1. Secondary Transition Patricia L. Anderson, Ph.D.
CT State Department of Education
Bureau of Special Education
The primary purpose of secondary transition is to assist students with disabilities to meet their postsecondary goals. In light of that we invited the 18 students who received scholarships from the Governor’s Coalition for Youth with Disabilities in 2009 to attend this meeting to be honored and recognized. As you might expect, all of them are attending classes today and were not able to join us. However, it is important to recognize the achievements of these young adults as well as the support of the districts who helped these students achieve their goals.

2. What is Transition Planning?
Transition Planning assists a student and his/her family in “creating a vision” of what life will look like in the future –
Postsecondary Education or Training
Employment
Independent Living /Community Participation
“What do you want to be when you grow up?”

3. Keys to Success Family involvement Social skills Integration/LRE
Independence/Responsibility
Interests/Preferences
Futures planning/Goal-setting
Community-based instruction/activities
Community service/volunteer work
Paid work experience
Interagency collaboration
Vocational training
Adapted from Best Practices in Transition by Paula Kohler
Think of your schools current Transition Practices. What are your strengths? What are the challenges and areas in need of development in order to provide quality services for students?
What are the strengths of the school system? The community?
How can parents and other family members contribute to the transition process? (Not enable)
How can the student learn how to take charge of this process? Of his/her future?

4. Coordinated set of activities Result-oriented process
Individuals with Disabilities Education Act (PL ) – IDEA Transition Services
Coordinated set of activities
Result-oriented process
Improve academic AND functional achievement
Movement from school to post-school
Activities (integrated and inclusive)
Based on needs, including strengths, preferences and interests

5. State Performance Plan - SPP
Required by IDEA 2004
A 6-year plan describing the State’s performance on 20 indicators
14 indicators required for compliance
Reports progress through the Annual Progress Report (APR)

6. Secondary Transition 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.
The next two slides are the new measurement “definition” of secondary transition , recently provided by OSEP. The items in pink are the new areas to the measurement table. 6

7. Secondary Transition Indicator #13 – (continued)
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)) 7

8. Transition Services – IDEA 2004
Transition Services – § (b)
Beginning not later than the first IEP to be in effect when the child turns 16, or younger
Updated annually, thereafter
IEP must include –
Appropriate measurable postsecondary goals based upon age-appropriate transition assessments
Related to postsecondary education or training, employment, and if appropriate, independent living skills (OSEP, 2007)
Transition services (including courses of study) needed to assist child in reaching postsecondary goals
The better news is that Connecticut already has all of these elements in the newly revised IEP and will begin collecting this data as of the October 1 Child Count through SEDAC.
As you can see from this slide, the components of Secondary Transition as they are defined in IDEA 2004 have not changed, just how we are being asked to collect and report data regarding transition

10. Importance of Transition Planning
Special Education is an “entitlement” program
Adult services are “eligibility” programs
The capacity of the adult systems cannot and do not match the services and supports that students receive under IDEA

11. IDEA vs. ADA/Section 504 Americans with Disabilities Act – ADA
Civil rights legislation
Serves qualified students with disabilities
Accommodations determined by documentation
Student self-advocates
Ensures access – not success
Individuals with Disabilities Education Act – IDEA
Free and appropriate education
Serves all students with disabilities
Program modifications IEP
Parent involvement

12. Transition Assessment
An ongoing process of gathering information that will help students, educators, and family members make informed decisions about life, during and after high school specifically in the areas of college, training, employment and independent living.
Have a participant read this slide.
Emphasize the word “ongoing”
Assessment occurs throughout the student’s high school years.
Assessment is not an isolated inventory or interview that is completed one time during a certain term or grade in school.
Tests are very different from assessment.
A test is a snapshot in time of a student’s progress
Whereas assessment is the movie 12

13. Strengths, Preferences and Interests
Promotes the participation of students and
parents in the IEP meeting process.
Ensures that a student’s interests and
preferences are considered when the IEP Team is planning his/her program.
Must document how student’s input was
obtained in planning his/her educational
program if did not attend the IEP meeting.
Whether the student attended the PPT or not, you must document their interests and preferences as they relate to planning for their transition

14. Transition Planning
How do you know what PSOGS or annual goals to write in an IEP?
What is recorded on Page 6 of the IEP, #3?
What is recorded on pages 4 & 5 of the IEP – Present Levels of Performance?
What do you do with the information on pages 4 & 5?

