California Department of Education, Special Education Division’s special project, California Services for Technical Assistance and Training (CalSTAT) is funded through a contract with the Napa County Office of Education. CalSTAT is partially funded from federal funds, State Grants #H027A080116A. Additional federal funds are provided from a federal competitively awarded State Personnel Development Grant to California (#H323A070011) provided from the U.S. Department of Education Part D of the Individuals with Disabilities Education act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U. S. Department of Education.
The 2007 Transition to Adult Living: An Information and Resource Guide is revised and primarily authored by Diana Blackmon, EdD, with input from the following workgroup members:
The first edition (2001) of this document, Transition to Adult Living: A Guide for Secondary Education, was coordinated by Diana Blackmon, EdD, then consultant for the California Department of Education, Special Education Division, and developed by the following members of a statewide Transition Adult to Life Leadership team:
CDE Staff
Transition to Adult Living: An Information and Resource Guide was prepared by California Services for Technical Assistance and Training (CalSTAT), at the California Institute on Human Services, Sonoma State University.
CalSTAT is a specially contracted project (No. 0127) of the California Department of Education (CDE), Special Education Division. CalSTAT is supported by federal funds received from the CDE.
To order free copies of this document, mail your request to CalSTAT:
CalSTAT
California Institute on Human Services
Attn: Transition Guide Request
311 Professional Center Drive
Rohnert Park, CA 94928
This document can also be downloaded free of charge from the CalSTAT Publications website: www.calstat.org/info.html.
Introduction: Post-School Outcomes and Secondary Transition Services
Section 1: Legal Requirements and Best Practices
The Individuals with Disabilities Education Improvement Act
Transition Standards and Quality Indicators for Secondary Education and Transition
Employment Skills for All
Culturally and Linguistically Diverse Students
Section 2: The IEP: A Foundation for Secondary Transition
Effective Transition: Planning through the IEP
Steps for Developing Transition Plans in the IEP
Beyond the IEP Meeting
Summary: Performance upon Exit
Section 3: Preparatory Experiences and Student Development
National Standards and Quality Indicators for Transition Schooling
Career Preparatory Experiences
Youth Development and Leadership
Scope and Sequence for Transition Instruction: Putting It All Together
Section 4: Family Involvement
National Standards and Quality Indicators for Transition
Parents as Equal IEP Team Members
Grade-level Activities for Parents to Support Transition
Transition Checklist for Parents and Students
Examples of Home and School Working Together
Supporting Self-Determination and Self-Advocacy
Education and the Age of Majority
Section 5: Connecting Activities
National Standards and Quality Indicators for Transition
Levels of Collaboration
Agency Collaboration and the IEP Transition Process
Forming Interagency Teams and Agreements
Section 6: Preparing Students for a General Diploma
National Standards and Quality Indicators for Transition
Interventions in English-Language Arts and Mathematics
Section 7: Preparing Students for a Certificate of Achievement/Completion
National Standards and Quality Indicators for Transition
California Alternate Performance Assessment (CAPA)
Functional Skills
Youth Development and Leadership
Appendices
A. Transition-Related Legal References from the U.S. Department of Education, Office of Special Education Programs: IDEA--Reauthorized Statute
B. Key Provisions on Transition: IDEA of 1997 Compared to IDEA of 2004
C. National Standards and Quality Indicators for Transition
D. National Standards for Secondary Education and Transition: Self-Assessment Tool
E. Transition-Related Assessments
F. Sample Transition Goals
G. Agencies that Support Transition
H. Options for Students not Passing the Exam
I. CDE Memorandum
J. Transition-Related Websites
K. Transition-Related Curricula
L. A Guide to Acronyms Used in This Document
''Working with our partners, we will create a dynamic, world-class education system that equips all students with the knowledge and skills to excel in college and careers, and excel as parents and citizens.''
--Vision: the California Department of Education
Transition to Adult Living: An Information and Resource Guide was designed to help students and their families, local education agencies, teachers, communities, and state agencies facilitate the movement from school to post-school activities. This guide supports compliance with federal and state law by showcasing research on best practices in secondary transition that helps youth move into adult roles.
The guide also provides technical assistance in the appropriate implementation of the transition requirements of the Individuals with Disabilities Education Improvement Act of 2004 (also called, the Individuals with Disabilities Education Act of 2004, or IDEA '04). The revision of this guide reflects the Final Regulations of IDEA '04. The guide further supports implementation of California legislation that has a direct impact on the transition from school to adult living of students with disabilities, such as the High School Exit Exam and Certificates of Educational Achievement or Completion.
In addition to the legal requirements of state and national laws and regulations, this guide uses as a foundation the National Standards and Quality Indicators for Transition, developed by two national organizations supported by the U.S. Department of Education's Office of Special Education Programs (OSEP): the National Center on Secondary Education and Transition 1 and the National Alliance for Secondary Education and Transition. The underlying assumption is that implementing these systematic practices will provide a solid foundation for compliance with federal and state transition laws and, more importantly, improve post-school outcomes for youth with disabilities.
The educational practices presented in this guide are suggestions and not legal mandates, although many of them support the implementation of the transition requirements of the IDEA. The guide contains activities, services, and resources that are designed to meet the needs of a diverse student population. Given the geographic and demographic diversity of California, careful consideration of local needs, resources, and educational policy should be made when organizing schools and planning instruction to facilitate transition.
Readers are encouraged to use the strategies, resources, and tools that are included in this guide as references, and to modify or adapt them as needed. Given the nature of today's information technology, current listings of resources, research, and promising practices may change rapidly. The most current information will be provided on the California Department of Education, Special Education Division, website: www.cde.ca.gov/sp/se/.
The goal to improve post-school outcomes for students with disabilities is best reached through coordination between secondary education and post-school endeavors. However, the focus of this guide is on implementing the mandates of the IDEA '04.
Since the passage of federal legislation ensuring a free appropriate public education for individuals with disabilities, studies have investigated the effectiveness of these programs by examining various post-school outcomes, such as graduation and drop-out rates, postsecondary education, employment, income, living arrangements, and leisure activities. Although some improvement is noted (National Longitudinal Transition Study-2, 2005), studies comparing individuals both with and without disabilities indicate that students with disabilities continue to experience lower high school graduation rates, lower college entrance and graduation rates, and higher rates of poverty. Comments from the National Leadership Summit on Improving Results for Youth support this statement:
''National studies and reports have repeatedly documented that compared to their non-disabled peers, students with disabilities are less likely to receive a regular high school diploma, drop out twice as often, enroll in and complete post secondary education programs at half the rate, and are employed at approximately one-third the rate (32% compared to 81%)'' (National Center for Education Statistics, 2000; National Council on Disability, 2003; National Longitudinal Transition Study-2, 2005).
The National Organization on Disability reports similar findings:
''The mission of the National Organization on Disability (NOD) is to expand the participation and contribution of America's 54 million men, women, and children with disabilities in all aspects of life by raising disability awareness through programs and information. Part of NOD's information gathering involves the commission of Harris and Associates, which conducts periodic surveys of the status of individuals with disabilities. The most recent survey, released June 24, 2004, indicates a continuing trend from previous surveys conducted in 1986, 1994, 1998, and 2000:
To reverse this trend, the IDEA of 1990 and its subsequent amendments require services and activities that promote planning and preparation for the student's future.
National Longitudinal Transition Study-2, 2005: www.nlts2.org/index.html
National Organization on Disability: www.nod.org
1 The National Center on Secondary Education and Transition completed its final year of funding in 2005. Effective January 1, 2006, through December 31, 2010, the National Secondary Transition Technical Assistance Center (NSTTAC), funded by the U.S. Department of Education's Office of Special Education Programs (OSEP), is the new national provider for technical assistance, available at: www.nsttac.org/.
This section briefly describes the history of transition services language in the individualized education program (IEP) required by the Individuals with Disabilities Education Improvement Act (IDEA '04). It proceeds to explain the requirements of the IDEA '04 through a question-and-answer format.
The IDEA of 1990 required planning for post-school transition at IEP meetings for all students with disabilities. The law required that students be invited to attend the IEP meeting and that transition services and planning be addressed in the following areas:
The IDEA of 1997 further expanded transition planning in the IEP to include related services necessary to achieve the activities stated in the transition plan and required procedures for the transfer of legal rights from the parent to the student upon reaching the age of majority under state law.
Question: Are education agencies responsible for preparing students for their futures?
Answer: Yes. IDEA '04 continues to reinforce the intention that education agencies will assist students to successfully transition from school to adult living. Its purpose clearly states the legislative intent that education agencies prepare students for life after leaving school:
(d) PURPOSES.--The purposes of this title are--
(1)(A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. (Section 601, emphasis added)
What It Means: The primary purpose of the IDEA is to ensure that children and youth with disabilities have a right to a free appropriate public education; but it also means that education agencies will prepare them for activities after leaving school. These activities include attending college, training for employment, getting a job, living independently, and participating in the life of the community.
Question: What is the definition of ''transition services''?
Answer: The definition of transition services in the IDEA '04 explains how improving a student's academic and functional achievement will improve the transition from school to adult living:
(34) TRANSITION SERVICES.--The term ''transition services'' means a coordinated set of activities for a child with a disability that--
(A) is 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, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. (Section 602, emphasis added)
What It Means: The IDEA expects that local education agencies, community and state agencies, and families will work together to design educational programs that prepare students with disabilities for life after leaving school. The IDEA lists specific results: improved academic and functional achievement that will offer youth choices in adult life. These choices include continued education, employment, and the ability to assume adult roles.
Question: What is the coordinated set of activities designed to help students move from school to adult living?
Answer: The definition of transition services is a coordinated set of activities. The activities to which the IDEA refers have a concerted purpose: to help students move successfully from school to adult living. Improving a student's academic and functional performance while in school increases the student's chances for a better future. Best practices involve helping the student understand the connection between school and careers, coordinating all stakeholders--the student, the family, the school, and other service providers--and having the student's goals for the future as the focus of all activities.
The definition further clarifies that transition services are based on the student's interests and include the areas of instruction, community experiences, developing employment or other goals (such as further education), and any other related services the student may need to achieve his or her long-term goals.
(34) TRANSITION SERVICES.--The term ''transition services'' means a coordinated set of activities for a child with a disability that--
(A) is 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, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
(B) is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and
(C) includes 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. (Section 602)
What It Means: General and special educators coordinate activities with the student to assist the student in identifying his or her strengths, interests, and preferences for post-school activities--such as further education, training, or employment--and to help the student achieve those goals.
General and special educators coordinate activities to ensure that students with disabilities receive a standards-based or functional education, individually determined according to student need, with appropriate supports, services, accommodations, and modifications to be successful in school and beyond school. Additionally, students receive instruction and engage in activities that prepare them for the world of work and community.
Local education agencies coordinate with community and state agencies involved with higher education, employment training, and services for adults with disabilities to better inform students about the options available after leaving school.
Local education agencies work with families to develop transition plans designed to help students reach their future goals and, ideally, provide information to families about post-school options and adult services for their children.
Question: What is the required transition services language in the IEP?
Answer: The definition of transition services in the IDEA '04 further explains that transition planning is student-centered and focused on the student's goals. Specific areas must be addressed in transition planning in the IEP. Transition services refer to a set of activities that:
(B) is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and
(C) includes 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. (Section 602, Article 34)
What It Means: The definition of transition services clarifies that when education agencies and families develop transition services language in the IEP, it must be based on the student's strengths, interests, and ideas about what he/she wants to do when finished with school. Students may not know what they want to do after leaving school or they may not have realistic goals; so the transition services language should include activities that help students make informed decisions to formulate realistic goals that match their unique personalities, interests, and preferences.
Once student interest and preference have been identified, the IDEA identifies the following areas to be addressed in transition services language in the IEP:
Instruction: The IEP is an individualized instructional and support plan for students with disabilities. The transition planning, activities, and services detailed in the IEP align instruction with the student's post-school goals. For most students, participation in a standards-based instructional program will provide them the requisite skills to enter college, further training, or employment. Many students benefit from seeing the connection between school and career by participating in school- and work-based instructional experiences, while others may need more intensive functional skills training to enter the world of work.
Related services: The plan must describe any related services the student may need--such as transportation to a work experience or career counseling--to help the student prepare for his or her future goals.
Community experiences: Instructional activities may take place in the community, such as community-based instruction, to help students generalize the skills learned in the classroom to the real world.
Employment: All students should have employment-related language in their IEP. For some students this may be a goal to enter higher education; for others it may mean job training or supported employment; and for others still, going to work right after leaving school may be the goal. Regardless of what the goals are, schools should help students identify their goals and develop plans that prepare the students to achieve them.
Daily living skills and functional evaluation (if appropriate): Some students need specific instruction and activities in order to learn to take care of themselves and live as independently as possible. Some students may need a functional evaluation to determine which skills they will need to develop so that they are able to enter employment or live independently.
Question: When must transition service language be included in the IEP
Answer: Not later than the student's sixteenth birthday. The point in time when transition language must be added to the IEP for students with disabilities was raised from the age of 14 in the IDEA of '97 to the age of 16 in the IDEA '04. However, for many students, beginning transition services earlier than 16 may be appropriate. And the IDEA '04 allows for it:
(VIII) beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter. [Section 614(d)(1)(A)(i)]
What It Means: The IEP that is developed on or before the student's sixteenth birthday must contain transition service language. If the student turns 16 before the next scheduled IEP meeting, the IEP team is required to develop transition services language and identify needed services during the IEP when the student is 15 years old, so that the plan is in effect when the student turns 16. However, it may be appropriate for many students to begin discussing the connection between school and careers as early as elementary school. For other students it may be appropriate to include transition services language in the IEP during middle school or when the student moves from middle to high school in order to identify appropriate courses of study that support the student's post-school goals.
Question: What are measurable postsecondary goals?
Answer: The IDEA '04 adds a new requirement for transition services language in the IEP, the development of measurable postsecondary goals based on age-appropriate transition assessments. The IEP for students 16 years old or younger, if appropriate, must contain:
(aa) appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills;
(bb) the transition services (including courses of study) needed to assist the child in reaching those goals. [Section 614(d)(1)(A)(i)(VIII)]
What It Means: The use of the term ''goal'' to describe both what students want to happen once they leave school and also to describe what schools must do to help students achieve their long term objectives can be confusing. The IDEA '04 requires transition services language in the IEP to include postsecondary goals, or the student's aspirations for his or her future. The IDEA '04 also requires annual goals in the IEP to help students achieve their goals for the future. Annual, measurable goals in the IEP should be written each year to help the student achieve his or her post-school goals. The annual goals must be designed and reasonably calculated to assist students to achieve their long-term goals and must be included in the IEP no later than the student's sixteenth birthday, or earlier if appropriate. The postsecondary goal is what the student wants and hopes for his or her future in terms of higher education, employment, and independent living. The annual, measurable goals in the IEP are what schools will do to help the student in high school, or earlier if appropriate, to achieve long-term goals.
The annual goals are still included under the headings described in the definition of transition services above, which include instruction, employment, community experiences, and related services, and, if appropriate, daily living skills and functional evaluation. The annual goals must be based on age-appropriate transition assessments in the areas of training, education, and, if appropriate, independent living. They must also support the student's postsecondary or long-term goals for the future. (Samples of measurable annual goals that support postsecondary goals in the area of employment, instruction, and independent living are included in Appendix F.)
Additionally, the transition services language must include any needed transition services, including a course of study that a student may need to accomplish his or her post-school goals. Some examples of needed transition services may include participation in career exploration and preparation experiences, career guidance counseling, and establishing connections with adult service providers. Samples of statements of needed transition services are included in Section 2.
Question: Do measurable transition goals repeat measurable annual academic and functional goals?
Answer: The IDEA '04 does not require that transition services language in the IEP repeat what was already addressed in another section of the IEP:
(ii) RULE OF CONSTRUCTION.--Nothing in this section shall be construed to require--
(I) that additional information be included in a child's IEP beyond what is explicitly required in this section; ?and
(II) the IEP Team to include information under 1 component of a child's IEP that is already contained under another component of such IEP. [Section 614(d)(1)(A)]
What It Means: If academic and functional achievement goals are developed in another section of the IEP, it is not necessary to repeat them again. Likewise, if the student's courses of study are described in another section of the IEP, it is not necessary to repeat them again. What should be included are measurable goals that will support the student's postschool success. Examples of measurable transition goals are included in Section 2.
Question: Is a new evaluation necessary when the student leaves school?
Answer: If a student's eligibility is discontinued because of graduation with a general diploma, not a certificate; or when a student reaches the age of 22, a new evaluation is not required:
(B) EXCEPTION.--
(i) IN GENERAL.--The evaluation described in subparagraph (A) shall not be required before the termination of a child's eligibility under this part due to graduation from secondary school with a regular diploma, or due to exceeding the age eligibility for a free appropriate public education under State law. [Section 614(c)(5)]
What It Means: The IDEA '04 does not require an assessment or evaluation when the student leaves school either by earning a general diploma or ''aging out'' of eligibility. However, the IDEA '04 adds the requirement that, upon exit from school, either by graduation with a general diploma or ''aging out'' of eligibility, the school will provide the student with a Summary of Performance that will assist the student in reaching his or her post-school goals.
Question: What is a ''summary of academic achievement and functional performance''?
Answer: The Summary of Performance is a new requirement in the IDEA '04. The summary is prepared by the school and provided to the student when he/she leaves school, either by graduating with a general diploma or reaching the age of 22 and receiving a Certificate of Achievement or Certificate of Completion. The summary will offer the student a document that summarizes his or her academic and functional performance with recommendations about what accommodations and supports the student may need to enter post-school activities, such as training, higher education, employment, and independent living.
(ii) SUMMARY OF PERFORMANCE.--For a child whose eligibility under this part terminates under circumstances described in clause (i), a local education agency shall provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's post-secondary goals. [Section 614(c)(5)(B)]
What It Means: The Summary of Performance is not a new section of the IEP or a new evaluation. The summary of academic achievement and functional performance details existing achievement data and provides recommendations about the supports and services students will need to achieve their post-school goals. Best practices involve the student in the preparation of the summary and include the student's goals for the future. At a minimum, the student's academic and functional levels are listed, along with recommendations for the supports the student will need in post-school activities. Education agencies are required to provide students with disabilities with a Summary of Performance upon exit from school.
Question: Are local education agencies still required to inform students about their rights upon reaching the age of majority?
Answer: Yes, the IDEA '04 continues the requirement of notifying the student and family that educational rights convert to the student upon reaching the age of majority, which is 18 years old in California:
(cc) beginning not later than 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of the child's rights under this title, if any, that will transfer to the child on reaching the age of majority under section 615(m). [Section 614(d)(1)(A)(i)(VIII), emphasis added]
What It Means: No later than age 17, the student and family must be informed that, upon reaching the age of 18, educational rights are given to the student. This means that the student and not the parent will give consent to educational decisions, including placement and services, and sign all educational documents, including the IEP. Best practices will continue to involve the family in all discussions and decisions; but upon reaching the age of majority, final decisions are the student's right.
This may be challenging for families of students with significant cognitive disabilities; however, in California, the only avenue for families to retain educational rights for their sons or daughters is through a legal process called conservatorship. Obtaining conservatorship is the responsibility of the family, not the educational agency. An explanation of this process and resources for families is included in Section 4, Family Involvement.
The references cited here are from Public Law 108-446, the Individuals with Disabilities Education Improvement Act of 2004, 20 USC 1400. Additional guidance may be obtained from the Final Regulations [34 CFR Parts 300 and 301] published in the Federal Register, Vol. 71, No. 156, on Monday, August 14, 2006, which went into effect October 13, 2006. Both the statute and regulations are available at: www.ed.gov/policy/speced/guid/idea/idea2004.html. See Appendix A for transition-related legal references from the U.S. Department of Education, Office of Special Education Programs (OSEP). See Appendix B for a side-by-side comparison of transition-related references from the IDEA '97 and IDEA '04.
