California Department of Education, Special Education Division’s special project, California Services for Technical Assistance and Training (CalSTAT) is funded through a contract with the Napa County Office of Education. CalSTAT is partially funded from federal funds, State Grants #H027A080116A. Additional federal funds are provided from a federal competitively awarded State Personnel Development Grant to California (#H323A070011) provided from the U.S. Department of Education Part D of the Individuals with Disabilities Education act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U. S. Department of Education.
Prepared by Diana Blackmon, Ed.D.
Slide 1: The purpose of this training is to provide participants with information and resources to implement the transition services language required in the Individualized Education Program (IEP) for students with disabilities age 16, or younger of appropriate, as mandated by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA '04).
The training is presented in a question and answer format. In addition to the PowerPoint presentation with Trainer Notes, the Transition to Adult Living: An Information and Resource Guide (CDE, 2007; referred to as the guide) is used as the reference text for the training and offered as on ongoing resource for implementing transition services.
Three training options are offered and explained in the next slide.
Slide 2: Three training options are offered:
Option I: 1-2 hour information-only question-and-answer format that explains the IDEA '04 transition service language requirements using slides 1-48, 50, and 52-54.
Option II: 2-3 hour format that begins with Option I and includes an activity that guides participants through the suggested secondary IEP process using Section 2 of the guide, pages 21-46; Option II uses the slides from Option I and slide 49.
Option III: 4-6 hour format (depending on breaks and lunch time allowed) that includes Option I, may also include Option II, and includes Option III where participants practice writing transition service language in the IEP; Option III uses the slides from Option I, could use slide 49 for Option II, and uses slide 51.
Slide 2: Provide participants with an overview of the training, and ask if there are other topics they would like addressed.
Slide 3: It is important to help participants understand WHY transition services language is required in the IEP so they will be motivated to provide instruction, activities, and services that support transition. This activity and the next three slides present information to illustrate the difference between what we want for students when they leave school and what actually occurs.
Ask participants to envision the outcomes they want for their students when they leave school either by graduation or reaching the age of 22. It is helpful to chart participants responses to refer back to throughout the training.
Compared to their peers without disabilities, people with disabilities experience:
(pages iv–v, Transition to Adult Living)
Slide 4: This slide illustrates the actual post-school outcomes for students with disabilities. Explain that over twenty years of research on the post-school outcomes for students with disabilities reveals that, on every measure, the post-school outcomes for students with disabilities are not as positive as their peers without disabilities.
The research cited is on pages iv-v of the Transition to Adult Living: An Information and Resource Guide.
Due to these outcome data collected by the:
Transition services language in Individualized Education Programs (IEP) have been required by the Individuals with Disabilities Education Act (IDEA) since 1990
Slide 5: Several national agencies and organizations regularly collect data on the status of individuals with disabilities, which policymakers take into consideration when making decisions about educational policy. Due to the post-school outcomes for students with disabilities just presented, the IDEA has required transition service language in every student’s IEP by the age of 16, or younger if appropriate, since 1990.
Definition of transition services in the IDEA:
...a coordinated set of activities ...designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities...
The data just presented indicates a need for improved "results."
Trainer's Note:
Slide 6: Shows the definition of transition services in the IDEA ‘04, which is designed to provide RESULTS, including academic and functional achievement, that will that improve the outcomes just presented.
Slide 7: Slides 7-10 presents the Transition to Adult Living: An Information and Resource Guide.
The California Department of Education, Special Education Division, through a contract with California Services for Technical Assistance and Training, produced the Transition to Adult Living: An Information and Resource Guide. The guide is designed to serve as a resource for schools, districts, county offices of education, special education local plan areas, families, students, and other agencies who serve students with disabilities; to provide technical assistance in the implementation of the transition requirements of the IDEA ’04; and to improve the post-school outcomes for students with disabilities.
In addition to the IDEA '04, a practical foundation of the guide is the National Standards and Quality Indicators for Secondary Education and Transition developed by the National Center on Secondary Education and Transition and the National Alliance for Secondary Education and Transition.
Slide 8: In addition to the IDEA ’04, the practical foundation of the guide are the National Standards and Quality Indicators for Secondary Education and Transition. The standards were developed by several national organizations with funding from the U.S. Department of Education, Office of Special Education Programs. The standards and quality indicators serve as benchmarks of practice that lead to effective transition services and post-school outcomes for students.
