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Transition Guidance Document
This guide contains information about transition planning and services
for students with disabilities to postsecondary life.
Shared Path to Success: Transition
Division of Students with Disabilities and English Language Learners
Corinne Rello-Anselmi, Deputy Chancellor
Created by DSWDELL Transition Team
Contact: Maureen Santella and Carlo Vialu
Email: [email protected] & [email protected] Spring 2014
Transition Guidance Document
This Transition Guidance Document embodies best practices in the implementation of transition services in the
New York City Department of Education (NYCDOE). It is designed to support all personnel who are involved in a
student’s transition planning and services, including, but not limited to, the school principal, school-based CSE,
central administrators, teachers and related service providers. The document includes an overview and timeline
for transition planning, list of individuals, teams and agencies involved in the student’s transition, and critical
events from elementary through commencement in accordance with the timeline on page 2. Note that
underlined words have hyperlinks for more detailed information on these topics.
Topic Page
Great Expectations! An Introduction……………………………. 1
Section I. The Who’s Who of Transition Planning….……… 2
Section II. The Foundations of Successful Transition.……. 5
Academic Development……………………………………. 5
Personal Development… …………………………………. 6
Section III. Transition Planning Timeline….…………………… 7
Early Transition Planning in Elementary School… 8
Secondary Transition Planning…………………………. 8
Diploma Options……………………………………… 9
CDOS Commencement Credentials………….. 10
Employability Profile……………………………….. 10
Work-based Learning Programs.………………. 11
College Considerations….…………………………. 11
Student Exit Summary……………………………… 11
Section 4: Transition-Focused IEP .…………………………….…. 12
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Great Expectations! An Introduction
The NYCDOE is committed to preparing all students to exit high school with the highest diploma option available, as well
as postsecondary college and career readiness. The NYCDOE College and Career Readiness Benchmarks define the
qualities and achievements that students, grades K-12, need to complete in order to be ready to enroll, persist, and
succeed in college, postsecondary training opportunities, and meaningful careers. These benchmarks reflect Common
Core Learning Standards (CCLS), Academic and Personal Behaviors, Academic Programming, and College and Career
Access.
Transition of Students with Disabilities to Postsecondary College and Career Readiness
The Individuals with Disabilities Education Improvement Act (IDEIA) requires that all students with disabilities have
available to them a free appropriate public education that emphasizes special education and related services designed
to meet their unique needs and prepare them for further education, employment, and independent living (Regulations
§300.1a).
Transition is a results-oriented process that is focused on improving the academic and functional
achievement of students with disabilities to facilitate the movement from school to post-school activities.
Transition Services means a coordinated set of activities for students with disabilities that are designed with
a results-oriented process to promote movement from school to post-school activities. Transition services
must be based on the individual student’s needs, taking into account the student’s strengths, preferences
and interests.
Post-School Activities include postsecondary education, vocational education, integrated employment
(including supported employment), continuing and adult education, adult services, independent living
and/or community participation.
In the NYCDOE, high expectations for all students, rigorous instruction aligned to the Common Core Learning Standards,
access to effective teaching practices in local community schools, and quality Individualized Education Programs (IEPs),
with deliberately planned transition services will help to ensure that each student with a disability is on A Shared Path to
Success. Thus, the preparation for a successful transition to adulthood should begin as soon as the student enters
school.
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Section I The Who’s Who of Transition Planning
STUDENT
The student is the single most important person in transition planning, and must be an active participant in his/her
transition. Starting in elementary school through high school, the student is preparing for a successful postsecondary
transition. From the age of 15, it is legally required that a student is invited to his/her IEP meeting. If the student does
not attend, the school must take steps to ensure that the student's preferences and interests are considered, and that
the student’s voice is represented.