U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs: www.ed.gov/about/offices/list/osers/osep/index.html
California Department of Education, Special Education Division: www.cde.ca.gov/sp/se/
National Center on Secondary Education and Transition: Key provisions on transition, comparing IDEA of 1997 to IDEA '04: www.ncset.org/
National Secondary Transition Technical Assistance Center (NSTTAC): www.nsttac.org/
The U.S. Department of Education, Office of Special Education Programs (OSEP), provides funding for research, technical assistance, and information dissemination to assist educational programming for children and youth with disabilities. The work of two OSEP-funded programs, the National Center on Secondary Education and Transition and the National Alliance for Secondary Education and Transition, focuses specifically on improving secondary education and transition.
The National Center on Secondary Education and Transition (NCSET) coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve future success.
The National Alliance for Secondary Education and Transition (NASET) is a national, voluntary coalition of more then 40 organizations and stakeholders with wide-ranging perspectives. The goals of NASET are to identify what youth need in order to achieve successful participation in postsecondary life and to address significant issues of national scale that have an impact on the provision of effective secondary education and transition services and policies for all youth.
NCSET and the NASET developed National Standards and Quality Indicators for Secondary Education and Transition (abbreviated: National Standards and Quality Indicators for Transition). The standards are framed around five main content areas identified as critical to successful post-school transition: schooling, career preparatory experiences, youth development and leadership, family involvement, and connecting activities.
This guide builds on the framework provided by the National Standards and Quality Indicators for Transition. The primary purpose of this guide is to provide technical assistance to local education agencies in the implementation of the transition requirements of the IDEA '04.
The IDEA '04 mandate to include transition service language in the IEP, described in the previous section, represents the minimum requirements for transition planning and services. The National Standards and Quality Indicators for Transition represent best practices in secondary education and transition. However, as the following comparison of the transition services language in the IDEA '04 and the National Standards and Quality Indictors illustrates, implementing best practices supports compliance and, ultimately, improved post-school outcomes for youth with disabilities.
To evaluate local education agencies and schools on implementation of the standards and quality indicators, be sure to review the following:
| National Standards | Transition Services in IDEA '04 |
|---|---|
| Schooling is the process of imparting knowledge and skills to individuals through curriculum and instruction, experiential learning, and work-based learning. Effective schooling provides individuals with the necessary tools to become productive citizens, pursue higher education and lifelong learning, engage in meaningful employment, and work toward achieving their life goals. | (VIII) beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter-- (aa) appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; (bb) the transition services (including courses of study) needed to assist the child in reaching those goals. [Section 614(d)(1)(A)(i)] |
| Career preparatory experiences are designed to help young people prepare for success in postsecondary education, a career, and/or independent living. Preparatory activities include career awareness, career exploration, and career assessment tied to classroom learning; employability skills training; and work experiences. Appropriate career preparatory experiences allow youth to explore a variety of career opportunities while identifying their career interests, abilities, and potential need for accommodation and support. Career preparatory activities help young people make informed decisions necessary for successful transition into careers. | (B) is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and |
| Youth development and leadership is a process that prepares a young person to meet the challenges of adolescence and adulthood and to achieve his/ her full potential. Youth leadership is part of the youth development process and promotes self-awareness and the ability to set personal and vocational goals and have the self-esteem, confidence, motivation, and abilities to carry them out, as well as the ability to guide or direct others and serve as a role model. | (34) TRANSITION SERVICES.--The term ''transition services'' means a coordinated set of activities for a child with a disability that-- (A) is 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, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. (Section 602) |
| Family involvement is defined as family participation in promoting the social, emotional, physical, academic, and occupational growth of youth. Successful family involvement relies on meaningful collaboration among youth, families, schools, and agencies. | (B) INDIVIDUALIZED EDUCATION PROGRAM TEAM.--The term ''Individualized Education Program team,'' or ''IEP Team,'' means a group of individuals composed of-- (i) the parents of a child with a disability [Section614(d)(1)(B)(i)] . . . (cc) beginning not later than 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of the child's rights under this title, if any, that will transfer to the child on reaching the age of majority under section 615(m). [Section 614(d)(1)(A)(i)(VIII)(cc)] |
| Connecting activities refers to a flexible set of services, accommodations, and supports that help youth gain access to and achieve success within chosen post-school options. Post-school options may include postsecondary education, community service, employment, mental and physical health care, access to transportation, access to financial planning advice and management, and participation in leisure or recreational activities, as well as a number of other adult roles. | (ii) SUMMARY OF PERFORMANCE.--For a child whose eligibility under this part terminates under circumstances described in clause (i), a local education agency shall provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals. (Section 614) |
National Center on Secondary Education and Transition: www.ncset.org/
National Secondary Transition Technical Assistance Center (NSTTAC), is the new national provider for technical assistance available at: www.nsttac.org/
National Alliance for Secondary Education and Transition: www.ncset.org/websites/naset.asp
More details on other evidence-based school transition research and practices can be accessed at: www.ncwd-youth.info/resources_&_Publications/pub-bank
A particularly important focus of the transition from school to adult living is the development of employment and life skills. The workplace is a dynamic, constantly changing environment that requires adaptability and certain essential skills. The following minimum skills are required for today's workplace:
The attainment of these essential skills may be a challenge for some students with disabilities. However, the demands of the workplace have increased. Therefore, we must provide all students with an opportunity to develop these academic and workplace skills to the full extent of their ability. In addition, all students must demonstrate skills and traits that employers value, such as the employability skills defined in the U.S. Secretary of Labor's Commission on Achieving Necessary Skills (SCANS at http://wdr.doleta.gov/SCANS/).
Essential Skills according to SCANS
The Secretary of the U.S. Department of Labor appointed a commission to determine the skills young people need to succeed in the world of work. The commission's fundamental purpose was to encourage a high-performance economy characterized by high-skill, high-wage employment. Although the commission completed its work in 1992, its findings and recommendations continue to be a valuable source of information for individuals and organizations involved in education and workforce development. The following table illustrates the skills necessary for today's workforce.
The SCANS report identified workplace competencies or personal attributes required to acquire and retain a job:
(Contributed by Linda Rogaski, Workforce Inclusion Policy Section Manager, Workforce Services Branch, California Employment Development)
All of these goals will not be attainable for every student. However, the expectation is that whatever kind of work the students do, it will be productive and valued. In addition, the expectations for other activities in their lives is that they will contribute to the students' sense of well-being and satisfaction.
Students with disabilities also need instruction and support in acquiring life skills, also known as functional skills. Curricular content in life skills should emphasize instruction in the following areas:
Students should have opportunities to learn and practice life skills, explore their communities, participate in various paid and unpaid work experiences, and develop friendships and other personal relationships.
If they are to find personally satisfying job opportunities, students need to participate in decision-making processes around choosing a career. To clarify the role of education in preparing young people for careers, the National Career Development Guidelines (NCDG) were developed in 1989. These provided a framework of career development competencies and indicators of mastery, along with a recommended strategy for implementing career development programs for youth or adults. Since much has changed since 1989, the U.S. Department of Education's Office of Vocational and Adult Education commissioned the Guidelines Revision Project in 2003 to update and revise the framework of competencies and indicators to align with the goals of No Child Left Behind, expand the target audiences, and create a robust career development website to deliver NCDG information, learning activities, and strategies.
The guidelines are arranged into three domains: personal social development, educational achievement and lifelong learning, and career management. Each of these is further defined through the following goals:
Personal Social Development Domain:
Educational Achievement and Lifelong Learning Domain:
Career Management Domain:
The California Department of Education developed the Career Technical Education Model Curriculum Standards, which are aligned to California's workforce development needs and embody the goals of the NCDG, to prepare students for the employment opportunities that exist in California.
Obtaining basic skills in literacy and mathematics is fundamental to employment in the twenty-first century, but other employability skills--such as being responsible, thinking creatively, knowing how to solve problems, and getting along with others--are also essential in today's workplace. In California, the adoption of rigorous curricular standards in English-language arts (which includes listening, speaking, reading, and writing) and mathematics provides a solid foundation for higher education, employment training, or actual employment. Although meeting the standards is challenging for some students with disabilities, it is expected that, with appropriate instruction and supports, many will be able to do so.
Secretary's Commission on Achieving Necessary Skills: http://wdr.doleta.gov/
SCANS National Career Development Guidelines: www.acrnetwork.org/ncdg.htm
California Career Technical Education Model Curriculum Standards: www.cde.ca.gov/ci/ct/sf/
The culturally and linguistically diverse population in California provides unique opportunities and challenges for transitioning students with disabilities from school to adult life. The value of developing educational, vocational, and other service agency awareness of a student's cultural and linguistic community cannot be underestimated for achieving an inclusive, culturally competent society. Cultural competence is defined as a set of behaviors, attitudes, beliefs, and values that enable people to work effectively between cultures.
An emphasis on training, education, and curriculum development to address cultural issues The importance of having staff that speak the language of the student cannot be overemphasized. A language match between families and schools helps people feel comfortable and respected. In the absence of a professional who speaks the student's language and who is sensitive to the family's customs, a paraprofessional from the community could be included on the IEP team that develops the transition plan.
The culturally competent practices described above, along with the transition requirements of IDEA '04, can provide a catalyst for improved post-school outcomes for students from diverse backgrounds, and they can be applied in urban or rural California schools.
The National Center for Culturally Responsive Educational Systems (NCCRESt), a project funded by the U.S. Department of Education's Office of Special Education Programs, provides technical assistance and professional development to close the achievement gap between students from culturally and linguistically diverse backgrounds and their peers, and to reduce inappropriate referrals to special education. The project targets improvements in culturally responsive practices, early intervention, literacy, and positive behavioral supports. Go to www.nccrest.org/about.html for the NCCRESt website.
The individualized education program (IEP) is the foundation and central procedural safeguard for implementing the transition service language requirements of IDEA '04 and provides a foundation to implement the standards of effective transition planning. Transition Requirements: A Guide for States, Districts, Schools, Universities, and Families (Storms, O'Leary, and Williams, 2000) was developed with funding from the U.S. Department of Education, Office of Special Education Programs, to assist IEP teams with the development of effective transition plans in accordance with the transition requirements of IDEA '97.
Storms, O'Leary, and Williams suggest that the concept of transition generally involves three major activities:
Transition planning is an essential step in preparing students with disabilities to assume adult roles. Transition planning should focus on students' future goals, empowering them to create a personal vision and identifying opportunities to help them meet their current needs as they transition into postsecondary education and training, employment, and quality adult life.
Transition planning promotes the development of education and career plans based on self-awareness and awareness of various career and education options, promotes independence, and establishes linkages to adult services and supports. Students are subsequently able to enter the next system prepared to make informed decisions about postsecondary education, the community, and the workplace.
Quality transition planning promotes the ability in students to advocate for themselves, develop their own IEPs, and be aware of and able to apply the laws that mandate access and accommodation after they leave school, such as the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act.
The successful transition of students with disabilities is the responsibility of all members of the transition planning team and requires considerable collaboration among team members. The roles and responsibilities of team members include the following:
If everyone on the IEP team accepts these transition planning responsibilities, collaborates effectively, and follows through on the agreed-upon transition services, students with disabilities will have a greater chance of leaving school fully prepared and enthusiastic about their futures.
The following provides an overview of transition planning in the IEP process that is aligned to the National Standards and Quality Indicators for Transition and the IDEA '04 requirements for transition. Although many of the Standards and Quality Indicators are applicable to the transition sections of the IDEA 'rsquo;04, only a few are featured here as examples of alignment between best practices and legal requirements.
An important beginning to transition planning involves the decision as to whether or not the student will obtain a general diploma or a Certificate of Achievement or Completion. In California, a Certificate of Achievement or Completion is not the same as a general diploma. Students who chose this option remain eligible for special education until the age of 22, even if they participate in a graduation ceremony to receive the certificate. The IEP team may consider the following questions to determine if the student may receive a general diploma or a Certificate of Achievement or Completion:
Whichever path the student takes, effective transition planning, instruction, and services will promote a more successful post-school outcome.
Examples of two students--one with a mild-to-moderate disability working toward a general diploma and another with a moderate-to-severe disability working toward a Certificate of Achievement or Completion--are featured in this document, along with a sample IEP and transition goals for each. The student examples were adapted from the 2001 edition of Transition to Adult Living: A Guide for Secondary Education.
Beginning not later than the first IEP, to be in effect when the student is 16 and updated annually thereafter, the IEP for every student should become future-directed and goal-oriented; it should also be based on the student’s strengths, preferences, and interests. The concept of transition should be an integral component of discussion and decisions developing the IEP. In order for transition to be the focus of the IEP and not a separate piece, changes must be made in the way information is gathered and the IEP is developed. Considerations for improving the IEP process include:
Expanding IEP team members and their roles
The following steps for IEP development are adapted from Storms, O’Leary, and Williams: Transition Requirements: A Guide for States, Districts, Schools, Universities, and Families (2000).
Step 1: Identify the student's post-school goals or interests.
Step 2: Describe the student's strengths and present levels of academic achievement and functional performance.
Step 3: Develop measurable postsecondary goals.
Step 4: Describe the transition services needed.
Included in each of the above steps are the following:
Student-focused planning is based on the student's strengths, preferences, and interests. Self-determination and advocacy skills are critical to ensuring that planning and implementation end up being student-focused. It is critical that teachers and families support students in identifying post-school goals and the steps needed to achieve their goals through ongoing conversations, assessment, instruction, and experiences.
| IDEA '04 | Standard and Quality Indicator |
|---|---|
(34) Transition services.-- (B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests. [Section 612(a)(5)] |
Schooling Career Preparatory Experiences Youth Development and Leadership Family Involvement |
The following suggests what the student, the family, and the teacher can do to help students understand their unique interests and preferences, so they can make informed, personalized career choices.
IEP teams can provide the following experiences and information to assist students in answering this question.
During middle and/or high school:
The family can help identify strengths, preferences, and interests by doing the following with their sons and daughters:
The teacher supports students by providing a variety of activities and experiences that help them think and talk about future possibilities. Ongoing conversations should take place that address these questions:
Teachers can further help guide students toward identifying strengths, preferences, and interests by providing them with experiences that demonstrate how school subjects relate to possible future careers. For example, a 16-year-old interested in the construction industry can interview people working in the various trades to gain insight into what the trade requires for entry; this will help the student determine the appropriate high school courses to take, such as Algebra I for the electrician program. The student may subsequently wish to develop an IEP goal for taking a general education class related to his career interest.
Students with more severe disabilities may be nonverbal or unable to discuss these questions. Teachers should talk with the family, peers, other service providers, and school staff about what they think the student is interested in, as well as their vision and goal for the student's future.
Examples of two students' post-school goals:*
Lori's post-school goals:
Miguel's post-school goals:
* These two students represent fictional composites. The examples about their education in this document offer ways to apply the principles of transition planning. (back)
Descriptions of the student's strengths and present levels of academic achievement and functional performance are frequently given at IEP meetings only by school personnel, such as general and special educators, speech and language therapists, and school psychologists. It is critical that students and parents be provided opportunities to participate in this step of the process, as well.
| IDEA '04 | Standard and Quality Indicator |
|---|---|
(34) Transition services.-- (I) a statement of the child’s present levels of academic achievement and functional performance. [Section 614(d)(i), emphasis added] |
Schooling |
The student can contribute information about her or his strengths and present level of academic achievement and functional performance in a number of ways. Students should be able to explain their disability and needed accommodations:
The family can contribute to describing the student's present level of academic achievement and functional performance by:
The teacher can contribute to describing the student's present level of academic achievement and functional performance by:
Examples of two students' descriptions of their strengths:
Miguel's strengths:
Lori's strengths:
Examples of two students' present levels of academic achievement and functional performance developed by the IEP team:
Miguel's present levels of academic achievement and functional performance:
(With assistance from his teachers, Miguel was able to write his own report.)
Lori's present levels of academic achievement and functional performance:
(Because Lori has difficulty communicating, her IEP team wrote her report.)
The development of measurable annual goals should support the student's expressed post-school goals and should be based upon the student's present levels of academic achievement and functional performance and age-appropriate transition assessments.
Appendix E, ''Transition-Related Assessments,'' explains an assessment process and lists informal and formal transition assessments.
| IDEA '04 | Standard and Quality Indicator |
|---|---|
(34) Transition services.-- (VIII) beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter-- (aa) appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. [Section 614 (d)(1)(A)] |
Schooling Career Preparatory Experiences Youth Development and Leadership Family Involvement |
If the student's post-school goals are the starting point for transition planning, and if the transition planning steps are implemented as described above, the actual IEP meeting will focus on the student's transition goals. The IEP will become a coordinated planning document in which transition planning drives the other required IEP components. All IEP transition planning meetings should include the active participation of all team members, especially the student and family. Some ways to facilitate the active participation of these important members of the team are described below.
The student can do the following
During the IEP meeting:
Another important way students can actively participate in the IEP transition planning process is by learning how to advocate for themselves when problems occur. (For more on self-advocacy, Supporting Self-Determination and Self-Advocacy and Appendix F. Also, go to SchwabLearning.Org: www.schwablearning.org/articles.asp?r=522; Protection and Advocacy: www.pai-ca.org/pubs/507001.htm; and Self Advocates Becoming Empowered, SABE, at www.sabeusa.org/.)
The family can do the following
Before the IEP meeting:
During the IEP meeting:
The teacher can do the following
The following suggestions are offered to teachers as strategies for helping students identify attainable transition goals that reflect their current levels of performance:
During the IEP meeting:
The IDEA '04 requires that the transition section of the IEP address the following areas: instruction, community experiences, employment, related services, and, when appropriate, acquisition of daily living skills and a functional evaluation.
The following is an example of measurable annual goals that support Miguel's postsecondary goals.
Miguel takes general education classes; and he plans on graduating with a general diploma, which requires taking the California High School Exit Exam. Therefore, his goals are aligned to select California Content Standards in English Language Arts (ELA). Miguel is not yet comfortable explaining his disability or requesting the accommodations he needs to be successful in school. As a result, his first goal is designed to help him develop self-awareness and self-advocacy skills; and his second goal helps develop self-awareness that will help guide career exploration activities.
Instruction
| Annual Goal | Measurement | ELA Standard |
|---|---|---|
| Self-Awareness/ Advocacy By 1/07, Miguel will learn about and be able to explain or write about his disability and the accommodations he needs to be successful in school and ultimately in the workplace. | By 5/06, Miguel will learn about famous people with the same disability as his by reading, seeing videos, and interviewing people with the same disability. By 10/06, Miguel will use a variety of accommodations to assist with writing to determine which is the most helpful. By 1/07, Miguel will explain or write about his disability and the accommodations he needs. | Writing Applications 9/10.2.1: Write biographical or autobiographical narratives or short stories. |
| By 1/07, Miguel will assess and learn about his interests, preferences, skills, and strengths. | By 10/06, Miguel will assess his interests and skills by taking interest, personality, and skill inventories and assessments. By 1/07, Miguel will describe orally and in writing his interests, preferences, and strengths and the method he used to discover them. | Writing Applications 6.2.2: Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution). |
Although Miguel thinks he may want to go into the health care profession, he has not identified which career may best fit his individual interests and skills; so his employment goal will involve career exploration that is based on self-awareness assessments.