Throughout the guide, the standards are reflected and provide benchmarks to guide practice:
Slide 9: The standards are illustrated throughout the guide to reflect alignment between the requirements of the IDEA '04 and research-supported practice. The standards address five major areas: school experiences that support post-school success, career preparatory experiences, student leadership experiences including self advocacy, involving families in transition planning, and helping students make connections with post-school activities and agencies.
The guide contains the following:
Slide 10: This slide provides participants with a brief overview of the contents of the guide. A description of the resources in the appendix and information about obtaining additional copies of the guide will be presented at the end of the training.
Next, a detailed description of the transition service language requirements in the IDEA ’04 will be provided.
What language remains the same as the IDEA '97?
Slide 11: Review the elements that remain the same as in the IDEA ’97 to illustrate the evolution of transition in the IDEA and to connect the new information with what participants may already know about transition services language in the IEP.
The IDEA ’04 continues the expectation that schools, agencies, families, communities, and the student will work together to provide coordinated services that support the movement from school to adult living. To be meaningful, transition planning must be based on the student's interests and preferences for their future.
Schools must provide transition services language in the IEP in the areas of: instruction, community experiences, employment or further education, and related services that the student may need to access for transition services. Some students may also need instruction in daily living skills and a functional evaluation to inform transition needs.
The student and family must still be informed that educational rights will transfer to the student upon reaching the age of majority, which is 18 years old in California.
What language is new in the IDEA ’04?
Slide 12: This slide presents an overview of the new transition services language in the IEP required by the IDEA '04; a detailed description of each requirement will follow.
Participants may be surprised to see that transition services language is required in the IEP at age 16 and not age 14 as in the IDEA '07. Explain that IEP teams may decide to include transition language earlier than age 16 if appropriate for the student.
Before elaborating on the new IDEA '04 requirements, a description about how transition will be monitored by state and federal education agencies is presented.
Note: The terms post-school and postsecondary are used interchangeably in this presentation.
Slide 13: The U.S. Department of Education, Office of Special Education Programs (OSEP) developed 20 indicators to hold states accountable for the implementation of the IDEA '04. The indicators range from the provision of early intervention to measuring postsecondary outcomes and how states will ensure supervision and due process. The indicators also address issues of ethnic disproportionality, participation in statewide assessments, discipline, and parent involvement.
States must develop a State Performance Plan (SPP) that address these indicators and submit an Annual Performance Report (APR) to the U.S. Department of Education, Office of Special Education Programs, on progress.
In California, the 20 indicators will replace the Key Performance Indicators previously used by the state Department of Education to monitor special education programs.
Indicator 13
Indicator 14
Slide 14: The performance indicators are measurable data that will be collected by state and federal education agencies to demonstrate compliance with the IDEA '04 and the provision of special education programs.
The indicators related to transition are Indicator 13 Transition Services and Indicator 14 Post-school Outcomes. Other transition related measures, not listed in the slide, are Indicators 1 and 2 Graduation and Drop Out.
The U.S. Department of Education, Office of Special Education Programs (OSEP), funds two technical assistance centers to support the transition indicators:
Indicator 13 -
National Secondary Transition Technical Assistance Center (NSTTAC)
Indicator 14 -
Nation Post-School Outcomes Center
Slide 15: The U.S. Department of Education, Office of Special Education Programs (OSEP), established two technical assistance centers to support and monitor implementation of transition services language in the IEP and to measure post-school outcomes.
The National Secondary Transition Technical Assistance Center (NSTTAC) will provide technical assistance on Indicator 13: Transition Services.
The Nation Post-School Outcomes Center will provide technical assistance on Indicator 14: Post-school Outcomes.
If schools provide meaningful transition services, the expectation is that post-school outcomes will improve. The following slide details the measures in Indicator 13: Transition Services.
Slide 16: Indicator 13 measures:
If there is a postsecondary goal in the areas of employment, education or training and, if appropriate, independent living (slides 19-25 explain postsecondary goals)
If there are annual goals that support the postsecondary goals (slides 34-38 explain annual goals that support postsecondary goals)
If there are transition services that support the postsecondary goals (slides 39-42 explain transition services that support postsecondary goals)
If there is evidence that other agencies that may provide transition services have been invited to the IEP meeting, with parental permission, where transition will be discussed (slide 43 offers suggestions for providing "evidence" )
If the post-school goals were based on age-appropriate assessments (slide 26-33 explain age-appropriate assessments)
If the transition services, including courses of study, support the postsecondary goals (slides 39-40 explain transition services and courses of study)
Slide 17: Indicator 14 measures:
One year after leaving school, either by graduation or reaching the age of 22, the student's involvement in competitive employment or further education or training will be tracked.