PARENT/GUARDIANS
Parent and guardians have a vital role to play in their children’s transition planning. Early preparation is necessary. They
can help support their children’s future success by:
Promoting community experiences by involving them in community groups and activities and/or utilizing public
transportation
Providing opportunities to practice self-determination skills such as choice-making, goal setting and self-
advocacy
Discussing what he/she wants to do when he/she leaves school
Exploring post-school options such as universities, colleges, technical schools, living options, work training
programs, etc.
Schools make every effort to ensure that parents and guardians are active members of the school-based Committee on
Special Education (CSE). During their child’s transition planning meetings, they can assist and participate by:
Setting post-school goals that are based on the student’s interests and strengths
Identifying and collaborating with community agencies
Helping to implementing the transition plan
TRANSITION PLANNING TEAM
Beginning in the 2013-2014 school year, each high school has an identified Transition Planning Team (TPT), typically with representation from administration, guidance, the CSE, and general and special education teachers. Schools designate one member as the Transition Team Leader (TTL). Guidance and support for operating the TPT is provided by the Children’s First Network (CFN). Networks will assist school’s TPTs in establishing transition planning expectations and protocols, including all students’ participation in a meaningful vocational assessment process. Parent input is a critical part of this process. The school’s TTL will also work with teachers and the school-based CSE to put processes in place for student outreach and engagement for participation in IEP reviews.
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SCHOOL-BASED CSE The school-based Committee on Special Education (CSE), subsequently referred to in this document simply as CSE, is the team at the school that is responsible for developing a student’s Individualized Education Program (IEP). This team is composed of the special education teacher, general education teacher, parent, student and district representative. It may also include the following as needed; school psychologist, school social worker, related service providers or other relevant individuals. During the development of an IEP that includes transition planning, the school-based CSE must collaborate with the transition planning team, participating agencies identified by the school-based CSE team and/or other relevant individuals.
RELATED SERVICES Providers of occupational therapy, physical therapy, speech therapy, counseling, hearing services, vision services and others may be critical contributors during the transition process. Depending on the extent of the needs of the student, related service providers may serve as members of the school-based CSE or as consultant to the team.
They may participate during the transition planning by evaluating the student in the appropriate setting (e.g. school,
work or in the community) to determine their present level of performance and transition needs, and by collaborating
with other members of the TTL and/or CSE in setting student’s post-secondary goals.
As determined by the CSE, related service providers may also provide services or input to:
adapt the environment and task to meet the needs of the student (e.g. in the workplace)
help student gain necessary skills to reach identified post-secondary goals
acquire assistive technology or adaptive devices
PARTICIPATING AGENCY1
The New York State Department of Education (NYSED) describes a participating agency as a state or local agency, other
than the school which is financially and legally responsible for providing transition services to the student. To the extent
appropriate and with parental consent (or the consent of a student who is 18 years of age or older), during an IEP
meeting where transition is being discussed, the school must invite a representative of any participating agency that is
likely to be responsible for providing or paying for transition services. If an invited agency’s representative is unable to
attend, the district must take other steps to involve the agency in the planning of transition services.
Below is a listing of agencies, services or resources that may need to be involved in a student’s transition. This list is by
no means exhaustive, but it includes critical points of entry:
Adult Career and Continuing Education Services-Vocational Rehabilitation (ACCES-VR) works with students,
families and school districts to coordinate appropriate services for students with disabilities who are leaving
secondary education and entering adult vocational rehabilitation, work opportunities, and/or related services.
The New York State Office for People With Developmental Disabilities (OPWDD) is responsible for coordinating
services for more than 126,000 New Yorkers with developmental disabilities, including intellectual disabilities,
cerebral palsy, autism spectrum disorders, and other neurological impairments.
1 New York State Education Department. Available at http://www.p12.nysed.gov/specialed/idea/studentexit.htm.
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Center for the Independence of the Disabled (CID-NY) provides the following services- advocacy, crisis
intervention, information and referrals, independent living assistance, housing resources, benefit entitlements
and peer counseling.
