Transition to Adult Living — An Information and Resource Guide

Acknowledgements

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:

Jane Falls, Western Regional Resource Center

Terri Burroughs, Special Education Local Plan Area (SELPA) Director

Angela Hawkins, Advisory Commission on Special Education

Marcia McClish, Santa Barbara County SELPA

Jef Reil, California Department of Rehabilitation

Linda Rogaski, California Employment Development Department

Sandra Smith, Parent

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:

Fran Arner-Costello, Ventura County SELPA

Alice Curtis, Diagnostic Center, Southern California

Gary Greene, California State University, Long Beach

Jean Hansen, Parent

Joan Kilburn, Parent

Cher Koleszar, Palm Springs Unified School District

Judi Koorndyk, Walnut Valley Unified School District

Jodee Mora, Los Angeles Unified School District

Pamela Nevills, West End SELPA, San Bernardino County

Shareen Rendon, Elk Grove Unified School District

Sue Sawyer, Shasta County Ofce of Education

Sandra Smith, Parent

CDE Staff

Mary Hudler, Director, California Department of Education, Special Education Division

Christine Pittman, Special Education Administrator, CDE

Janet Canning, Consultant, CDE, Special Education Division

Dennis Kelleher, Consultant, CDE, Special Education Division

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

5789 State Farm Drive, Suite 230

Rohnert Park, CA 94928

This document can also be downloaded free of charge from the CalSTAT Publications website:

www.calstat.org/info.html.

Contents

Introduction

Post-School Outcomes and Secondary Transition Services

Section 1

Legal Requirements and Best Practices

The Individuals with Disabilities Education Improvement Act

Areas to Be Addressed in Transition Services Language in the IEP

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

Efective 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

California Department of Education 2008

Contents    Transition to Adult Living

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

Conclusion

Appendices

1. Transition-Related Legal References from the U.S. Department of Education Office of Special Education Programs: IDEA—Reauthorized Statute
2. Key Provisions on Transition: IDEA of 1997 Compared to IDEA of 2004 .
3. National Standards and Quality Indicators for Transition
4. National Standards for Secondary Education and Transition:
   Self-Assessment Tool
5. Transition-Related Assessments
6. Sample Transition Goals
7. Agencies that Support Transition
8. Options for Students not Passing the Exam
9. CDE Memorandum
10. Transition-Related Websites
11. Transition-Related Curricula
12. A Guide to Acronyms Used in This Document

Introduction

"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

Post-School Outcomes and Secondary Transition Services

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 help 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 ofEducational 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 Ofce of Special Education Programs (OSEP): the National Center on Secondary Education and Transition1 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.

Post-School Outcomes Drive the Need for Secondary Transition Services

Since the passage of federal legislation ensuring a free appropriate public education for individuals with disabilities, studies have investigated the eff ectiveness 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. Th e most recent survey, released June 24, 2004, indicates a continuing trend from previous surveys conducted in 1986, 1994, 1998, and 2000:

• People with disabilities remain twice as likely to drop out of high school (21 percent compared to ten percent).
• Only 35 percent of people with disabilities reported being employed full or part time, compared to 78 percent of those who do not have disabilities.
• Three times as many people with disabilities live in poverty, with annual household incomes below $15,000 (26 percent compared to nine percent).
• People with disabilities are twice as likely to have inadequate transportation (31 percent compared to 13 percent).
• A much higher percentage of people with disabilities go without needed health care (18 percent compared to 7 percent).
• People with disabilities are less likely to socialize, eat out, or attend religious services than their counterparts without disabilities.
• Not surprisingly, given the persistence of these gaps, life satisfaction for people with disabilities also trails, with only 34 percent saying they are very satisfi ed with their lives, compared to 61 percent of those without disabilities.

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.

Further Information
National Longitudinal Transition Study-2, 2005
www.nlts2.org/index.html

National Organization on Disability
www.nod.org

*Footnote: 1 The National Center on Secondary Education and Transition completed its final year of funding in

2005. Efective January 1, 2006, through December 31, 2010, the National Secondary Transition

Technical Assistance Center (NSTTAC), funded by the U.S. Department of Education's Ofce of

Special Education Programs (OSEP), is the new national provider for technical assistance, available

at: www.nsttac.org/.