15. 15

16. 16

17. Impact of Indicator #13 on LEAs
Every IEP that is written for a student who will turn 16 during the course of the school year MUST include transition planning (i.e., Post- School Outcome Goal Statements –PSOGSs; annual goals & related objectives; and transition services).
The “transition planning” box in the “Reason for Meeting” section of page 1 of the IEP should be checked in addition to any other appropriate reasons when holding a Planning and Placement Team (PPT) meeting to discuss transition goals
and objectives.
For those districts that provide services to transition-age students (i.e., the IEP to be in effect when the child turns 16 or younger if appropriate), which will typically be students between the ages of 15 and 21, certain data elements must be in place for all students who have an active IEP that includes transition planning as of the October 1, 2009 Child Count.
In addition, as I have been reviewing IEPs for transition-age students as a result of following up on non-compliance or providing technical assistance to those districts who volunteered for a training site visit, several additional issues surfaced that need to be addressed for all students who are between the ages of 15 and 21.

19. Let’s take a look at the revised IEP pages to highlight the new data elements that are being collected through SEDAC during the October 1 Child Count to determine if your district is in compliance (the target for Indicator #13 is 100%) and that will be then reported to OSEP as part of Connecticut’s State Performance Plan and our Annual Performance Report in 2011.
NOTE: If, when you enter your data after October 1, any of the data points are missing or have not been met, SEDAC will not allow you to upload your data until you have corrected any errors.
Therefore, from this point forward, any calls that you receive from me in the Spring with regard to Indicator #13, will most likely only be if you are out of compliance – that is not at 100%.

20. Agency Participation
Initiates the referral process to any appropriate adult agency or service, so the referral is completed prior to exit from special education
Ensures that agency personnel that could provide services and support for a student once he/she graduates, are part of the planning process
One aspect of transition planning is to engage with adult service agencies that might be helpful in providing services once a student graduates from high school.
You will be hearing more from several of these agency representatives who are on our panel.
Each agency has its own eligibility criteria, types of services, and process. Therefore it is critical to involve agency personnel in the planning process to ensure a smooth transition.

21. IDEA Regulations Agency participation IEP Team – §300.321(b)(3)
To the extent appropriate, with the consent of the parents or a child who has reached the age of majority, When considering postsecondary goals for the child and the transition services needed to assist the child in reaching those goals . . ., the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

22. Agency Participation
Item 4 – evidence that PPT has considered whether a representative of an outside agency/ service is appropriate to be invited to participate in the transition planning process
postsecondary education
vocational education
integrated employment [including supported employment]
adult services
independent living/community participation

23. Agency Participation
No, not appropriate to invite a representative from an outside agency;
No, written consent to invite a representative was not provided - (inviting an outside agency may be appropriate but written consent was not granted); or
No, no outside agency was invited. (This was not done by the district.)

25. Post-School Outcome Goal Statements
A Post-School Outcome Goal Statement is “generally understood to refer to those goals that a child hopes to achieve after leaving secondary school” (IDEA 2004 Part B Regulations, § (b), discussion of Final Rule p. 46,668)
A Post-School Outcome Goal Statement is NOT the process of pursuing or moving toward a desired outcome.
National Secondary Transition Technical Assistance Center: 25

26. Post-School Outcome Goal Statements
Non-Examples:
After high school, Jodi will explore taking classes at the local community college.
The fall after graduation from high school, Allison plans to enroll in a four-year university in the Southeast.
Marianne will complete all academic coursework in preparation for going to a four-year college. 26