Fedcap Career Design School provides vocational services and trainings, hospitality operations, data entry, office
skills, culinary arts/food service, security operations, custodial, mailroom and messenger service.
Federation Employment and Guidance Services (FEGS) provides case/care management, day programs, group
residences, estate planning, family assistance, supported employment, vocational rehabilitation, dropout
prevention, employment preparation, GED instruction, independent living skills instruction and job
search/placement.
Resources for Children with Special Needs (RCSN) (RCSN) works for families and children with all disabilities,
across all boroughs, to understand, navigate, and access the services needed to ensure that all children and
youth have the opportunity to develop their full potential.
OFFICE OF TRAVEL TRAINING The NYCDOE Office of Travel Training provides specially designed instruction for students age 14 years and above who
are considered eligible for this instruction to increase opportunities for successful transition from school to post-
secondary opportunities.
Travel Training services provided to schools and community high schools include:
One-to-one comprehensive travel training services for students with disabilities other than blindness
Pre-travel instruction for students
Technical assistance and consultation to school
Professional development for school personnel and related service providers
Workshops for parents For more information on Travel Training, please contact Peggy Groce, Director, at 212-802-1625 or
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Section II
The Foundations of a Successful Transition
Schools must promote a student’s academic and personal development in order to achieve successful transition to adult
life. This section provides an overview of the tools that will help students to grow academically and personally.
ACADEMIC DEVELOPMENT
COMMON CORE LEARNING STANDARDS AND STUDENTS WITH DISABILITIES
Students with disabilities are a heterogeneous group with one common characteristic: the presence of disabling conditions that significantly hinder their abilities to benefit from general education. Therefore, how these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students, including students with and without disabilities.
Specially designed instruction means adapting, as appropriate to the needs of an eligible child, the content,
methodology, or delivery of instruction to address the unique needs of the child that result from the child’s
disability so that the child can meet the educational standards within the jurisdiction of the public agency that
apply to all children. [§300.39(b)(3)].
Instructional supports for learning― based on the principles of Universal Design for Learning (UDL) ―which foster student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression for all students.
Instructional accommodations (Thompson, Morse, Sharpe & Hall, 2005) ―changes in materials or procedures― which do not change the standards but allow students to learn within the framework of the Common Core Learning Standards.
Assistive technology devices and services to ensure access to the general education curriculum and the Common Core Learning Standards.
Additional information may be found here.
CDOS LEARNING STANDARDS
The Career Development and Occupational Studies (CDOS) K-12 Learning Standards were established by NYSED for all
students; they cut across all disciplines and are integrated in all instructional areas. The primary objective is to help
teachers understand how curriculum and instruction enable students to develop the high performance skills needed to
succeed in the 21st century workforce. The CDOS performance indicators are designed to support full integration of the
CDOS Learning Standards.
CAREER PLANS
Career Plans are an important mechanism to add relevance and meaning to learning experiences across subject areas. The career development model used to create the Career Plan aligns with the CDOS standards. The NYSED Career Plan records a student’s knowledge and skill attainment. It documents a history of achievement that students build from elementary school to high school. The Career Plan design has also incorporated the transition planning process that is highly desirable for all students and required for students with disabilities.
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Career Plans may be used as the employability profile that is required for students in programs approved under the 2001 Regents Policy on CTE. More importantly, the Career Plan is an effective graduation planning tool for all students. Students in grades 6-12 may create individual Career Plans with the "My Portfolio" tool found at the New York State Department of Labor's CareerZone. Students working towards the CDOS Commencement Credential use the Secondary Commencement Level Career Plan below. Career Plans for elementary through adults:
Kindergarten and First Grade
Second and Third Grade
Fourth Grade and Up
Middle Level
Secondary Commencement Level
Career Plan for Adults
PERSONAL DEVELOPMENT
ACADEMIC AND PERSONAL BEHAVIORS
Academic and Personal Behaviors is one of the four domains identified by the NYCDOE as benchmarks for College and
Career Readiness. Academic and Personal Behaviors define a set of learning habits and skills that support academic
readiness and includes non-cognitive, socio-emotional indicators that support resiliency and college/career persistence.