Section 1

Legal Requirements and Best Practices

The Individuals with Disabilities Education Improvement Act

Th is section briefl y 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. Th e law required that students be invited to attend the IEP meeting and that transition services and planning be addressed in the following areas:

• Instruction
• Employment and other post-school adult living objectives
• Community experiences
• If appropriate, daily living skills
• Functional vocational evaluation

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.—Th e 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. Th ese activities include attending college, training for employment, getting a job, living independently, and participating in the life of the community.

Question: What is the defi nition 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. —Th e 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. Th e IDEA lists specifi c results: improved academic and functional achievement that will off er youth choices in adult life. Th ese 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. Th e 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. Th e defi nition further clarifi es 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 longterm goals. (34) TRANSITION SERVICES. —Th e 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 modifi cations 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. Specifi c 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 clarifi es 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 fi nished 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 identifi ed, the IDEA identifi es the following areas to be addressed in transition services language in the IEP:

Areas to Be Addressed : in transition services language in the IEP Instruction Th e IEP is an individualized instructional and support plan for students with disabilities. Th e 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 benefi t 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 Th e 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 in order to obtain a degree leading to their career choice. Other students may need 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 specifi c 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. Th e 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 fi rst IEP to be in eff ect 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 eff ect 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. Th e 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. Th e 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. Th e postsecondary goal is what the student wants for his or her future in terms of higher education, training, semployment, and independent living. Th e 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. Th e annual goals must be based on age-appropriate transition assessments in the areas of training, education, and, if appropriate, independent living. Th ey 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, education or training, or independent living are included in Appendix F, page 140.) 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, page 42.

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, pages 36–39.

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 certifi cate; or when a student reaches the age of 22, a new evaluation is not required: (B) EXCEPTION.— (i) IN GENERAL.—Th e 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: Th e Summary of Performance is a new requirement in the IDEA ‘04. Th e 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. Th e summary will off er 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 Th e Summary of Performance is not a new section of the IEP or a new evaluation. Th e 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 postschool 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. Th is 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, page 59.

Further Legal Clarifications

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 eff ect October 13, 2006. Both the statute and regulations are available at: www.ed.gov/policy/speced/guid/idea/idea2004.html. See Appendix A (page 97) for transition-related legal references from the U.S. Department of Education, Offi ce of Special Education Programs (OSEP). See Appendix B (page 100) for a side-by-side comparison of transition-related references from the IDEA ’97 and IDEA ‘04.

More Information

U.S. Department of Education, Offi ce of Special Education and Rehabilitative Services, Offi ce 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/

Transition Standards and Quality Indicators for Secondary Education and Transition

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. Th e work of two OSEP-funded programs, the National Center on Secondary Education and Transition and the National Alliance for Secondary Education and Transition, focuses specifi cally on improving secondary education and transition. Th e National Center on Secondary Education and Transition (NCSET) coordinates national resources, off ers 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 signifi cant issues of national scale that have an impact on the provision of eff ective 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 (abbr. National Standards and Quality Indicators for Transition). The standards are framed around five main content areas identifi ed 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. Th e 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.

More Information

To evaluate local education agencies and schools on implementation of the standards and quality indicators, be sure to review the following:

• Appendix C: The National Standards and Quality Indicators for Transition
• Appendix D: National Standards for Secondary Education and Transition Self-Assessment Tool

The following chart compares the five essential components of eff ective practice from the National Standards and Quality Indicators for Transition with key selections of the IDEA ’04 as it relates to secondary transition. The comparison is offered to demonstrate the strong connection between the IDEA and best practices in secondary education and transition.

Further Information

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

Employment Skills for All

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 ability to read at a basic level
• The ability to perform basic mathematics operations
• The ability to work in groups with persons of various backgrounds
• The ability to communicate, both orally and in writing
• The ability to use personal computers to carry out simple tasks, such as word processing

The attainment of these essential skills may be a challenge for some students with disabilities. However, the demands of the workplace have increased. Th erefore, 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 defi ned in the U.S. Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS at http://wdr.doleta.gov/SCANS/).

