1. Transition: A Lifelong Process Transition Compliance and Resources for Implementation
Presented by: Christine Suh
Transition Program Administrator
SW SELPA/Green Dot Public Schools

2. Introduction Activity
What are words that describe an effective transition program?
What are skills that should be addressed in an effective transition program?
What are your biggest concerns when addressing transition?
What do you need to improve the transition services provided to your students?

3. The Transition Process:
Empowers all students with the skills necessary to achieve their full potential in adult living, through support and collaboration with families, schools and communities.

4. Agenda Community Resource Guide Part 1: Introductions
Transition Compliance/Legal Mandates
ITP Process
SW SELPA/Green Dot Public Schools Transition Assessment Manual/Student Portfolio Components
Part 2:
PD Portal
Assessment/Curriculum Options/Recommendations
HS Transition Grade Level Benchmarks
Initial Transition Assessment Rating Scale
Community Resource Guide
Questions/Answers/Evaluations

5. Transition Process Cheat Sheet
Transition Services to Support Post Secondary Goals
Age
Appropriate
Transition
Assessment
(At least 2 instruments)
Measurable, Meaningful & Realistic Postsecondary Goals
(Education/Training and Employment REQUIRED, Independent Living if Assessment indicates need)
Age of Majority
Notification
(Age 17)
Summary of Performance
Exit IEP
Copy of Current Evaluation
Development of
HS Course of Study

6. State performance plan indicator #13
Content Required for Indicator #13
Is there an appropriate measurable postsecondary goal or goals that covers education or training, employment, and as needed independent living? 
Is (are) the postsecondary goals updated annually?
Is there evidence that the measurable postsecondary goals were based on age-appropriate transition assessments?
Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals?
Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals?
Is(are) there annual goals related to the student’s transition services needed?
Is there evidence that the student was invited to the IEP team meeting where transition services were discussed?
If appropriate, is there evidence that a representative of any participating agency was invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority?
For reference
-Refer to transition compliance checklist

7. State performance plan indicator #14 “post-secondary outcomes”
New Measurements
A. Percent enrolled in higher education = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.
Competitively Employed or Some Other Type of Employment

8. Transition Compliance/Legal Mandates
All students prior to their 16th birthday must have a Transition Plan as part of their IEP
All ITP’s must be developed based on the results of “age appropriate transition assessments”
All three areas of transition must be assessed: Education/Training, Employment and Independent Living
Informal
Interviews
Questionnaires
IE. Learn to Earn, Ca Career Zone Interest Profiler, SRI scores, San Diego Quick etc.
Formal
Commercially made product
IE. Woodcock Johnson, Brigance, LCCE etc

9. Transition Legal Mandates Continued..
Each student must have a minimum of two post- secondary goals listed in their IEP: (goals beyond secondary setting-K-12/transition (22))
One in education/training
IE. Upon completion of school, student will obtain a ______ degree/certificate in the field of______
One in employment
IE. Upon completion of school, student will obtain part/full time employment in the field of _____
Independent living is required if identified as an area of need based on assessment
IE. Upon completion of school, student will live in __________________ with independently/with a roommate/family/relatives.
Refer to example post secondary goals/services handout

10. Transition Legal Mandates Continued...
Transition Services
This section identifies the coordinated set of activities a student participates in that leads to his/her transition to post school life.
This can include guest speakers, field trips, workshops, classes at the occupational center, meetings with counselors, participating on sports teams, balancing check books, participating in vocational activities, participating in CBI
Refer to handout

11. Transition Legal Mandates Continued…
Who can provide services?
A Teacher
A Counselor
Community Based Instruction
A Vocational Class
Regional Center
Etc Etc
Parents should NOT be made fully responsible for service provision.

12. Annual Goal Targeting Transition
At least 1 annual goal related to transition MUST be included in the student’s IEP.
Specific transition services DO NOT need to be included in the ITP/Services page IF there is a SPECIFIC goal targeting transition included in the IEP.
IE. Academic/Vocational goals are related to transition VS specific goals involve transition services/activities that will be addressed for the year.

13. Course of Study
Each student should have a course of study for high school that is developed based on their interests, preferences, and post-secondary education/training and/or employment goals.
IE. Student would like to attend a vocational program to earn a certificate in Music Production. Course of study should include a music course on or off site in addition to graduation requirements.

14. CAHSEE Include most current scores
Class of 2012 Currently exempt
Include all accommodations and continue to have students attempt to pass the CAHSEE
Students are exemption

15. Age of Majority
Students and parents must be notified of the age of majority on or before the student’s 17th birthday.
Letter, information about conservatorship and alternatives to conservatorship should be provided to parent as well.
Letter available at
Section 11

16. Transition Legal Requirements
All students prior to their 16th birthday must have a Transition Plan as part of their IEP
2 page document that includes the following:
Transition Services and Activities to Support Post Secondary Goals
Age
Appropriate
Transition
Assessment
(Academics, Employment, Independent Living)
Measurable, Meaningful & Realistic Postsecondary Goal (At least 2- Education/Training and Employment that identifies what student will do beyond the secondary setting. Independent Living Required if assessments identify need)
Graphic Organizer
Age of Majority
Notification
(Age 17)
Upon Exiting:
Summary of Performance
Exit IEP
Copy of Current Evaluation
HS Course of Study

17. Prior to the IEP/ITP Meeting
Make sure you have completed the assessments.
Invite both the student and parent (unless the student is over the age of 18)
Invite or solicit any input from outside agencies (depending on the student’s desires and preferences)
Susana

18. Remember…
The goal for students with special needs, should always be to prepare them for post secondary life.
The IEP/ITP should be tailored to assist them in meeting their post secondary goals in the areas of education/training and employment as well as independent living.