Employment
| Annual Goal Career Exploration | Measurement | ELA Standard |
|---|---|---|
| By 1/07, Miguel will identify, based on self- awareness assessments, career pathways that match his individual interests and strengths. | By 5/06, At least 2 times per semester, based on self-awareness activities, Miguel will explore career clusters through electronic and text media and add the research to his Transition portfolio. By 10/06, At least 2 times per semester, based on self-assessments, Miguel will explore career clusters by listening to guest speakers, going on job shadowing experiences, field trips, and job fairs. By 1/07, Miguel will write an essay, evaluated by a teacher-made rubric with at least 80% accuracy, about the career pathways which were identified through self-assessments that match his individual interests and strengths. By 1/07, Miguel will present orally at his IEP meeting the results of his career exploration research. | Reading Comprehension 8.2.1: Compare and contrast the features and elements of consumer materials to gain meaning. Writing Strategies 9/10.1.2, 9/10.1.4, 9/10.1.8, 9/10.1.9: Write an essay on ''The Career for Me'' to demonstrate research and technology, organization, focus, evaluation, and revision. Use supporting documentation and citations from research. |
| By 1/07, Miguel will identify the educational or training requirements for the career pathway he is interested in. | By 5/06, At least 2 times per semester, Miguel will research through electronic and print media the educational and training requirements for the career pathway he is interested in and add the research to his transition portfolio. By 1/07, Miguel will write an essay, evaluated by a teacher-made rubric with at least 80% accuracy, explain and write about the educational and/or training requirements for the career that he is interested in, and present it at his next IEP transition planning meeting. By 1/07, Miguel will present orally at his IEP meeting the results of his research about the career education and/or training required for the career he is interested in. | Reading Comprehension 7.2.2: Locate information by using a variety of consumer, workplace, and public documents. Writing Strategies 9/10.1.2, 9/10.1.4, 9/10.1.8, 9/10.1.9: Write an essay on ''The Pathway to My Career'' to demonstrate research and technology, organization, focus, evaluation, and revision. Use supporting documentation and citations from research. |
Daily living skills and a functional evaluation are not appropriate for Miguel, so goals in those areas will not be developed.
The following is an example of measurable annual goals that support Lori's postsecondary goals.
Lori takes special education classes that focus on functional skills, such as functional academics, self-care and daily living, social and community-based instruction, and communication. Lori takes the California Alternate Performance Assessment and will receive a Certificate of Completion when she exits school; therefore, her goals are aligned to subsets of the California Content Standards and the California Alternate Performance Assessment (CAPA). Lori receives weekly community-based instruction; and part of her instruction involves functional reading, such as recognizing street signs and symbols.
Instruction
| Annual Goal | Measurement | ELA Standard CAPA Level |
|---|---|---|
| Lori will receive instruction in reading street signs, which will facilitate independent travel in the community, measured by logs of skill progress through participation in weekly community-based instruction (CBI). | By 10/06, with a physical or verbal prompt, Lori will stop at stop signs and red lights and walk when the walk symbols and green lights go on. By 1/07, Lori will independently stop at stop signs and red lights and walk when the walk symbols and green lights go on. | ELA Standard 3 CAPA Level 1-5 Understand that printed materials provide information. |
To be successful in supported employment, Lori will need to follow multiple-step directions. So the goal under the area of employment is to complete multiple-step tasks when given verbal directions.
Employment
| Annual Goal | Measurement | ELA Standard CAPA Level |
|---|---|---|
| By 1/07, Lori will complete a three-step procedure when given a verbal prompt. | By 10/06, Lori will complete classroom tasks that require two steps with 80 percent accuracy, measured by teacher-made trials. By 1/07, Lori will complete classroom tasks that require three steps with 100 percent accuracy, measured by teacher-made trials. | ELA Standard 17 CAPA Level 1-5 Understand and follow one- and two-step directions |
Lori is in the tenth grade in a functional skills curriculum that emphasizes community-based instruction. One of her community-based instruction goals--shopping independently--will provide her with greater independence in adulthood.
Independent Living
| Annual Goal | Measurement | Math Standard CAPA Level |
|---|---|---|
| By 1/07, Lori will demonstrate the ability to shop in a grocery store independently. | By 5/06, Lori will use a computer template to make a grocery list of three items selected from newspaper ads with 80 percent accuracy, measured by teacher-made trials. By 10/06, Lori will use the ''dollar-over method'' to estimate the amount of money she will need for her purchases with 90 percent accuracy, measured by teacher-made trials. By 1/07, Lori will find the items on her grocery list in the store and purchase them independently with 100 percent accuracy, measured by teacher-made performance assessments. | Math Standard 7 CAPA Level 1-5 Solve problems using combinations of coins and bills. |
Daily living skills are appropriate for Lori, so a food preparation goal is developed.
Daily Living Skills
Annual Goal |
Measurement |
Health Skill 6 CAPA Levels |
|---|---|---|
By 1/07, Lori will prepare a simple meal with minimal support. |
By 5/06, Lori will select a meal she likes and prepare it with assistance with 80 percent accuracy, measured by teacher-made trials. By 1/07, Lori will prepare a simple meal with minimal support with 100 percent accuracy, measured by teacher-made performance assessments. |
Health Skill 6 CAPA Level 1-5 Develop basic food preparation skills. |
This portion of the IEP planning process identifies the transition instruction and services, activities, personnel, or resources that can be used to help the student achieve his or her desired post-school goals.
| IDEA '04 | Standard and Quality Indicator |
|---|---|
(34) Transition services.-- (VIII) beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter-- . . . (bb) the transition services (including courses of study) needed to assist the child in reaching those goals. [Section 614 (d)(1)(A)(i)] |
Schooling Career Preparatory Experiences Youth Development and Leadership Family Involvement |
Transition services should:
As mentioned earlier in this document, main categories of transition services that should be considered by the IEP team are:
The following are examples of transition services that Miguel and Lori need based on their present levels of academic achievement and functional performance:
Transition services Miguel needs:
| Transition area | Transition service | Service provider | Completed by: |
|---|---|---|---|
| Instruction | I need to enroll in a study skills class and tutoring program for writing. | Case manager and general education teacher | Month: Year: |
| Community | I need to explore joining a teen support group for learning disabilities. | Case manager and family | Month: Year: |
| Employment | I need to participate in the Health Academy offered at my high school | Case manager, guidance counselor, and general education teachers | Month: Year: |
| Independent living | I need to find out if I can afford to live on my own while I'm in college | Case manager and family | Month: Year: |
Transition services Lori needs:
| Transition area | Transition service | Service provider | Completed by: |
|---|---|---|---|
| Instruction | Lori needs a functional skills curriculum emphasizing daily living and social and community-based instruction. | Case manager | Month: Year: |
| Community | On a weekly basis, Lori needs connections to adult community services and opportunities to explore activities that reflect her interests. | Case manager, family and community adult service providers | Month: Year: |
| Employment | Lori needs to participate in at least one on-campus volunteer job per semester. | Case manager | Month: Year: |
| Independent living | Lori needs practice with daily living skills at home and school. | Case manager and family | Month: Year: |
See Appendix F for more samples of transition goals.
A common concern that educators have about students' goals is that they may not be realistic. Rather than dash their hopes, teachers can show students additional careers in their chosen pathway that can be a back-up plan while they work on their primary goal. For example, students may say they want to be a rock or rap star. Rather than say, ''That's unrealistic!'' teachers can acknowledge that the entertainment field is one of California's leading industries and there are hundreds of careers in the field, from camera person to set technician and designer to performer. The teacher may then suggest that preparing for a career in the entertainment field requires high school completion and further education at a college with an entertainment and or performing arts department.
Developing an IEP with transition language, including measurable goals and activities designed to prepare the student for adult roles, is only the beginning; the most important part is what happens after the meeting and how the plan is implemented. Although many people contribute to the IEP process, best practices indicate that one person take primary responsibility for coordinating and monitoring the IEP and its transition activities, usually the student's case manager or primary special education teacher. This is the best way to ensure that the student's IEP is accomplished.
After the IEP meeting, the teacher should:
After the IEP meeting, the family should, as appropriate:
After the IEP meeting, the student should:
Even with the most careful planning, IEP teams should expect that students will change their minds about where they want to live, how they want to continue their education, or what work they want to do when they leave high school. This is understandable. How many adults knew their entire life plan at 16, 17, or even 18 years old? An essential element of the transition process is helping students discover who they are and what ''fits'' them.
As self-awareness and career awareness develops through high school, students will naturally change their minds about their future goals. High school should be a time of learning, exploration, and decision making. By using these four steps described here when developing an IEP, students will gain a better understanding of themselves, careers, and adult living.
Although not part of the IEP, a Summary of Performance is a requirement of the IDEA '04. When students exit from school, either by obtaining a general diploma or aging out, schools must provide them with a Summary of Performance to assist the transition from school to post-school activities, such as higher education, training, employment, and independent living. The National Standards and Quality Indicators Transition support the development of the Summary of Performance by promoting ''connecting activities.''
| IDEA '04 | Standard and Quality Indicator |
|---|---|
(34) Transition services.-- (ii) SUMMARY OF PERFORMANCE.--For a child whose eligibility under this part terminates under circumstances described in clause (i), a local education agency shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals. [Section 614(c)(5)(B)] |
Connecting activities These refer to a flexible set of services, accommodations, and supports that help youth gain access to and achieve success within chosen post-school options. Post-school options may include postsecondary education, community service, employment, mental and physical health care, access to transportation, access to financial planning advice and management, and participation in leisure or recreational activities, as well as a number of other adult roles. |
The California Department of Education has no state recommendation to date for a Summary of Performance. To help states and local education agencies implement the requirement to provide a Summary of Performance upon exit, several national special education organizations and association--including the Council for Exceptional Children (CEC), the Learning Disability Association (LDA), and the High Education Consortium for Special Education (HECSE)--held the National Transition Document Summit to develop a model Summary of Performance template. The template is available at www.unr.edu/educ/ceds/. It is important to note that the recommendations should not imply that any individual who qualified for special education in high school will automatically qualify for services in the postsecondary education or employment setting, as postsecondary settings make eligibility decisions on a case-by-case basis.
The information in the summary--necessary under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act--helps establish a student's eligibility for reasonable accommodations and supports in postsecondary settings; it is also useful for the Vocational Rehabilitation Comprehensive Assessment process.
The Summary of Performance includes the following critical information:
Developing the Summary of Performance is the culminating event when students exit school and special education. The summary provides students with necessary documentation to enter the postsecondary world and holds the promise of improving post-school outcomes for students with disabilities.
The National Standards and Quality Indicators for Transition state that schools promote student learning when they do the following:
Well-designed schools consider the needs of all youth and implement academic and non-academic courses and programs of study that help all youth achieve successful post-school outcomes, such as postsecondary education and training, employment, and civic engagement.
Preparation for adult living should include school- and work-based learning. The development of academic, social, and employability competencies offers greatest post-school success. School-based learning includes access either to the core curriculum with appropriate accommodations or to a functional life-skills curriculum with appropriate modifications. Work-based learning integrates rigorous academic standards into real-life work situations. In addition, self-awareness, self-determination, and self-advocacy offer the greatest promise for post-school success and can be taught in both school-based and work-based settings.
1.1 SEAs/LEAs provide youth with equitable access to a full range of academic and non-academic courses and programs of study.
1.1.1 Youth are aware of and have access to the full range of secondary education curricula and programs designed to help them achieve state and/or district academic and related standards and meet admission requirements for postsecondary education.
1.1.2 SEAs/LEAs provide youth with information about the full range of postsecondary options and encourage youth to participate in secondary courses that will enable them to meet the admission requirements of their selected postsecondary program of study.
1.1.3 Youth are aware of and have access to work-based learning (programs that connect classroom curriculum to learning on job sites in the community), service-learning (programs that combine meaningful community service with academic growth, personal growth, and civic responsibility), and career preparatory experiences such as job shadowing and informational interviewing.
A challenge faced by education personnel is how to design school-based learning activities and programming to help students with disabilities develop competency toward achieving successful transition to post-school life. This section presents a number of specific examples on how to do this.
Integrating Transition Activities into the Curriculum
Grades Nine and Ten
Grades Eleven and Twelve
2.1 Youth participate in career awareness, exploration, and preparatory activities in school- and community-based settings.
2.2 Academic and non-academic courses and programs include integrated career development activities.
2.3 Schools and community partners provide youth with opportunities to participate in meaningful school- and community-based work experiences.
2.3.1 Youth participate in quality work experiences that are offered to them prior to exiting school (apprenticeships, mentoring, paid and unpaid work, service learning, school-based enterprises, on-the-job training, internships, etc.).
2.3.2 Work experiences are relevant and aligned with each youth's career interests, postsecondary education plans, goals, skills, abilities, and strengths.
2.3.3 Youth participate in various on-the-job training experiences, including community service (paid or unpaid) specifically linked to school credit or program content.
2.4 Schools and community partners provide career preparatory activities that lead to youth's acquisition of employability and technical skills, knowledge, and behaviors.
2.4.1 Youth have multiple opportunities to develop traditional job preparation skills through job-readiness curricula and training.
2.4.3 Youth exhibit understanding of career expectations, workplace culture, and the changing nature of work and educational requirements.
2.4.4 Youth demonstrate that they understand how personal skill development (positive attitude, self-discipline, honesty, time management, etc.) affects their employability.
2.4.5 Youth demonstrate appropriate job-seeking behaviors.
Students are often guided into career preparatory experiences before they have a chance to learn about themselves and to find out how one career might be a better fit for them than another. Many students enter college with majors undeclared, or they change majors because they have no idea what career really ''fits.'' Once students have an opportunity to discover their learning styles, personality type, strengths, and interests, career exploration activities will allow them an opportunity to see the array of options that may be just right for them. An excellent resource for career exploration, where students can explore the many exciting jobs and occupations in California, is available at the California Career Zone website, www.cacareerzone.com. The site offers self-assessments, an interest and work-importance profile, and a ''reality check,'' allowing students to build a budget based on their lifestyle to see how much they will need to earn to afford that lifestyle.
It is helpful when planning career exploration and preparatory experiences to know what careers will be available in the twenty-first century. The California Regional Economic Project identified key industry clusters in each of the state's economic regions. Some career clusters are more prevalent in some regions than others and may change over time. The project identified the following career opportunity clusters in California:
The most current information about workforce development, by California region, is available through the California Labor and Workforce Development Agency website at www.labor.ca.gov/panel.
* These industries have not experienced employment growth (back)
Career awareness and exploration, paid work experience, structured training, and mentoring at job sites are all examples of work-based learning activities that support transition. An excellent example of integrated school-based and work- based learning in California is the WorkAbility I Program, which provides students with disabilities with training in self-awareness and self-advocacy, career exploration opportunities, and paid work experience in high school.
Here is an example of work that is designed to fit an individual student with severe cognitive challenges:
Sonia is a young woman who is blind and deaf and has severe cognitive challenges. She works two hours a day at a restaurant folding silverware in napkins. Sonia loves her job and her coworkers appreciate her contribution.
Individuals involved in planning and providing work experiences for students should consider the following:
Work experience can be incorporated into a student's program in many different ways.
Career Exploration
The following work-like experiences can also help a student's transition efforts:
The National Standards and Quality Indicators for Transition define youth development and youth leadership:
A process that prepares a young person to meet the challenges of adolescence and adulthood and to achieve his or her full potential.
Youth development is promoted through activities and experiences that help youth develop social, ethical, emotional, physical, and cognitive competencies. Youth leadership is part of the youth development process and has internal and external components:
(a) The ability to analyze one's own strengths and weaknesses, set personal and vocational goals, and have the self-esteem, confidence, motivation, and abilities to carry them out
(b) The ability to guide or direct others on a course of action, influence the opinions and behaviors of others, and serve as a role model
The National Standards and Quality Indicators for Transition: Youth Development and Leadership
3.1 Youth acquire the skills, behaviors, and attitudes that enable them to learn and grow in self-knowledge, social interaction, and physical and emotional health.
3.2 Youth understand the relationship between their individual strengths and desires and their future goals and have the skills to act on that understanding.
3.3 Youth have the knowledge and skills to demonstrate leadership and participate in community life.
3.4 Youth demonstrate the ability to make informed decisions for themselves.
What is an appropriate scope and sequence for transition instruction and activities?
Although the concepts and skills presented below will overlap, the following presents a sequence of instruction that is designed to provide students with a coordinated set of activities that will promote their successful transition from school to adult living. The over-arching concept and skill that is the goal of these activities is self-determination or self-advocacy--specifically, the student acquires knowledge about his or her own disability, the accommodations needed to be successful, and the laws and rights that protect individuals with disabilities.
1. Self-Awareness: Provide students with a strong sense of self- awareness: knowledge about students' learning and personality styles, their interests and aptitudes, and the skills to know how to update and expand information about themselves. With a strong knowledge of their interests and skills, students will be able to conduct focused career exploration and make reasoned choices about their future.
Examples/Activities:
2. Career Awareness: Provide students with opportunities to gain career awareness: knowledge about the relationship and connection between school and work and the many career options available in the world of work.
Examples/Activities:
3. Career Preparation: With an understanding of who they are, what they like, and what is available in the world of work, students can begin career preparation by identifying and learning the behaviors and skills needed to be successful in work. Students can also then begin collecting the documentation needed for college or work.
Examples/Activities:
4. Work Experience: Students need opportunities to ''try out'' working in a variety of work experiences (knowledge about workplace expectations, what different careers are like, and an opportunity to see if the career ''fits'' them).
Examples/Activities:
5. Independent Living: For students who remain in high school or transition class until their twenty-second birthday, the emphasis should be on community awareness and access (knowledge and skills to live, work, and play in the community as independently as possible).
Examples/Activities:
The National Standards and Quality Indicators for Transition define family involvement:
Participation in promoting the social, emotional, physical, academic, and occupational growth of youth. Successful family involvement relies on meaningful collaboration among youth, families, schools, and agencies.
Family involvement recognizes parents as equal IEP team members who provide the most relevant information about the student. Their involvement is central if the cultural, linguistic, and diverse needs of the students are to be understood and considered throughout the IEP transition-planning process. To whatever degree possible, family members should also take advantage of the information available to them about school, community, and agency options. Additionally, the family is a key participant in the ''coordinated set of activities'' the IDEA speaks of when defining transition services. Coordination with the family in every step of the IEP transition planning process is essential. Families are able to contribute insights about the student's interests and preferences, identify levels of academic and functional performance, and help greatly in the process of developing appropriate transition goals.
The National Standards and Quality Indicators for Transition identify best practices in working with families as follows:
4.1 School staff members demonstrate a strong commitment to family involvement and understand its critical role in supporting high achievement, access to postsecondary education, employment, and other successful adult outcomes.
4.2 Communication among youth, families, and schools is flexible, reciprocal, meaningful, and individualized.
4.3 School staff actively cultivate, encourage, and welcome youth and family involvement.
4.4 Youth, families, and school staff are partners in the development of policies and decisions affecting youth and families.
IDEA '04 protects the role of parents in educational planning and decision- making that is conducted on behalf of their child. IDEA further emphasizes the fact that it strongly prefers that students with disabilities receive their education, to the maximum extent possible, with their peers without disabilities, with appropriate supplementary aids, services, adaptations, and supports. This requires additional support and advocacy on the part of parents, who can serve as strong advocates for their child to participate in as many general education classes and activities as possible.