Th e 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. Th e 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 fi ndings 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:

• Accountability for actions: Accepts assignments and then accepts responsibility for carrying out the assignment, including the results achieved
• Appearance: Dresses appropriately for the position and maintains personal hygiene
• Appropriate behavior: Demonstrates accepted social and work behaviors such as manners, personal hygiene, and conversation skills
• Attitudes: Is courteous, flexible, willing to learn, and cooperative; and has a pleasant personality
• Common sense: Demonstrates the capacity of making sound and prudent decisions
• Continual learning: Seeks out opportunities to gain new knowledge or to learn new skills
• Cooperativeness: Works cooperatively with others and contributes to the group with ideas, effort, and suggestions
• Dependability: Can be relied upon to show up for work and to work after showing up
• Flexibility: Readily adapts to new, different, or changing job conditions
• Goal-setting ability: Demonstrates internal motivation by striving for successful performance in the workplace without prompting
• Motivation: Possesses an urge or desire to achieve goals and objectives without external prompts
• Punctuality: Shows up for work on time, all the time
• Respect: Recognizes position in the employment hierarchy
• Responsibility: Exerts a high level of effort and perseverance toward goal attainment
• Work habits: Demonstrates a work ethic appropriate to the culture of the company with respect to attendance, punctuality, enthusiasm, neatness, and perseverance

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:

• Personal responsibility
• Social competence
• Interpersonal relationships
• Physical and mental health
• Independent living
• Employability skills
• Occupational awareness
• Recreation and leisure skills
• Consumer skills
• Community participation

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 fi nd 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 Offi ce 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.

National Career Development Guidelines (NCDG)

Th e 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

• Develop understanding of yourself to build and maintain a positive self-concept.
• Develop positive interpersonal skills, including respect for diversity.
• Integrate growth and change into your career development.
• Balance personal, leisure, community, learner, family, and work roles.

Educational Achievement and Lifelong Learning Domain

• Attain educational achievement and performance levels needed to reach your personal and career goals.
• Participate in ongoing, lifelong learning experiences to enhance your ability to function eff ectively in a diverse and changing economy.

Career Management Domain

• Create and manage a career plan that meets your career goals.
• Use a process of decision-making as one component of career development.
• Use accurate, current, and unbiased career information during career planning and management.
• Master academic, occupational, and general employability skills in order to obtain, create, maintain, and/or advance your employment.
• Integrate changing employment trends, societal needs, and economic conditions into your career plans.

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-fi rst 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.

Further Information

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/

Culturally and Linguistically Diverse Students

The culturally and linguistically diverse population in California provides unique opportunities and challenges for transitioning students with disabilities from school to adult life. Th e 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 defi ned as a set of behaviors, attitudes, beliefs, and values that enable people to work eff ectively between cultures.

Programs that exemplify culturally competent principles and values have the following characteristics:

• A clearly defined philosophy and policy based on cultural dynamics and inclusion
• A strong emphasis on the importance of family
• Staffing patterns that refl ect the ethnic makeup of the population served
• 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.

Culturally sensitive practices that promote family participation in transition planning meetings include the following:

• Using culturally sensitive assessment tools
• Utilizing transition personnel who possess adequate and appropriate training, knowledge, sensitivity, and skills related to the student with a disability and the unique community of the family
• Being aware of the degree of integration and acculturation of the family
• Learning about the family’s attitudes and beliefs toward disabilities
• Understanding the family’s child-rearing practices, family structure and norms, and cultural attitudes toward adult independence
• Showing respect for the family’s cultural values and mores
• Recognizing the communication style of the family
• Learning about the family members’ goals for their child’s future
• Viewing all family members as equal partners during the IEP meeting
• Conducting meetings in locations and times that are convenient for the family
• Arranging child care, if needed, so that the family can attend the transition meeting
• Using interpreters who are both bilingual and bicultural
• Assuring language accessibility in print materials
• Limiting the use of jargon during meetings
• Locating transition services within the family’s community

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.