See here for examples of practice for Academic and Personal Behavior for students, teachers and schools.
SELF-DETERMINATION SKILLS
Self-determined adults are more likely to be employed, earn more, achieve independent living and gain financial
independence than adults who were not self-determined.2 As such, educators and researchers in the area of transition
outcomes recommend that all educators help students with disabilities in developing self-determination skills
throughout their schooling.
Self-determination is defined as a “combination of skills, knowledge and beliefs that enable a person to engage in goal-
directed, self-regulated, autonomous behavior”.3 These skills, knowledge and beliefs are referred to as the elements of
self-determination. They include: choice-making, goal setting, problem-solving, decision-making, self-regulation,
leadership, self-advocacy, perceptions of efficacy and control, self-awareness and self-knowledge.
For more information:
I’m Determined – materials for promoting self-determination
Interdependence and Self-Determination – resources on how to encourage the development of the elements of
self-determination; focuses on related services but can be applied in the classroom
Mindset Interventions by Carol Dweck – strategies to foster a growth mindset
2 Wehmeyer, M. L., & Palmer S. B. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The
impact of self-determination. Education and Training in Developmental Disabilities, 38, 131-144. 3 Field, S., Martin, J., Miller, R., Ward, M, & Wehmeyer, M. (1998). A practical guide for teaching self-determination. Reston, VA:
Council for Exceptional Children.
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Section III
Transition Planning Timeline
The Transition Planning Timeline highlights key events that the CSE considers throughout a student’s schooling. Please
note: The list is neither exhaustive nor does each event apply to every student. The CSE engages in a thoughtful
decision-making process to determine the events that are appropriate for each student.
Elementary
School
Middle School
High School
Last Year before
HS Graduation
or School Exit
Utilize CDOS Learning Standards and performance indicators
Promote academic and personal behaviors that support learning readiness,
engagement, persistence and resiliency
Encourage development of self-determination skills such as choice-making,
goal setting and self-advocacy
Explore mobility and communication options
At age 12, administer Level 1 Vocational Assessment, and annually thereafter
Develop and implement strategies to increase responsibilities and
independence at home and in school
Introduce and discuss Transition Services
Start travel training referral
Complete transition component of IEP that will be in effect when child turns
15, and annually thereafter
Beginning 9th grade, a student who is working towards a CDOS
Commencement Credential can start accumulating the required 216 hours of
study
Explore community/ leisure activity
Consider summer employment/volunteer experience
Research possible adult living situations
Apply for post-school education or training programs
Involve ACCES-VR within 2 years of school exit
Complete Student Exit Summary*.
Employability Profile for students eligible for CDOS Commencement
Credential
Affirm arrangements are in place for post-school activities (education,
employment, living situation, etc.)
Students are eligible to attend school until the end of the school year in
which the student turns 21 or until the receipt of a regular high school
diploma
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EARLY PREPARATION IN ELEMENTARY SCHOOL UTILIZING THE CDOS LEARNING STANDARDS AND PERFORMANCE INDICATORS Schools implement the Elementary School CDOS Learning Standards which are designed to address the following
indicators:
• Demonstrate an awareness of their interests, aptitudes, and abilities. (Who am I?) • Know the value of work to the individual and society in general. (How does learning prepare me for life?) • Explore their preferences for working with people, information, and/or things. (How do I find out what I need?
Why is it important to interact with others?) Career Plans supplement the CDOS Learning Standards:
• Kindergarten and First Grade
• Second and Third Grade
• Fourth Grade and Up
PROMOTING ACADEMIC AND PERSONAL BEHAVIORS, AND SELF-DETERMINATION SKILLS
Students start early in developing good learning habits. The development of self-determination skills commences in
Kindergarten when choice-making is encouraged. From Grades 1 and up, teachers and other school staff foster problem-
solving, goal-setting, self-advocacy, self-regulation and decision-making skills.