Parents can accomplish these important objectives through the following:
A major task of the IEP team is to obtain present levels of performance data for a student with a disability. Valuable information in this area can be provided to the IEP team by families when their student reaches the transition age, beginning with the IEP that will be in effect when the student reaches the age of 16, or younger if appropriate. Families can assess and support their student's transition needs by asking:
Grade 9
Grade 10
Grade 11
Grade 12
By the twelfth grade your son or daughter should do as much as possible by himself or herself. Your son or daughter should:
Parents can support their son or daughter through the transition activities listed in the checklist below. This list offers a variety of activities for a student to consider when preparing his or her individual transition plan section of the IEP. The student's skills and interests will determine which items on the checklist are relevant. The list can also help identify who should be part of the IEP team. Responsibility for who carries out which specific activities should be determined at the IEP meetings.
Four to five years before leaving the school district
Two to three years before leaving the school district:
One year before leaving the school district:
Lori's and Miguel's families support the IEP goals and objectives in the following ways:
Lori and her family designed home and community experiences to support Lori's transition plan to adult life:
Miguel and his family design his ongoing home and community experiences to support his transition plans to adult life:
Miguel's family supports and reinforces the self-advocacy skills he is learning in school, like how to talk about his disability and the types of accommodations he needs.
His mother and father support his interest in the health professions. The family goes on outings to concerts and art exhibits.
Self-determination and self-advocacy skills will enable your daughter or son to participate fully and meaningfully in planning for her/his future.
Nurturing Self-Determination and Self-Advocacy
Family Self-Advocacy Skills
Legal Protections
The Individuals with Disabilities Education Act '04 guarantees students with disabilities the right to a free appropriate public education (FAPE). It is this law that requires transition services for youth with disabilities and contains the following rights:
Other Important Disability-Related Laws
When students with disabilities reach the age of 18 (also known as ''age of majority''), the legal rights regarding special education services move from the parents to the student. Parents and students are notified one year before the student's eighteenth birthday that this transfer of educational rights will occur. It is a good idea to begin early to help your son or daughter understand age-of-majority rights and responsibilities.
Student Bill of Rights
Student Rights upon Reaching the Age of Majority:
Student Responsibilities upon Reaching the Age of Majority:
If you believe your son or daughter is unable or incapable of making sound educational or independent living decisions, here are some options:
Guardianship:
Conservatorship:
Limited Conservatorship:
Further information:
Protection and Advocacy, Inc. (PAI) is a private, nonprofit organization that protects the legal, civil, and service rights of Californians who have disabilities. Federal law requires that each state has a system for protecting the rights of people with disabilities. PAI is designated to be that system in California. PAI provides a variety of advocacy services for people with disabilities, including information and referral, technical assistance, and direct representation.
For information or assistance, call 1-800-776-5746 (toll-free), or read about it online at www.pai-ca.org/pubs/500501.htm.
Estate Planning and Trust Funds
The transition of students with disabilities from school to adult life is a complex process involving multiple personnel, agencies, programs, and services. The IDEA strongly encourages interagency and interdisciplinary collaboration between schools, community transition service agencies, and adult service agencies in the design and delivery of transition services to students. The very definition of transition in the IDEA is a coordinated set of activities, which necessitates collaboration and coordination between the student and family, the school and district, community-based organizations and services, and county and state agencies.
In most cases, a single agency cannot provide all the necessary transition services. Therefore, it is imperative for agencies to work together. When students are using several agencies, transition can become complicated.
Decisions must be made concerning:
Adult service agencies are not mandated to provide services while students are still in school; so planning and coordination between agencies must start early. Collaboration can reduce duplication of procedures and services and thus ensure one comprehensive plan for the student's future. Effective interagency collaboration can also ensure that the most appropriate services are identified and accessed. Finally, and most importantly, interagency collaboration can increase a student's ability to achieve post-school success.
5.1 Organizations coordinating services and supports align their missions, policies, procedures, data, and resources to equitably serve all youth and ensure the provision of a unified flexible array of programs, services, accommodations, and supports.
5.1.1 At the state and community level, public and private organizations communicate, plan, and have quality assurance processes in place within and across organizations to equitably support youths' access to chosen post-school options. Each organization has clear roles and responsibilities, and ongoing evaluation supports continuous improvement.
5.1.3 Youth and families report that organizations provide, or provide access to, seamlessly linked services, supports, and accommodations as necessary to address each youth's individual transition needs.
5.2 Organizations connect youth to an array of programs, services, accom-modations, and supports, based on an individualized planning process.
5.2.1 Organizations inform all youth about transition and the programs and services available to them.
5.2.2 Organizations use an interagency team process to share decision making with youth and families, linking each youth to the services, accommodations, and supports necessary to access a mutually agreed- upon range of post-school options.
The following model illustrates the ideal interagency collaboration necessary to provide transition services to the student during the last two years of school and to promote a smooth passage from school to career for both the student and agencies:
The following three charts illustrate the variety of services that are needed by many students in their preparation for adult life. Each agency, program, or service has its own eligibility criteria and procedures. Collaboration and interagency teams can provide guidance for the most effective systems to promote the best outcomes for students.
Matrix of Interagency/Community-Based Resources
Apprenticeship
Trade School
Community College
University System
Parks and Recreation
Community Events
Community Ed
YMCA
Public Transportation
Employment Development Department
One Strop Career Center
Workforce Investment Act
Private Employment
Employers
Matrix of State/Federal Agencies
Department of Rehab
Department of Developmental Services: Regional Center
Social Security
Mental Health
Employment Development Department
Matrix of School-Based/Interdisciplinary Resource
General Education
Special Education
Transition Services
Vocational Classes
Regional Occupation Program
WorkAbility
Tech Prep/Pathways
Agency partnerships allow students with disabilities the best chance for an organized, coordinated support system after graduation by:
Role of Agencies in the Transition Process
Agency Differences:
Adult Service Agencies
Suggestions for Working with Agency Professionals
Suggestions for Families Working with Agency Professionals
As illustrated in the previous section, transition is complex and requires cooperation and coordination among a variety of agencies outside of the school walls. Teams can make transition more effective for students. And, when they work well together, they ultimately succeed in lessening the load of the classroom teacher and other support personnel.
Special education personnel at the district level (e.g., directors of special education and program specialists) are encouraged to identify and meet with representatives from local community transition service agencies to discuss the formation of an interagency transition team. The following information should be shared and discussed:
Key Factors for Successful Interagency Teaming:
There Will Be Differences--How to Deal with Them
An interagency team will encounter differences that can be cultural, political, and/or values-based. A successful team is one composed of members with differences who are working toward a common goal. Here are some ways to deal with differing points of view and values:
Who Should Be on the Interagency Team?
At the local level, those agencies that are most often involved with persons with disabilities are needed on the interagency team. Government and community-based agencies should be at the table, along with educators and students with disabilities and their families. Here is a suggested list of representatives:
See Appendix G: ''Agencies that Support Transition'' offers a list of key state agencies with descriptions of eligibility and services.
In California, nearly 75 percent of students with disabilities have mild to moderate disabilities, such as speech and language impairments or specific learning disabilities (Special Education Fact Book 2005, California Department of Education, Special Education Division). With appropriate academic interventions, accommodations, and, at times, modifications, the majority of these students will be able to earn a general diploma. The National Standards and Quality Indicators for Transition support state and local education efforts to establish a system of standards and accountability that promotes post-school success.
1.2 SEAs (state education agencies) and LEAs (local education agencies) use appropriate standards to assess individual student achievement and learning.
1.3 SEAs/LEAs systematically collect data on school completion rates and post-school outcomes and use these data to plan improvements in educational and post-school programs and services.
1.5 SEAs/LEAs establish and implement high school graduation standards, options, and decisions that are based on meaningful measures of student achievement and learning.
California Education Code Section 51225.3 sets minimum course requirements for students to graduate with a general diploma:
(A) Three courses in English
(B) Two courses in mathematics (which now includes algebra)
(C) Two courses in science (including biological and physical sciences)
(D) Three courses in social studies (including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics)
(E) One course in visual or performing arts or foreign language (a course in American Sign Language counts as a course in a foreign language)
(F) Two courses in physical education, unless the pupil has been exempted
However, both the University of California (UC) and California State University (CSU) systems require four years of English, three years of mathematics--including algebra, geometry, and intermediate algebra--and two years of a foreign language in the same language. Additionally, commencing the class of 2006, students must pass the California High School Exit Examination (CAHSEE).
Many students were not meeting the minimum requirements or the requirements needed to enter a UC or a CSU as first-year students. To prepare California students to be competitive in the global economy of the twenty-first century, a statewide educational reform effort is underway to improve secondary education for all students, so that they may be prepared for higher education and careers. These reform efforts are designed to help all students, including students with disabilities.
To support the reform effort, the State Board of Education (SBE) has endorsed the use of nine Essential Program Components for high school reform and success:
(California Department of Education, High School Essential Program Component Resource Kit, 2005)
To help schools implement the Essential Program Components, the following resources are available to assist in reform improvement efforts:
Key resources for each Essential Program Component are available at http://www.cde.ca.gov/ta/lp/vl/improvtools.asp.
Academic Program Surveys (APS), used to assess the school status in each of the nine Essential Program Components, are available at www.cde.ca.gov/ta/lp/vl/improvtools.asp#aps.
APS Rating Descriptions, designed to accompany the survey, are available at www.cde.ca.gov/ta/lp/vl/improvtools.asp#apsrd.
Although all nine Essential Program Components are critical for schoolwide reform, the focus of this guide is Component Eight--Intervention Programs for Students Performing Below Grade-Level Standards--because of its direct relevance for students with disabilities.
The development of rigorous school- or district-wide intervention programs holds great promise for students with disabilities. In fact, school and district special education departments may work in collaboration with English and mathematics departments to deliver high quality intervention programs for students with or without disabilities who require the same level of intervention.
The High School Essential Program Component Resource Kit (California Department of Education, 2005) defines interventions as:
''Instructional programs that are in addition to or in lieu of the regular grade-level core instruction and are intended to support and accelerate student learning and close the achievement gap between grade-level peers. Interventions are planned to be temporary and are accelerated by providing more time focused on area of need.''
Interventions are leveled according to student need, which is identified through achievement data gathered from a variety of measures. From those data, interventions can then be provided as follows:
(California Department of Education, High School Essential Program Component Resource Kit, 2005)
Some students with disabilities need only benchmark interventions, but many students with disabilities need strategic and intensive interventions to pass the California High School Exit Exam and receive a general diploma.
Essential Program Component (EPC) #8 has two parts: interventions in English- language arts and interventions in mathematics. To provide appropriate interventions, eighth-, ninth-, and tenth-grade students must be regularly assessed for their academic knowledge and skill in English/language arts and mathematics. The following sequence of steps guides the design and implementation of appropriate interventions:
Currently, there are no SBE-adopted strategic interventions for students needing assistance with achieving grade-level standards. Therefore, schools are developing strategic interventions like the support ''shadow'' course described below:
Another way schools are supporting students who need strategic intervention is to provide individual or group tutoring. Tutoring may be scheduled during, before, or after school, including Saturdays. Within these efforts, students may be flexibly grouped by learning needs for targeted instruction using the CAHSEE Blueprint and Study Guides available at: www.cde.ca.gov/ta/tg/hs/admin.asp.
Students who are performing at elementary levels in reading and mathematics may temporarily need to take two to three periods of intensive intervention instruction in reading and/or mathematics each day to accelerate their mastery of sixth-grade English-language arts standards and seventh-grade mathematics standards before they can access the core program. If possible, at least one interest-based class should be retained in the student's daily schedule to motivate students to attend school and participate in intensive interventions.
(California Department of Education, High School Essential Program Component Resource Kit, Intervention Programs for Students, Component #8)
The CAHSEE covers English Language Arts content standards through grade ten. The ELA content standards can be found in the CAHSEE Blueprint at www.cde.ca.gov/ta/tg/hs/admin.asp.
For high school students requiring intensive reading/language arts interventions, the State Board of Education adopted reading/language arts intervention programs designed to accelerate students through the sixth-grade standards. Students who are offered two periods a day of the intervention course in lieu of their core curriculum should accelerate from an intensive intervention program into the strategic intervention program within a couple of semesters. The list of SBE-adopted reading/language arts intervention programs is available at www.cde.ca.gov/ci/cr/cf/rla2002pub.asp.
The CAHSEE covers mathematics content standards for sixth and seventh grades and Algebra I standards, which can be found in the CAHSEE Blueprint at www.cde.ca.gov/ta/tg/hs/admin.asp.
There are currently no state-adopted mathematics intervention programs for high school students. The revised framework will have criteria for other intervention materials, which will be available at the next round of mathematics adoptions. In the meantime, these students need to participate in a mathematics intervention program designed to accelerate their learning so they can be moved back to the core curriculum as soon as possible (California Department of Education, High School Essential Program Component Resource Kit, 2005).
The expectation that schools and districts provide struggling students with intervention programs designed to bring their academic achievement in line with graduation requirements is a significant opportunity for students with disabilities, who have traditionally struggled to meet grade-level competencies, and their teachers, who have had to assemble intervention materials to meet their students needs.
Additionally, CDE invites schools and districts to submit CAHSEE remediation models and programs proven successful in improving student achievement in reading, writing, and mathematics. The CAHSEE Remediation Compendium can be viewed at www.cde.ca.gov/ta/tg/hs/cahseematrix.asp.
Students with disabilities who have not passed the CAHSEE or received a general diploma continue to be eligible to receive a free appropriate public education.
See Appendix H: ''Options for Students Not Passing the CAHSEE,'' which, in collaboration with special education services and supports, may be useful for IEP teams to consider as they determine the most appropriate path to graduation.
Although the Individuals with Disabilities Education Improvement Act (IDEA '04) requires transition language in the IEP ''beginning not later than the first IEP, to be in effect when the child is 16,'' for some students it is appropriate to begin transition activities earlier. Teachers, parents, and students can begin the assessments, functional skills, and courses of study that are described below as early as the elementary grades.
While the majority of students with disabilities will participate in the general curriculum and statewide assessments and graduate with a general diploma, some students' disabling conditions are so significant that even with intensive academic interventions and modifications, they will not pass the California High School Exit Exam. It is important to offer a course of study that prepares this group of students for employment, independence, and integration into the community. Although they will not receive a general diploma, the efforts of these students must be recognized and celebrated.
California Education Code requires local education agencies to award students with disabilities a Certificate of Achievement or Completion if any one of the following is accomplished:
''(Section 56390) (a) The individual has satisfactorily completed a prescribed alternative course of study approved by the governing board of the school district in which the individual attended school or the school district with jurisdiction over the individual and identified in his or her individualized education program.
(b) The individual has satisfactorily met his or her individualized education program goals and objectives during high school as determined by the individualized education program team.
(c) The individual has satisfactorily attended high school, participated in the instruction as prescribed in his or her individualized education program, and has met the objectives of the statement of transition services.''
Attainment of a Certificate of Achievement or Completion is not the same as a general diploma and does not take the place of a general diploma; in addition, students who do not receive a general diploma have a right to continue receiving a free appropriate public education until the age of 22.
See Appendix I: Memorandum from the Director of the California Department of Education, Special Education Division, on the Special Education Certificate or Document of Educational Achievement or Completion for Students with Disabilities.
However, when a student does receive a Certificate of Achievement or Completion, California allows those students to participate in all graduation ceremonies:
''EC 56391. An individual with exceptional needs who meets the criteria for a certificate or document described in Section 56390 shall be eligible to participate in any graduation ceremony and any school activity related to graduation in which a pupil of similar age without disabilities would be eligible to participate. The right to participate in graduation ceremonies does not equate a certificate or document described in Section 56390 with a regular high school diploma.''
The National Standards and Quality Indicators for Transition encourage state and local education efforts to establish secondary programs that prepare students for adult life through school-, community-, and work-based learning experiences. Furthermore, the National Standards and Quality Indicators for Transition support state and local education efforts to establish a standards and accountability system that promotes post-school success.
1.1 SEAs (state education agencies) and LEAs (local education agencies) provide youth with equitable access to a full range of academic and non-academic courses and programs of study.
1.1.3 Youth are aware of and have access to work-based learning (programs that connect classroom curriculum to learning on job sites in the community), service-learning (programs that combine meaningful community service with academic growth, personal growth, and civic responsibility), and career preparatory experiences such as job shadowing and informational interviewing.
1.2 SEAs/LEAs use appropriate standards to assess individual student achievement and learning.
1.2.1 All youth participate in large-scale assessment and accountability systems, with appropriate accommodations, alternate assessments, and universal design.
2.3 Schools and community partners provide youth with opportunities to participate in meaningful school- and community-based work experiences.
2.4 Schools and community partners provide career preparatory activities that lead to youths' acquisition of employability and technical skills, knowledge, and behaviors.
In order to meet the requirements of the IDEA '04 and the No Child Left Behind Act (NCLB), California implemented an accountability system that includes all students in the statewide assessment program. For students who cannot take part in general statewide assessment programs, the California Department of Education developed an alternate assessment for children with more severe disabilities, the California Alternate Performance Assessment (CAPA). The CAPA was developed as a tool to support teachers in recognizing and aligning instruction for students with significant disabilities with the California content standards and to monitor these students' progress.
Since students with significant cognitive disabilities have traditionally received their instruction in a functional skills-based curriculum, the California content standards were prioritized and those standards most appropriate for students with significant disabilities were selected. The following content areas were selected and the accompanying functional indicators of performance were developed:
Content Areas: English-Language Arts, Mathematics, Science, History-Social Science
Strands: Subheadings used to organize standards within a content area
Descriptive Statement: Explains how the standard is applicable to long-term adult outcomes and how they contribute to the individual's quality of life
Standard Identification: Identifies the standard in relation to the California content standards and the California Alternate Performance Assessment (CAPA)
ELA Standard 1
Reading/Word Analysis
Kindergarten-1.6
CAPA Levels 2-3
Recognize and name all uppercase and lowercase letters of the alphabet*
Key:
ELA Standard 1: CAPA numbering system
Reading/Word Analysis: Strand/Substrand from California standards document
Kindergarten-1.6: Reference to the grade level and standard number in the California content standards document, as they relate to the CAPA
Levels 2-3: CAPA levels at which it is appropriate to teach and test this standard.
*Text is the exact text that appears in the California content standards.
Functional Performance Indicators are not intended to be task analyses, a complete listing of skills, or measurable IEP goals. To make the performance indicators accessible to students with a wide range of disabilities, universal verbs were used. This approach enables the teacher to specify the individual student behaviors needed to perform the tasks.
Common terms used in the functional performance indicators include the following:
(Source: California Department of Education, California Alternate Performance Assessment)
The CAPA provides a framework, aligned to California Content Standards, for assessing the performance and progress of students with significant disabilities. The curriculum and activities offered to prepare students for adult life are generally referred to as functional skills.
One of the goals of education is to prepare students for adult living. To do that, teachers and parents must be prepared to ask and answer the following tough questions:
The following areas directly prepare a student to function in the adult world:
These teach students to manage personal finances--including using credit cards and check cards--a household, personal needs, family responsibilities, food preparation, citizenship responsibility, and leisure activities.
This area involves students' self-awareness and self-confidence, their socially responsible behavior, interpersonal skills, independence, decision-making abilities, and communication skills.
These skills help students explore and prepare for occupational possibilities and choices in the twenty-first century, including developing appropriate work habits, seeking and maintaining employment, and developing physical skills, manual skills, and specific job competencies.
The California Special Education Administrators of County Offices (SEACO) developed a curriculum guide for students with moderate to severe disabilities, available through Lakeshore Publishing, which further defines functional skills in seven areas:
Courses of study for students in functional skills curriculum who will receive a Certificate of Completion or Achievement typically involve:
Community-based instruction provides students with an opportunity to practice, in a real-world setting, those skills they have learned in the functional skills curriculum. It also provides an opportunity for instruction in the least restrictive environment, especially interaction with people without disabilities. Community-based instruction should reinforce skills learned in the classroom setting and be aligned to measurable IEP goals. Examples of community-based instruction areas may include:
Community-based instruction allows students the opportunity to develop choices and independence that are tied to self-determination, an essential element that affects the quality of life students will experience as adults. The National Standards and Quality Indicators for Transition support these activities as building blocks to independence and leadership:
3.1 Youth acquire the skills, behaviors, and attitudes that enable them to learn and grow in self-knowledge, social interaction, and physical and emotional health.