Further Information

The National Center for Culturally Responsive Educational Systems (NCCRESt), a project funded by the U.S. Department of Education’s Offi ce 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. Th e 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.

Section 2

The Individualized Education Program:

A Foundation for Secondary Transition

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 eff ective 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 eff ective 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:

1. Coaching every student, along with his or her family, to think about goals for life after high school and to develop a long-range plan to get there
2. Designing the high school experience to ensure that the student gains the skills and competencies needed to achieve his or her desired goals
3. Identifying and linking students and families to any needed post-school services and supports 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. Th e roles and responsibilities of team members include the following:

• Parents must advocate for their children within the educational system and the agency structure, believe in them, and play the role of educator in the home environment.
• Students must accept the responsibility to be engaged, responsible individuals who attend school regularly, participate in setting goals for the future, and identify how those goals will be achieved.
• Educators must accept the responsibility to immerse youth in the learning process with a standards-based, contextual learning approach to teaching that includes school- and work-based learning experiences.
• Agency personnel must treat each student as an individual and be committed to meeting each student’s needs by determining what services the agency might provide and coordinate.

If everyone on the IEP team accepts these transition planning responsibilities, collaborates eff ectively, 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.

Effective Transition: Planning through the IEP

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 ’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 Certifi cate of Achievement or Completion. In California, a Certifi cate 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 certifi cate. Th e IEP team may consider the following questions to determine if the student may receive a general diploma or a Certifi cate of Achievement or Completion:

1. In grades K–8, has the student received a standards-based curriculum or a functional curriculum?
2. In grades K–8, has the student taken the California Alternate Performance Assessment (CAPA)?

Whichever path the student takes, eff ective 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 Certifi cate of Achievement or Completion—are featured in this document, along with a sample IEP and transition goals for each. Th e 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 eff ect 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:

• Beginning by identifying the student’s post-school goals
• Thinking long-range instead of only in terms of the current year
• Focusing on student’s strengths and abilities, not on identified deficits
• Constructing IEP forms that reflect transition as the focus of the entire IEP
• 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).

Steps for Developing Transition Plans in the IEP

Step One: Conduct Age Appropriate Transition Assessment

Step Two: Describe the student’s strengths and present levels of academic achievement and functional performance.

Step Three: Develop measurable postsecondary goals and measurable annual goals.

Step Four: Describe the transition services needed.

Included in each of the above steps are the following:

• The IDEA ’04 sections related to transition
• The National Standards and Quality Indicators for Transition
• A description of how students, families, and teachers can be involved in the process
• Examples of transition language in the IEP, with sample goals and services

Step 1: Conduct Age Appropriate Transition Assessment

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

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.

The student must have completed age-appropriate transition assessments in order to accurately identify his or her strengths, preference and interests on the IEP. In order to be eff ective, the assessment process should be ongoing throughout the school year. A comprehensive list of age appropriate transition assessments, information, and resources may be found in Appendix E. Students should also answer the following questions:

• What are my goals for the future?
• What do I need to do to achieve those goals?
• If I don’t know what I might like to do in the future, what can I do now to find out what I might like?

IEP teams can provide the following experiences and information to assist students in answering this question.

During middle and/or high school:

• Learn about individual learning style—how the student learns best.
• Learn about individual personality types and interests.
• Identify what subjects in school are of most interest.
• Become aware of classes and other opportunities in high school and within the community that can help achieve goals.
• Participate in career exploration, such as attending job fairs, completing interest inventories, and listening to guest speakers to learn about diff erent careers.
• Share information about potential career choices with family, friends, and teachers.
• Take high school courses that are required for graduation and career choice.
• Become involved in career preparation experiences, such as job shadowing, summer jobs, volunteering, and paid, part-time employment.
• Participate in extracurricular activities and clubs that will help achieve the identifi ed goals.
• Learn study skills and test-taking strategies.
• Enroll in career academies, work experience, internships, job shadowing, and service-learning opportunities to gain experience in the world of work.

