide 2007, California Department of Education Prepared by Diana Blackmon, Ed.D. Training Topics . Why are transition services language required in IEPs?
Transition to Adult Living:
An Information and Resource Guide
2007, California Department of Education
Diana Blackmon, Ed.D.
Compared to their peers without disabilities, people with disabilities experience:
(pages iv–v, Transition to Adult Living)
Due to these outcome data collected by the:
Transition services language in Individualized Education Programs (IEP) have been required by the Individuals with Disabilities Education Act (IDEA) since 1990
Definition of transition services in the IDEA:
… acoordinated set of activities … designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities…
The data just presented indicates a need for improved “results.”
In addition to the IDEA ’04, a practical foundation of the guide is the National Standards and Quality Indicators for Secondary Education and Transition developed by the National Center on Secondary Education and Transition and the National Alliance for Secondary Education and Transition.
Throughout the guide, the standards are reflected and provide benchmarks to guide practice:
School- and work-based instruction
Career awareness, assessment, and preparation
Self awareness and self advocacy
Meaningful family participation
Connection to post-school options and resources
The guide contains the following:
What language remains the same as the IDEA ‘97?
What language is new in the IDEA ’04?
% of youth ages 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the postsecondary goals.
% of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school
[20 U.S.C.1416(a)(3)(B)]What indicators will measure transition services language and outcomes?
The U.S. Department of Education, Office of Special Education Programs (OSEP), funds two technical assistance centers to support the transition indicators:
National Secondary Transition Technical Assistance Center (NSTTAC)
Nation Post-School Outcomes Center
Is (are) there annual IEP goals that reasonably enable a child to meet the postsecondary goal(s)?
Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?
For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited?
Is there evidence that the measurable postsecondary goals were based on age-appropriate transition assessments?
Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate movement from school to post-school?Measures for Indicator 13
The IDEA ’04 requires:
appropriate, measurable post-secondary goals based on age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills
Q. If IEP teams write post-school goals and the student does not achieve those goals upon school exit, are schools/districts or state departments going to be held responsible?
A. No, according to NSTTAC.
According to NSTTAC, if a postsecondary goal is indicated in the areas of education or training, employment, and, where appropriate, independent living, if it is measurable (i.e., is something that can occur or not occur), and if will happen when the student leaves school, it is measurable.
The IDEA indicates the need for:
… measurable post-secondary goals … related to training, education, employment, and, where appropriate, independent living skills
Q. What is the difference between
training and education?
A. The NSTTAC Indicator 13 Checklist uses the definition of post-school “training” and “education” from the National Post-School Outcomes Center’s Post-School Data Collection Protocol:
The IDEA ’04 requires:
appropriate, measurable postsecondary goals based on age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills
Age-appropriate means chronological rather than development age
Determine appropriate accommodations and supports
Determine appropriate instruction and activities that will assist the student in achieving post-school goals
Determine “next steps”Age-Appropriate Transition Assessments:Appendix E of the Transition Guide
Determine academic and functional skills
Match academic and functional skills to post-school goal
Determine appropriate accommodations needed in school and work
Match post-school goals to appropriate postsecondary setting (job training, higher education, etc.)
Determine career interests
Match career goals to strengths, interests, and preferences
Work skills (level of supervision needed, ability to ask for help, task completion)
Work experienceAge-Appropriate Transition Assessments:Appendix E of the Transition Guide
Selecting a lifestyle and living arrangement
Mobility (travel training, driver’s license)
Connections established with adult service providersAge-Appropriate Transition AssessmentsOutcomes to Consider, where needed
NSTTAC states that:
As far as the transition assessment information goes, evidence would likely be gathered from other components of a student’s file for each postsecondary goal stated in the IEP.
(NSTTAC, Frequently Asked Questions and Responses, approved by OSEP, Nov. 16, 2006)
Transition assessment is the ongoing process of collecting data on the individuals needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process for defining goals and services to be included in the IEP.
The IDEA ’04 requires, a statement of measurable annual goals as part of the IEP.
Q. Do we need transition-related annual goal(s) to support each postsecondary goal?
A. Not necessarily, if there is an annual goal in another section of the IEP that logically supports the postsecondary goal.
Checklist for Indicator 13, Item 2
In the areas of:
If not, annual goals to support self awareness and career exploration might be appropriate.
Annual goals for work or work-like experience (service learning, WorkAbility program, Regional Occupational Program) may also help the student make informed decisions.
If not, annual goals to support daily living skills, exploration about housing options, and community resources might be appropriate.
If so, annual goals to establish those connections might be appropriate.
Appendix F has sample annual goals that support postsecondary goals for:
Most sample annual goals show alignment with selected English/language arts content standards or CAPA levels
IDEA ’04 requires
transition services (including courses of study) needed to assist the child in reaching those (postsecondary) goals
Q. What are courses of study?
Q. What are transition services?
A. NSTTAC defines course of study as:
A. Transition services may be:
Section 2 of the guide provides examples of transition services
Item 4: For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited?
Q. What if transition services from another agencies are not required? Indicate N/A
When the student exits school, the IDEA ’04 requires schools to provide:
A summary of the child’s academic and functional performance, which shall include recommendations on how to assist the child in the child’s postsecondary goals.
The purpose of the summary is to provide the student with a document that will help establish eligibility for reasonable accommodations and supports in post-school settings. It is also useful for the Vocational Rehabilitation Comprehensive Assessment process.
Q. Is a new evaluation required for the summary?
A. No, it is a summary of existing data.
Q. Is an IEP meeting required to develop or provide the summary?
A. No, the summary is not a part of the IEP.
Instructions for completion
Part 1: Background information
Part 2: Student’s postsecondary goals
Part 3: Academic and functional performance
Part 4: Recommendations to assist goals
Part 5: Student input (recommended)
Four Step IEP Process
Decision about high school
Connecting school to careers
Online career exploration
Punctuality and appearance
Working in teams
Health, housing, recreationTransition to Adult Living, Section 3 Preparatory Experiences and Student DevelopmentPutting it all together in a Scope and Sequence
Using a current student or a case study
F. Sample Transition Goals
G. Agencies that Support Transition
H. Students Not Passing Exit Exam
I. CDE Letter about Graduation Ceremony Participation for Certificate students
J. Transition-Related Web sites
K. Transition-Related Curricula
L. Guide to Acronyms Used
California’s Career Resource Network
Attn: Transition Guide Request
5789 State Farm Drive, Suite 230
Rohnert Park, CA 94928