Embedded Files
Overview of Transition Plans in ASD
Overview of Transition Plans in ASD
WAC 392-172A-03090
Beginning not later than the first IEP to be in effect when the student turns sixteen, or younger if determined appropriate by the IEP team, and updated annually, thereafter, the IEP must include:
(i) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and
(ii) The transition services including courses of study needed to assist the student in reaching those goals.
(l) Transfer of rights at age of majority. Beginning not later than one year before the student reaches the age of eighteen, the IEP must include a statement that the student has been informed of the student's rights under the act, if any, that will transfer to the student on reaching the age of majority
Although WAC requires a transition plan once a student turns 16, the Auburn School District policy requires a transition plan once a student enters high school, regardless of age. You can find supports below to help you write a comprehensive, detailed and informative transition plan to help prepare your students for their future.
Other requirements
Other requirements
In addition to revisiting the transition plan each year at the annual IEP, we are required to provide students as Summary of Performance (see below), and a Prior Notice of their graduation (see below; only if they are graduating), at the end of their senior year.
Age Appropriate Transition Assessment (AATA)
Age Appropriate Transition Assessment (AATA)
The age appropriate transition assessment allows the IEP team to look at the individual needs, strengths, preferences and interests of the student. The AATA should help drive the post secondary goals, allowing anyone reading it to have a better understanding of the student's skill levels and interests.
*Best practice includes more than one source (i.e. student input, parent input, teacher input, specialist input, etc.)
Below are some tools to help you complete this portion.
Level 1 - Web based format, supports include audio and symbaloo, an adult will need to record responses using the google form below (TAP, SLC)
Transition Survey for Students (Full length)
Transition Survey for Students (Needs)
Transition Survey for Students (Strengths)
Transition Survey for Students (Preferences)
Transition Survey for Students (Interests)
Transition Survey for Students (Job Interests)
Level 2- Interactive google slides, supports include audio and symbaloo, student independently works through slideshow, adult records responses on google form below (TAP, SLC)
Transition Planning Slides for Students (Full Length)
Transition Planning Slides for Students (Needs)
Transition Planning Slides for Students (Strengths)
Transition Planning Slides for Students (Preferences)
Transition Planning Slides for Students (Interests)
Transition Planning Slides for Students (Job Interests)
Level 3 and 4- Text based, Google forms, printable checkbox, virtual checkbox (High SLC, Resource, Pathways, Gen Ed)
Google Survey: Transition Survey for Students (Full)
Google Survey: Transition Survey for Students (Needs)
Google Survey: Transition Survey for Students (Strengths)
Google Survey: Transition Survey for Students (Preferences)
Google Survey: Transition Survey for Students (Interests)
Google Survey: Transition Survey for Students (Job Interests)
Printable Transition Assessment
Parent Form- Google form
Post Secondary Goals
Post Secondary Goals
What happens after high school?
What happens after high school?
All students require:
employment goal
post-secondary educational goal.
If your student qualifies for adaptive services, they need an independent living goal. Goals should be written for after high school. We are required to write a goal for all students, with no exceptions!
Please use the resources listed below for examples.
Post Secondary Goal Examples and Supports
Level 1 (Most significant needs)
Post Secondary Goal Suggestions
Level 2 (Higher functioning SLC/TAP students)
Post Secondary Goal Suggestions
Level 3 (Very high SLC/RR)
Post Secondary Goal Suggestions
Level 4 (High RR, Gen Ed only, etc)
Transition Services
Transition Services
Just like providing services in reading, writing and math to help students reach academic goals, we also provide transition services to help students meet their post secondary goals. This is what happens during high school, and what we agree to provide for the student. (Examples below)
Transition Service Examples
Level 1 (Most significant needs)
Transition Services for SLC/TAP students
Level 2 (Higher functioning SLC students)
Transition Services for TAP/SLC HF
Level 3 (Very high SLC/RR)
Transition Services for SLC/RR
Level 4 (High RR, Gen Ed only, etc.)
