1. Transition to Adult Living
WorkAbility State Conference
March 27, 2007
Transition to Adult Living: A Resource and Information Guide (2007)
Diana Blackmon, Ed.D.

2. Training Outcomes Participants will:
Become familiar with the Transition Guide
Explain why Transition services are required in IEPs
Describe the IDEA ’04 Transition requirements
Understand monitoring Indicators related to Transition
Describe measurable post secondary goals
Explain age-appropriate Transition assessments
Develop annual goals to support post secondary goals
Identify Transition services
Describe a Summary of Performance
Locate resources to support Transition

3. Half the graduation rate Higher drop out rates (21% v. 10%)
Why are Transition services required? Compared to non disabled peers, people with disabilities experience:
Half the graduation rate
Higher drop out rates (21% v. 10%)
Lower college entrance/completion
Lower employment (35% v. 78%)
Higher dependency on public assistance
Higher poverty rate (26% v. 9%)
Lower life satisfaction rate (34% v. 61%)

4. Why are Transition services required?
Due to these outcome data collected by the:
National Longitudinal Transition Study I/II
National Council on Disability
National Organization on Disability
National Center for Education Statistics,
and others,
Transition services language in the IEP have been required by the IDEA since 1990

5. Why are Transition services required?
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”

6. Transition to Adult Living: A Resource and Information Guide
The Transition to Adult Living: A Resource and Information Guide, 2007 was developed to support California schools and districts in the implementation of the Secondary Transition requirements of the IDEA ’04 and to be a resource to improve post school outcomes for students with disabilities.

7. National Standards and Quality Indicators for Secondary Education and Transition
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.

8. National Standards and Quality Indicators for Secondary Education and Transition
Throughout the Guide, the Standards are reflected and provide benchmarks to guide practice. Schooling
school and work-based instruction
Career preparatory experiences
Career awareness, assessment and preparation
Youth development and leadership
Self awareness and self advocacy
Family involvement
Meaningful family participation
Connecting activities
Connection to post school options and resources

9. Transition to Adult Living: A Resource and Information Guide
The Guide contains the following:
Legal requirements and best practices
The IEP Process
School and work-based leaning
Family involvement and Collaboration
Preparing students for diplomas or certificates
A large Appendix with resources such as agencies, web sites, curricula and sample assessments and goals

10. Transition to Adult Living: A Resource and Information Guide
The Guide is currently available in a PDF interactive format at:
Hard copies are available free of charge through:
CalSTAT, CA Institute on Human Services
Attn: Transition Guide Request
311 Professional Center Drive
Rohnert Park, CA 94928

11. Secondary Transition in IDEA ’04
What language remains the same as IDEA ‘97?
An expectation of coordinated services
Transition planning based on the student's interest and preferences
Including instruction, related services, community experiences, development of employment or other post-school adult living objectives, and when appropriate, acquisition of daily living skills and a functional evaluation
Transition services
Transferring rights at the age of majority

12. Secondary Transition IDEA ’04
What language is new in the IDEA ‘04?
Transition language in the IEP at age 16
Measurable post secondary goals
Based on age-appropriate assessments related to:
Training, education, employment, and, where appropriate, independent living skills
Providing a Summary of Performance upon school exit

13. What Indicators will measure Transition Services language and Outcomes?
The U.S. Dept. of Ed., Office of Special Education Programs (OSEP) developed 20 Indicators that states will be held accountable for ranging from early intervention to post secondary outcomes and how services are delivered and monitored.
States must develop a State Performance Plan (SPP) that address these Indicators and submit an Annual Performance Report (APR) on progress.
The 20 Indicators will replace the Key Performance Indicators previously used by the California Department of Education to monitor special education in CA.
The complete list of Indicators can be viewed at:
U.S. Dept. of Ed., Special Education and Rehabilitative Services or

14. What Indicators will measure Transition Services language and Outcomes?
% 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)}

15. National Secondary Transition Technical Assistance Center (NSTTAC)
What Indicators will measure Transition Services language and Outcomes?
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

16. Measures for Indicator 13
Is there a measurable postsecondary goal or goals in this area?
Is (are) there annual IEP goal's that reasonably enable a child to meet the postsecondary goal(s)?
Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?
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?
Is there evidence that the measurable postsecondary goals were based on age-appropriate transition assessments?
Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate movement from school to post-school?