EXPLORING MOBILITY AND COMMUNICATION OPTIONS
It is critical that students with physical disabilities explore and choose their means of mobility and communication at an
early age. Early communication and independence in navigating their environment promote a student’s cognitive
development, affords the student the opportunity to socially engage with their peers and surroundings, and allows the
student to develop the skills that are necessary when he/she starts travel training, attend postsecondary school, seek
employment and live independently.
LEVEL 1 VOCATIONAL ASSESSMENT
Students age 12 and those referred to special education for the first time that are age 12 and over receive a Level 1
Vocational Assessment that includes a review of school records, teacher assessments, and parent and student interviews
to determine vocational skills aptitudes and interests. The Level 1 Vocational Assessment is updated at each annual IEP
meeting.
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SECONDARY TRANSITION PLANNING: MIDDLE SCHOOL AND HIGH SCHOOL
The NYCDOE Office of Postsecondary Readiness (OPSR) has created tools to support school communities as they guide
student’s successful transition through middle and high school. They include:
Course options and programming decisions that are directly related to post-secondary opportunities. Students
with disabilities are availed of the same rigorous standards and expectations as their typically achieving peers.
This is critical to ensuring students have meaningful and viable options upon graduation.
The College & Career Readiness Access Tool is designed to illustrate the components of a high quality college access and support program that supports all students in developing postsecondary aspirations and graduating with a plan in place for continued education.
The Timeline Tool will assist school leaders with the planning processes that need to occur for students to
develop meaningful personal aspirations and an understanding of the path towards their goals.
NYC DIPLOMA OPTIONS AND CREDENTIALS FOR STUDENTS WITH DISABILITIES
All students, including students with disabilities, are encouraged to work toward the highest diploma option available. The vast majority of students with disabilities have access to academic experiences required to earn a Regents diploma throughout high school. The following diplomas and credentials are available to students with disabilities upon graduating from high school:
Advanced Regents diploma
Regents diploma
Local diploma
Each diploma and credential requires students to complete specific courses and exams. For information about the diploma requirements, see the High School Academic Policy Reference Guide. For information about the compensatory option which allows students with IEPs to earn a local diploma with one or two Regents exam scores of 45-54, see here.
The following are credentials available only to students with IEPS:
Career Development and Occupational Studies (CDOS) Commencement Credential is a certificate that indicates
that the student has the knowledge and skills necessary for entry level employment. This credential is available
to students with IEPs who are not assessed using the New York State Alternate Assessment (NYSAA). For more
information on the CDOS credential and CDOS learning standards, see next section.
Skills Achievement Commencement Credentials is a certificate available only to students with severe cognitive disabilities who are eligible to take the NYSAA and have attended school for not less than 12 years, excluding Kindergarten. This credential must be accompanied by a summary of the student’s levels of achievement in academic and career development and occupational studies. For more information, you can read the NYCDOE overview.
The CDOS and the Skills and Achievement Commencement Credentials are not equivalent to a high school diploma.
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NYCDOE REQUIREMENTS FOR THE CDOS COMMENCEMENT CREDENTIAL FOR STUDENTS WITH IEP’S
The CDOS Commencement Credential may be issued to students in conjunction with their high school diploma or as a stand-alone certificate. This credential is implemented and awarded in alignment with the overall transition planning process for students with IEPs. In order to earn this credential, the student must pass four (4) 54-hour units of study in Career and Technical Education (CTE) and/or work-based learning courses distributed as follows:
A minimum of 1 unit (54 hours) must be completed through supervised work-based learning experiences related to career awareness, exploration, or preparation. These experiences may be completed in conjunction with CTE courses or as stand-alone work-based learning experiences.