27. Post-School Outcome Goal Statements
Non-Examples:
Alejandro wants to work as a welder.
Vanessa will work with the vocational rehabilitation services to ensure competitive employment.
Upon completion of high school, Kevin will express his preferences related to his postsecondary employment options, given picture symbols on an augmentative communication device. 27

28. Post-School Outcome Goal Statements
Upon completion of high school, Ted will enroll in the general Associates Degree program at the local community college in September of 2010.
Participation in postsecondary education is the focus of this post-school outcome goal statement.
Enrollment at a community college can be observed, as in Ted enrolls in courses or he does not.
Enrollment at a community college occurs
after graduation. 28

29. Post-School Outcome Goal Statements
The fall after high school, Juanita will enroll in courses (non-degree) at the local community college.
Participation in postsecondary education is the focus of this post-school outcome goal statement.
Enrollment in courses (or not) can be observed.
The goal will occur after Juanita leaves high school. 29

30. Post-School Outcome Goal Statements
Carol will independently attend culinary training at the XYZ Center after exiting from high school, so that she can obtain entry level employment within the food services industry.
Participation in training, employment, and independent living skills are part of this post-school outcome goal statement.
Enrollment in the culinary training program and entry level employment in food services job can be observed.
Participation in the training will occur after exiting from high school. 30

31. Post-School Outcome Goal Statements
Upon completion of high school, Joan will work independently in a competitive employment setting in the clerical field.
Employment and independent living skills are the focus of this post-school outcome goal statement.
Employment in a competitive clerical position can be observed.
It is stated that this goal will occur upon completion from high school. 31

32. Post-School Outcome Goal Statements
After finishing high school Alex will increase his work hours in the business department of a local office supply store, contacting XYZ Agency for employment support services.
Participation in employment is the focus of this post- school outcome goal statement.
Increasing work hours is measurable.
The expectation, or behavior, is explicit, as in Alex continues employment and accesses adult agency services (or not).
It is stated in this goal that increased employment and use of adult services will occur after Alex leaves high school. 32

33. Post-School Outcome Goal Statements
After high school, Jeremy will improve his social, self-advocacy, and self-care skills by attending instruction at a center-based adult day program.
Training and independent living skills are the focus of this post-school outcome goal statement.
Improving the skills noted is an explicit outcome for Jeremy.
Improving skills and attending the program are observable goals that will occur after Jeremy leaves high school. 33

34. Post-School Outcome Goal Statements
After graduation, Rolanda will live at home and participate to the maximum extent possible in her daily routines (e.g., feeding, dressing, bathing, activating small appliances/media devices, choice making) and environment through the use of technology.
Post-school outcome goal statement is focused on independent living (residential, self-care, community participation, communication skills).
Goal is stated in an explicit manner that can be observed (i.e., “will live”, “participate.”)
The post-school outcome goal statement identifies outcomes for Rolanda after high school, not activities or
processes toward outcomes. 34

35. Post-School Outcome Goal Statements
Upon completion of high school, Mason will obtain competitive employment in a field of his choice.
Participation in employment is the focus of this goal.
Employment in a competitive job can be observed and measured.
This goal will occur after completion of high school. 35

36. Post-School Outcome Goal Statements
After graduation from high school, Shelia will participate in training that is required for her to obtain competitive employment in the field of her choice.
Participation in training and employment is the focus of this goal.
Employment in a competitive job and participation in training can be observed and measured.
This goal will occur after completion of high school. 36

37. Post-School Outcome Goal Statements
Chris will attend a postsecondary education program after high school in preparation for obtaining competitive employment.
Participation in postsecondary education and employment is the focus of this goal.
Employment in a competitive job and participation in a postsecondary education program can be observed and measured.
This goal will occur after completion of high school. 37

38. Annual IEP Goals
For each Post-School Outcome Goal Statement, there must be an Annual Goal(s) and Objectives included in the IEP that will help the student make progress towards the stated postsecondary goal(s). 38

