CORE MESSAGE AREA:
TRANSITION: SCHOOL TO ADULT LIFE
Revised: September 2011
Revised by: John R. Johnson, Ph.D., California State University at San Diego
Introduction:
This revision of the Transition Core Messages is based on the latest research in evidence-based transition practices and predictors that have proven to effect positive change in postschool outcomes for students with disabilities as identified by the National Secondary Transition Technical Assistance Center (NSTTAC). In addition, federal law and regulation requirements related to transition goals, and services have become much more student-focused. Specific information is required to be in the individualized education program (IEP) of each student age 16 and older.
Each state must develop a plan for meeting 20 indicators of effective special education services as described in the State Performance Plan (SPP). Indicator 13 identifies eight components that must be in the IEP in regard to transition goals and services. This information is collected and reported annually in the state's Annual Performance Report (APR). The following core messages will assist students, families, and school personnel in writing IEPs that include the eight critical components of Indicator 13; and that will truly lead to positive postschool outcomes for students.
Background on Core Message Areas:
A focus of the State Personnel Development Grant (SPDG), a federally funded grant, is to communicate common messages to the field about selected topics. These common, or core messages, articulate critical research findings and essential components of effective application. All core messages have been identified by experts in the field and have been approved by the California Department of Education, Special Education Division.
California Services for Technical Assistance and Training (CalSTAT), through SPDG funds, will support trainings and technical assistance, (http://www.calstat.org/ta.html) requests that reflect any or all of the core message areas. After reading the Core message Area topics on Transition, just select the Resources and Web site links listed after each topic to view the messages and supporting research.
CORE MESSAGE AREA: TRANSITION
- 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.
Resources and Web sites- 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.
Resources and Web sites - Education/Training
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.
Resources and Web sites - 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.
Resources and Web sites - 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, 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.
Resources and Web sites - 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.
Resources and Web sites
- Age Appropriate Transition Assessment
- 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.
Resources and Web sites - 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.
Resources and Web sites - 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.
Resources and Web sites
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 lorie.fennell@calstat.org.
Last updated: 03/12/2012