17. Measures for Indicator 14
Collected one year after the student leaves school including:
Student Demographic Profile
Post-School Survey
The Post-school Survey will collect data on involvement in competitive employment and/or post school education

18. What Indicators will measure Transition Services language and Outcomes?
Indicator 14 (Post-school outcomes) will be a sampling number to be agreed upon between OSEP and state departments.
Indicator 13 (Transition services language) will NOT be a sampling – ALL IEPS for students 16 years old must have transition language in their IEP.

19. Post-secondary goals are what the student plans to do 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
Post-secondary goals are what the student plans to do upon school exit

20. Post Secondary Goals
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
But it may be safer to write what the student “plans” to do upon school exit rather than what the student “will” do

21. Post Secondary Goals
According to NSTTAC, if a post secondary goal is indicated in the areas of Education or Training, Employment, and, where appropriate, Independent living and it is measurable, i.e., is something that can occur or not occur, and will happen when the student leaves school, it is measurable.

22. training and education?
Post Secondary Goals
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?

23. Post Secondary Goals
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:
Training = a program leading to high school completion or certificate like adult education or a short term training program like a vocational program.

24. Post Secondary Goals
Education = Community or technical colleges (generally two-year programs) or college or university (generally four year programs)
A student may have either a post school training or post school education goal, both are not necessary.
All students should have post school education or training goals and employment goals and some will have independent living goals which encompass community participation.

25. Q. What if the student does not know what they want to do upon school exit?
An initial post school goal might indicate that the student does not know what they plan to when they leave school so annual goals could be to participate in self awareness and career exploration assessments and activities to help the student develop a better understanding about what post school options best fit their unique needs and interests.
The Guide has a sample Scope and Sequence of Transition instruction and activities in Section 3 and Sample Goals in Appendix F.

26. Age-Appropriate Transition Assessments
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

27. Q. What are age-appropriate assessments?
What is age-appropriate?
Age-appropriate means chronological rather than development age
What is the purpose of transition assessments?

28. Age-Appropriate Transition Assessments: Appendix E Transition Guide
Assist the student identify interests and preferences
Determine appropriate accommodations and supports
Determine appropriate instruction and activities that will assist the student achieve post school goals
Determine “next steps”

29. Age-Appropriate Transition Assessments Outcomes to Consider
Education/Training
Determine academic and functional skills
Match academic and functional skills to post school goal
Determine appropriate accommodations needed in school and work
Match post school goals to appropriate post secondary setting (job training, higher education, etc.)
Employment
Determine career interests
Match career goals to strengths, interests, preferences
Work skills (level of supervision needed, ability to ask for help, task completion)
Interview skills
Work experience

30. Age-Appropriate Transition Assessments Outcomes to Consider, where needed
Independent living
Selecting a lifestyle and living arrangement
Money management
Health care
Mobility (travel training, driver’s license)
Independent living
Nutrition
Cooking/cleaning
Community participation
Accessing resources
Connections established with adult service providers

31. (NSTTAC, Frequently Asked Questions and Responses, approved by OSEP
Age-Appropriate Transition Assessments: National Secondary Transition Technical Assistance Center (NSTTAC)
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)

32. Age-Appropriate Transition Assessments: Council for Exceptional Children, Division on Career Development and Transition
Transition assessment is the ongoing process of collecting data on the individuals needs, preferences and interests as they related 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 fro defining goals and services to be included in the IEP.

33. Age-Appropriate Transition Assessments
In some areas, appropriate assessment data may be obtained from another section in the IEP, such as academic achievement necessary to attend college or a vocational program
In other areas, additional assessments may be necessary, such as interest inventories to determine post school interests to develop post secondary goals.
Appendix E has a sample assessment process and lists formal and informal assessments.