19. Transition Assessment Manual
Components:
Section I-Transition Legal Requirements and Best Practices and Assessment Protocal
Section II-CDE 2007 Legal Requirements and Best Practices Resource Guide
Section III-High School Transition Grade Level Benchmarks
Section IV-SW SELPA/Green Dot Public Schools Initial Transition Assessment
Section V-Assessment Documentation and ITP Post Secondary Goal Writing Tools
Section VI-Interest, Personality Assessments, and Career Research Sample Units
Section VII-Transition Assessment and Curriculum Recommendations
Section VIII-Transition Terminology and Student’s Guide to the IEP
Section IX-Contact Information and Online Resources for Transition
Section X-Parent and or Guardian Transition Resources
Section XI-Example Forms and Letters

20. Transition Model Student Portfolio
Components:
Section I-Student Information
Section II-Assessment Documentation and Assessments
Section III-Post Secondary Goals and Transition Profile
Section IV-Education and/or Training
Section V-Employment
Section VI-Daily Independent Living Skills and Community Experiences
Samples provided in your packets
BREAK

21. Section II-CDE 2007 Legal Requirements and Best Practices Resource Guide
This section provides summaries of legal requirements when addressing Transition.
Entire Transition to Adult Living: An Information and Resource Guide can be

22. PD PORTAL www.animopd.org/sped.html Assessment Resources:
Transition Student Portfolio
Section 1-Student Information
Section 2-Assessment Documentation/Assessments
Section 5-Employment
Transition Assessment Manual
Section 4-Initial Transition Assessment
Rating Scale that includes-Independent Living, Employment, Basic Academic, Self Advocacy
Section 7-Assessment/Curriculum Recommendations
September Transition Lessons
Separate assessment per/grade level

23. Section III-High School Transition Grade Level Benchmarks
Can be included as a cover for a student’s transition portfolio.
The main purpose of these Grade Level Benchmarks is to assist case carriers and service providers in developing a structured transition program that builds upon skills that are acquired at each grade level. It provides a framework which will assist stakeholders in providing instruction and services when students enter high school at the 9th grade.

24. Continued…
Includes separate benchmarks for students who have mild/moderate disabilities as well as severe disabilities. The grade level and eligibility is identified at the bottom right of each page. (i.e. 9th-MM or 9th-MS)
Includes benchmarks for:
Independent Living/Community Experiences
Basic Academic Education and/or Training
Employment
Self Advocacy
The blank lines in front of each benchmark is for students/teachers/case carriers to write dates which indicate when the student has met that particular benchmark.

25. Activity
Draw a star next to 5-10 activities/benchmarks you already address within your classroom/district
Highlight 10 activities/benchmarks you would like to begin addressing.
THINK/PAIR/SHARE

26. Essential M/M HS Grade Level Benchmarks
Resources for Services/Activities for M/M
Refer to Matrix
PD Portal: for Monthly Lesson Plans based on these M/M Benchmarks.
Transition Student Portfolio
Worksheets available for activities

27. Section IV-Initial Transition Assessment
Directly aligned to the High School Transition Grade Level Benchmarks
Designed to provide students, parents, teachers and additional service providers with a rating scale to rate the level of competency the student possesses in regards to the benchmarks.

28. Continued…
STEPS:
Each of the stakeholders would receive a copy and complete their ratings in their designated column.
All copies would be collected by the student’s case carrier and all scores would be compiled into one copy and averages would be calculated.
Each benchmark and section would receive an average score (i.e. 9th grade Independent Living and Community Experiences).
The IEP team would then analyze which benchmarks and/or sections in which the student received the lowest average scores and then determine which benchmark(s) would be focused on that school year. The areas of focus should support the student in meeting their post secondary goals.

29. Continued…
It is recommended that the assessment be completed for the student’s current and previous grade levels. (i.e. For an 11th grade level student, the IEP team should have completed the assessment for 9th, 10th and 11th grade)
This document also includes separate assessments for students who have mild/moderate disabilities as well as students who have moderate/severe disabilities. The eligibility is identified at the bottom center of each page. (i.e. M/M or MS).

30. Let’s Try It! Think of 1 student you know well….
Pretend they are in the 9th grade and complete the assessment for 9th grade.
Think/Pair/Share-Is this a useful tool?

31. Section VII-Transition Assessment and Curriculum Recommendations
The TAPS committee researched and piloted various assessments to provide teachers, services providers, schools and districts with options for transition assessments.
Recommendations include descriptions of the assessment tools as well as purchase and contact information.
A supplemental document is included that provides recommendations for assessments for each grade level beginning at the 9th grade due to the fact that different assessments are to be administered to students every year.

32. Additional Resources www.animopd.org/sped.html TAPS Manual
Model Transition Student Portfolio
Community Resource Guide
1 Page matrix of Essential Standards for M/M
Monthly Grade Level Lesson Plans based on matrix

33. Questions/Concerns
Thank you! Please complete the evaluation form!

34. Questions/Concerns?