California school districts and the special education local plan area (SELPA) are now required to collect and submit post-school outcomes data through the California Special Education Management Information System (CASEMIS).
Slide 18: Indicator 14 Post-school Outcomes will be a sampling of students one year after they leave school, but indicator 13 Transition Service Language in the IEP is not a sampling—all students with IEPs who are age 16, or younger if appropriate, must have transition services language in their IEP.
The training will now explain the new transition service language requirements in the IDEA'04:
Measurable postsecondary goals
Age-appropriate assessments related to training, education, employment, and, where appropriate, independent living
Annual goals the support the post-school goals
Transition services that support the post-school goals
Providing a Summary of Performance upon school exit
The IDEA '04 requires:
appropriate, measurable post-secondary goals based on age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills
Slide 19: This slide shows the IDEA '04 language requiring measurable postsecondary goals in the IEP related to employment, education, training, and, if appropriate, independent living, and it further explains that postsecondary goals are what the students plans to do when they leave school.
The difference between measurable postsecondary goals and annual goals that support the postsecondary goals are discussed in slides 34-38.
Q. If IEP teams write post-school goals and the student does not achieve those goals upon school exit, are schools/districts or state departments going to be held responsible?
A. No, according to NSTTAC.
Slide 20: This slide addresses the concern that if the student does not accomplish their post-school goals, the school, district, or state department may be held accountable. The National Secondary Transition Technical Assistance Center advises that the agencies will not be held accountable for the student achieving their post-school goals.
The next slide will explain how a postsecondary goal is "measurable."
According to NSTTAC, if a postsecondary goal is indicated in the areas of education or training, employment, and, where appropriate, independent living, if it is measurable (i.e., is something that can occur or not occur), and if will happen when the student leaves school, it is measurable.
Slide 21: Explain that according to the National Secondary Transition Technical Assistance Center, postsecondary goals must be written in the areas of employment, training or education, and, if appropriate, independent living.
For a post-school goal to be "measurable," it is an activity can or cannot happen, such as,"work in the health field" and "attend community college." If the post-school goal is something that occurs after the student exits school and can happen or not happen (yes, attended community college; or no, did not attend community college), then it is a measurable postsecondary goal.
The IDEA indicates the need for:
...measurable post-secondary goals ... related to training, education, employment, and, where appropriate, independent living skills
Q. What is the difference between training and education?
Slide 22: The IDEA '04 requires post-school goals in the area of employment, education, training, and, if appropriate, independent living. The question arises, is there a difference between education and training?
According to the National Secondary Transition Technical Assistance Center, there is a difference.
A. The NSTTAC Indicator 13 Checklist uses the definition of post-school "training" and "education" from the National Post-School Outcomes Center's Post-School Data Collection Protocol:
Slide 23: The National Secondary Transition Technical Assistance Center uses the definition of training from the National Post-School Outcomes Center (NPSOC), which provides technical assistance on the collection and reporting of post-school outcomes. The NPSOC defines training as a program that leads to a diploma, like a GED class, an adult education class, or a short-term vocational training program like a Regional Occupation Program.
Slide 24: The National Secondary Transition Technical Assistance Center uses the definition of education from the National Post-School Outcomes Center (NPSOC), which provides technical assistance on the collection and reporting of post-school outcomes. The NPSOC defines education as postsecondary education like a community college or university. To compare, training is a high school completion or short-term vocational program, and education is a college or university program.
Summarize by explaining that all students should have a post-school employment goal and a training or education goal that supports the employment goal.
Some students may also need post-school goals for independent living such as supported living or living with family or friends that may include helping the student and family make connections with the post-school adult providers who will assist the student when they exit school.
Slide 25: Acknowledge that not all students know what they want to do when they leave school. What would be an appropriate post-school goal in that situation? A possible post-school goal may be to acknowledge that the student does not know what his or her post-school plans are, and the annual goals and transition services will focus on self awareness and career awareness to help the student make informed decisions about the future.
Refer to the Scope and Sequence of transition instruction and services described on page 56 of the guide and to the sample annual goals in Appendix F for ideas of activities that will help students develop meaningful postsecondary goals.
The next slide begins to explain age-appropriate assessments.
The IDEA '04 requires:
appropriate, measurable postsecondary goals based on age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills
Slide 26: this slide shows the IDEA ’04 language requiring measurable postsecondary goals based on age-appropriate assessments. The next slide explain what is meant by age-appropriate assessments.