The family can help identify strengths, preferences, and interests by doing the following with their sons and daughters:

• Continually talk with them about their future goals.
• Help them create their goals and personal vision.
• Identify diff erent activities that will help them accomplish these goals.
• Help them establish what they do well or would like to do better.
• Help them select needed supports so they can participate in activities of their choosing.
• Help them explore various activities they enjoy, such as social events, community activities, recreation, and work experiences.
• Reach out to the community, including friends and family, to expand their child’s options.

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:

• How is school connected to work?
• What do you want to do after high school: acquire further education or training, become employed, or join the military?
• How does a person decide what career to choose?
• Where and how do you want to live (in a college dormitory, apartment, family home, or group home; or in a supported or independent living situation)?
• How will you access the community, through public or private transportation?
• In what community activities are you interested in participating: recreation, clubs and organizations, or civic events?
• What are the laws that protect people with disabilities?

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.

Step 2:

Describe the student’s strengths and present levels of academic achievement and functional performance

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.

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.

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: I will learn to explain my disability in terms of what I need, not what I can’t do. I will learn to explain and request the accommodations I need to be successful in school and work. I will learn about my strengths, preferences, and interests by explaining answers to the following questions:

How do I learn best?

What am I good at doing?

What type of personality do I have?

What accommodations help me to be successful in school and work?

What are soe of the jobs or careers that interest me? In which environment do I learn and work best?

The family can contribute to describing the student’s present level of academic achievement and functional performance by:

• Sharing as much information as possible with educators and agency personnel about my son’s or daughter’s interests, strengths, and abilities in a variety of transition domains (such as education, employment, independent living, recreation, and leisure activities), so that accurate descriptions of present levels of performance can be developed
• Identifying accommodations that work for my child

The teacher can contribute to describing the student’s present level of academic achievement and functional performance by:

• Discussing educational and transition assessment data related to the student’s goals, interests, preferences, strengths, and abilities with the student and family
• Discussing supports and accommodations, including assistive technology that works for the student
• Providing information about the student’s present level of academic achievement and functional performance in the following areas:
  • Independent living skills
  • Community participation skills
  • Awareness of resources, including people, places, and activities in the community
  • Career and vocational skills

  Miguel’s strengths:	Lori’s strengths:
  I have good reading skills.	I am well groomed.
  I have fair math skills.	I am cooperative and dependable.
  I can follow rules and routines.	I like helping others.
  I have good computer skills.	I like to sing and dance.
  People like me.	I get along with others.

  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.)

  Postsecondary training: I plan on going to community college and transferring to nursing school.

  Academic/functional: I have above-average range of intelligence based on psycho/educational evaluations. My strengths are in visual memory, organization, and problem solving. My learning disabilities are in writing and attention. I am not sure what accommodations to use. I earned Bs and Cs in eighth grade. My grades have been lower this semester.

  Employment: I frequently help my uncle with his construction business. My uncle tells me that I am a very good worker, but I would like a part-time job in a hospital.

  Independent living: I function independently at home and in the community, but I don’t know how much I will need to earn to live independently.

  Related services: I had speech/language services until sixth grade, and I may need help getting into college.

  Lori’s present levels of academic achievement and functional performance:

  (Because Lori has diffi culty communicating, her IEP team wrote her report.)

  Postsecondary training: Lori and her family receive community access and vocational training services from the regional center.

  Academic/functional: Lori has diffi culty communicating verbally, but clearly has interests and preferences. Her family and transition team speak on her behalf. Lori’s disability is moderate mental retardation. Lori is social and enjoys being around people. She needs a variety of work experiences to decide what she likes best.

  Employment: Lori has participated in offi ce jobs or tasks (collating) and campus recycling projects with her class. She is able to work independently for 30 minutes when sure of the task.

  Independent living: Lori does not have any routine responsibilities at home. She goes shopping and to restaurants with her family. She participates in her special day class community-based instruction (CBI) activity once a week.