39. Annual Goals & Objectives
Employment
Does the student’s IEP include consideration of:
___ Enrollment in the highest level of academic coursework to ensure students are gaining the skills to advance to the best career opportunities;
___ Supporting and enhancing the skills required to be successful in a variety of employment settings through school curricula;
___ Enrollment in coursework to enhance skill development in technologies (business, computers);
___ Sequencing of employment curricula from career awareness to career exploration to specific skills training that matches interests and preferences;
___ Movement of career training experiences from in-school to community-based settings;
___ Exposure to appropriate workplace behaviors (task persistence, punctuality, effective communication);
___ Workplace accommodations, if appropriate;
___ Teaching self-advocacy skills so the student can articulate learning strengths and weaknesses and share information with others;
___ Development of employment goals and objectives that includes student/family input;
___ Development of social skills;
___ Linkages to state agencies/community resources, if appropriate;
___ Utilization of Assistive Technology, if appropriate.

40. Every IEP that is written for a student who will turn 16 MUST have Post-School Outcome Goal Statements in two areas: Postsecondary Education/Training AND Employment and if appropriate Independent Living Skills.
For every PSOGS, there must be at LEAST one Annual Goal and related objectives (page 7 of the IEP).
NOTE: The box at the top of the page MUST correspond to the PSOGS and the Annual goal for that PSOGS. 5a (postsecondary education/training) must have the box at the end of the first row checked. Employment must have the second box on the second row checked, etc.

41. Post-School Outcome Goal Statements
Professional Development & Resources:
Transition Assessment and the IEP – SERC
Bureau of Special Education Web site:
PPT – Writing Transition Goals and Objectives – PSOGS
Topic Brief - Post-School Outcome Goal Statements: Frequently Asked Questions 41

42. Impact of Indicator #13 on LEAs
Additional Issues
Transition planning should be a “student-driven” process.
Transition assessment and career planning for a student with an IEP must include activities and services that go beyond what any student would receive through general education (e.g., career interest inventory or college selection information provided via school counselor or career center).
TWNDP - For students 18+ receiving transition/ vocational services most appropriate to NOT be in HS building.

43. Impact of Indicator #13 on LEAs
Additional Issues
In some LEAs that do not have a dedicated high school, students might need transition planning in middle school to assist with the decision about which school to attend, including the option of a technical high school.
Transition assessment and career planning for a student with an IEP must include activities and services that go beyond what any student would receive through general education (e.g., career interest inventory or college selection information provided via school counselor or career center).

44. Impact of Indicator #13 on LEAs
Additional Issues
# 7. At least one year prior to reaching the age of 18, the student must be informed of her/his rights under IDEA which will transfer at age 18.
 NA (Student will not be 17 within one year)
 The student has been informed of her/his rights
under IDEA which will transfer at age 18
 No IDEA rights will transfer
Explore options with family and student
Written statement for continued parental involvement
Power of Attorney (full or limited) - Attorney
Guardianship/Conservatorship – Probate Court

45. Secondary Transition Updates
New SDE/SERC Publications:
Building a Bridge (also in Spanish)
Directory of Transition Services in College, University and Community-Based Settings 
Directory of Transition/Vocational Service Providers
Transition Services Survey Summary Report
CT DCDT Chapter – NEW!
Council of Exceptional Children (CEC) – Division of Career Development and Transition

46. Secondary Transition – Indicator #14
Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were (within one year of leaving high school):
Enrolled in higher education;
Enrolled in HE or competitively employed;
Enrolled in HE, or in some type of postsecondary education or training program, or competitively employed or in some other employment.