Slide 27: Explain that age appropriate refers to chronological rather development age.
Acknowledge the question that, given all the academic and functional assessment that students receive, what is the purpose of more transition assessments? The next slide will suggest answers.
Slide 28: The IDEA '04 requires transition service language based on the student's interest and preferences. So one reason to conduct transition-related assessments (such as interest inventories, personality tests, and other vocational assessments) is to help the student determine what career might best fit their interests, skills, and plans for the future so that they can then develop meaningful postsecondary goals.
Another reason to conduct transition-related assessments is to determine what academic and functional instruction and activates the student will need to support their post-school goals.
Education/Training
Employment
Slide 29: This slide Offer more reasons to conduct transition-related assessments specific to education or training and employment to help the student determine what career might best fit their interests, and the training or education program they will need to accomplish their employment goal.
Independent living
Independent living
Slide 30: This slide offers more reasons to conduct transition-related assessments, specific to independent living, to help the student develop meaningful postsecondary goals in that area.
NSTTAC states that:
As far as the transition assessment information goes, evidence would likely be gathered from other components of a student’s file for each postsecondary goal stated in the IEP.
(NSTTAC, Frequently Asked Questions and Responses, approved by OSEP, Nov. 16, 2006)
Slide 31: Teachers may feel overwhelmed by assessment demands. The National Secondary Transition Center advises that transition-related assessments are often found in other areas of the IEP or student's file. For example, if a student’s post-school goal for employment requires further education or college, the academic goals found in other sections of the IEP already support that post-school goal.
Transition assessment is the ongoing process of collecting data on the individuals needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process for defining goals and services to be included in the IEP.
Slide 32: This slide offers another description of transition-related assessment from the Council for Exceptional Children, Division on Career Development and Transition, which explains that transition assessment is an ongoing process and not just a particular test at a specific point in time.
Slide 33: Explain that although critical transition-related assessment information may be obtained from other sections of the IEP, additional transition-related assessments may still be necessary to help the student develop and prepare their post-school goals.
Refer participants to Appendix E of the guide for a detailed explanation about transition assessments including samples and both formal and informal assessments.
The next slide begins to explain annual goals that support the students postsecondary goals.
The IDEA '04 requires, a statement of measurable annual goals as part of the IEP.
Q. Do we need transition-related annual goal(s) to support each postsecondary goal?
A. Not necessarily, if there is an annual goal in another section of the IEP that logically supports the postsecondary goal.
Slide 34: This slide begins to explain annual goals that support the student's postsecondary goals. As mentioned previously, there may already be assessments and measurable annual goals that support the student’s post-school goals, such as academic, functional, and behavioral goals.
Checklist for Indicator 13, Item 2
In the areas of:
Slide 35: This slide shows the National Center for Secondary Transition Technical Assistance Center's Checklist for Indicator 13, which measures transition services language in the IEP, to explain the IDEA '04 expectation that a student's postsecondary goals will be supported each year, beginning no later than age 16 and continuing until the student leaves school. Developing and implementing annual goalswill assist the student reach their post-school goals.
If not, annual goals to support self awareness and career exploration might be appropriate.
Annual goals for work or work-like experience (service learning, WorkAbility program, Regional Occupational Program) may also help the student make informed decisions.
Slide 36: This slide acknowledges that not all students know what their post-school goals are for employment or the training or education needed for the career path they choose. In this case, developing annual goals that focus on self awareness and career awareness will help the student develop post-school goals based on their interests and preferences.
If not, annual goals to support daily living skills, exploration about housing options, and community resources might be appropriate.
If so, annual goals to establish those connections might be appropriate.
Slide 37: This slide acknowledges that not all students know what their post-school goals are for independent living or what agencies may help them when they leave school. In this case, developing annual goals that focus on independent living and connections to adult service providers will help the student develop post-school goals based on their unique needs.
Appendix F has sample annual goals that support postsecondary goals for:
Instruction/Training
Employment
Independent living
Most sample annual goals show alignment with selected English/language arts content standards or CAPA levels
Slide 38: Refer to Appendix F of the guide, which offers sample annual goals related to employment, instruction or training, and independent living. The slide further explains that some sample transition-related goals are aligned to select state standards in English/language arts or the California Alternate Performance Assessment, so educators do not feel they are deviating from the standards when offering transition-related instruction.
The next slide begins to explain transition services.
IDEA '04 requires
transition services (including courses of study) needed to assist the child in reaching those (postsecondary) goals
Q. What are courses of study?
Q. What are transition services?
Slide 39: This slide shows the IDEA '04 language requiring transition services, including courses of study, that will help the student reach their post-school goals. The next three slides explain what is meant by courses of study and transition services.