Course of Study and Transition Examples
Course of Study and Transition Examples
Secondary, Post Secondary, Narrative
"A multi-year description of coursework to achieve the student's desired post-school goals, from the student's current to anticipated exit year".
Course of Study-Secondary: If your student is in grade 9-12, you will be required to check boxes for each course they will take from current date forward. If your student will be moving on to the TAP program or other post 12th grade studies, check the box at the top indicating they will participate in Post 12th grade studies.
Course of Study-Post Sec.: If you checked the box from the previous section indicating that your student will attend Post 12th grade studies, you are now required to check boxes that support their transition studies.
Course of Study-Narrative: Here, we provide a written explanation of the students coursework starting with current courses and ended with graduation. If the student is on an Alternative Graduation Plan, we dictate that information here.
A good course of study should:
-Focus on improving academic and functional achievement to support post secondary goals
-Facilitate movement from school to post secondary by aligning curriculum with identified transition outcomes
-Result in a coordinated set of activities when combined from first year to final year of transition planning
Transition Plan with Course of Study Examples
Level 1 (Significant Needs/SLC/TAP)
Level 2 (SLC Example)
Level 3 (Resource Room)
Level 4 (Resource Room)
AGP Example
Agency Linkage
Agency Linkage
As students get older and move towards graduation or leaving high school, we are required to offer agency information to the student and their family. Depending on the student's goals, you can refer the following agencies below.
Employment and Other Agencies
L1, Significant Disabilities, lifelong support
Developmental Disabilities Administration (DDA)
DDA Eligibility and Application
Access Transportation Self Assessment (family must complete assessment to start the application process)
Guardianship (Resources through the ARC of King County)
L2: Moderate disability, lifelong supports, some independence
Developmental Disabilities Administration (DDA)
DDA Eligibility and Application
Access Transportation Self Assessment (family must complete assessment to start the application process)
Guardianship (Resources through the ARC of King County)
L3: Mild disability, will need some assistance getting or sustaining employment
Division of Vocational Rehabilitation
Green River College Disability Support Services
Guardianship (Resources through the ARC of King County)
L4: Mild disability, might need some assistance in getting or sustaining employment
Division of Vocational Rehabilitation
Summary of Performance
Summary of Performance
“For a student who is graduating or exiting special education due to exceeding age eligibility, the school district must provide the student with a summary of the student’s academic achievement and functional performance, including recommendations on how to assist the student in meeting their postsecondary goals” (WAC 392-172A-03030)
The summary of performance should be completed just prior to a student graduating or leaving school. This is designed to assist the student with appropriate accommodations, recommendations and supports after high school. Students cane take the Summary of Performance to their college setting to assist in accommodations and placement. It is also used to help guide student careers and services when using DVR or DDA. It is also designed to help students communicate their needs in the future.
There are several required components of the Summary of Performance:
Student Demographics
Contact info (for post leaver calls)
Student’s Postsecondary Goal Progress and Recommendations (Education/Training, Employment, Independent living)
Summary of Academic Performance (Reading, Math and Written Language present levels)
Functional Performance
Essential Accommodations
Other recommendations could include: recommendations to assist in meeting post-secondary goals, mental health information, etc.
Date student received the Summary
Examples from CCTS
Summary of Performance (bottom of page; these examples show a good idea of the type and quantity of content to include)
All data is to be entered into the IEP in IEP Online. Similar to entering progress notes, it is entered after the IEP is locked. Plan to enter data in all fields. This does not need to be as extensive as the data in your regular present levels, but should at least include a brief summary in each section, in your own words.
Graduation Prior Written Notices
Graduation Prior Written Notices
Graduation from high school with a regular high school diploma constitutes a change in placement, requiring written prior notice in accordance with WAC 392-172A-05010 (392-172A-02000(2)(b))
That WAC quote basically says it all. Please plan to send a formal Prior Written Notice to all graduating seniors at the end of the year. You may send your graduation PWN along with your Summary of Performance, as both requirements are to be given to students at the end of their senior year.
Here’s an example of a graduation PWN.
