Transition in a nutshell!

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Transition in a nutshell!

• Kimberley Brown, M.Ed.
• Director of Special Education
• SEDELCO SD

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What is Secondary Transition?

• Is a coordinated set of activities
• Promotes movement from school to post-school
  activities
• Is an outcome-oriented process
• Addresses individual students needs
• Is focused on students preferences and interests

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Documents For Transition Planning.To be
completed prior to IEP meeting

• Informal assessments Student and parent surveys
  to determine post secondary goals Parent
  Resource Pack w/ student interview
• Formal Assessments ONET (Career interest
  inventory) or Reading Free Inventory

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Criteria for Writing Measurable Annual Goals

• Condition
• Students Name
• Clearly Defined Behavior
• Performance Criteria

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Do not use will use has a goal of. Will means
we must make sure it happens.
Students Name
These may be just core subjects.
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A Process for Addressing Transition!

• Welcome and Introductions
• The student, who must be invited to an IEP
  meeting when transition services will be
• discussed, may help to welcome and/or introduce
  those in attendance. The student is
• also encouraged to actively participate and, when
  appropriate lead the discussion. It is
• strongly recommended that the student be
  adequately prepared for this new role prior
• to the IEP meeting.
• 2. Complete pages one and two of IEP
• Take special note of age, anticipated date of
  graduation, signatures of student,
• family members, community agency
  representative(s), and career and technical
• education representative in addition to the other
  required members of the IEP
• team. Note identify those members who will be
  excused from attending the
• meeting and who will be providing written input.
• 3. Complete the Special Considerations section
• Transition Services should be checked for all
  students beginning at age 16, or younger
• if appropriate. If the student turns 16 during
  the IEP term, transition services must be in
• place by the 16th birthday.
• 4. Discuss and identify the students post-school
  outcomes
• Go to section IV of the IEP Students
  Transition Services -- and in the space
• after the colon in each outcome area appropriate
  (post-secondary education/training,

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A Process for Addressing Transition!
5. Discuss the students present levels of
academic achievement and functional performance
Indicate the students academic achievement
levels (math, reading, etc) relative to where
s/he wants to go and what s/he wants to do beyond
school for the post-school outcome(s) selected
(see 4 above). Next, indicate the students
functional performance levels (employability,
mobility, activities of daily living etc.)
relative to where s/he wants to go and what s/he
wants to do beyond school for the post-school
outcome(s) selected. Include strengths relative
to those outcome(s). The Present Levels should
include a summary of data collected from progress
reports from the last IEP as well as from other
sources, such as teacher reports, classroom
assessments, district- wide assessments,
community-based checklists, family report, agency
evaluations, etc. Complete the remainder of
Section II and III. 6. Go to Section IV of the
IEP Students Transition Services The grid
covers the period of time the IEP is in effect.
Although the grid represents the current year of
planning, IEP teams should also document a
multi-year planning process. This step-by-step
plan leading the student from high school to
their post-school outcomes is called the
coordinated set of activities. One way to
document the coordinated set of activities might
be to keep the grids from year to year. Upon
graduation, the IEP team would then have a
coordinated set of activities in the students
file. Another way might be to add to the grid
each year so that the record of the coordinated
set of activities is documented yearly
resulting in the final IEP containing all
activities completed during the students school
career. This would also provide the LEA with
information to complete the Summary of
Performance as the student exits their
educational program upon receiving a diploma or
aging out.
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A Process for Addressing Transition!
7. Section IV - Activity/Service column In the
ACTIVITY/SERVICE column, identify specific
actions that will be taken within the duration of
this IEP. The students COURSES OF STUDY should
identify the courses s/he will be taking within
the duration of this IEP that lead to the
post-secondary outcome. If the student is
enrolled in a career and technical center, the
CIP code (classification of instructional
program) of the approved vocational program can
be listed with the course of study. 8. Section
IV - Location, Frequency, Beginning Date,
Duration In the LOCATION column, identify where
each service or activity will take place.
Examples might include regular education class,
learning support classroom, community site,
guidance office, etc. In the FREQUENCY column,
identify how often each service or activity will
take place. Examples might include daily,
weekly, once in the fall semester, etc. In the
PROJECTED BEGINNING DATE column, identify when
each service or activity will begin. Examples
might include the implementation date of the IEP
(MM/DD/YYYY), or if the activity will take place
only during the spring semester, indicate that
date (MM/DD/YYYY). In the ANTICIPATED DURATION
column, indicate when each service or activity
will end. Examples might include the anticipated
duration date of the IEP (MM/DD/YYYY), or if the
activity will conclude before the IEP duration
date then indicate that date (MM/DD/YYYY).
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A Process for Addressing Transition!
9. Section IV - Agency Responsible In the AGENCY
RESPONSIBLE column, indicate the persons title
or agency that will ensure each activity/service
is completed. Examples might include OVR, MH/MR,
LEA, guidance counselor, supports coordinator,
special education teacher, etc. Adult service
agencies that provide services to support youth
and young adults with disabilities to be
successful in their targeted post-school
outcome(s) should be invited to the IEP meeting.
10. Section IV - IEP Goal In the IEP GOAL
column, check whether each activity will be
addressed by a measurable annual goal in the next
section of the IEP. The IEP team decides whether
a measurable annual goal is developed for a
particular activity/service. If instruction is
needed to address a skill deficit, then YES
should be checked and a goal should be written.
If the activity or service does not require
instruction, such as touring a trade school, or
attending a college or job fair, meeting with an
OVR counselor, opening up a case with MH/MR, then
NO should be checked and no goal is necessary.
11. Complete the remaining sections of the IEP
For all students for whom transition activities
are being planned, the entire IEP should be
considered as a comprehensive plan to assist the
student in achieving their desired post-school
outcomes. The following sections may include
transition-specific information Program
Modifications and Specially-Designed Instruction
Related Services Supports for School Personnel
Extended School Year
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Measurable Annual Goals Matrix
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Measurable Annual Goals Matrix
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District Transition Team

• Kimberley Brown
• Michele McGlynn
• Marsha Goldstein
• Donna Strollo
• Mecina Bonosas
• Greg Zona
• Melissa Michaelson

Any questions or concerns should be directed to a
transition team member.