A. NSTTAC defines course of study as:
Slide 40: This slide refers to the National Secondary Transition Technical Assistance Center description of "courses of study" and offers suggestions on how to meet the requirement by attaching the student's transcripts to the IEP, which typically reflect the courses needed for graduation and courses completed. Or, in the case of students who are working toward a Certificate of Completion or Achievement, a listing the functional skills courses the student will take may be attached to the IEP.
A. Transition services may be:
Section 2 of the guide provides examples of transition services
Slide 41: This slide offers ideas about transition services that the student may need. Transition services, like all sections of the IEP, are individually determined and should support the student’s post-school goals.
Refer participants to pages 40-42 of the guide for sample transition services based on two fictitious students post-school goals.
Item 4: For transition services that are likely to be provided or paid for by other agencies with parent (or child once the age of majority is reached) consent, is there evidence that representatives of the agency(ies) were invited?
Q. What if transition services from another agencies are not required? Indicate N/A
Slide 42: This slide shows the National Center for Secondary Transition Technical Assistance Center's Checklist for Indicator 13, which measures transition services language in the IEP, to explain how to demonstrate compliance regarding the involvement of other agencies, like the Regional Center or the Department of Rehabilitation, who may provide a transition-related service.
The parent or student, if over the age of majority, must give consent to invite the other agency to the IEP meeting.
Evidence of the school’s attempt to involve to the relevant agency may be the IEP Meeting Notice inviting the agency to the IEP meeting.
If the student does not need the services of another agency this item does not apply.
The next slide begins to explain the Summary of Performance provided to the student upon school exit.
When the student exits school, the IDEA '04 requires schools to provide:
A summary of the child’s academic and functional performance, which shall include recommendations on how to assist the child in the child’s postsecondary goals.
Slide 43: This slide shows the IDEA '04 language requiring schools to provide students, when they exit school, with a summary of their academic and functional performance with recommendations on how to assist the student reach their post-school goals.
The purpose of the summary is to provide the student with a document that will help establish eligibility for reasonable accommodations and supports in post-school settings. It is also useful for the Vocational Rehabilitation Comprehensive Assessment process.
Slide 44: This slide offers an explanation of the purpose of providing students with a summary of their performance, which may include assisting the student establish eligibility for support services or a 504 Plan at a community college or university or establish eligibility for the Department of Rehabilitation or the Regional Center.
Q. Is a new evaluation required for the summary?
A. No, it is a summary of existing data.
Q. Is an IEP meeting required to develop or provide the summary?
A. No, the summary is not a part of the IEP.
Slide 45: Explain that the summary is not a new evaluation and does not require a formal IEP meeting. The summary is just that, a summary of existing assessment data and listing the accommodations or modifications the student has used in school, with suggestions on how the student may achieve their post-school goals.
The summary should be provided to the student when they exit school. The summary could be provide at the last IEP meeting before school exit, it can be provided upon graduation, or it could be mailed to the student. There is no statutory guidance on how the summary is to be delivered, only that it be provided.
Slide 46: Although state and federal education agencies have not developed a sample Summary of Performance form, several national organizations developed a template Summary of Performance. The national template is available on the California Services for Technical Assistance and Training (CalSTAT) Web site. The next slide describes the contents of the template.
Instructions for completion
Part 1: Background information
Part 2: Student’s postsecondary goals
Part 3: Academic and functional performance:
Describes accommodations/modifications
Part 4: Recommendations to assist goals
Part 5: Student input (recommended)
Slide 47: The national Summary of Performance template suggests that student information be summarized in five areas of information to assist the student transition from school.
This concludes the presentation of new transition services language in the IEP required by the IDEA '04.
The next slide will address the question: How do IEP teams implement the transition service language requirements in the IDEA '04 in a meaningful secondary IEP process?
Four Step IEP Process
Slide 48: Summarize the suggested secondary IEP process:
Trainer's Note:
Slide 49: Explain that participants will now have an opportunity to look at the suggested secondary IEP process illustrated Section 2, pages 25-44, of the guide. The suggested IEP process explains what the teacher, parent, and student should do before, during, and after the IEP team meeting.
Divide participants into groups of four.
Use a jigsaw format to read Section 2, pages 25-44 of the guide where each member of the group reads a section of the material then summarizes their section for the group, allowing the entire piece of text to be read and summarized in a short period of time. Assign each member of the group one of the four steps to read and share within the group in a jigsaw format (Step 1: pages 25-28, Step 2: pages 29-31, Step 3: pages 32–39, Step 4: pages 40-44).