  Related services: Lori has limited verbal communication skills and receives speech therapy coordinated by the speech and language therapist and delivered by her special education teacher and paraprofessional.

  Step 3:

  Develop Measurable Postsecondary and Annual Goals

  Measurable postsecondary goals—and measurable annual goals to support the postschool goals—should be based upon the strengths, preferences, and interests of the student. Th is information can be gathered from age-appropriate transition assessments.

  IDEA ’04

  Standard and Quality Indicator

  (34) Transition services.— (VIII) beginning not later than the fi rst IEP to be in eff ect 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 1.2.4: SEAs/LEAs use assessment results to review instruction and implement appropriate educational plans for each youth. Career Preparatory Experiences 2.1.4: Youth and families understand the relationship between postsecondary opportunities and career choices, and fi nancial and benefi ts planning. 2.3.1: Youth participate in quality work experiences that are off ered 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.). 2.4.1: Youth have multiple opportunities to develop traditional job preparation skills through job-readiness curricula and training. Youth Development & Leadership 3.2.3: Youth demonstrate the ability to set goals and develop a plan. Family Involvement 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 profi ciency levels students are expected to meet.

  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. Th e 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

  Before the IEP meeting:

  • Find out about learning styles and interests and explore the options available.
  • Create a transition portfolio with the following elements:
    • Test or assessment results
    • Employment history
    • Letters of reference
    • Employer evaluations
    • Personal information
  • Understand what is supposed to happen during the IEP meeting and ask teachers to explain the process if you are unsure.
  • Brainstorm with others about who should be invited to the meeting; and invite people to the meeting who know, value, and support you.
  • Learn to lead the meeting.
  • Write out questions to ask during your meeting (have someone help write the questions, if necessary).

  During the IEP meeting:

  • Discuss what you have learned about yourself (such as interests or learning styles).
  • Discuss what you have learned in career exploration.
  • Use your transition portfolio and notes as a reference.
  • Speak clearly about your thoughts and feelings about the future.
  • Be open to the suggestions and ideas of others, but make sure the transition activities help you reach your goals for the future.
  • Always ask questions about things you do not understand.

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, see pages 66–67 and Appendix F, pages 140–141. 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:

• Work with educators to set meeting dates at a mutually convenient time.
• Help develop the agenda.
• Invite friends, family members, or community members for additional support.
• Write out a vision statement for your son or daughter, if needed.
• Be prepared to talk about your son’s or daughter’s strengths and needs.
• Share information about your son’s or daughter’s participation in the home and community.
• Actively participate in the meeting by asking and answering questions.
• Assist your son or daughter to be actively involved in the IEP meeting.
• Have your son or daughter rehearse with you an informative presentation that clearly states his or her goals, preferences, and interests.
• Praise your son’s or daughter’s ability to express opinions, goals, and needs.
• Encourage your son or daughter to take responsibility for following through with activities.
• Regularly take the time to help your son or daughter evaluate how the activities are helping to meet his or her goals.

During the IEP meeting:

• Request that transition issues be discussed first.
• Make sure transition team members talk directly to your not about him or her.
• Keep the meeting focused on your son’s or daughter’s future
• Model for your son or daughter eff ective communication, courtesy, and cooperation.
• Make sure you identify the following:
  • Your son’s or daughter’s post-school goals
  • His or her present levels of academic achievement and performance
  • Measurable transition goals, based on age-appropriate in the areas of:
    • Education or training
    • Employment
    • And if appropriate, independent living
  • The persons and agencies responsible for implementing for the stated transition activities and services

  The teacher can do the following

  Before the IEP meeting:

  • Review student information.
  • Understand and be sensitive to the customs, traditions, and values of family and community members who come from culturally and linguistically diverse backgrounds.
  • Consult with colleagues, students, families, and community members to identify ways to implement culturally and linguistically sensitive transition planning procedures.