3.2 Youth understand the relationship between their individual strengths and desires and their future goals and have the skills to act on that understanding.
3.3 Youth have the knowledge and skills to demonstrate leadership and participate in community life.
Students who exit high school with a Certificate of Completion or Achievement continue to be eligible to receive a free appropriate public education. The type of services students ages 18-22 receive depends largely on the individual student's need. Often, however, these services will continue the focus on community-based instruction, employment training and work experience, and accessing community resources.
Because these students are adults, it is important to provide services in an age-appropriate environment. Some school districts have partnerships with community colleges, where the college provides the classroom and the access to appropriate classes, while the district provides the special education staff. Other districts have classrooms in the community in storefronts, houses, or apartments. In other words, providing an education in the least restrictive environment for students ages 18-22 occurs out in the community: in formal institutions of postsecondary education, training venues, or places of employment.
This is also the time in a student's education when it becomes important that, either on his or her own or with help, he or she makes connections with adult service providers. Typically, the Department of Rehabilitation and Regional Center become involved with students when they are ready to exit the educational system. It is good practice to invite representatives from these organizations to the last IEP meeting before the student turns 22 to establish linkages; although people from these agencies are not mandated to attend. Appendix G lists a variety of state agencies that support transition.
No one denies the importance of preparing young people for adulthood. Families want their children to lead happy, independent lives as adults. Educators want to see their efforts successfully lead young people out of high school with the tools to be lifelong learners and with the skills to enter higher education or employment. The larger society wants the next generation to be good citizens, able to make informed decisions and able to progress economically and socially. And the wishes of the disability community are identical. But in spite of these common desires, there are perceived barriers to fully achieving the ''results-oriented'' process of transitioning students from school to adulthood that the IDEA requires.
Achieving the goals stated above requires a coordinated effort with families, schools, communities, state and national agencies, business and industry, and higher education working together to lead the way to helping young people find productive adult roles. The very definition of transition in the IDEA is a ''coordinated set of activities'' designed to help students move from school to adult living. However, knowing that coordination is necessary is not enough; putting together a mechanism to accomplish that coordination is also required. Some cities and/or counties have Transition Coordinating Councils where schools, business partners, the departments of Employment Development and Rehabilitation, Regional Centers, and other community-based service organizations come together on a regular basis to determine student needs and who will fill those needs and when. This type of systemic coordination ensures that no student will fall through the cracks between agencies or be left to figure it out alone. The ''Connecting Activities'' in Section 5 of this book describe how the various partners can work together. But because this work is largely unfunded, it is up to communities to take the initiative to make coordination happen.
Another perceived barrier to developing systems that prepare students for life after high school is the structure of high schools themselves. Even before the standards-based accountability movement of the twenty-first century, secondary education was often torn between providing an academic education and a career or technical education. Regardless of which emphasis is chosen, the fact remains that many students are only motivated to stay in high school when they can see how the education they receive there actually prepares them for their next step, whether it is higher education or employment right after high school. This connection between school and adult life is not something all students automatically recognize. Many students need direct instruction in self-awareness, career awareness and exploration, and career preparation as much as they need direct instruction in English and mathematics. If students do not see school as the first step toward the rest of their lives, schools run the risk of losing many students to apathy.
The demands of the rigorous, standards-based education required in California a nd the High School Exit Exam have forced many secondary educators, including special educators, to focus on those standards and exams, often at the expense of the more practical instruction and activities related to self-awareness, career awareness and exploration, and career preparation. Many teachers may see the importance of transition or career preparation but, with the pressure of limited time and resources, feel able to teach only the standards. However, the two are not mutually exclusive. It is possible to provide the instruction and activities that are needed to guide career exploration and plans for future employment through a standards-based curriculum. For example, the sample transition goals illustrated in Section 2 of this book demonstrate how transition activities can be aligned to English language arts standards.
Additionally, many high school special education departments are structured so that all students with an IEP have at least one period with their case manager, who is then able to provide students with assistance in the general curriculum. This period can also be used to address transition instruction and activities. Case managers can also collaborate with general education teachers on ways to infuse transition curricula into core classes. Indeed, all students can benefit from instruction and activities that develop their awareness about themselves and how they will fit into the world of work. As mentioned above, without making an explicit connection between school and careers, or school and the rest of their lives, many students may find school irrelevant and lack the motivation to succeed.
Families are also under a great deal of pressure to ensure that their children are enrolled in a standards-based curriculum and are on track to pass examinations. For many students, the appropriate route to their future is to complete high school, go to college, and enter the career of their choosing. For students with cognitive or developmental disabilities, the appropriate route to realizing their appropriate goal is a functional skills, community-based, work-oriented curriculum, which is critical for post-school success and independence.
Some students, however, do not fit nicely into the two student groups mentioned above--a standards-based graduation pathway or a functional skills certificate pathway. Therefore, families, in collaboration with the IEP team, will need to make decisions at some point between middle and high school about the most appropriate programming and courses of study for their child in high school. Throughout secondary school, families must be their child's advocate, their teacher's partner and, a primary collaborator on the team of school and adult service providers to make sure their child is receiving the instruction, services, and supports needed for post-school success.
Finally, we must continually ask the question: why do we have compulsory education if not to prepare children and youth for the rest of their lives? Families and educators are often so involved with the business of schooling that they forget its purpose. Schooling is not an end, but a means to an end. Schooling is less than one-fifth of most people's lives, and its intent is preparation for life. All youth should leave school prepared for continued education, employment, and adult roles; so it makes sense to provide them with schooling that directly helps them realize those goals.
IDEA--Reauthorized Statute
The following is adapted from the document found on the U.S. Department of Education's Office of Special Education Programs website: www.ncset.org/docs/osers/idea04_sec_transition.html.
Secondary Transition
The reauthorized Individuals with Disabilities Education Act (IDEA) was signed into law on December 3, 2004, by President George W. Bush. The provisions of the act became effective on July 1, 2005, with the exception of some elements of the definition of ''highly qualified teacher,'' that took effect upon the signing of the act. This is one in a series of documents, prepared by the Office of Special Education and Rehabilitative Services (OSERS) of the U.S. Department of Education, that covers a variety of high-interest topics and brings together the statutory language related to those topics to support constituents in preparing to implement the new requirements. This document addresses only the changes to provisions regarding transition services of IDEA that took effect on July 1, 2005. It does not address any changes that may be made by the final regulations.
IDEA 2004:
IDEA of 1997 compared to IDEA of 2004
On December 3, 2004, President George W. Bush signed H.R. 1350 (the Individuals with Disabilities Education Act of 2004) into law. This document identifies the major changes between IDEA of 1997 and H.R. 1350 (IDEA '04) concerning transition services (bold text indicates language changes from IDEA of 1997; added here by author).
| Individuals with Disabilities Education Act of 1997 | Individuals with Disabilities Education Improvement Act of 2004 | |
|---|---|---|
| Section 601: Short Title; Table of Contents; Findings; Purposes | (d) Purposes. The purposes of this title are-- (1)(A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living |
(d) Purposes. The purposes of this title are-- (1)(A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living |
| Section 602: Definitions | (30) Transition services. The term ''transition services'' means a coordinated set of activities for a student with disability that-- (A) is designed within an outcome-oriented process, which promotes movement from school to post-school activities, including postsecondary 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, related services,
community experiences, the development
of employment and other post-school adult living objectives, and when appropriate, |
(34) Transition services. The term ''transition services'' means a coordinated set of activities for a child with a disability that-- (A) is 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, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (B) is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and (C) includes 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. |
| Individuals with Disabilities Education Act of 1997 | Individuals with Disabilities Education Improvement Act of 2004 | |
|---|---|---|
| Section 614: Individualized Education Programs | (c) Additional Requirements for Evaluation and Reevaluation . . . (5) Evaluation before Change in Eligibility. A local educational agency shall evaluate a child with a disability in accordance with this section before determining that the child is no longer a child with a disability. |
(c) Additional Requirements for Evaluation and Reevaluation . . . (5) Evaluation before Change in Eligibility (A) In general--Except as provided in subparagraph (B), a local educational agency shall evaluate a child with a disability in accordance with this section before determining that the child is no longer a child with a disability. (B) Exception-- (i) In general--The evaluation described in subparagraph (A) shall not be required before the termination of a child's eligibility under this part due to graduation from secondary school with a regular diploma, or due to exceeding the age eligibility for a free appropriate public education under State law. (ii) Summary of Performance--For a child whose eligibility under this part terminates under circumstances described in clause (i), a local education agency shall provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's post-secondary goals. |
| Section 614: Individualized Education Programs | (c) Additional Requirements for Evaluation and Reevaluation . . . (5) Evaluation before Change in Eligibility. A local educational agency shall evaluate a child with a disability in accordance with this section before determining that the child is no longer a child with a disability. |
(c) Additional Requirements for Evaluation and Reevaluation . . . (5) Evaluation before Change in Eligibility (A) In general--Except as provided in subparagraph (B), a local educational agency shall evaluate a child with a disability in accordance with this section before determining that the child is no longer a child with a disability. (B) Exception-- (i) In general--The evaluation described in subparagraph (A) shall not be required before the termination of a child's eligibility under this part due to graduation from secondary school with a regular diploma, or due to exceeding the age eligibility for a free appropriate public education under State law. (ii) Summary of Performance--For a child whose eligibility under this part terminates under circumstances described in clause (i), a local education agency shall provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's post-secondary goals. |
| Section 614: Individualized Education Programs | (d) Individualized Education Programs.-- (1) Definition.--In this title: (A) Individualized Education Programs . . . (vii)(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); (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; and (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 section 615(m); and (viii) a statement of-- (I) how the child's progress toward the annual goals described in clause (ii) will be measured; and (II) 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 of-- (aa) their child's progress toward the annual goals described in clause (ii); and (bb) the extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year. |
(d) Individualized Education Programs.-- (1) Definition.--In this title: (A) Individualized Education Programs . . . (i)(VIII) beginning not later that the first IEP to be in effect when the child is 16, and updated annually thereafter-- (aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; (bb) the transition services (including courses of study) needed to assist the child in reaching those goals; and (cc) beginning not later than 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of the child's rights under this title, if any, that will transfer to the child on reaching the age of majority under section 615(m). (ii) Rule of Construction.--Nothing in this section shall be construed to require-- (I) that additional information be included in a child's IEP beyond what is explicitly required in this section; and (II) the IEP Team to include information under 1 component of a child's IEP that is already contained under another component of such IEP. [Note: The following text appears in Part B, Section 614 (d)(1)(A)(i), as part of the definition of what an IEP includes.] (II) a statement of measurable annual goals, including academic and functional goals, designed to-- (aa) meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and (bb) meet each of the child's other educational needs that result from the child's disability; (III) a description of how the child's progress toward meeting the annual goals described in subclause (II) will be measured and when periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report card) will be provided; |
| (3) Development of IEP | (A) In general--In developing each child's IEP, the IEP Team, subject to subparagraph (C), shall consider-- (i) the strengths of the child and the concerns of the parents for enhancing the education of their child; and (ii) the results of the initial evaluation or most recent evaluation of the child. |
(A) In general--In developing each child's IEP, the IEP Team, subject to subparagraph (C), shall consider-- (i) the strengths of the child; (ii) the concerns of the parents for enhancing the education of their child; (iii) the results of the initial evaluation or most recent evaluation of the child; and (iv) the academic, developmental, and functional needs of the child. |
| Children with Disabilities in Adult Prisons | (6)(A) In general--The following requirements do not apply to children with disabilities who are convicted as adults under State law and incarcerated in adult prisons: (i) The requirements contained in section 612(a)(17) and paragraph (1)(A)(v) of this subsection (relating to participation of children with disabilities in general assessments.) (ii) The requirements of subclauses (I) and (II) of paragraph (1)(A)(vii) of this subsection (relating to transition planning and transition services) do not apply with respect to such children whose eligibility under this part will end, because of their age, before they will be released from prison. |
(7)(A) In general--The following requirements shall not apply to children with disabilities who are convicted as adults under State law and incarcerated in adult prisons: (i) The requirements contained in section 612(a)(16) and paragraph(1)(A)(i)(VI) (relating to participation of children with disabilities in general assessments). (ii) The requirements of items (aa) and (bb) of paragraph (1)(A)(i)(VIII) (relating to transition planning and transition services) do not apply with respect to such children whose eligibility under this part will end, because of such children's age, before such children will be released from prison. |
Following is the work of National Association of Special Education Teachers. The document outlines standards and indicators that can be used to help assure high-quality transition for youth who are moving from a secondary school setting to the adult world. The standards and indicators identify practices that create quality secondary education and transition experiences for all youth. These standards can guide state and local administrators and practitioners responsible for planning and implementing comprehensive transition systems for youth, ultimately becoming a catalyst for constructive change in transition practices and policies nationwide. The member organizations of National Association of Special Education Teachers intend this to be a living document that is regularly updated to reflect current knowledge.
National Standards and Quality Indicators for Transition: Schooling
1.1 SEAs/LEAs provide youth with equitable access to a full range of academic and non-academic courses and programs of study.
1.1.1 Youth are aware of and have access to the full range of secondary education curricula and programs designed to help them achieve state and/or district academic and related standards and meet admission requirements for postsecondary education.
1.1.2 SEAs/LEAs provide youth with information about the full range of postsecondary options and encourage youth to participate in secondary courses that will enable them to meet the admission requirements of their selected postsecondary program of study.
1.1.3 Youth are aware of and have access to work-based learning (programs that connect classroom curriculum to learning on job sites in the community), service-learning (programs that combine meaningful community service with academic growth, personal growth, and civic responsibility), and career preparatory experiences such as job shadowing and informational interviewing.
1.1.4 Each youth completes an individual life plan based on his or her interests, abilities, and goals.
1.1.5 SEAs/LEAs use universally designed and culturally competent curriculum materials (e.g., assignments, tests, textbooks, etc.) that are accessible and applicable to the widest possible range of youth.
1.1.6 Youth are aware of and have access to technology resources to enhance learning.
1.1.7 SEAs/LEAs integrate advising and counseling into the education program of every youth and ensure that supports are readily available to enable each youth to successfully complete secondary school and enter postsecondary education or other chosen post-school options.
1.2 SEAs/LEAs use appropriate standards to assess individual student achievement and learning.
1.2.1 All youth participate in large-scale assessment and accountability systems, with appropriate accommodations, alternate assessments, and universal design.
1.2.2 Youth have access to appropriate accommodations and multiple assessment strategies.
1.2.3 SEAs/LEAs use assessment and accountability systems reflecting standards that prepare graduates for successful postsecondary education experiences, meaningful employment, and civic engagement.
1.2.4 SEAs/LEAs use assessment results to review instruction and implement appropriate educational plans for each youth.
1.2.5 SEAs/LEAs use assessments that are not culturally biased.
1.3 SEAs/LEAs systematically collect data on school completion rates and post-school outcomes and use these data to plan improvements in educational and post-school programs and services.
1.3.1 Data are disaggregated and reported in clear and relevant language for the intended audiences.
1.3.2 Data and resulting reports are widely disseminated throughout the education community, to policymakers, school board members, school administrators, parent groups, postsecondary educators, public and private school educators, and the community.
1.3.3 SEAs/LEAs use reliable and valid instruments and data collection strategies.
1.3.4 Data are used to evaluate current programs and services and to make recommendations for future programs and services linked to positive post-school outcomes.
1.4 SEAs/LEAs offer educators, families, and community representatives regular opportunities for ongoing skill development, education, and training in planning for positive post-school outcomes for all youth.
1.4.1 Administrators, principals, educators, and paraprofessionals meet the essential qualifications to perform their jobs.
1.4.2 Staff development programs are based on careful analysis of data about the school and youth achievement and are evaluated for their effectiveness in improving teaching practices and increasing student achievement.
1.4.3 Educators, families, and community representatives are active members of the school leadership team.
1.4.4 Youth have the opportunity to participate in all meetings in which decisions may be made concerning their school and post-school plans.
1.4.5 Educators, families, and youth receive training on using data for planning and informed decision-making.
1.5 SEAs/LEAs establish and implement high school graduation standards, options, and decisions that are based on meaningful measures of student achievement and learning.
1.5.1 State and local assessments linked to high school graduation use measures of student achievement and learning that are valid and reliable and allow for accommodations and modifications, as appropriate.
1.5.2 Allowable accommodations and modifications, and the circumstances in which they may be used, are clearly defined for state and local assessments.
1.5.3 School staff members are provided training on determining and implementing appropriate accommodations and on determining eligibility for alternate assessments.
1.5.4 Educators, families, and youth are aware of and have access to information about the possible ramifications of completing alternate assessments.
1.5.5 Educators, families, and youth are counseled on how the choice of diploma options may affect post-school options.
National Standards and Quality Indicators for Transition: Career Preparatory Experiences
2.1 Youth participate in career awareness, exploration, and preparatory activities in school- and community-based settings.
2.1.1 Schools and community partners offer courses, programs, and activities that broaden and deepen youths' knowledge of careers and allow for more informed postsecondary education and career choices.
2.1.2 Career preparatory courses, programs, and activities incorporate contextual teaching and learning.
2.1.3 Schools, employers, and community partners collaboratively plan and design career preparatory courses, programs, and activities that support quality standards, practices, and experiences.
2.1.4 Youth and families understand the relationship between postsecondary and career choices, and financial and benefits planning.
2.1.5 Youth understand how community resources, experiences, and family members can assist them in their role as workers.
2.2 Academic and non-academic courses and programs include integrated career development activities.
2.2.1 Schools offer broad career curricula that allow youth to organize and select academic, career, or technical courses based on their career interests and goals.
2.2.2 With the guidance of school and/or community professionals, youth use a career planning process (e.g., assessments, career portfolio, etc.) based on career goals, interests, and abilities.
2.2.3 Career preparatory courses, programs, and activities align with labor market trends and specific job requirements.
2.2.4 Career preparatory courses, programs, and activities provide the basic skills crucial to success in a career field, further training, and professional growth.
2.3 Schools and community partners provide youth with opportunities to participate in meaningful school- and community-based work experiences.
2.3.1 Youth participate in quality work experiences that are offered to them prior to exiting school (e.g., apprenticeships, mentoring, paid and unpaid work, service learning, school-based enterprises, on-the-job training, internships, etc.).
2.3.2 Work experiences are relevant and aligned with each youth's career interests, postsecondary education plans, goals, skills, abilities, and strengths.
2.3.3 Youth participate in various on-the-job training experiences, including community service (paid or unpaid) specifically linked to school credit or program content.
2.3.4 Youth are able to access, accept, and use individually needed supports and accommodations for work experiences.
2.4 Schools and community partners provide career preparatory activities that lead to youths' acquisition of employability and technical skills, knowledge, and behaviors.
2.4.1 Youth have multiple opportunities to develop traditional job preparation skills through job-readiness curricula and training.
2.4.2 Youth complete career assessments to identify school and post-school preferences, interests, skills, and abilities.
2.4.3 Youth exhibit understanding of career expectations, workplace culture, and the changing nature of work and educational requirements.
2.4.4 Youth demonstrate that they understand how personal skill development (e.g., positive attitude, self-discipline, honesty, time management, etc.) affects their employability.
