Indicator 13: Transition Services

INDICATOR 13: TRANSITION SERVICES

Indicator 13: Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.

Age-appropriate Transition Assessments

Is there evidence that the measurable postsecondary goals were based on age-appropriate transition assessments?

Purpose:

•Help students make a connection between their individual academic program and their post-school ambitions

•Develop realistic and meaningful IEP goals

•Make instructional programming decisions

•Provide information for the Present Levelsrelated to the student’s Preferences,Interest,Needs, and Strengths (PINS)

•Learn about student career ambitions

•Inform the Summary of Performance

Formal Transition Assessment

•Adaptive Behavior/Daily Living Skills

•General and Specific Aptitude Tests

•Interest Inventories

•Intelligence Tests

•Achievement Tests

•Temperament Inventories/Instruments

•Career Maturity or Employability Tests

•Self-Determination Assessment

•Transition Planning Inventories

Informal Transition Assessment Methods

•Interviews and questionnaires

•Direct observation

•Curriculum-based assessments (CBA)

•Environmental analysis

•

Measurable Postsecondary Goal

Is there a measurable postsecondary goal or goals that covers education or training, employment, and, as needed, independent living?

Criteria:

•Education/training, employment, independent living

•AFTER leaving school

•Based on PINS

•Measurable behavior/action goal accomplishment

•Timeline for completion

•Continuous progress

•A clear completion of the goal

•Can be combined into one all-inclusive goal or two or three separate goals

Postsecondary Education/Training Goals – General Examples

•Short-term education or employment training program (WIA, Job Corps, OJT)

•Employment-based training program aimed at job maintenance or advancement

•Employability training at a Community Rehabilitation Program

•Web-based education program

•Self-directed learning activities based on individual preferences, interests, and needs

Postsecondary Employment Goals – General Examples

•Full-time or part-time independent, competitive employment

•Full-time or part-time supported employment

•Employment through a mobile work crew or enclave

•Employment through a community rehabilitation program (sheltered)

•Volunteerism or community service work or other productive vocational activities

Independent Living Postsecondary Goals – General Examples

•Living at home with parents or relatives

•Living independently in a house or apartment

•Group Home

•Supervised Apartment Living

•Alternative Family Living

•Domiciliary Care Home

•College Dorm

•Financial Management

Annual IEP Goals

Are there annual IEP goals that will reasonably enable the child to meet the postsecondary goals?

•For each postsecondary goal there must be an annual goal, based on present levels, included in the IEP that will help the student make progress towards the postsecondary goal.

Comparison:

Transition Services

Are there transition services in the IEP that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?

•Must be a type of

–instruction,

–related service,

–community experience,

–development of employment

–post-school adult living objectives,

–acquisition of daily living skills,

–provision of a functional vocational evaluation

•listed in association with meeting the post-secondary goal(s).

General Examples of Transition Services

•Instructional support of guided notes for lessons

•Audio-taped texts for English 12

•Instruction related to social skills in a work setting

•Assistive technology services to increase use of voice output device

•Physical therapy to improve independent ambulation

•Job shadowing in a food services environment

Courses of Study

Do the transition services include courses of study that focus on improving the academic and functional achievement of the child to facilitate their movement from school to post-school?

•Must be updated annually

•Help student meet his postsecondary goal

•Reflect multi-year coursework (series of courses)

•Address classes, experiences, and activities

•Motivate the student to complete his education

•Support post-school outcomes.

Other Agencies

For transition services that are likely to be provided or paid for by other agencies, is there evidence that representatives of the agencies were invited to the IEP meeting?

•For the current year, is there evidence in the IEP that representatives of any of the following agencies were invited to participate in the IEP development:

–postsecondary education,

–vocational education,

–integrated employment (including supported employment),

–continuing and adult education,

–adult services, independent living or community participation

•Was consent to attend obtained from the parent (or adult studentat the age of majority)?

1