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What Is TRANSITION
& Transition PLANNING?
School
TO
Adult
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
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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
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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 - 300.43 Transition Services
Why is Transition Planning
Important?
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)
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)
More
Americans are
graduating
high school
than ever
before, but
students with
disabilities
remain far
behind their
typicallydeveloping
peers
(“Graduation Rates
Fall Short for Students
with Disabilities”- M.
Diament 4-2014)
The dropout rate
for students with
disabilities is
approximately
twice that of
general
education
students
(Blackorby & Wagner,
1996).
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)
What is
Required?
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At age 14 –
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Age Appropriate Transition
Assessment to identify &
document strengths,
preferences, & interests
Determination of Course of
Study
At age 16 –
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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.
Where to Start?
Age Appropriate Transition Assessment
and Present Levels-
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)
Where can I find a “Transition
Assessment Information Gathering
Tool”?
New Hanover County Schools Transition
Wiki - Transition Assessments
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.”
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.”
How to Address “Transition
Services in the IEP?
● Identifying annual “Transition Activities” &
services
● Designating responsibility
● Determining Course of Study
● Writing annual IEP goals
Must include who is responsible for each of
the service activities!
Annual IEP Goals
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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.
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:
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))
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
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
Thank You for your time &
attention!
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Questions?
?
Coming Soon!
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