  The following suggestions are offered to teachers as strategies for helping students identify attainable transition goals that reflect their current levels of performance:

  • Regularly confer with students and their families to help them make a connection between the students’ unique talents and capabilities and their future careers.
  • Provide students with experiences that show how school relates to and prepares them for possible careers.
  • Provide students with opportunities for discovering what they can do, cannot do, or could possibly do with needed supports. Schools and families should provide multiple opportunities for students to explore careers and life experiences based on their expressed interests at home, school, and in the community.
  • Provide opportunities for students to share their interests with family, peers, and supportive teachers before the IEP meeting. Conversations of this type will help students develop new ideas and options about what they can do now in order to achieve their desired goals for the future.
  • Encourage students to have more than one career goal.

  During the IEP meeting:

• Refer to the student’s post-school goals, interests, and preferences and discuss the steps necessary for the student to achieve these transition outcomes.

• Review the student’s present levels of academic and functional achievement to help design annual goals.

• With the IEP team, develop and support the annual goals.

• Make a list of possible activities for instruction, community, and employment experiences that support the student’s goals, interests, and preferences.

• Have a student select the activities that will support and lead to achieving his or her annual goals.

• Check with the student and his or her family to make sure the identified goals, interests, and preferences have been accurately written into the IEP.

The IDEA ’04 requires that the transition section of the IEP address the following areas: education or training, employment, and if appropriate, independent living.

Examples of two students’ post-school goals:*

* These two students represent fi ctional composites. The examples about their education in this document off er ways to apply the principles of transition planning.

Common Concern

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.

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. Th erefore, 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 fi rst 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.

Education

Employment

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 Certifi cate 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.

Training

Employment

Lori is in the tenth grade in a functional skills curriculum that emphasizes community-based instruction. One of her goals, shopping independently, will provide her with greater independence in adulthood.

Independent Living

Independent Living

Step 4:

Transition Services

This portion of the IEP planning process identifi es 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.

Transition services should:

• Be based on the student’s desired outcomes and outline a program of services for the student’s school, including community activities
• Include courses of study that may include required, elective, advanced placement, modifi ed, or specially-designed courses
• Directly relate to how the student is functioning and what he or she wants to do after high school
• Identify if the proposed course of study leads to a regular diploma or Certifi cate of Educational Achievement or Completion

As mentioned earlier in this document, main categories of transition services that should be considered by the IEP team are:

• Instruction
  The student is required to complete classes in specific areas, to succeed in the general curriculum, and to gain needed skills.
• Community experiences outside the classroom setting
  The student benefi ts greatly from exploring and knowing about the larger community. Examples of community experiences could include community-based instruction or work experience; training in how to explore a community, bank, shop, or travel; and instruction in where to fi nd counseling services and recreational activities.
• Employment and other post-school objectives
  These may include activities that give the student the opportunity to find out what is possible and prepare for post-school vocational training or college or for competitive or supported employment after high school.
• Related services
  The student may need services from other service providers in order to achieve his or her educational goals, such as speech therapy, occupational therapy, career guidance, transportation, or family counseling to assist the student transition into adulthood.
• If appropriate:
  • Daily living skills
    The student may require practice in performing activities that adults do every day, such as preparing meals, shopping, budgeting, maintaining a home, paying bills, and grooming.
  • Functional evaluation
    This evaluation provides an assessment process that off ers practical information about job or career interests, aptitudes, and skills. Information may be gathered through situational assessment, observation, or formal measures.

   

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 services Lori needs:

See Appendix F for more samples of transition goals.

Beyond the IEP Meeting

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. Th is is the best way to ensure that the student’s IEP is accomplished.

After the IEP meeting, the teacher should:

• Implement areas of the IEP for which you are responsible.
• Collaborate with other teachers, service providers, agencies, and the family when implementing the IEP.
• Provide ongoing evaluation of the student’s progress in achieving IEP goals and, if appropriate, objectives and benchmarks.
• Conduct continuing conversations with the student about his or her career explorations and experiences and how these relate to postschool goals and adult living objectives.
• Continue to develop community and agency linkages.

