CORE MESSAGE AREA:
TRANSITION: SCHOOL TO ADULT LIFE
Revised: September 2011
Revised by: John R. Johnson, Ph.D., from California State University at San Diego
Resources: Transition Core Message Area:
- All students with disabilities, age 16 or older and eligible for special education services, have IEPs that meet all Indicator 13 requirements in the areas of postsecondary education/training, employment, and independent living.
National Secondary Transition and Technical Assistance Center (NSTTAC) Indicator 13 Materials
Selected NSTTAC Indicator 13 Materials
- What Is Indicator 13?
- Indicator 13 Checklist
- I-13 Checklist FAQ
- Data Collection Tool
- I-13 Annual Performance Report Checklist
- I-13 APR Submission FAQ
- Tool for Collecting Quality Data for Indicator B-13
Indicator 13 Checklist Form B
NSTTAC Indicator 13 Checklist: Form B (Enhanced for Professional Development).
- This Web site provides an online version of the Indicator 13 Checklist Form B. There are 14 draft vignettes of youth who need transition services. They are identified as examples of students with various disabilities including:
By selecting any one of the student’s names, you will get a PDF copy of the vignette describing the student, their needs, preferences, and interests. You will also see good examples of information included in each student’s Individualized Education Program (IEP)/transition plan that meet the requirements for Indicator 13. In addition, you will find “non-examples” of statements or information that may be included in an IEP or transition plan, but do NOT meet the requirements for Indicator 13. Examples and non-examples are provided for each student for each of the eight Indicator 13 Checklist items for postsecondary education/training, employment, and independent living. If you choose items on the checklist you will be provided definitions of terms.
NSTTAC Lesson Plan Library
Student Focused Planning
- The online resource links above are sample lesson plans employing evidence-based transition practices. Lesson plans are organized into the following categories:
- Student-Focused Planning
- Student Development
- Employment Skills
- Program Structure
- Age Appropriate Transition Assessment
Transition assessment is an ongoing process of collecting data on the individual's needs, preferences, and interests as they relate to the demands of current and future education, training, employment, and independent living. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP.
Workforce and Disability for Youth guide
Career Planning Begins with Assessment: A Guide for Professionals Serving Youth with Educational and Career Development Challenges.
- This guide published by the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) serves as a resource for multiple audiences within the workforce development system. Youth service professionals will find information on selecting career-related assessments, determining when to refer youth for additional assessment, and additional issues such as accommodations, legal issues, and ethical considerations. Administrators and policymakers will find information on developing practical and effective policies, collaboration among programs, and interagency assessment systems. It includes MS Word versions of the Assessment Guide and sample forms.
Age-Appropriate Transition Assessment
NSTTAC Transition Assessment Toolkit.
- If you are looking for information about age appropriate transition assessment, this Web site is important. It provides a comprehensive overview of transition assessment, types of instruments that might be used, how they might be used, and access to numerous other resources. Below is a list of the topics addressed.
Transition Planning Guide
QuickBook Of Transition Assessments.
- This document is published by the South Dakota TSLP. It is available for downloading. This is a 175 page practical guide of transition assessments, activities, and tips that can be used by teachers, families, and transition specialists for transition assessment, planning, and development. Below is a listing of the key contents.
- Tips Transition Planning Guide - Employment
- Tips Transition Planning Guide - Independent Living
- Tips Transition Planning Guide - Recreation and Leisure
- Tips Transition Planning Guide - Community Participation
- Tips Transition Planning Guide - Postsecondary & Life Long Learning
- Suggested Transition Activities
- Transition Roadmap
- Examples of parent letters to discuss transition planning/informal transition questionnaires
- Leisure Interest Checklist
- Study Habits Questionnaire
- Accommodations Questionnaire
- Self-advocacy Questionnaire
- Transfer Functional Skills
- Career Development Questionnaire
- Assessing Self-determination
- Assistive Technology Assessment
- Review: Transition Checklist - Planning for Learning after High School
Transition Coalition Assessment Reviews.