The remaining 3 units (162 hours) may be completed through CTE courses, work-based learning experiences, or other career preparation activities such as internships, service-learning, community service, school-based enterprise, or job shadowing.
The 216 hours of study may begin accumulating in 9th grade. These experiences should be designed to support career awareness, exploration, and preparation.4 In addition to completing the above hours, the student is also required to:
Complete an employability profile (discussed in the next section)
Complete a career plan – A template for a career plan that aligns to the CDOS Learning Standards can be found
here: Middle Level and Secondary Commencement Level.
Demonstrate achievement of the commencement level CDOS learning standards for career development,
integrated learning and universal foundational skills. Curricular opportunities to embed CDOS learning standards
are abundant. The CDOS-CCLS Crosswalk made available through CTE-TAC (Technical Assistance Center) includes
Math and ELA Common Core Learning Standards.
EMPLOYABILITY PROFILE
The Employability Profile documents student attainment of technical knowledge and work-related skills. The
employability profile demonstrates evidence of the student’s attainment of each of the commencement level CDOS
learning standards, technical knowledge and work-related skills, work experiences, performance on industry-based
assessments and work-related and academic achievements. It includes (but is not limited to) employer/teacher review
of student work based on learning standards and expectations in the workplace, performance evaluations and
observations.
Students anticipating the CDOS Credential must have at least one employability profile completed within one year prior
to school exit.
The employability profile for the CDOS Commencement Credential does not replace the required Student Exit Summary.
The Student Exit Summary includes a summary of the student’s academic achievement and functional performance as
well as recommendations to assist the student in meeting his/her post-secondary goals. However, the information in
the employability profile(s) should be considered when completing the student’s Exit Summary. Both documents help
the student better understand the impact of his/her disability and articulate individual strengths and needs as well as
supports that may be helpful in post-school life.
4 Note that through June 2015, schools may award this credential to students who have not met the 4-unit requirement, provided that the school
principal, in consultation with relevant faculty, has determined that the student has otherwise demonstrated knowledge and skills relating to the commencement level CDOS learning standards.
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WORK-BASED LEARNING PROGRAMS
Work-based learning (WBL) is the umbrella term used to identify activities which collaboratively engage employers and
schools in providing structured learning experiences for students. These experiences focus on assisting students develop
broad, transferable skills for postsecondary education and the workplace. A quality WBL program can make school-
based learning more relevant by providing students with the opportunity to apply knowledge and skills learned in the
classroom to real world situations.
Work-based learning is supported in the school and at the work site. While school-based learning focuses on academic
and career and technical preparation as part of the classroom curriculum, work site learning occurs away from school, in
a business or community organization. For more information, visit the NYCDOE or NYSED websites.
COLLEGE CONSIDERATIONS FOR STUDENTS WITH DISABILITIES
There are no IEPs in college; thus, students with disabilities may choose to avail themselves of the support of a college or
university’s disability office, and are encouraged to seek that option out. The college or university’s disability services
office will develop an accommodation plan based on the documentation of a disability that the student provides;
students must request these accommodations. Colleges or universities are not required to provide modifications, which
may alter the content that students are required to learn.
The Higher Education Opportunity Act contains a number of important provisions that improve access to postsecondary
education for students with intellectual disabilities (ID). Alternative college experiences create opportunities for
students with ID to attend and be successful in higher education. Of particular note are the new provisions for financial
aid, the funding of twenty-seven Transition Postsecondary Education Programs for Students with Intellectual Disabilities
(TPSID) and a National Coordinating Center.
STUDENT EXIT SUMMARY
A student Exit Summary must be completed and provided to a student whose eligibility for special education services
will terminate due to the award of a diploma and/or the CDOS or Skills and Achievement Credentials, or due to turning
21 years of age. The Student Exit Summary is completed by the school-based CSE team (which includes the student)
during the last year of high school, and is provided to the student prior to graduating or exceeding 21 years of age. The
summary must be completed by staff members who are familiar with the student’s functional and academic levels,
accomplishments, needs, necessary accommodations and post-school goals. These individuals must include input
directly from the student, family and other school/agency personnel, as appropriate.
