0. TRANSITION PLANNING FOR POST SCHOOL OUTCOMES
AN OVERVIEW

1. What Is TRANSITION & Transition PLANNING?
School
Adult TO

2. What is the IDEA definition of Transition Services?
A coordinated set of activities for a student with a disability that
is designed to be a results oriented process, that is focused on improving the academic & functional achievement of the student with a disability to facilitate the student’s movement from school to post-school activities, including
post-secondary education,
vocational education,
integrated employment (including supported employment),
continuing and adult education,
adult services,
independent living, or
community participation
Is based on the individual student’s needs, taking into account the student’s strengths, preferences & interests and includes
Instruction
Related Services
Community Experiences
The development of employment and other post-school adult living objectives
If appropriate, acquisition of daily living skills & provision of a functional vocational evaluation
IDEA Transition Services

3. Why is Transition Planning Important?
The dropout rate for students with disabilities is approximately twice that of general education students
(Blackorby & Wagner, 1996).
More Americans are graduating high school than ever before, but students with disabilities remain far behind their typically-developing peers
(“Graduation Rates Fall Short for Students with Disabilities”- M. Diament )
Over 30% of children with learning disabilities drop out of high school
(28th Annual Report to Congress on Implementation of IDEA, 2006)
A high school diploma raises a worker’s average weekly earnings from $471 to $652.
(National Center for Learning Disabilities)
Only 13% of students with learning disabilities (compared to 53% of students in the general population) have attended a 4 year post-secondary school program within 2 years of leaving high school
(National Longitudinal Transition Study, 1994)
Graduating from high school opens the doors to college and career success. 
(National Center for Learning Disabilities)
A diploma decreases average unemployment from 12.4 percent to 8.3 percent.
(National Center for Learning Disabilities)

4. What is Required? At age 16 – At age 14 –
Updated Age Appropriate Transition Assessment information documenting and continuing to refine and identify strengths, preferences, & interests
Development of appropriate measurable postsecondary goals that cover education or training; employment, & as needed independent living
Development of Transition Services activities to support the student’s movement toward the Post-Secondary Goals
Development of annual IEP goals related to transition services
Involvement of agency supports in transition planning, as appropriate.
At age 14 –
Age Appropriate Transition Assessment to identify & document strengths, preferences, & interests
Determination of Course of Study

5. Where to Start?

7. Age Appropriate Transition Assessments

8. Age Appropriate Transition Assessment and Present Levels-

9. How do I find an “Age Appropriate” Transition Assessment?
New Hanover County Schools Transition Wiki Site - Transition Assessments
National Secondary Transition Technical Assistance Center (NSTTAC) Age Appropriate Transition ToolKit
North Carolina Division on Career Development & Transition
Transition Services
Age Appropriate Transition Assessment Video (State of Washington)

10. Where can I find a “Transition Assessment Information Gathering Tool”?
New Hanover County Schools Transition Wiki - Transition Assessments

11. Present Levels

12. What might a student’s transition present levels look like
What might a student’s transition present levels look like? (One Example)
Lissette
20 year old student with Down Syndrome
Rule-oriented,
Quiet young woman with strong skills and interests in service employment
Demonstrates cognitive skills below those of her peers and learns best through observation and experience, due to limited verbal and reading skills.
Has participated in a curriculum with a functional-academic focus in which she has demonstrated strengths in
independent living skills such as self-care, home management,
reading for success in the community, and
community math skills including time and calendar skills.
Has expressed an interest in and demonstrated success in the service industry, including cleaning, laundry, and food preparation.”

13. Post Secondary Goals

19. Why are these appropriate Post Secondary Goals for Lizzette?
These goals meets I-13 standards for Item #1 for the following reasons:
•Enrolling in course in a postsecondary education environment is the focus of the goal.
•Goals reflect Lissette’s strengths, interest, and preferences.
•Participation in or maintenance of employment is the focus of these goals.
•Expectation, or behavior, is explicit, as in Lissette continues employment, or does not and Lissette accesses adult agency service (or does not).
•It is stated in this goal that increased employment and use of adult services will occur after Lissette leaves high school.”

20. Transition Services
Activities & Who Is Responsible - Course of Study - IEP Goals

21. How to Address “Transition Services in the IEP?
Identifying annual “Transition Activities” & services
Designating responsibility
Determining Course of Study
Writing annual IEP goals

24. Must include who is responsible for each of the service activities!

26. Annual IEP Goals
For each post-secondary goal, there must be an annual goal or goals included in the IEP that will help the student make progress towards the stated post-secondary goals.
Time Allotment:
1 minute
Materials:
None
Facilitator’s Notes:
“Annual IEP goals are included in the IEP that support the students’ progress toward postsecondary goals.”
“There should be at minimum, one annual IEP goal to support each postsecondary goal.”

28. Indicator 13

29. What is Indicator 13 and what does it have to do with Transition Planning?
The Individuals with Disabilities Education Act (IDEA) was reauthorized on December 3, 2004 and
Its provisions became effective on July 1, 2005.
In conjunction with the reauthorization, the U. S. Department of Education through the Office of Special Education Programs required states to develop six-year State Performance Plans in December, 2005 around 20 indicators, on which data will be submitted annually (beginning February 2007) in Annual Performance Reports.
The 13th Indicator relates to transition services for students:

30. What is Indicator 13 and what does it have to do with Transition Planning?- Continued
Current Measurement Language for Indicator 13
"Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student's transition services needs.
There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, 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." (20 U.S.C. 1416(a)(3)(B))

31. Why do we have CIPP #13 Quarterly Audits?
Expectation is that the system is 100% compliant with CIPP Indicator #13
NHCS system for monitoring IEP Transition Planning includes a quarterly on site audit of the Transition component of the IEP using a CIPP Indicator #13 Checklist
Each high school inputs compliance data and corrections
CIPP #13 Audit Sheet

32. Resources

33. What are some resources for Transition Planning?
New Hanover County Schools Transition Wiki Site
Web-based Examples & Nonexamples for Indicator 13 Checklist: Overview
Students with Severe Disabilities & Indicator 13

34. Thank You for your time & attention!
?????????
Questions?
Coming Soon!
NHCS Occupational Course of Study Manual Webpage