2.4.5 Youth demonstrate appropriate job-seeking behaviors. National Standards and Quality Indicators for Transition: Youth Development and Leadership
3.1 Youth acquire the skills, behaviors, and attitudes that enable them to learn and grow in self-knowledge, social interaction, and physical and emotional health.
3.1.1 Youth are able to explore various roles and identities, promoting self-determination.
3.1.2 Youth participate in the creative arts, physical education, and health education programs in school and the community.
3.1.3 Youth are provided accurate information and given the opportunity to ask questions and discuss sexual attitudes.
3.1.4 Youth develop interpersonal skills, including communication, decision-making, assertiveness, and peer refusal skills, as well as the ability to create healthy relationships.
3.1.5 Youth interact with peers and acquire a sense of belonging.
3.1.6 Youth participate in a range of teamwork and networking experiences.
3.1.7 Youth have significant positive relationships with mentors, positive role models, and other nurturing adults.
3.2 Youth understand the relationship between their individual strengths and desires and their future goals and have the skills to act on that understanding.
3.2.1 Youth develop ethics, values, and reasoning skills.
3.2.2 Youth develop individual strengths.
3.2.3 Youth demonstrate the ability to set goals and develop a plan.
3.2.4 Youth participate in varied activities that encourage the development of self-determination and self-advocacy skills.
3.3 Youth have the knowledge and skills to demonstrate leadership and participate in community life.
3.3.1 Youth learn specific knowledge and skills related to leadership, and explore leadership styles.
3.3.2 Youth learn the history, values, and beliefs of their communities.
3.3.3 Youth demonstrate awareness, understanding, and knowledge of other cultures and societies and show respect for all people.
3.3.4 Youth engage in experiential learning and have opportunities for genuine leadership, taking primary responsibility for developing plans, carrying out decisions, and solving problems.
3.3.5 Youth participate in service to others in their community, their country, and their world.
3.3.6 Youth identify and access resources in their community.
3.4 Youth demonstrate the ability to make informed decisions for themselves.
3.4.1 Youth practice self-management and responsible decision-making that reflects healthy choices.
3.4.2 Youth demonstrate independent living skills.
National Standards and Quality Indicators for Transition: Family Involvement
4.1 School staff members demonstrate a strong commitment to family involvement and understand its critical role in supporting high achievement, access to postsecondary education, employment, and other successful adult outcomes.
4.1.1 School programs and activities support a wide range of family involvement and actively engage families and youth in the home, classroom, school, and community.
4.1.2 School programs and activities are designed, implemented, and shaped by frequent feedback from youth and families.
4.1.3 School staff development includes training on youth and family involvement based on individual strengths, interests, and needs.
4.1.4 Youth and families have clear and accessible information regarding school curricula, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet.
4.2 Communication among youth, families, and schools is flexible, reciprocal, meaningful, and individualized.
4.2.1 Youth, families, and school staff utilize telephone, face-to-face, electronic, group meetings, and other methods as needed to support and enhance communication.
4.2.2 School staff individualize communication methods used with youth and families to meet unique needs, including provision of text materials in alternate formats and non-English languages.
4.2.3 Youth, families, and school staff share reports of positive youth behavior and achievement.
4.2.4 Schools, families, and youth enhance communication through use of school programs that improve literacy and communication skills.
4.3 School staff actively cultivate, encourage, and welcome youth and family involvement.
4.3.1 School staff use a formal process to help youth and families identify their strengths and needs and to connect them with other youth and families for support, guidance, and assistance.
4.3.2 School staff provide flexible meeting arrangements to accommodate the varied needs of youth and families, addressing childcare needs, transportation needs, language barriers, and time schedules.
4.3.3 Youth, families, and school staff participate in training on parenting, childcare, and positive family-child relationships.
4.3.4 School staff participate in training on creating a welcoming school climate and working collaboratively, respectfully, and reciprocally with youth and families.
4.3.5 All school information, materials, training, and resources reflect the diversity of the community.
4.3.6 School staff provide referrals to community programs and resources that meet the individual needs of youth and families and allow youth and families to make informed choices.
4.4 Youth, families, and school staff are partners in the development of policies and decisions affecting youth and families.
4.4.1 Youth, families, and school staff jointly develop a family involvement policy and agreement outlining shared responsibility for improved student achievement and achieving the State's high standards.
4.4.2 School staff regularly share information about school reforms, policies, and performance data with youth and families in a variety of formats.
4.4.3 School staff ensure [that] school policies respect the diversity of youth and family cultures, traditions, values, and faiths found within the community.
4.4.4 School staff provide youth and families with training on school policies, budgets, and reform initiatives to ensure effective participation in decision-making.
4.4.5 Youth and families have a variety of opportunities to participate in decision-making, governance, evaluation, and advisory committees at the school and community levels.
National Standards and Quality Indicators for Transition: Connecting Activities
5.1 Organizations coordinating services and supports align their missions, policies, procedures, data, and resources to equitably serve all youth and ensure the provision of a unified flexible array of programs, services, accommodations, and supports.
5.1.1 At the state and community level, public and private organizations communicate, plan, and have quality assurance processes in place within and across organizations to equitably support youths' access to chosen post-school options. Each organization has clear roles and responsibilities, and ongoing evaluation supports continuous improvement.
5.1.2 Organizations have missions, policies, and resources that support seamless linkage and provide youth with access to needed services and accommodations.
5.1.3 Youth and families report that organizations provide, or provide access to, seamlessly linked services, supports, and accommodations as necessary to address each youth's individual transition needs.
5.1.4 Organizations have implemented an agreed-upon process to coordinate eligibility and service provision requirements, helping youth to participate in the post-school options of their choice.
5.1.5 Organizations have shared data systems in place, or have established processes for sharing data, while fully maintaining required confidentiality and obtaining releases as needed. These systems include provisions for collecting and maintaining post-school outcomes data.
5.2 Organizations connect youth to an array of programs, services, accommodations, and supports, based on an individualized planning process.
5.2.1 Organizations inform all youth about transition and the programs and services available to them.
5.2.2 Organizations use an interagency team process to share decision-making with youth and families, linking each youth to the services, accommodations, and supports necessary to access a mutually agreed-upon range of post-school options.
5.2.3 Youth report satisfaction with the services, accommodations, and supports received as they connect to chosen post-school options.
5.3 Organizations hire and invest in the development of knowledgeable, responsive, and accountable personnel who understand their shared responsibilities to align and provide programs, services, resources, and supports necessary to assist youth in achieving their individual post-school goals.
5.3.1 Personnel (e.g., general and special education teachers, vocational rehabilitation counselors, service coordinators, case managers) are adequately prepared to work with transition-aged youth, understand their shared responsibilities, and use coordination and linkage strategies to access resources, services, and supports across systems to assist youth in achieving their post-school goals.
5.3.2 Organizations hire well-prepared staff; provide ongoing professional development; and have a set of common competencies and outcome measures that hold personnel accountable for their role in ensuring that youth are prepared for, linked to, and participating in activities that will assist them in achieving their post-school goals.
5.3.3 Youth and families report satisfaction with the knowledge, skills, and attitudes of personnel they encounter in collaborating organizations during the transition process.
Purpose
The National Standards for Secondary Education and Transition Self-Assessment Tool is designed to facilitate communication and sharing within and among interagency partners, based upon a common understanding of what constitutes quality and best practices in secondary education and transition. State and local communities are encouraged to use this self-assessment tool to:
By completing this self-assessment tool, users will achieve a shared frame of reference from which to build commitment and focus for setting priorities and improving secondary education and transition practices at both state and local levels. The information is for planning purposes only and will not be used by any federal program or agency to determine compliance.
Go to 1.2 SEAs/LEAs use appropriate standards to assess individual student achievement and learning.
Self-Assessment Tool: 1. Schooling
1.1 SEAs/LEAs provide youth with equitable access to a full range of academic and non-academic courses and programs of study.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 1.1.1: Youth are aware of and have access to the full range of secondary education curricula and programs designed to help them achieve state and/or district academic and related standards and meet admission requirements for postsecondary education. | ||||
| Indicator 1.1.2: SEAs/LEAs provide youth with information about the full range of postsecondary options and encourage youth to participate in secondary courses that will enable them to meet the admission requirements of their selected postsecondary program of study. | ||||
| Indicator 1.1.3: Youth are aware of and have access to work-based learning (programs that connect classroom curriculum to learning on job sites in the community), service-learning (programs that combine meaningful community service with academic growth, personal growth, and civic responsibility), and career preparatory experiences such as job shadowing and informational interviewing. | ||||
| Indicator 1.1.4: Each youth completes an individual life plan based on his or her interests, abilities, and goals. | ||||
| Indicator 1.1.5: SEAs/LEAs use universally designed and culturally competent curriculum materials (e.g., assignments, tests, textbooks, etc.) that are accessible and applicable to the widest possible range of youth. | ||||
| Indicator 1.1.6: Youth are aware of and have access to technology resources to enhance learning. | ||||
| Indicator 1.1.7: SEAs/LEAs integrate advising and counseling into the education program of every youth and ensure that supports are readily available to enable each youth to successfully complete secondary school and enter postsecondary education or other chosen post-school options. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 7. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 1.1.
Self-Assessment Tool: 1. Schooling
1.2 SEAs/LEAs use appropriate standards to assess individual student achievement and learning.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 1.2.1: All youth participate in large-scale assessment and accountability systems, with appropriate accommodations, alternate assessments, and universal design. | ||||
| Indicator 1.2.2: Youth have access to appropriate accommodations and multiple assessment strategies. | ||||
| Indicator 1.2.3: SEAs/LEAs use assessment and accountability systems reflecting standards that prepare graduates for successful postsecondary education experiences, meaningful employment, and civic engagement. | ||||
| Indicator 1.2.4: SEAs/LEAs use assessment results to review instruction and implement appropriate educational plans for each youth. | ||||
| Indicator 1.2.5: SEAs/LEAs use assessments that are not culturally biased. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 5. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 1.2.
Self-Assessment Tool: 1. Schooling
1.3 SEAs/LEAs systematically collect data on school completion rates and post-school outcomes and use these data to plan improvements in educational and post-school programs and services.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 1.3.1: Data are disaggregated and reported in clear and relevant language for the intended audiences. | ||||
| Indicator 1.3.2: Data and resulting reports are widely disseminated throughout the education community, to policymakers, school board members, school administrators, parent groups, postsecondary educators, public and private school educators, and the community. | ||||
| Indicator 1.3.3: SEAs/LEAs use reliable and valid instruments and data collection strategies. | ||||
| Indicator 1.3.4: Data are used to evaluate current programs and services and to make recommendations for future programs and services linked to positive post-school outcomes. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 4. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 1.3.
Self-Assessment Tool: 1. Schooling
1.4 SEAs/LEAs offer educators, families, and community representatives regular opportunities for ongoing skill development, education, and training in planning for positive post-school outcomes for all youth.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 1.4.1: Administrators, principals, educators, and paraprofessionals meet the essential qualifications to perform their jobs. | ||||
| Indicator 1.4.2: Staff development programs are based on careful analysis of data about the school and youth achievement and are evaluated for their effectiveness in improving teaching practices and increasing student achievement. | ||||
| Indicator 1.4.3: Educators, families, and community representatives are active members of the school leadership team. | ||||
| Indicator 1.4.4: Youth have the opportunity to participate in all meetings in which decisions may be made concerning their school and post-school plans. | ||||
| Indicator 1.4.5: Educators, families, and youth receive training on using data for planning and informed decision-making. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 5. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 1.4.
Self-Assessment Tool: 1. Schooling
1.5: SEAs/LEAs establish and implement high school graduation standards, options, and decisions that are based on meaningful measures of student achievement and learning.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 1.5.1: State and local assessments linked to high school graduation use measures of student achievement and learning that are valid and reliable and allow for accommodations and modifications, as appropriate. | ||||
| Indicator 1.5.2: Allowable accommodations and modifications, and the circumstances in which they may be used, are clearly defined for state and local assessments. | ||||
| Indicator 1.5.3: School staff members are provided training on determining and implementing appropriate accommodations and on determining eligibility for alternate assessments. | ||||
| Indicator 1.5.4: Educators, families, and youth are aware of and have access to information about the possible ramifications of completing alternate assessments. | ||||
| 1.5.5: Educators, families, and youth are counseled on how the choice of diploma options may affect post-school options. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 5. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 1.5.
Self-Assessment Tool: 2. Career Preparatory Experiences
2.1: Youth participate in career awareness, exploration, and preparatory activities in school- and community-based settings.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 2.1.1: Schools and community partners offer courses, programs, and activities that broaden and deepen youths’ knowledge of careers and allow for more informed postsecondary education and career choices. | ||||
| Indicator 2.1.2: Career preparatory courses, programs, and activities incorporate contextual teaching and learning. | ||||
| Indicator 2.1.3: Schools, employers, and community partners collaboratively plan and design career preparatory courses, programs, and activities that support quality standards, practices, and experiences. | ||||
| Indicator 2.1.4: Youth and families understand the relationship between postsecondary and career choices, and financial and benefits planning. | ||||
| Indicator 2.1.5: Youth understand how community resources, experiences, and family members can assist them in their role as workers. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 5. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 2.1.
Self-Assessment Tool: 2. Career Preparatory Experiences 2. Career Preparatory Experiences
2.2: Academic and non-academic courses and programs include integrated career development activities.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 2.2.1: Schools offer broad career curricula that allow youth to organize and select academic, career, or technical courses based on their career interests and goals. | ||||
| Indicator 2.2.2: With the guidance of school and/or community professionals, youth use a career planning process (e.g., assessments, career portfolio, etc.) based on career goals, interests, and abilities. | ||||
| Indicator 2.2.3: Career preparatory courses, programs, and activities align with labor market trends and specific job requirements. | ||||
| Indicator 2.2.4: Career preparatory courses, programs, and activities provide the basic skills crucial to success in a career field, further training, and professional growth. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 4. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 2.2.
Self-Assessment Tool: 2. Career Preparatory Experiences 2. Career Preparatory Experiences
2.3: Schools and community partners provide youth with opportunities to participate in meaningful school- and community-based work experiences.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 2.3.1: Youth participate in quality work experiences that are offered to them prior to exiting school (e.g., apprenticeships, mentoring, paid and unpaid work, service learning, school-based enterprises, on-the-job training, internships, etc.). | ||||
| Indicator 2.3.2: Work experiences are relevant and aligned with each youth’s career interests, postsecondary education plans, goals, skills, abilities, and strengths. | ||||
| Indicator 2.3.3: Youth participate in various on-the-job training experiences, including community service (paid or unpaid) specifically linked to school credit or program content. | ||||
| Indicator 2.3.4: Youth are able to access, accept, and use individually needed supports and accommodations for work experiences. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 4. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 2.3.
Self-Assessment Tool: 2. Career Preparatory Experiences 2. Career Preparatory Experiences
2.4: Schools and community partners provide career preparatory activities that lead to youths’ acquisition of employability and technical skills, knowledge, and behaviors.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 2.4.1: Youth have multiple opportunities to develop traditional job preparation skills through job-readiness curricula and training. | ||||
| Indicator 2.4.2: Youth complete career assessments to identify school and post-school preferences, interests, skills, and abilities. | ||||
| Indicator 2.4.3: Youth exhibit understanding of career expectations, workplace culture, and the changing nature of work and educational requirements. | ||||
| Indicator 2.4.4: Youth demonstrate that they understand how personal skill development (e.g., positive attitude, self-discipline, honesty, time management, etc.) affects their employability. | ||||
| 2.4.5: Youth demonstrate appropriate job-seeking behaviors. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 5. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 2.4.
Go to 3.4: Youth demonstrate the ability to make informed decisions for themselves.
Self-Assessment Tool: 3. Youth Development and Youth Leadership
3.1: Youth acquire the skills, behaviors, and attitudes that enable them to learn and grow in self- knowledge, social interaction, and physical and emotional health.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 3.1.1: Youth are able to explore various roles and identities, promoting self- determination. | ||||
| Indicator 3.1.2: Youth participate in the creative arts, physical education, and health education programs in school and the community. | ||||
| Indicator 3.1.3: Youth are provided accurate information and given the opportunity to ask questions and discuss sexual attitudes. | ||||
| Indicator 3.1.4: Youth develop interpersonal skills, including communication, decision-making, assertiveness, and peer refusal skills, as well as the ability to create healthy relationships. | ||||
| Indicator 3.1.5: Youth interact with peers and acquire a sense of belonging. | ||||
| Indicator 3.1.6: Youth participate in a range of teamwork and networking experiences. | ||||
| Indicator 3.1.7: Youth have significant positive relationships with mentors, positive role models, and other nurturing adults. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 7. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 3.1.
Self-Assessment Tool: 3. Youth Development and Youth Leadership
3.2: Youth understand the relationship between their individual strengths and desires and their future goals and have the skills to act on that understanding.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 3.2.1: Youth develop ethics, values, and reasoning skills. | ||||
| Indicator 3.2.2: Youth develop individual strengths. | ||||
| Indicator 3.2.3: Youth demonstrate the ability to set goals and develop a plan. | ||||
| Indicator 3.2.4: Youth participate in varied activities that encourage the development of self-determination and self-advocacy skills. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 4. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 3.2.
Self-Assessment Tool: 3. Youth Development and Youth Leadership
3.3: Youth have the knowledge and skills to demonstrate leadership and participate in community life.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 3.3.1: Youth learn specific knowledge and skills related to leadership, and explore leadership styles. | ||||
| Indicator 3.3.2: Youth learn the history, values, and beliefs of their communities. | ||||
| Indicator 3.3.3: Youth demonstrate awareness, understanding, and knowledge of other cultures and societies and show respect for all people. | ||||
| Indicator 3.3.4: Youth engage in experiential learning and have opportunities for genuine leadership, taking primary responsibility for developing plans, carrying out decisions, and solving problems. | ||||
| Indicator 3.3.5: Youth participate in service to others in their community, their country, and their world. | ||||
| Indicator 3.3.6: Youth identify and access resources in their community. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 6. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 3.3.
Self-Assessment Tool: 3. Youth Development and Youth Leadership
3.4: Youth demonstrate the ability to make informed decisions for themselves.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 3.4.1: Youth practice self-management and responsible decision-making that reflects healthy choices. | ||||
| Indicator 3.4.2: Youth demonstrate independent living skills. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 2. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 3.4.
4.3: School staff actively cultivate, encourage, and welcome youth and family involvement.
Self-Assessment Tool: 4. Family Involvement
4.1: School staff members demonstrate a strong commitment to family involvement and understand its critical role in supporting high achievement, access to postsecondary education, employment, and other successful adult outcomes.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 4.1.1: School programs and activities support a wide range of family involvement and actively engage families and youth in the home, classroom, school, and community. | ||||
| Indicator 4.1.2: School programs and activities are designed, implemented, and shaped by frequent feedback from youth and families. | ||||
| Indicator 4.1.3: School staff development includes training on youth and family involvement based on individual strengths, interests, and needs. | ||||
| Indicator 4.1.4: Youth and families have clear and accessible information regarding school curricula, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 4. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 4.1.
Self-Assessment Tool: 4. Family Involvement
4.2: Communication among youth, families, and schools is flexible, reciprocal, meaningful, and individualized.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 4.2.1: Youth, families, and school staff utilize telephone, face-to-face, electronic, group meetings, and other methods as needed to support and enhance communication. | ||||
| Indicator 4.2.2: School staff individualize communication methods used with youth and families to meet unique needs, including provision of text materials in alternate formats and non-English languages. | ||||
| Indicator 4.2.3: Youth, families, and school staff share reports of positive youth behavior and achievement. | ||||
| Indicator 4.2.4: Schools, families, and youth enhance communication through use of school programs that improve literacy and communication skills. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 4. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 4.2.
