Major Components of the Transition Plan

Transition Services Flow Chart

1st Age Appropriate Transition Assessments

Transition assessment leads to the development of measurable postsecondary goals, courses of study, transition services, annual goals, agency linkages, and the Summary of Performance (SOP). Transition assessment could include aptitude, achievement, behavior, skills, and personality evaluations, as well as interests and preferences.

Who Am I - Self Determination Survey

2nd Write Measurable Post Secondary Goals- MPSGs or PSG

1: A postsecondary goal is “generally understood to refer to those goals that a child hopes to achieve after leaving secondary school (i.e., high school)” (IDEA 2004 Part B Regulations, §300.320(b), discussion of Final Rule p. 46,668)

Use the word "will" when describing PSG, Wants, wished, hopes to, and other similar words are not measurable and should not be used. PSG must be an actual outcome and not an activity or process. Seeks, pursues, continues, and applies are processes's not outcomes. Applying to a college or seeking employment is therefore not considered a measurable outcome. The use of one word such as "military", "nurse" or "college" is not a measurable outcome. The PSG should succinctly state what the student will do and be based on finding from transition assessments conducted with the student.

* For a student with significant support needs, it may (depending on the individual needs of he student) be acceptable to state, "Due to the significant support needs of this student, there are no postsecondary employment (and/or education) goals". In this rare instance, the student must have an independent living skills PSG, and the IEP would strongly focus on independent living skills on the students unique and individual needs.

3 Identify Transition Services- Coordinated Set of Activities- examples of : from Ed O'Leary and NSTTAC- National Secondary Transition Technical Assistance Center

Transition services are a “coordinated set of activities” leading toward the measurable postsecondary goals. Activities are not annual goals; they are the things/steps/actions that should happen to help the student achieve their postsecondary goals. Transition services must be specific and individualized for the student. Related services include transportation, physical and occupational therapy, psychological services, speech/language, etc., and must be related to the PSG. A school may provide the active facilitation of linkages and referral to an
adult agency; however, it may not commit another agency to providing services without the involvement and approval of that agency.

The following files are lists of transition activities categorized by post secondary "tracks".

*** Many of the related services activities in the following "tracks", are activities that are good but not in the correct category. Check the description of each area from the lists above. (developed by a NH high school)

Students’ transition plans also identify a wide range of service and program needs for the post-high-school period.
• The transition plans for students with learning disabilities or hearing, orthopedic, or other health impairments are the most likely to specify postsecondary education accommodations.
• The plans for students with autism, multiple disabilities, or deaf-blindness typically specify a constellation of postschool services, including vocational training, supported living arrangements, and behavioral interventions, as well as transportation, social work, mental health, and communication services.
• The plans for students with emotional disturbances are very likely to specify behavioral interventions and mental health services.
• For students with specific sensory or physical disabilities, the plans typically suggest corresponding services such as, audiology, vision and mobility services, occupational, or physical therapy.

http://www.nlts2.org/reports/2004_11/nlts2_report_2004_11_execsum.pdf

4 Write the Course of Study

Courses of study are defined as a multi-year description of coursework to achieve the student’s desired post-school goals, from the student’s current to anticipated exit year. The course of study describes the courses needed by the student to align with the identified PSG's. It may be an individualized list of courses and/or a narrative focusing on specific skills/knowledge to be learned. The course study should reflect the student's preferences, and interests and be related to the student needs. It should be stand up to the "Stranger Test"- is this clear and transferable to another school.

Write the Annual IEP Goals-related to the student’s transition services needs

Annual goals are "statements that describe what a child with a disability can reasonably be expected to accomplish (e.g., master some skill or knowledge [not an activity]) within a twelve month period in the child's special education program.” The linkage between the annual goal and the MPSG/transition services needs must be direct and specific. Annual goals should link to a content standard, but a content standard is not, by itself an annual goal. Adding the words "for life" or "for work" after a goal is not enough to demonstrate linkage. All annual goals should be SMART- Specific, Measurable, use Action words, Realistic/Relevant.

6 Coordinate Services with Adult Agencies

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? The term service coordination reflects current concepts of family and person-centered philosophies, and emphasizes the central role the individual/family plays in identifying needed services. Service coordination will assist individuals and families in working with complex systems across agency lines, and will enhance their ability to live full lives in the community and school.” Actively facilitate linkages to the appropriate agencies. Linkages could e an appropriate transition service.

If an adult service agency is not currently needed, a simple description reflecting why should be included.

The Transition Meeting

INDICATOR 13, QUESTION 7 - Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?

There is documented evidence in the IEP or educational file that the student was invited to participate in his/her IEP Team meeting prior to the day of the meeting.
• Notice of Meeting addressed specifically to student (may be co-addressed with parents), or
• Copy of a separate invitation to the student, or
• Record of telephone log that verifies student invitation, or
• Documentation of verbal invitation.
o The inclusion of the student’s name on the list of who will be invited on the Notice of Meeting does not constitute an invitation to the student.
o A student’s signature of attendance on the participants’ page of the IEP will not meet this compliance requirement. There must be an invitation that specifically names the student and is dated prior to the date of the meeting.

Transition Planning Checklist- For students with mild/moderate MR and significant/multiple LD

For the student who is in their graduation year. SUMMARY OF PERFORMANCE-SOP

The SOP must include recommendations on how to assist the child in meeting his or her postsecondary goals.  The IDEA does not otherwise specify the information that must be included in the SOP; rather, State and local officials have the flexibility to determine the appropriate content to be included in a child’s SOP, based on the child’s individual needs and postsecondary goals.     

“Making Summary of Performance Meaningful for Youth & Families and Manageable for Teachers & Transition Specialists”

transition homepageIDEA 2004 and Transition Planning / Person Centered Planning / Indicator 13 Checklist / Age Appropriate Transition Assessment / Transition Links / Self Determination / Transition Planning for the Person with Intellectual and Developmental Disabilities / Major Components of the Transition Plan

update 4-1-11 Paula Lombardi