(2007, California 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 slide 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 new legal requirements of the IDEA ‘04 (Section I of the guide, pages 1–9); Option II uses the slides from Option I and slide 21.
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 conduct a self review of their school, district ,or SELPA transition services; option III uses the slides from Option I, could use slide 21 for Option II and uses slide 52–53.
Slide 2: Provide participants with an overview of the training; ask if there are other topics they would like addressed.
Take a few minutes to envision your students when they leave school.
What words describe the outcomes you envision?
Now, let’s look at actual outcomes.
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 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.
See the research cited is on page 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 students 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.”
Slide 6: This slide 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.
Administrators are already responsible for ensuring that all students achieve proficiency on state standards, isn’t that enough?
Slide 7: This slide helps us acknowledge that providing transition services may seem like “another thing to do” in addition to providing standards-based instruction and attaining student proficiency on statewide assessments.
Answer: Yes and no. Providing students with disabilities a standards-based curriculum will offer preparation for post-school options such as higher education. But it does not necessarily provide explicit instruction and activities to help students see the connection between school and career, develop the skills to know how to choose a career, or learn the skills to advocate for themselves as persons with disabilities.
Given the outcomes just presented, it appears that students with disabilities need more than their peers without disabilities to transition successfully from school to adulthood, which is why transition service language is required in the IEP.
Slide 8: While the IDEA does not directly state this, the National Standards and Quality Indicators for Secondary Education and Transition and twenty years of research provide insight on what practices improve post-school outcomes for students with disabilities. They indicate that providing students with disabilities a standards-based curriculum offers preparation for post -school options (such as college) but it does not necessarily provide explicit instruction and activities to see the connection between school and careers, to develop the skills to know how to choose a career,or to learn the skills to advocate for oneself as a person with a disability.
It appears that students with disabilities need more than their peers without disabilities to transition successfully from school to adulthood, which is why transition service language is required in the IEP.
Developed by California Services for Technical Assistance and Training (CalSTAT), through a contract with the California Department of Education, Special Education Division to support schools, districts, and special education local plan areas (SELPAs) in the implementation of the secondary transition requirements of the IDEA ’04 and to serve as a resource to improve post-school outcomes for students with disabilities
Slide 9: Slides 9–11 present 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, the 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 10: 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 through 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 to provide benchmarks to guide practice in the following areas:
Slide 11: 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 12: 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 13: 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 where the student may need to access 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?
Each new area will be discussed in detail.
Slide 14: 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 ’97. 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 15: 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 California Department of Education to monitor special education programs.
Indicator 13: % of youth ages 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the post secondary goals.
[20 U.S.C.1416(a)(3)(B)]
Indicator 14: % of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school
[20 U.S.C.1416(a)(3)(B)]
Slide 16: 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: National Post-School Outcomes Center
Slide 17: 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 National 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 18: 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 19: Indicator 14 measures:
One year after leaving school, either by graduation or reaching the age of 22, assess the level of the student’s involvement in competitive employment or further education or training.
California school districts and the special education local plan areas (SELPAs) are now required to collect and submit post-school outcomes data through the California Special Education Management Information System (CASEMIS).
Slide 20: 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 Option II activity is next, if the trainer elects not to use the Option, go to Slide 22 where:
The training will now explain the new transition service language requirements in the IDEA ’04:
Section 1 (pages 1–9) contain a Q&A on transition services language in the IDEA ’04.
Individuals, pairs, or teams will each take one Question, answer it using the guide, and chart a summary Answer to share during the Gallery Walk.
During the Gallery Walk, participants go from question to question where one person will explain the answer. Other members from the team may join the walk.
After the Gallery Walk the presenter will review the new requirements.
Slide 21: Section 1 (pages 1–9) contain a Q&A on about the transition services language in the IDEA ’04.
Individuals, pairs, or teams will each take one question, answer it using the guide, and chart a summary of the answer to share during the Gallery Walk. One person from the team will stay with the question to explain the answer during the Gallery Walk. The other members of the team go on the Gallery Walk.
During the Gallery Walk, participants go from question to question where one person from the answer team explains the answer.
After the Gallery Walk the presenter will review the new requirements.
The trainers will now summarize the new transition service language requirements in the IDEA ’04:
The IDEA ’04 requires: appropriate, measurable postsecondary goals based on age-appropriate assessments related to training, education, employment, and, where appropriate, independent living skills
Postsecondary goals are what the student plans to do upon school exit
Slide 22: This slide shows the IDEA ’04 language that requires measurable postsecondary goals in the IEP related to employment, education, training, and, if appropriate, independent living and 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 36–40.
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 23: 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 cannot occur), and if it will happen when the student leaves school, it is measurable.
Slide 24: 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 or cannot 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 postsecondary goals … related to training, education, employment, and, where appropriate, independent living skills
Q. What is the difference between training and education?
Slide 25: The IDEA ’04 requires post-school goals in the area of employment, education, training, and, if appropriate, independent living. The question arises then, 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 26: 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, adult education class, or a short-term vocational training program like a Regional Occupation Program.