- This Web site provides reviews of 20 transition assessments by assessment users.
In order for students to achieve their postschool employment goals they will most likely need additional postsecondary education and/or training. This may include a four-year college/university, community college, vocational or technical school, adult training program, etc. Goals in this area should be written to prepare the student for the type of postsecondary education that will be needed.
Preparing for Postsecondary Education
Disability.gov, Preparing for Post-Secondary Education.
- This is a Web site with numerous links to resources addressing the preparation of students with disabilities for postsecondary education.
Students’ Rights and Responsibilities
Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities.
- Above is a U.S. Department of Education, Office of Civil Rights Web site that explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools. This Web site also explains the obligations of a postsecondary school to provide academic adjustments, including auxiliary aids and services, to ensure the school does not discriminate on the basis of disability.
- Doors to colleges are opening for people with intellectual and other developmental disabilities in many different ways all over the country. This Web site is designed to share what is currently going on, provide resources and strategies, let you know about training events, and give you ways to talk to others. The information is for transition aged students as well as adults attending or planning for college.
- Career Development/Employment
All students should be working toward the goal of integrated, competitive employment in a field of interest to the individual. Competitive employment means work in the competitive labor market that is performed on a full-time or part-time basis in an integrated setting for which an individual is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals who are not disabled.
Transition of Youth with Disabilities in the Workplace
Charting the Course: Supporting the Career Development of Youth with Learning Disabilities.
- This guide was developed by the National Collaborative on Workforce Disability for Youth (NCWD/Youth), an organization charged with assisting education and workforce development organizations to improve the successful transition of youth with disabilities into the workplace. This guide includes numerous quick reference charts, tables, and tools for counselors, career advisors, and other professionals who work directly with youth. Quick reference tools are of limited use without an understanding of learning disabilities, so in-depth information is provided on a variety of topics including the types and impact of learning disabilities, needed supports, and research-based interventions. This guide is intended to increase awareness of the fact that the workforce development system serves many youth who have learning disabilities that may never have been identified and many others who may know they have a learning disability but choose not to disclose it. Although focusing primarily on youth with learning disabilities, many of the strategies and approaches advocated in this guide, which are premised on Universal Design, may be of practical use for other youth.
- The manual above describes strategies for developing and implementing effective job shadowing experiences.
Publisher: Keene State College, NH
Cost: Available at no cost for downloading
Office of Disability Employment Policy (ODEP)
U.S. Department of Labor, Office of Disability Employment Policy.
- The Office of Disability Employment Policy (ODEP) was authorized by Congress in the Department of Labor's FY 2001 appropriation. Recognizing the need for a national policy to ensure that people with disabilities are fully integrated into the 21st Century workforce, the Secretary of Labor delegated authority and assigned responsibility to the Assistant Secretary for Disability Employment Policy. ODEP is a sub-cabinet level policy agency in the Department of Labor.
- Independent Living
Development of the skills necessary for living independently are included in the IEP, if applicable. Persons with disabilities have the same right to participation, to the same range of options, degree of freedom, control, and self-determination in every day life, and life projects that other citizens have. The removal of infrastructural, institutional, and attitudinal barriers and the adoption of the Universal Design principle are key principles to independent living. Depending on the individual’s disability, support services such as assistive technology, income supplements or personal assistance are seen as necessary to achieve equal opportunities. Needs assessment and service delivery must enable users to control their services, to freely choose among competing service providers, and to live with dignity in the community.
Personal Assistance Services (PAS)
Making the Move to Managing Your Own Personal Assistance Services (PAS): A Toolkit for Youth with Disabilities Transitioning to Adulthood.
- Accessing and maintaining long-term supports, such as PAS, has often been a significant barrier to employment of youth and adults with disabilities. This new guide assists youth in strengthening some of the most fundamental skills essential for successfully managing their own PAS: effective communication, time-management, working with others, and establishing professional relationships. Such skills are key to not only enhancing independence, but also thriving in the workplace and growing professionally.