After reading and summarizing Section 2 of the guide, groups will develop one question, concern, or comment about the secondary IEP process for discussion with the whole group.
Conduct a quick survey of the questions, concerns, or comments and address the issues.
The next slide provides a summary of a suggested Scope and Sequence of transition related instruction and activities.
Self Awareness
Decision about high school
Interest inventories
Self esteem
Interpersonal skills
Career Awareness
Connecting school to careers
Online career exploration
Job shadowing
Guest speakers
Career Preparation
Applications/résumés
Interview skills
Punctuality and appearance
Working in teams
Work Experience
ROP
WorkAbility
Work experience
Internships
Independent Living
Community access
Travel training
Health, housing, recreation
Slide 50: This slide addresses the question: What instruction and services can schools provide to students to better prepare them for post-school success?
This is a summary of a suggested Scope and Sequence of transition related instruction and activities from Putting It All Together, pages 56-57 of the guide.
The next slide is used if the trainer chooses Option III, an activity to engage participants in writing transition service language in the IEP. To omit Option III, skip slide 51 and go to slide 52.
Using a current student or a case study
Trainer's Note:
Slide 51: This activity allows participants to gain experience writing transition service language in the IEP. Participants can be instructed before the training to bring a summary of a current record to write sample transition service language, or the trainer can have sample case studies available to use.
Have participants break into groups of four. Using either a current student or case study sample, the group of four will collectively develop transition service language for the sample student’s IEP.
Use the information from the student record or case study to develop post-school goals for employment and training or education that support the employment goal. The group may not know what the student's employment goal is, so for practice purposes, create an a employment goal or acknowledge that the student does not know what career they want. In that case, the team may write, "the student does not know what employment options may fit their interests" and go to the next step.
Using assessment data from the student records or case study, which provide information about the student's present level of performance, develop annual goals in the area of employment, training or education, and, if appropriate, independent living that support or will help the student develop, post-school goals. Page 36-39 of the guide gives two samples.
Identify the transition services the student may need to reach their post-school goals. Page 40 of the guide gives two samples.
When complete, encourage small groups to share their transition service language with the whole group.
Trainer's Note:
Slide 52: Begins to conclude the training by showing participants resources that support transition services. This slide presents on outline of the resources in the appendix of the guide.
The sections that may be of particular interest to service providers are:
E. Transition-Related Assessments (describes the assessment process in detail
and lists assessment tools)
Sample Transition Goals (provides sample transition-related annual goals to
support students post-school goals)
G. Agencies that Support Transition (lists state agencies that support transition)
J. Transition-Related Web sites (lists, by topic, transition-related Web sites)
K. Transition-Related Curricula (lists transition-related curricula)
Visit:
California's Career Resource Network
www.cacareerzone.org/
Career Assessments
Career Exploration
Reality Check
Trainer's Note:
Slide 53: This slide shows a California resource supported by the California Department of Education, community colleges, and Employment Development. This Web site is a one-stop shop for career assessment, career exploration, training, and job search.
If internet is available and time permits, the trainer can guide participants through the site beginning with the Assessment, then looking at Career Exploration where hundreds of jobs are described, including the requirements, salary, outlook for the future, and current openings in California. Over 200 of the employment options can be viewed in short video clips.
The other option is Reality Check where students design the lifestyle they want to have when they leave school. As they design their lifestyle, a budget is developed for that lifestyle by county. Based on the student’s lifestyle choice and budget needs, the student is then directed to careers that will support the lifestyle.
Hard copies are available free of charge:
Mail:
NCOE-WEST/CalSTAT
Attn: Transition Guide Request
5789 State Farm Drive, Suite 230
Rohnert Park, CA 94928
Email: publications@calstat.org
The guide is also available in an interactive PDF at:
www.calstat.org/transitionGuide.html
Trainer's Note:
Slide 54:The final slide shows ordering information for the Transition to Adult Living: An Information and Resource Guide. There is no charge for the guide and it is delivered free of charge.
The guide is also available in an interactive format at the Web site listed. The interactive format allows viewers to read the text and have direct access to all of the Web sites listed.
Finally, inform participants that additional training, information, and resources are available through the California Department of Education, Special Education Division, technical assistance provider: the California Services for Technical Assistance and Training, listed in the slide.
A training evaluation with suggestions/requests for further training is recommended.