Self-Assessment Tool: 4. Family Involvement
4.3: School staff actively cultivate, encourage, and welcome youth and family involvement.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 4.3.1: School staff use a formal process to help youth and families identify their strengths and needs and to connect them with other youth and families for support, guidance, and assistance. | ||||
| Indicator 4.3.2: School staff provide flexible meeting arrangements to accommodate the varied needs of youth and families, addressing childcare needs, transportation needs, language barriers, and time schedules. | ||||
| Indicator 4.3.3: Youth, families, and school staff participate in training on parenting, childcare, and positive family-child relationships. | ||||
| Indicator 4.3.4: School staff participate in training on creating a welcoming school climate and working collaboratively, respectfully, and reciprocally with youth and families. | ||||
| Indicator 4.3.5: All school information, materials, training, and resources reflect the diversity of the community. | ||||
| Indicator 4.3.6: School staff provide referrals to community programs and resources that meet the individual needs of youth and families and allow youth and families to make informed choices. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 6. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 4.3.
Self-Assessment Tool: 4. Family Involvement
4.4: Youth, families, and school staff are partners in the development of policies and decisions affecting youth and families.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 4.4.1: Youth, families, and school staff jointly develop a family involvement policy and agreement outlining shared responsibility for improved student achievement and achieving the State’s high standards. | ||||
| Indicator 4.4.2: School staff regularly share information about school reforms, policies, and performance data with youth and families in a variety of formats. | ||||
| Indicator 4.4.3: School staff ensure school policies respect the diversity of youth and family cultures, traditions, values, and faiths found within the community. | ||||
| Indicator 4.4.4: School staff provide youth and families with training on school policies, budgets, and reform initiatives to ensure effective participation in decision-making. | ||||
| Indicator 4.4.5: Youth and families have a variety of opportunities to participate in decision-making, governance, evaluation, and advisory committees at the school and community levels. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 5. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 4.4.
Self-Assessment Tool: 5. Connecting Activities
5.1: Organizations coordinating services and supports align their missions, policies, procedures, data, and resources to equitably serve all youth and ensure the provision of a unified flexible array of programs, services, accommodations, and supports.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 5.1.1: At the state and community level, public and private organizations communicate, plan, and have quality assurance processes in place within and across organizations to equitably support youths’ access to chosen post-school options. Each organization has clear roles and responsibilities, and ongoing evaluation supports continuous improvement. | ||||
| Indicator 5.1.2: Organizations have missions, policies, and resources that support seamless linkage and provide youth with access to needed services and accommodations. | ||||
| Indicator 5.1.3: Youth and families report that organizations provide, or provide access to, seamlessly linked services, supports, and accommodations as necessary to address each youth’s individual transition needs. | ||||
| Indicator 5.1.4: Organizations have implemented an agreed-upon process to coordinate eligibility and service provision requirements, helping youth to participate in the post-school options of their choice. | ||||
| Indicator 5.1.5: Organizations have shared data systems in place, or have established processes for sharing data, while fully maintaining required confidentiality and obtaining releases as needed. These systems include provisions for collecting and maintaining post-school outcomes data. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 5. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 5.1.
Self-Assessment Tool: 5. Connecting Activities
5.2: Organizations connect youth to an array of programs, services, accommodations, and supports, based on an individualized planning process.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 5.2.1: Organizations inform all youth about transition and the programs and services available to them. | ||||
| Indicator 5.2.2: Organizations use an interagency team process to share decision-making with youth and families, linking each youth to the services, accommodations, and supports necessary to access a mutually agreed-upon range of post-school options. | ||||
| Indicator 5.2.3: Youth report satisfaction with the services, accommodations, and supports received as they connect to chosen post-school options. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 3. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 5.2.
Self-Assessment Tool: 5. Connecting Activities
5.3: Organizations hire and invest in the development of knowledgeable, responsive, and accountable personnel who understand their shared responsibilities to align and provide programs, services, resources, and supports necessary to assist youth in achieving their individual post-school goals.
| Always Evident | Usually Evident | Seldom Evident | Not Evident | |
|---|---|---|---|---|
| Indicator 5.3.1: Personnel (e.g., general and special education teachers, vocational rehabilitation counselors, service coordinators, case managers) are adequately prepared to work with transition-aged youth, understand their shared responsibilities, and use coordination and linkage strategies to access resources, services, and supports across systems to assist youth in achieving their post-school goals. | ||||
| Indicator 5.3.2: Organizations hire well-prepared staff; provide ongoing professional development; and have a set of common competencies and outcome measures that hold personnel accountable for their role in ensuring that youth are prepared for, linked to, and participating in activities that will assist them in achieving their post-school goals. | ||||
| Indicator 5.3.3: Youth and families report satisfaction with the knowledge, skills, and attitudes of personnel they encounter in collaborating organizations during the transition process. | ||||
| Enter number of checks in each column | ||||
| Calculate column scores | times 3 = | times 2 = | times 1 = | times 0 = 0 |
Add column scores together and divide by 3. Record the resulting Assessment Score and transfer this number to the Priority Setting Tool on the line for Standard 5.2.
Directions: The National Standards for Secondary Education and Transition Priority Setting Tool asks key partners in secondary education and transition to identify the extent to which each standard is important in conjunct-ion with its Self-Assessment score. Respondents then rate the priority for improvement based on the level of importance and the Self-Assessment score. For example, a standard which receives a high level of importance rating and a low self-assessment score may warrant a high priority for improvement rating.
2. Career Preparatory Experiences
3. Youth Development and Youth Leadership
Framing Areas and Standards: 1. Schooling
| High Importance | Medium Importance | Low Importance | Self-Assessment Score | High Priority for Improvement | Medium Priority for Improvement | Low Priority for Improvement | |
|---|---|---|---|---|---|---|---|
| 1.1: SEAs/LEAs provide youth with equitable access to a full range of academic and non- academic courses and programs of study. | |||||||
| 1.2: SEAs/LEAs use appropriate standards to assess individual student achievement and learning. | |||||||
| 1.3: SEAs/LEAs systematically collect data on school completion rates and post- school outcomes and use these data to plan improvements in educational and post- school programs and services. | |||||||
| 1.4: SEAs/LEAs offer educators, families, and community representatives regular opportunities for ongoing skill development, education, and training in planning for positive postschool outcomes for all youth. | |||||||
1.5: SEAs/LEAs establish and implement high school graduation standards, options, and decisions that are based on meaningful measures of student achievement and learning. |
Back to Self-Assessment Tool: 1. Schooling
Framing Areas and Standards: 2. Career Preparatory Experiences
| High Importance | Medium Importance | Low Importance | Self-Assessment Score | High Priority for Improvement | Medium Priority for Improvement | Low Priority for Improvement | |
|---|---|---|---|---|---|---|---|
| 2.1: Youth participate in career awareness, exploration, and preparatory activities in school-based and community-based settings. | |||||||
| 2.2: Academic and non-academic courses and programs include integrated career development activities. | |||||||
| 2.3: Schools and community partners provide youth with opportunities to participate in meaningful school- and community-based work experiences. | |||||||
2.4: Schools and community partners provide career preparatory activities that lead to youths’ acquisition of employability and technical skills, knowledge, and behaviors. |
Back to Self-Assessment Tool: 2. Career Preparatory Experiences
Framing Areas and Standards: 3. Youth Development and Youth Leadership
| High Importance | Medium Importance | Low Importance | Self-Assessment Score | High Priority for Improvement | Medium Priority for Improvement | Low Priority for Improvement | |
|---|---|---|---|---|---|---|---|
| 3.1: Youth acquire the skills, behaviors, and attitudes that enable them to learn and grow in self-knowledge, social interaction, and physical and emotional health. | |||||||
| 3.2: Youth understand the relationship between their individual strengths and desires and their future goals and have the skills to act on that understanding. | |||||||
| 3.3: Youth have the knowledge and skills to demonstrate leadership and participate in community life. | |||||||
3.4: Youth demonstrate the ability to make informed decisions for themselves. |
Back to Self-Assessment Tool: 3. Youth Development and Youth Leadership
Framing Areas and Standards: 4. Family Involvement
| High Importance | Medium Importance | Low Importance | Self-Assessment Score | High Priority for Improvement | Medium Priority for Improvement | Low Priority for Improvement | |
|---|---|---|---|---|---|---|---|
| 4.1: School staff members demonstrate a strong commitment to family involvement and understand its critical role in supporting high achievement, access to postsecondary education, employment, and other successful adult outcomes. | |||||||
| 4.2: Communication among youth, families, and schools is flexible, reciprocal, meaningful, and individualized. | |||||||
| 4.3: School staff actively cultivate, encourage, and welcome youth and family involvement. | |||||||
4.4: Youth, families, and school staff are partners in the development of policies and decisions affecting youth and families. |
Back to Self-Assessment Tool: 4. Family Involvement
Framing Areas and Standards: 5. Connecting Activities
| High Importance | Medium Importance | Low Importance | Self-Assessment Score | High Priority for Improvement | Medium Priority for Improvement | Low Priority for Improvement | |
|---|---|---|---|---|---|---|---|
| 5.1: Organizations coordinating services and supports align their missions, policies, procedures, data, and resources to equitably serve all youth and ensure the provision of a unified flexible array of programs, services, accommodations, and supports. | |||||||
| 5.2: Organizations connect youth to an array of programs, services, accommodations, and supports, based on an individualized planning process. | |||||||
| 5.3: Organizations hire and invest in the development of knowledgeable, responsive, and accountable personnel who understand their shared responsibilities to align and provide programs, services, resources, and supports necessary to assist youth in achieving their individual postschool goals. |
Back to Self-Assessment Tool: 5. Connecting Activities
Directions: Now transfer the priority issues from the previous worksheet onto this worksheet--Action Planning Tool. For each action step, identify the lead agency, the critical partners, timelines, technical assistance needs, and projected outcomes.
List Priority Issue:
List Goals for this Priority Issue:
| Action Step | Lead Agency | To Be Done By (Date) | Technical Assistance Needed | Partners and Resources | Expected Outcomes | |
|---|---|---|---|---|---|---|
| 1. | ||||||
| 2. | ||||||
| 3. | ||||||
| 4. | ||||||
| 5. |
Best practices in transition-focused assessment gather information that is both academically and functionally related to the development, implementation, and evaluation of the student's IEP plan and program. Transition assessment is the responsibility of all school professionals, not just the case manager, transition specialist, or job placement professional. Assessment for secondary students should focus on:
Although traditional types of formal and informal assessment can provide valuable information for the transition planning process, assessment results need to be interpreted in terms that the student and family can understand and relate to when making educational decisions. For example:
The IDEA '04 mandates the inclusion of age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills:
Education and Training:
Job Training/Employment:
Independent Living:
Gathering information for transition can be accomplished using existing information and asking the student, parent, and other team members questions related to the student's skills and needs in the transition areas. It is important to summarize the information in a way that is easily understood and useful to the student, parent, and professionals. Effective transition planning teams use the following strategies:
The following strategies are ones that many teachers use and like:
Recommended Practices and Materials for Assessment
The assessment process can be formal or informal. Informal assessment methods may include conducting an interview, district-developed checklists, observation summaries, and/or review of records. A formal assessment process involves utilizing commercially prepared assessment tools in addition to the informal assessment strategies. The interview process, when formatted correctly, can provide a significant amount of information to meet the guidelines for transition planning requiring student input. The choice between a formal or informal assessment is an individually determined decision. Whichever process is chosen, the career guidance process should incorporate: self-awareness, including learning, personality, and skill assessments; and career awareness and preparation based on individual interests, skills, and strengths.
A variety of commercial assessments is listed below.
The following websites provide state and national career-related assessments free of charge:
California Career Resource Network: californiacareers.info offers a number of self-assessments at www.californiacareers.info/self_assessment.html
California Employment Development (EDD): Occupational Information Network - O*Net Online http://online.onetcenter.org
LaborMarketInfo - Career Center: www.labormarketinfo.edd.ca.gov/cgi/career/?PAGEID=3
U.S. Department of Labor, CareerOneStop: www.careeronestop.org/TESTING/TestingAssessmentPgTwo.asp#LookForTestandAssessments
U.S. Department of Labor, Office of Disability Employment Policy (ODEP): www.dol.gov/odep/
An assessment summary report should be completed and written in a way that is meaningful to all team members, including the student and parent. Reviewing the assessment information with the student and preparing him/her to have a role in presenting relevant information at the IEP is one of the most important outcomes of the assessment process. Many teachers help students organize their transition planning information on a visual organizer for the IEP, such as the following:
Dreams:
Strengths:
Career Interests:
Learning Preferences:
Personality:
Hurdles:
Accommodations to Overcome Hurdles:
Options for Instruction:
Options for Community:
Options for Employment:
(Developed by Curtis, Simonds, Koorndyk--Diagnostic Center, Southern California, 4339 State University Drive, Los Angeles, CA 90032, Phone: 323-222-8090, Fax: 323-222-3018)
What's this all about? The following questions can help you bring together your thoughts about a transition strategy for yourself, and help identify some first steps you, family, friends, and agency people can take to help you realize a best possible future after your next transition. It can be used in several ways: (1) You can fill it out by yourself; (2) Someone can ask you the questions and write down your answers; (3) You can work on it with a teacher, counselor, or someone else; (4) Family and friends can help you with it. Everyone's ideas are important and should be written down, but try to distinguish (with initials) what various people have to say.
1. Who is this about?
2. What are some great things about you?
Personal Things About You
3. What things do you like to do . . . around town? at home? for fun?
4. What new things would you like to do . . . around town? at home? for fun?
5. What makes you happy?
6. What makes you mad or sad or frustrated? Practical Things About You
7. What are you doing now: going to school? working? something else? If not working, please go to question #9.
8. How's your job?
9. Do you want a job, or a different job than you have right now? If so, what kinds of jobs have you had?
12. How do you live now?
13. What do you see as the best things about where you live right now?
14. What do you see as the biggest challenges of where you live right now?
15. What kinds of support do you need where you live now?
16. Are you living where you want to live and with whom you want to live? If you are living where you want to live for now, please go to question #18.
17. All things possible, where would you like to live and with whom?
18. What are your dreams and hopes for the future?
19. What worries you about your future? What worries or scares those around you (parents, spouse, close friends)?
20. All things possible, what do you see yourself doing 3-5 years from now?
21. What support would you need to get to where you want to be?
22. What are some steps to take toward that desired future?
23. Looking at what you wrote for #22, which things would you like to discuss at your transition planning meeting?
24. Who should be at your transition meeting (family, friends, employers, agency representatives) to help you plan?
25. Who worked on the questions in this booklet?
Date:
Name of person in transition:
Moving towards your desired future, what do you need, want, or hope will happen over the next 1-3 years?
By what date?
I will ...
Family, friends, as follows, will ...
Agencies or programs, as follows, can help by ...
How will we know if your plan worked?
(Adapted from Personal Futures Planning (Mount) for Project Transition, the School-to-Work Interagency Transition Partnership (SWITP) for Napa County, by Allen, Shea and Associates)
Note: Most of the sample transition goals in the following pages are aligned to selected English Language Arts (ELA) standards to demonstrate how transition planning can support standards-based instruction. Some of the sample transition goals, more appropriate for students with significant disabilities, are aligned to California Alternate Performance Assessment (CAPA) levels and are highlighted in bold.
| Annual Goal: Self-Awareness/ Self-Advocacy | Measures | English Language Arts Standard |
|---|---|---|
| Student will learn about and be able to explain his or her disability and the accommodations needed to be successful in school and, ultimately, in the workplace. | By (date), student will learn about his or her disability and needed accommodations by a) learning about famous people with the same disability through reading and listening to lectures at least 2 times per semester; b) trying a variety of accommodations to determine which are the most useful; and c) writing an essay about his or her disability and the accommodations that are most useful, with 80% accuracy, as measured by teacher-made assessments. | Writing Applications 9/10.2.1 Write biographical or autobiographical narratives or short stories. |
| Student will learn about his or her learning strengths, interests, and preferences. | By (date), student will a) assess learning strengths and interests by taking learning style, interest, and personality inventories at least 2 times during the semester; and b) explain or write about his or her interests, preferences, and strengths, with 80% accuracy, as measured by teacher-made assessments. | Writing Applications 6.2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution). |
| Student will learn to make choices and advocate for his or herself. | By (date), when offered three activity choices, verbally or by using picture icons, student will choose a preferred activity by pointing to the choice within (time) in 4 out of 5 trials, as observed and charted by staff. | ELA Standard 13 CAPA Levels 4-5 |
| Student will learn to develop and advocate for his or her own transition plan. | By (date), student will learn what transition planning means by a) developing a systematic plan to accomplish his or her long-term goals, using ''Getting from Where I am to Where I Want to Be'' in Appendix E or other planning tools; b) identifying the people and resources needed to accomplish his or her long-term goal; and c) leading his or her own IEP transition planning meeting. | |
| Student will communicate wants and needs. | By (date), student will communicate wants and needs verbally or through picture icons in 4 out of 5 trials, as observed and charted by staff. | Health Skill 1 CAPA Levels 1-5 |
| Annual Goal: Career Exploration |
Measures | English Language Arts Standard |
|---|---|---|
| Student will understand the connection between school and careers by identifying how school is the first step toward a career. | By (date), student will visit a work site or participate in a job shadow experience; interview employees about how school, college, or post-school training prepared them for their career; and write a summary or give an oral presentation about what he or she learned, evaluated by a teacher-made rubric. | Writing Applications 6.2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, and problem and solution). |
| Student will identify the difference between school and work. | By (date), using picture icons, student will sort and classify school activities and work activities in 4 out of 5 trials, as observed and charted by staff. | ELA Standard 1 CAPA Levels 2-3 |
| Student will identify career pathways/ clusters that match their individual interests and strengths. | By (date), based on self-assessment activities, student will a) explore careers through electronic and text media; b) listen to guest speakers, conduct interviews, job shadow, attend job fairs; and c) write a summary about the career pathways that were identified through self-assessments and that matched his or her individual interests and strengths, evaluated by a teacher-made rubric. | Reading Comprehension 7.2.2 Locate information by using a variety of consumer, workplace, and public documents. |
| Student will identify the educational or training requirements for the career pathway or job cluster he or she is interested in. | By (date), through electronic and print media, student will research the educational and training requirements for the career pathway or job cluster that interests him or her and present the information to the IEP transition planning meeting. | Writing Strategies 9/10.1.2, 910.1.4, 9/10.1.8, 9/10.1.9 Write an essay on ''The Career for Me'' to demonstrate use of research and technology and skills in organization, focus, evaluation, and revision. |
| Annual Goal: Career Exploration |
Measures | English Language Arts Standard |
|---|---|---|
| Student will complete a job application, resume, and cover letter and participate in a job interview. | By (date), student will a) learn how to complete a job application, create a resume, and write a cover letter; and b) dress for and participate in a job interview, evaluated by a teacher-made rubric. | Writing Applications 9/10.2.5 Write business letters. |
| Student will complete a job application. | By (date), student will fill out a job application in 4 out of 5 trials as observed and charted by staff. | ELA Standard 15 CAPA Levels 2-5 |
| Student will learn which colleges offer the courses that lead to the career of his or her choice and the entrance requirements for that institution. | By (date), student will a) identify which colleges or training programs offer programs that lead to the career of their choice; b) identify the resources the college offers for students with disabilities; and c) add the research to his or her transition portfolio. | Reading Comprehension 8.2.1 Writing Strategies 9/10.1.2, 9/10.1.4, 9/10.1.8, 9/10.1.9 |
| Student will have many opportunities to experience work-like situations. | By (date), student will participate in community service, service learning, or job shadow experiences in the career pathway identified during self-awareness assessment activities and write a summary or give an oral presentation comparing the experiences, evaluated by a teacher-made rubric. | Writing Applications 7.1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. |
| Student will have a variety of school-based experiences to practice work skills. | Student will participate daily in a variety of school-based activities. Accuracy in completing tasks will be measured by teacher observations and charting. | Health Skills 12-14 CAPA Levels 1-5 |
| Student will have opportunities for work experience. | By (date), student will a) participate in work experience programs such as Workability, Work Experience Education, or Regional Occupation Program in the career pathway identified during self-awareness assessment activities; and b) obtain an evaluation of at least 80% proficiency of their work performance from a teacher, job coach, or employer. | |
| Student will have a variety of work-based experiences to practice work skills. | By (date), student will participate in at least 2 work-based experiences. Accuracy in completing job tasks will be measured by teacher observations and charting. | Health Skills 12-14 CAPA Levels 1-5 |
| Annual Goal: Community Experience | Measures | English Language Arts Standard |
|---|---|---|
| Student will identify the health, transportation, and recreation/leisure activities and resources available in the community. | By (date), through electronic and print media, student will identify the health, transportation, and recreation/leisure resources available in the community and write a summary or give an oral presentation about the research, evaluated by a teacher-made rubric. | Reading Comprehension 7.2.2 |
| Student will have on-going instruction in community-based settings. | Student will participate weekly in community-based instruction focused on personal safety and community access. Personal safety skills will be measured by teacher observations and charting. | Health Skills 12, 13, 14, 16 CAPA Levels 1-5 |
| Student will identify the social and legal resources in the community that are available for persons with disabilities. | By (date), through electronic and print media and by listening to guest speakers, student will identify what support groups are available for persons with disabilities and write a summary or give an oral presentation about the research, evaluated by a teacher-made rubric. | Reading Comprehension 7.2.2 Locate information by using a variety of consumer, workplace, and public documents. |
| Student will learn about housing or independent living options. | By (date), student will identify through electronic and print media and conversations with family, teachers, and other service providers their housing options, such as living at home, with a roommate, or in a supported living arrangement and write a comparison of the housing options. |
Below are examples of services, programs, and agencies that should be explored and included, as needed, in the student's transition plan. Most of these services can be accessed through California's One-Stop Career Center System.