47. Secondary Transition Concerns
Preparation for college
Transition services during a “bridge” or “fifth” year
Up-to-date preparation skills for competitive employment
Access to assistive technology for ALL students to transition to college and/or work
Post-School Outcome Goal Statements for
students in “unique” circumstances

48. Parents’/Professionals’ Roles in Preparing for Transition
Help students to understand how their disability impacts them in school, work and social settings
Help students to learn how to use a range of accommodations, effective learning strategies, and assistive technology
Expose students to a range of opportunities beyond high school
Involve students in their IEP meetings
Foster independent decision-making and self- advocacy skills
The transition from HS to college
Lots less support

49. How Can Parents & Professionals Help?
Set realistic goals
Encourage gradual independence
Gather information about transition issues
Become familiar with adult service systems
Build self-esteem
Encourage social integration
Encourage self-advocacy
Provide real experiences
Encourage good grooming and work habits
Foster acceptance of constructive criticism
Encourage independent living skills
Plan for “letting go”

50. CT State Agencies Bureau of Rehabilitation Services (BRS)
Assists persons with physical or mental disabilities to prepare for, find or keep a job
Disability must result in a substantial impediment to employment
Must be able to be competitively employed
“Order of Selection” when resources are limited
Individuals with severe disabilities have serious limitations in one or more functional areas
Eligible individuals will be placed in one of the following categories: eligible individuals with severe disabilities or eligible individuals with non-severe disabilities.
Individuals with severe disabilities have serious limitations in one or more functional areas (such as mobility, communication, self-care, self-direction, interpersonal skills, work tolerance or work skills) in terms of an employment outcome. 50

51. CT State Agencies Bureau of Rehabilitation Services (BRS)
Time-limited services
Collaboration with districts with eligible students as young as age 14
Six transition counselors “embedded” in urban districts: Bridgeport, Hartford, New Britain, New Haven, New London, and Stamford/Norwalk
BRS Transition Committee
Each high school has a BRS transition counselor assigned to work with the students from that school. In addition, there are 6 counselors who ONLY provide transition services. 51

52. CT State Agencies Department of Developmental Services (DDS)
Intellectual and adaptive difficulties present and occurred before the age of 18
IQ of 69 or lower
Adaptive behavior test
Required to apply for Medicaid/Title 19 and Social Security entitlements
Life-long support as needed
Individuals or families wishing to apply for services from DMR, must obtain and complete an eligibility application.
This application may be requested from the DMR Eligibility Unit either by the family or student or a third party (e.g., family member or advocate) if that party has the written consent of the family or individual who will be applying for eligibility. 52

53. CT State Agencies Department of Developmental Services (DDS)
Assist in the preparation for transition by identifying the student’s projected level of support regarding vocational/day needs – NOTIFY as EARLY as possible
Students who have graduated or exited special education services
Funding via fiscal year (July – June)
Collaboration with BRS
The funding for each DMR client graduating or exiting high school comes directly from the legislature.
Therefore, it is CRITICAL for a family who MIGHT wish to use DMR services to complete the eligibility process as soon as possible. However, there is no obligation to use the services if one is found to be eligible.
Early application does not guarantee that there will be sufficient funding allocated for every student who needs services, but if
DMR does not know about a student’s possible need for services, they cannot plan for nor request sufficient funds. 53

54. CT State Agencies Board of Education and Services for the Blind (BESB)
Comprehensive range of services for children who are legally blind or visually impaired; adults who are legally blind
Braille instruction,
Independent living and social development training,
Provision of adaptive technology and textbooks,
Transition from school to work services,
Mentoring programs, and
Consultation services to local school districts.
In CT, the Board of Education and Services for the Blind is the vocational rehabilitation agency that works with adults who are legally blind.
The Bureau of Rehabilitation Services provides vocational rehabilitation services for adults with all other types of disabilities. 54

55. CT State Agencies
Department of Mental Health and Addiction Services (DMHAS) – Young Adult Services (YAS)
Ages 18 – 25 (may be referred at 16)
Chronic and serious mental health illness
Be medically indigent
Priority given to DCF clients
Services:
Housing supports
Clinical supports for mental health issues
Skill building and vocational supports
Fosters independence 55

56. “There are no secrets to success
“There are no secrets to success. It is a result of preparation, hard work, and learning from failure.”
Colin Powell 56

57. “Give a man a fish and he will eat for a day;
Teach him how to fish and he will eat for a lifetime.”
Chinese Proverb