Slide 27: The National Secondary Transition Technical Assistance Center uses the definition of education from the National Post-School Outcomes Center (NPSOC), who 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, 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.
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 28: This slide shows the IDEA ’04 language requiring measurable postsecondary goals based on age-appropriate assessments. The next slide explains what is meant by age-appropriate assessments.
Q. What is age-appropriate?
A.
Age-appropriate means chronological rather than development age
Q. What is the purpose of transition assessments?
Slide 29: This slide Explains 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 30: 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, then to help the students develop meaningful postsecondary goals.
Another reason to conduct transition-related assessments is to determine what academic and functional instruction and activities the student will need to support their post-school goals.
Education/Training
Employment
Slide 31: This slide offers 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, as well as determine the training or education program they will need to accomplish their employment goal.
Independent living
Independent living
Slide 32: This slide offers more reasons to conduct transition-related assessments specific to independent living to help the student develop meaningful postsecondary goals in this 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 33: 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 Individualized Education Program.
(Council for Exceptional Children, Division on Career Development and Transition)
Slide 34: 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 35: 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 student’s 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 36: 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
Slide 37: 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. The students postsecondary goals are supported by developing and implementing annual goals that directly assist the student reach their post-school goals.
Slide 38: 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.
What are Annual IEP Goals that Support Postsecondary Goals?
Slide 39: This slide acknowledges that all students may not 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 students develop post-school goals based on their unique needs.
Appendix F has sample annual goals that support postsecondary goals for:
Most sample annual goals show alignment with selected English/language arts content standards or CAPA levels
Trainer's Note:
Slide 40: 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 41: 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 42: This slide refers to the National Secondary Transition Technical Assistance Center’s 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 43: 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 the parent’s (or child’s 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 44: 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 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 performance, which shall include recommendations on how to assist the child in the child’s postsecondary goals
Slide 45: 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 students in reaching 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 46: 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 47: 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 provided 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.
There is no state recommended Summary of Performance form, but several national organizations held the National Transition Document Summit to develop a model template, now used by several states. Available at:
www.calstat.org/transitionGuide.html
Slide 48: 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.
The template includes the following: Instructions for completion
Part 1: Background information
Part 2: Student’s postsecondary goals
Part 3: Academic and functional performance
Part 4: Recommendations to assist goals
Part 5: Student input (recommended)
Slide 49: The national Summary of Performance template suggests that student information be summarized in five areas of information to assist the student’s transition from school.
This concludes the presentation of new transition services language in the IEP required by the IDEA ’04.
The next slide introduces Option III, the system self-assessment activity by asking the question: How can administrators improve compliance and practice regarding transition service? If the trainer elects not use Option III, skip Slides 50–52 and go to Slide 53, concluding the training with ordering information for the guide.
The need to improve post-school outcomes for students with disabilities and a recent class action lawsuit in California alleging failure to provide appropriate transition services raises the question:
How can administrators improve practice and compliance in providing transition services?
Slide 50: State and federal education agencies monitor transition services language in the IEP and post-school outcomes for students with disabilities. Advocates are targeting transition services as a noncompliant area.
Slide 50 introduces Option III, the system self-assessment activity by asking the question: How can administrators improve compliance and practice regarding transition service?
The Self-Assessment, Priority-Setting, and Action Planning Tool (Appendix D, page 114) is offered as a tool for administrators to improve post-school outcomes and compliance in the provision of transition services.
Slide 51: The National Standards for Secondary Education and Transition include a Self-Assessment Tool to evaluate how effectively schools, districts, and SELPAs are implementing the transition standards. The Self-Assessment Tool is in Appendix D, page 114–128 of the guide.
Slide 52: Ask participants to rate their system (school, district, or SELPA) for each standard by checking each indicator as Always Evident, Usually Evident, Seldom Evident ,or Not Evident (pages 115–125). At the bottom of the page for each of the five standards, the score for each standard is calculated by adding the score of the indicators and multiplying it by 0 to 3, then dividing the sum by the number of indicators for each standard.
When all the standards are scored, transfer the scores to page 126, the Priority-Setting Tool. Then, determine which areas the have high Importance for Improvement. For example, if a standard has a low self assessment score but a high Importance score, it should be a Priority for Improvement.
Finally, develop an action plan using the Action Planning Tool (page 128) detailing the action needed, who will conduct it, when it will be conducted, and what resources will be needed, as well as the expected outcomes.
The administrator should monitor implementation regularly.
Hard copies are available free of charge:
By mail:
NCOE-WEST/CalSTAT
Attn: Transition Guide Request
5789 State Farm Drive
Rohnert Park, CA 94928
By email: publications@calstat.org
The guide is also available in an interactive PDF at: www.calstat.org/transitionGuide.html
Slide 53: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.