34. Annual IEP Goals to Support Post School Goals
The IDEA ’04 requires, “a statement of measurable annual goals” as part of the IEP.
Q. Do we need an annual goal(s) to support each post secondary goal?
A. Not necessarily, if there is an annual goal(s) in another section of the IEP that logically supports the post secondary goal.

35. Annual IEP Goals to Support Post School Goals
Checklist for Indicator 13, Item 2
Is (are) there annual IEP goal(s) that reasonably enable the child to meet the postsecondary goal(s)?
In the areas of:
Education/Training
Employment
Independent living (when appropriate)

36. Annual IEP Goals to Support Post School Goals Questions to consider:
Does the student know what his/her post school goals are for education or training?
Does the student know what his/her post school goals are for employment?
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.

37. Annual IEP Goals to Support Post School Goals Questions to consider:
Does the student know what their post school options for independent living are?
If not, annual goals to support daily living skills, exploration about housing options and community resources might be appropriate.
Does the student need connections to post school adult service providers?
If so, annual goals to establish those connections might be appropriate.

38. Annual IEP Goals to Support Post School Goals
Appendix F has sample annual goals that support post secondary goals for:
Instruction/Training
Employment
Independent living
Most sample annual goals show alignment with selected English Language Arts content standards or CAPA levels

39. Transition Services IDEA ’04 requires Q. What are courses of study?
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?

40. Transition Services Courses of Study
A. NSTTAC defines course of study as:
A multi-year description of coursework (necessary) to achieve the student’s desired post school goals.
For students working toward a general diploma, a transcript that lists courses taken/courses required may be appropriate.
For students working toward a certificate of achievement/completion, a listing of the academic and functional courses may be appropriate.

41. Section 2 of the Guide provides examples of transition services
A. Transition services may be:
Services the student needs to complete needed courses and succeed in the general curriculum
Services the student needs to accomplish the annual IEP goals that support the post secondary goals such as assistance gaining work experience or obtaining a social security number or drivers license
Section 2 of the Guide provides examples of transition services

42. Transition Services Checklist for Indicator 13
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?
Evidence may be the consent to invite and the agencies named on the IEP meeting invitation notice (may include the Regional Center, the Department of Rehabilitation, Employment Development, continuing or higher education)
Q. What if transition services from another agencies are not required? Indicate N/A

43. Summary of Performance
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 post secondary goals.

44. Summary of Performance
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.

45. Summary of Performance
Q. Is a new evaluation required for the summary?
A. No, it is a summery 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

46. Summary of Performance
There is no California 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:
The template includes the following:

47. Summary of Performance
Instructions for completion
Part 1 Background information
Part 2 Student’s Postsecondary goals
Part 3 Academic & functional performance
Describes accommodations/modifications
Part 4 Recommendations to assist goals
Part 5 Student input (recommended)

48. Identify student’s post school goals
Putting it All Together: IEP Process Transition to Adult Living, Section 2 The IEP: A Foundation for Secondary Transition
Four Step IEP Process
Identify student’s post school goals
Determine present levels of performance
Develop annual goals to support post school goals
Identify needed Transition services

49. Putting it All Together: Scope and Sequence Transition to Adult Living, Section 3 Preparatory Experiences & Student Development
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/Resumes
Interview skills
Punctuality & Appearance
Working in teams
Work Experience
ROP
WorkAbility
Internships
Independent Living
Community access
Travel training
Health, Housing, Rec.

50. Resources Transition to Adult Living: A Resource and Information Guide
Appendices
A./B. Legal references
C. National Standards for Transition
D. National Standards Toolkit
Self Assessment Tool
Priority-Setting Tool
Action Plan Tool

51. Resources Transition to Adult Living: A Resource and Information Guide
E. Transition-related assessments
F. Sample transition goals
G. Agencies that support transition
H. Option for students not passing the Exit Exam
I. CDE Letter about graduation ceremony participation for Certificate students
J. Transition-related websites
K. Transition-related curricula
L. Guide to acronyms used in Guide

52. Resources Specific to California
Visit:
California’s Career Resource Network @
and…
California Services for Technical Assistance and
Offers training and technical assistance in the area of Secondary Transition

53. QUESTIONS? Contact me at: dblackmon@wusd.k12.ca.us