After the IEP meeting, the family should, as appropriate:

• Follow up on the transition activities, services, and supports you agreed to provide.
• Check with your son or daughter to determine if he or she is receiving the agreed-upon transition services.
• Periodically check with your son or daughter to determine if the plan still refl ects his or her desired goals and plans for the future, or if these have changed in any way.
• Communicate with your child’s teachers regularly.
• Network with other parents to learn about possible additional transition supports and resources to consider.
• Routinely check in with the case manager/teacher to see if the IEP is being implemented.
• Communicate with potential adult service providers to establish services when the student leaves school.
• Request another meeting if the plan is not adequate to meeting your son or daughter’s needs or is not being implemented.

After the IEP meeting, the student should:

• Continue to talk with teachers, counselors, family members, and community agencies about your transition plan.
• Do what you agreed to do as best you can.
• Check in regularly with the people who agreed to help you.
• Ask your teacher for help if you have diffi culty making contact with the people who agreed to help you.
• Make sure that the activities of your IEP take place.
• Modify your plan as you mature or if your career interests change.
• Be an active participant in the activities that prepare you for adulthood.
• Communicate with your case manager and family about your concerns or changing goals for the future.
• Remember that schooling, career exploration, and community activities are designed to help prepare for your future.

A Final Word

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.

Summary of Performance upon Exit

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. Th e National Standards and Quality Indicators Transition support the development of the Summary of Performance by promoting “connecting activities.”

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. Th e template is available at www.unr.edu/educ/ceds/. It is important to note that the recommendations should not imply that any individual who qualifi ed 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:

1. Background information, including information about the student, such as disability, primary language, most recent IEP or 504 Plan, and current assessments
2. Student’s postsecondary goals, including education, employment, and, if appropriate, independent living
3. Summary of Performance, including three critical areas with the accommodations, modifi cations, or assistive technology (AT) essential to the student’s progress:
   1. Academic Accommodation/Modifi cation
   2. Cognitive Accommodation/Modifi cation
   3. Functional Accommodation/Modifi cation
4. Recommendations to assist the student in meeting postsecondary goals, including suggestions for accommodation, modifi cations, assistive technology, and support services
5. Student input (not required but highly recommended) to promote student self-advocacy; may be completed independently by the student or through an interview or other assistance, as appropriate

Developing the Summary of Performance is the culminating event when students exit school and special education. Th e summary provides students with necessary documentation to enter the postsecondary world and holds the promise of improving post-school outcomes for students with disabilities.

Section 3

Preparatory Experiences and Student Development

The National Standards and Quality Indicators for Transition state that schools promote student learning when they do the following:

• Implement curriculum and academic programs based on clear, state standards
• Implement career and technical education programs based on professional and industry standards
• Provide universally designed assessment, curriculum, experiential learning, and work-based learning experiences
• Build small learning communities
• Hire and retain highly qualified staff
• Implement high school graduation standards and options based on meaningful measures

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. Th e development of academic, social, and employability competencies off ers 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 modifi cations. Work-based learning integrates rigorous academic standards into real-life work situations. In addition, self-awareness, self-determination, and self-advocacy off er the greatest promise for post-school success and can be taught in both school-based and work-based settings.

School-Based Learning Activities That Support Transition

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. Th is section presents a number of specifi c examples on how to do this.

Integrating Transition Activities into the Curriculum

• Make frequent connections between school and work.
• Offer career and transition activities one day a week as part of the language arts curricula, correlated to transition language in the IEP, SCANS, ELA Standards, and the National Career Development Guidelines.
• Offer an elective class focusing on career or transition planning.
• Teach transition planning components to all students in homerooms.
• Use block scheduling, split scheduling, and extended days (or years) to provide release time for students to participate in transition planning activities.
• Form a school club focusing on self-awareness and goal setting.
• Use service-learning activities.
• Incorporate transition planning activities into general education classes.
• Have students hold individual meetings with a transition planning “advisor.”
• Offer a career or transition planning class after school or evenings, co-sponsored with a middle school, high school, community college, or other postsecondary options.
• Visit area businesses, industries, and community agencies.
• Attend career fairs and college fairs and make visits to career centers.
• Offer vocational education courses or apprenticeships.
• Make available m