The summary must contain the student’s academic achievement and functional performance, including
recommendations on how to assist the student in meeting his or her postsecondary goals. The Student Exit Summary is
personalized, describing the student’s abilities, skills, needs and limitations, and it should assist the student in:
establishing eligibility for reasonable accommodations and supports in postsecondary settings, the workplace
and the community
accessing appropriate adult services
understanding the impact of his/her disability
articulating his/her strengths and needs, including supports that would be helpful in post-school life
See here for the NYSED Student Exit Summary.
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Section IV:
The Transition-Focused IEP
Transition planning and services are a critical part of career exploration and development, independent living
preparation and other post-school planning activities for students with disabilities. Federal law and the NYSED require
that transition services are in effect on a student’s IEP no later than when the student is age 15 (and at a younger age, if
determined appropriate), and updated annually. Using person-centered planning techniques, the transition planning
process focuses on a student’s interests, needs and abilities in developing a plan for the future. Students are included in
discussions related to their respective futures whenever possible. From the age of 15, it is legally required that a student
is invited to his/her IEP meeting. If the student does not attend, the school must ensure that the student's preferences
and interests are considered. Additionally, it is critical that family members and community service agencies identified
by the IEP team are involved. Transition planning during the IEP process includes:
COMPONENTS OF A TRANSITION FOCUSED IEP
It is critical that IEPs give a clear picture of each student’s path to postsecondary life. This begins with the present level
of performance section, and includes measurable postsecondary goals and the coordinated set of activities that are
going to help the student to meet those goals. It is important to remember the following:
In regard to assessment, the team considers the student’s most recent evaluation information including teacher recommendations, parent concerns and vocational assessments. Beginning with the administration of the Level 1 Vocational Assessment at age 12, students, parents and school staff engage in ongoing conversations about a student’s future goals and aspirations. See here for information on Vocational Assessments: Level 1, Level 2 and Level 3.
Assessment
Present Level of Performance (PLOP)
Measurable Post-Secondary Goals (MPSGs)
& Transition Needs
Annual IEP Goals that Support MPSGs
Coordinated Set of Transition Activities
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The IEP’s Present Level of Performance (PLOP) must also include a statement of student’s transition needs,
taking into account the student’s strengths, preferences and interests as they relate to transition from school to
post-school activities.
The team focuses on the student's educational program, and aligns it with the postsecondary outcomes by exploring careers, college readiness, living situation and supports the student will need in postsecondary school.
The CSE determines and includes measurable post-secondary goals on the IEP that are based upon age-
appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills. This section of the IEP also includes a statement of the transition service needs of the student that focuses on the student’s course of study, such as participation in advancement-placement courses or a vocational educational program. This is a screen shot from SESIS of this section of the IEP:
The IEP also lists measurable annual goals related to the student’s transition service needs.
The CSE completes the Coordinated Set of Transition Activities section of the IEP. These Coordinated Set of Transition activities should be initiated, supported and monitored by the school at all times, even when other responsible parties are involved. This is a screen shot from SESIS of this section:
The IEP includes a statement of the responsibilities of the school district and when applicable, participating agencies for the provision of such services and activities that promotes movement from school to post-school opportunities, or both, before the student leaves the school setting.
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Resource Links for Transition Guidance
Shared Path to Success
College and Career Readiness Benchmarks
CareerZone
Transition services
IEP
Adult Career and Continuing Education Services-Vocational Rehabilitation
Level 1 Vocational Assessment.
Exit Summary
Compensatory score option
Compensatory score calculator
Skills Achievement Commencement Credentials
CDOS Development and Occupational Studies Standards