Publisher: National Collaborative on Workforce and Disability for Youth (NCWD/Youth)
Cost: Available for downloading at no cost
- Interagency Collaboration
Interagency collaboration is positively correlated to postschool success in the areas of education, independent living, and employment. Additionally, the Individuals with Disabilities Education Act (IDEA) mandates the development and implementation of transition programs, including coordination of services with agencies involved in supporting the transition of students with disabilities to postsecondary activities.
National Center on Secondary Education and Transition (NCSET)
Challenges in Coordinating and Managing Services and Supports in Secondary and Postsecondary Options
- These publications are available for downloading from the National Center on Secondary Education and Transition.
Issue Brief on Interagency Agreements
NCSET Issue Brief. Putting Interagency Agreements into Action.
- This brief describes Interagency Agreements among educational and noneducational agencies and how they can help maximize resources and services for transitioning youth. Includes a description of the components of successful interagency agreements, and how they may be implemented.
Strategies for Interagency Collaboration
NSTTAC Annotated Bibliography: Interagency Collaboration Models and Strategies.
- Listing and brief summary of articles describing strategies for promoting interagency collaboration. The following articles describe models and strategies of interagency collaboration in secondary transition for secondary students with disabilities.
- Evidence-based transition practices and predictors are considered when determining appropriate transition services.
Quality national research efforts by the NSTTAC and the National Postschool Outcomes Center (NPSO) have resulted in the identification of numerous evidence-based transition practices and predictors that have been proven to effect positive postschool outcomes. Transition goals and services in the IEP should be built around these evidence-based practices.
- My Future My Plan is a curriculum designed to motivate and guide students with disabilities and their families as they begin early transition planning for life after high school. It promotes positive attitudes and self-advocacy, and assists students, parents, and professionals to make the transition planning process more effective. The curriculum package – which may be used in home, school, and community settings – includes a videotape and discussion guide, a workbook for students, and a guide for family members and teachers. All materials are available in English and Spanish. To order the packet of My Future My Plan materials including video, student guide, and teacher guide (in either English or Spanish), visit the National Education Association and type "My Future My Plan" in search field.
Transition Executive Summary
Evidence-based practices and predictors in secondary transition: What we know and what we still need to know.
- An executive summary of the research findings about evidence-based practice in transition. Includes two published articles by NSTTAC researchers describing the methodology and findings of evidence-based transition practices.
- Current List of Evidence-Based Practices.
A listing of evidence-based practices reported in the executive summary above with detailed information about each practice, the evidence supporting its efficacy, how it relates to Indicator 13 and core standards, how it has been implemented, and where more information may be obtained about its use.
- Evidence-Based Practices Organized by Skill Taught. Evidence-based practices organized by the type of skill taught and according to Kohler’s (1996) Taxonomy for Transition Programming.
Predictors of Postschool Success
- Predictor Categories:
- Here you will find a table summarizing identified predictor categories, descriptions of each taken directly from the findings in the studies reviewed, their related outcome areas, and levels of evidence.
- Predictors by Outcome Area:
- This table provides a list of the predictors organized by the three postschool outcome areas of education/training, employment, and independent living.
- In-School Predictors of Postschool Success:
- This PDF briefly explains Part II of the NSTTAC literature review and identifies predictors from correlational research.
- Development of the student’s self-advocacy and self-determination skills are included in the IEP as appropriate transition services.
Self-determination and self-advocacy are important concepts in the lives of all people, including people with disabilities. Self-determination and self-advocacy add to the range of life opportunities to which people with disabilities have access in the community. Experiencing a sense of self-determination and becoming a "self-advocate" through working with others for social change supports people with disabilities to have lives in the community that are personally challenging and rewarding.
Youth Hosted Transition Web Site
- A Web site about transition by youth for youth. Note: Flesh-Kincaid Reading Level approximately 7th grade.