Continuing Education:
Employment:
Independent Living/Recreational:
Department of Rehabilitation
2000 Evergreen Street, Sacramento, CA 95815
Catherine Campisi, Director, 916-263-8987
Client Assistance Program, 916-263-7367; 866-712-1085 (TTY)
www.dor.ca.gov
Eligibility:
Services Include:
Department of Developmental Services/Regional Centers
P.O. Box 944202, Sacramento, CA 94244-2020
Terri Delgadillo, Interim Director, 916-654-1897
Julia Mullen, Community Services and Supports Division, 916-654-2716
www.dds.ca.gov
Eligibility:
Services Include:
U.S. Social Security Administration
Information, 800-772-1213; 800-325-0778 (TTY)
www.ssa.gov
Eligibility:
Services Include:
Employment Development Department (EDD)
800 Capitol Mall, MIC 83, Sacramento, CA 95814
Patrick W. Henning, Director, 916-654-8210
www.edd.ca.gov/ONE-STOP/pic.htm
Governor's Committee on Employment of People with Disabilities
916-654-8055; 800-695-350; 916-654-9820 (TTY)
www.edd.ca.gov/gcepdind.asp
Eligibility:
Services Include:
Mental Health Services
1600 Ninth Street, Room 151, Sacramento, CA 95814
Stephen W. Mayberg, Director, 916-654-2309
Ombudsman Services, 800-896-4042; 800-896-2912 (TTY)
www.dmh.cahwnet.gov
Eligibility:
Services Include:
California Foundation for Independent Living Centers
1029 J Street, Suite 120, Sacramento, CA 95814-2494
Teresa Facuzzi, Executive Director, 916-325-1690; 916-325-1698 (TTY)
www.cfilc.org
CFILC's supports independent living centers in their local communities through advocating for systems change and promoting access and integration for people with disabilities.
Services Include:
Assistive Technology Network
1-800-390-2699; 916-325-1695 (TTY)
www.atnet.org
California Community Colleges
1102 Q Street, Sacramento, CA 95814-6511 916-445-8752
www.cccco.edu
The community college system consists of 110 two-year institutions. Each college provides services for students with disabilities.
Eligibility:
Services Include:
California Department of Education, Special Education Division
1430 N Street, Suite 2401, Sacramento, CA 95814
Mary Hudler, Director 916-445-4602
www.cde.ca.gov/sp/se
WorkAbility I
Christine Pittman, Lead
916-327-4218
www.cde.ca.gov/sp/se/sr/wrkabltyI.asp
University of California
The University of California is a statewide system of ten campuses providing bachelor's (four-year) and graduate programs. Each campus provides accommodations for students with disabilities. Contact a specific facility for more information about services.
www.ucop.edu
California State Universities
The California State University system consists of 23 campuses providing bachelor's (four-year) and graduate programs. Each state university provides accommodations for students with disabilities. Contact a specific facility for more information about services.
www.calstate.edu
For students who fail to pass the California High School Exit Examination (CAHSEE) by the end of their regular senior year (the twelfth grade), the California Department of Education compiled the following list of alternative possibilities currently in existence for a California student to obtain a high school diploma or its equivalent:
(California Department of Education, California High School Exit Examination, ''Options for Students Not Passing the Exam'')
California Department of Education, Special Education Division Resources: www.cde.ca.gov/sp/se/sr/
CalSTAT Core Messages on Transition: School to Adult Life: www.calstat.org/transitionmessages.html
Office of Special Education Programs (OSEP): www.ed.gov/about/offices/list/osers/osep/index.html
Federal Resource Center for Special Education (FRC): www.rrfcnetwork.org
IDEA Practices: www.ideapractices.org/
Council for Exceptional Children: www.cec.sped.org
IDEA Practices: www.ideapractices.org/
LD OnLine: www.ldonline.org/
National Center on Educational Outcomes: www.education.umn.edu/nceo
National Center for Learning Disabilities: www.ncld.org/
National Transition Research Institute at Illinois: www.ed.uiuc.edu/SPED/tri/institute.html
National Center to Improve Practice (NCIP) in Special Education: www2.edc.org/NCIP/
National Center to Improve the Tools of Educators (NCITE): http://idea.uoregon.edu/%7encite/
National Clearinghouse for English Language Acquisition (NCELA): www.ncela.gwu.edu/
National Secondary Transition Technical Assistance Center (NSTTAC): www.nsttac.org/
The California Career Resource Network: www.californiacareers.info/
National Center for Research on Evaluation, Standards, and Student Testing: (CRESST): http://cresst96.cse.ucla.edu/
National Center on Accessing the General Curriculum: www.cast.org/
National Center on Educational Outcomes: http://education.umn.edu/nceo/
California Career Resource Network: www.californiacareers.info/
California Career Planning Guide: www.californiacareers.info/downloads/ccpg7_04.pdf
Council for Exceptional Children, Career Development and Transition: www.dcdt.org
Center for Workforce Development, Institute for Educational Leadership: http://ielorg.fatcow.com/programs/cwd.html
Employment and Training Administration, US Department of Labor: www.doleta.gov/
Job Accommodation Network (JAN): www.jan.wvu.edu/
National Center for Research in Vocational Education: http://ncrve.berkeley.edu
National Center on Secondary Education and Transition: www.ncset.org
National Center on Workforce and Disability/Adult: www.onestops.info/
National Collaboration on Workforce and Disability/Youth: www.ncwd-youth.info/promising_Practices/index.html
Secretary's Commission on Achieving Necessary Skills: http://wdr.doleta.gov/SCANS/
National Rehabilitation Information Center (NARIC): www.naric.com/
National Center on Research in Career and Technical Education: www.nccte.org
Healthy and Ready to Work: www.mchbhrtw.org/
National Association of Workforce Boards: www.nawb.org/
National Collaborative on Workforce and Disability for Youth: http://ielorg.fatcow.com/programs/ncwd.html
National Transition Network: http://ici2.umn.edu/ntn/
National Youth Employment Coalition: www.nyec.org/
Vocational and Educational Services for Individuals with Disabilities: www.vesid.nysed.gov/
Family Education Network: http://familyeducation.com/home/
Family Village: www.familyvillage.wisc.edu/index.htmlx
National Information Center for Children and Youth with Disabilities: www.nichcy.org/
National Network of Partnership Schools: School, Family, and Community Partnerships: www.csos.jhu.edu/p2000/center.htm
National Parent Teacher Association: www.pta.org
National Parenting Center (TNPC): Parent Talk Newsletter for Teen-Agers: www.tnpc.com/parentalk/adoles.html
National Resource Center for Parents with Disabilities: http://lookingglass.org/index.php
PACER Center: www.pacer.org/
Parent Information Centers: www.pacer.org/parent/parent.htm
Institute on Community Integration: www.ici.umn.edu
Research and Training Center on Independent Living: www.rtcil.org
AHEAD: www.ahead.org/
American Youth Policy Forum: www.aypf.org/
Association on Higher Education and Disability (AHEAD): www.ahead.org/
Center on Disability Studies: www.cds.hawaii.edu/
DO-IT Center: www.washington.edu/doit/
HEATH Resource Center: www.heath.gwu.edu
HIRE.US Program: http://hireus.cds.hawaii.edu/
Institute on Community Inclusion: www.communityinclusion.org/
Institute on Community Integration: http://ici.umn.edu/
Marriott Foundation for People with Disabilities: http://marriottfoundation.org/foundation/default.mi
NCSET Postoutcomes Network Website: www.ncset.hawaii.edu/
National Center on the Study of Postsecondary Educational Supports: www.rrtc.hawaii.edu/
National Longitudinal Transition Study-2: www.nlts2.org/
Western Regional Resource Center: http://wrrc.uoregon.edu/
Career Choices (2003)
A curriculum that teaches self-awareness, decision-making, and career exploration.
Academic Innovations, 281 S. Magnolia Avenue, Santa Barbara, CA 93117
www.academicinnovations.com/cc2.html
800-967-8016
Children's Dictionary of Occupations (2004)
Brief description of different occupations. Classroom activity books for different grade levels and CD-ROM version also available.
Meridian Education Corporation, P.O. Box 2053, Princeton, NJ 08543-2053
www.meridianeducation.com
800-727-5507
Choices (2005)
Several different computer programs that engage students (6th-12th grade) in an interactive process that heightens their self-awareness, helps them set priorities, and develops career decision-making skills.
Bridges, 33637-B Highway 97 North, Oroville, WA 98844
www.bridges.com/us/prodnserv/index.html
800-281-1168
Choosing Employment Goals (2000)
Student lessons and teacher manual.
ChoiceMaker Instructional Series. University of Colorado, Center for Self-Determination, 9093 Specialty Place, Longmont, CO 80504.
Available through Sorpris West (item number W35465)
www.sopriswest.com
800-547-6747
How to . . . Career Development Activities for Every Classroom, Fifth Edition (2002)
Classroom activities to develop: self-knowledge, educational and occupational exploration, and career planning. Separate books for K-3, 4-6, 7-9, and 10-12
Center on Education and Work, University of Wisconsin-Madison, School of Education, 964 Educational Science Building, 1025 W. Johnson Street, Madison, WI 53706-1796
www.cew.wisc.edu
800-446-0399 or 608-262-9197
Individual Program Plan Resource Manual: A Person-Centered Approach (2000)
Available free from: www.dds.cahwnet.gov/RC/IPP_Manual.cfm
California Department of Developmental Services
946-654-1956
Individual Transition Plans (2002)
Manual for writing ITP goals. Includes samples for students with a variety of cognitive, learning, physical, and behavioral disorders.
Pro-ed, 8700 Shoal Creek Blvd., Austin, TX 78757-6897
www.proedinccom (product number 8336)
512-451-8542
Integrating Transition Planning into the IEP Process (1999)
Covers transition planning, self-advocacy, assessment, curriculum for transition, support services, and program evaluation and follow-up.
Council for Exceptional Children, 1110 North Glebe Road, Suite 300, Arlington, WA 222012
1-888-CEC-SPED
It's Your Choice: Planning for Life after High School (1996)
A video and manual to help individuals with disabilities learn to make choices for adult living.
Full Citizenship, 2518 Ridge Court, Suite 105, Lawrence, KS 66046
785-749-0603
It's Your Future (2001)
A 23-minute video, produced by the California Department of Education, Special Education Division, for students on the importance of making a transition plan.
CalSTAT/CIHS, 1801 E. Cotati Avenue, Rohnert Park, CA 94928
707-849-2275
James Stanfield Publishing Company
Offers a variety of career and assessment videos and curriculum. James Stanfield Co., Inc. P.O. Box 41058, Santa Barbara, CA 93140
www.stanfield.com
800-421-6534
JIST Publishing, Inc.
Offers a variety of career and assessment videos and curriculum.
JIST Works, Inc., 8902 Otis Avenue, Indianapolis, IN 46216-1033
800-648-5478
Life Centered Career Education (2004)
Designed to provide students who have mild mental disabilities, learning disabilities, or who are ''at risk'' with daily living skills, personal social skills, and occupational guidance and preparation.
Council for Exceptional Children, 1110 North Glebe Road, Suite 300, Arlington, VA 22201
www.cec.sped.org
1-888-CEC-SPED
Life Centered Career Education: Teachers Guide (2005)
Organized around 21 life skills competencies into sub-competencies, objectives, and supporting activities for school and community. Reproducible forms include a student competency rating scale and a sample IEP form.
Council for Exceptional Children, 1110 North Glebe Road, Suite 300, Arlington, VA 22201
www.cec.sped.org
1-888-CEC-SPED
Next S.T.E.P. (2000)
A comprehensive curriculum for transition and education planning.
Pro-ed, 8700 Shoal Creek Blvd., Austin, TX, 78757-6897
www.proedinc.com (product #9265)
800-897-3202
One-A-Day Language Lessons (1998)
Each lesson focuses on a single job and includes writing, thinking/speaking questions, and vocabulary.
Pearson Assessments, 5601 Green Valley Drive, Bloomington, MN 55437-1187
http://ags.pearsonassessments.com/group asp?nGroupInfoID=a40270
800-627-7271
Pathfinder: Exploring Career and Educational Paths (2004)
Classroom curriculum for junior and high school students.
JIST Works, Inc., 8902 Otis Avenue, Indianapolis, IN 46216-1033
800-648-5478 (order code J0821)
Promoting Successful Outcomes for Students with Emotional Disorders (1994)
Manual with techniques for supported employment, program evaluation and case studies.
Center for Community Partnerships, 303 Occupational Therapy Bldg., Colorado State University, Fort Collins, CO 80523
970-491-3469
Self-Advocacy Strategy for Enhancing Student Motivation and Self-Determination (2002)
Strategies Intervention Model (SIM).
Edge Enterprises, Inc., P.O. Box 1304, Lawrence, KS 66044
877-767-1487
Self-Directed IEP (1998)
Martin, James E., et al.
Teacher's manual, 25 student workbooks and 25 self-determination assessment forms.
Sopris West Publishing. 9093 Specialty Place, Longmont, CO 80504.
www.sopriswest.com
800-547-6747.
Take Charge (Middle School) (1997)
Take Charge for the Future (High School) (1997)
Laurie Powers. Dean Westwood, Oregon Health Sciences University-UAP,
Center on Self-Determination, 3608 S.E. Powell Blvd., Portland, OR 97202
westwood@ohsu.edu
503-494-2738
The Career Game
Career interest inventory with color graphic format for beginning sessions on self-awareness and career investigation. Includes a software program that generates a report.
Rick Trow Productions. P.O. Box 291, New Hope, PA 18938
www.careergame.com
800-247-9404
Tools for Transition--Preparing Students with Learning Disabilities for Postsecondary Education (1991)
Video, teacher's manual and student materials.
AGS Globe, 5910 Ridge Creek Parkway, Shoreview, MN 55126
www.agsglobe.com/group.asp?nGroupInfoID=a8250
800-328-2560
Transition of Secondary Students with Emotional or Behavioral Disorders (1999)
Provides assessments and ideas to assist youth with emotional and behavioral disabilities to transition from school to postsecondary options.
Council for Exceptional Children, 1110 North Glebe Road, Suite 300, Arlington, VA 22201
www.cec.sped.org
1-888-CEC-SPED
Transition Portfolio and Guide (2000)
Diagnostic Center, North
www.dcn-cde.ca.gov/portfolios.htm
916-323-3309
Transitions Curriculum (1998)
Three part curriculum: personal management, career management, life management; teacher-developed lessons and student worksheets.
James Stanfield Co., Inc., P.O. Box 41058, Santa Barbara, CA 93140
www.stanfield.com
800-421-6534
Tuning in to My Future (1997)
A middle school career guidance program in three units: student workbook, teacher guide, parent guide.
PrepWorks Publishing, P.O. Box 292239, Kettering, OH 45429
www.prepworks.com
800-773-6825
Why Are You Calling Me LD? (1997)
Educational Publishing
www.pcieducation.com
800-594-4263
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
ADA: Americans with Disabilities Act
''a-g'' courses: The subject requirements that students must complete in their high school coursework in order to enroll in a University of California school
APS: Academic Program Surveys
AT: Assistive technology
CAHSEE: California High School Exit Examination
CAPA: California Alternate Performance Assessment
CBI: Community-based instruction
CCS: California Children's Services
CDE: California Department of Education
CEC: Council for Exceptional Children
CEDS: Council on Educational Diagnostic Services
CHSPE: California High School Proficiency Exam
CLD: Council for Learning Disabilities
COPS: Career Occupational Preference System Interest Inventory
CSU: California State University
DCDT: Council for Exceptional Children's Division on Career Development and Transition
DDS: Department of Developmental Services
DLD: Division on Learning Disabilities
DR: Department of Rehabilitation
DSS: Disabled Student Services
EDD: Employment Development Department
ELA: English Language Arts
EPC: Essential Program Component
FAPE: A free and appropriate public education
GED: General Educational Development
HECSE: High Education Consortium for Special Education
IDEA: Individuals with Disabilities Education Act
IEP: Individualized Education Program
IRWE: Impairment-Related Work Expenses
LDA: Learning Disability Association
LEA: Local Education Agency
LRE: Education in the least restrictive environment
NASET: The National Alliance for Secondary Education and Transition
NCCRESt: National Center for Culturally Responsive Educational Systems
NCDG: National Career Development Guidelines
NCLB: No Child Left Behind Act
NCSET: The National Center on Secondary Education and Transition
NSTTAC: National Secondary Transition Technical Assistance Center
ODEP: Office of Disability Employment Policy
OSEP: U.S. Department of Education, Office of Special Education Programs
PAI: Protection and Advocacy, Inc.
PASS: Plan for Achieving Self-Support
ROP: Regional Occupational Program
RtI: Response to Intervention
SCANS: U.S. Secretary of Labor's Commission on Achieving Necessary Skills
SEA: State Education Agency
SEACO: California Special Education Administrators of County Offices
SOP: Summary of Performance
SSDI: Social Security Disability Insurance
SSI: Supplemental Security Income
SWITP: School-to-Work Interagency Transition Partnership
TPP: Transition Partnership Programs
TTY: Teletype or teletypwriter (a special device that lets people who are deaf, hard of hearing, or speech-impaired use the telephone to communicate by allowing them to type text messages. A TTY is required at both ends of the conversation in order to communicate.)