- This is an online guide for persons with disabilities. If you live in California, this guide has lots of great information and resources just for you. If not, there is lots of useful information–although your state may have differences in the programs and services mentioned. Every day comes with some kind of change. Sometimes it’s a little change; sometimes it’s a big one. And, because growing up with a disability can come with certain challenges, the better prepared you are to meet them, the more likely you’ll be to reach your goals. You now get to make choices you’ve never had to make before – choices on things like health care, education, employment, finances, independent living, and even new social and recreational choices. These new choices come with new ways of doing things, so knowing where to find resources that can help you is a good thing. This information guide will help you and your family make plans that will help you become the successful adult you have the potential to be. It offers you tips and work sheets to help you learn how to take a more active role in your own life decisions.
Note: The Flesch-Kincaid reading level is approximately 8th grade.
Online Autism Handbook
Autism Transition Handbook: An Online Resource for Families.
- Online handbook for parents and families of youth with autism addressing transition.
Self-awareness and Self-advocacy
ME! Lessons for Teaching Self-awareness and Self-advocacy.
- The ME! Lessons for Teaching Self-awareness and Self-advocacy materials and activities teach students to understand their disability and abilities, rights and responsibilities, and self-advocacy skills. All of the lessons and information needed to teach the lessons can be found on this page. During the lessons each student develops a portfolio containing critical information and documents to help students transition from high school to postsecondary settings. The ME! Lessons include detailed lesson plans aligned with the Oklahoma Priority Academic Student Skills (PASS), PowerPoint presentations, pencil paper activities, interactive group activities, performance assessments, and a research project.
Self-determination Resource Clearinghouse
A National Gateway to Self-determination
- This is a clearinghouse on resources, training, and information on Self-determination. This site provides a single access for self-advocates, professionals, policy-makers and the general public on the current best practices and evidence-based activities in enhancing self-determination in the lives of people with developmental and intellectual disabilities, as well as any individual.
- The student is provided a summary of academic achievement and functional performance (SOP), before they exit high school.
IDEA requires that schools provide a summary of academic and functional performance, including recommendations to assist the student in meeting postsecondary goals, for students whose eligibility for special education services terminates because of graduation with a regular high school diploma or because of exceeding the age eligibility for FAPE under state law. The Summary of Performance (SOP), with the accompanying documentation, is important to assist the student in the transition from high school to higher education, training, and/or employment. This information is necessary under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act to help 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 information about students’ current level of functioning is intended to help postsecondary institutions consider accommodations for access. The SOP is most useful when linked with the IEP process and the student has the opportunity to actively participate in the development of this document.
Summary of Performance (SOP) Template
Learning Disabilities Association of America. Summary of Performance Template.
- This template was developed by the National Transition Documentation Summit © 2005 including representation from the Association on Higher Education and Disability (AHEAD), the Council for Exceptional Children’s Division on Career Development and Transition (DCDT), and Division on Learning Disabilities (DLD), the National Joint Committee on Learning Disabilities (NJCLD), the Learning Disability Association (LDA) and the National Center on Learning Disabilities (NCLD). It was based on the initial work of Stan Shaw, Carol Kochhar-Bryant, Margo Izzo, Ken Benedict, and David Parker. It reflects the contributions and suggestions of numerous stakeholders in professional organizations, school districts and universities particularly the Connecticut Interagency Transition Task Force. It is available to be freely copied or adapted for educational purposes. You may also find this information on the CalSTAT Web site by clicking here.
NSTTAC Summary of Performance:
- Resources and links addressing the Summary of Performance including an annotated bibliography and a link to a video explaining how to Completing a Summary of Performance Form
Transition Coalition SOP Template
Summary of Performance Template available from the Transition Coalition.
- This Summary of Performance (SOP) form is for parents and teachers to use and is best filled out during the last year of the student’s high school education.
For questions regarding the Core Message Area: Transition, or Technical Assistance requests, please contact CalSTAT Project Assistant Director Lorie Fennell at 707-843-1199, or firstname.lastname@example.org.
Last updated: 03/12/2012