Post Secondary Leavers
Post Secondary Leavers
One year after a student leaves school, we are required to make contact with every student (leaver) to see if they are engaged in our community by working, attending school or volunteering. This gives us one last opportunity to offer social services like DVR, WorkSource, etc. to our families in need. This data we receive from these calls also helps us evaluate our transition services and practices.
The Center for Change in Transition at Seattle University manages the data collection website where case managers report post leaver information. Every year the survey opens June 1st, and closes November 1st. Auburn School District goal is to have the leavers completed in June before teachers leave for summer break. By June, you should communicate status of your leavers to the Transition Specialists before you leave for break. Auburn School District guidance is to have these completed by September, 24th, 2021. Make sure you are talking with your seniors about the post leaver calls, so it isn't a surprise when they are contacted by you. Keep in mind the more contact information you have, the quicker and easier it goes!
Below you will find access to the data collection site (TSF2), instructions on using TSF2, and any other documents you might find helpful when collecting student contact information.
Post Secondary Leaver Instructions and Forms
Data Collection Platform TSF2
CCTS Online Data Collection Platform
Training Materials
Intro to the Post-School Survey
Student Contact Information Form
Post School Survey Student Form (student fills out May/June senior year, returns to case manager, case manager gives to Transition Specialist)
Post School Survey Questions
Post School Survey Questions (document is designed to help guide your phone calls) You must attempt more than 2 calls if the student does not answer. We need 80% contact rate, regardless of how many attempts it takes to reach each student.
Don't want to bother with the CCTS to the site? Complete these forms and we can upload the information for you!
ASD Graduation Requirements, Alternative Graduation Plans, Kevin's Law
ASD Graduation Requirements, Alternative Graduation Plans, Kevin's Law
High School and Beyond Plan
High School and Beyond Plan
The following components fulfill OSPI graduation requirements for HSBP:
By 8th grade student must identify career goals using a career interest survey of choice.
Identify educational goals (already in transition plan)
A course plan that meets state and local graduation requirements, aligns with career and educational goals, and documents chosen graduation pathway
Evidence student received information about state and federal financial aid options
A current resume or activity log
Our district uses Xello to help guide you through the state requirements. Contact your school career counselor if you do not have access.
Community Lab
Community Lab
The Auburn School District offers two ways to earn credit while practicing transition skills; Community Lab and Paid Community Lab. Students who need extra support learning soft skills could be eligible to participate in ASD's work training program during the school day, Community Lab. For those students who receive special education services and have a job outside of school hours, they are eligible to earn elective credit through Paid Community Lab. Case managers should contact Transition Specialist for referrals to both programs prior to providing applications to families/students.
Community Lab/Paid Community Lab Course Descriptions:
OPEN TO: 11th or 12th grades (or 16+ years old); 3 Hour Block Course AM (AHS & WAHS only) & PM (AHS, ARHS,AMHS,WAHS) OR 7th; One Semester or Full Year Course
PREREQUISITE: Special Services Qualified - IEP; Application; Teacher References; Interviews by CL Team and Employer; CL Teacher Signature Required; Overall Attendance - 85% or better; GPA = C average or better. Student must have work readiness skills and be behaviorally and emotionally equipped to function appropriately in a community work setting
Community Lab is a program that provides hands-on work experience by utilizing the resources of the Auburn business community. This program provides the opportunity for students to sample different entry level jobs at various community sites, 5 days a week. Students will switch to a different position at the semester. These voluntary positions are unpaid but students will receive 1.55 elective credits per semester for hours worked. Transportation to/from the worksites will be provided for unpaid positions for AM (AHS & WAHS only) or PM (AHS, ARHS, AMHS, WAHS) blocks. Paid Community Lab: Students who have obtained a paid position on their own may also earn elective credit during 7th period: 90 work hours = 1/2 credit; 180 work hours: 1 credit; and 270 work hours = 1.5 credits (semester maximum). All students (paid and non-paid) are expected to: turn in all required documentation; maintain a "C" average or better, and maintain at least 85% attendance in their classes. If these requirements are not met, the student will not receive full credit for their work experience. The class is graded pass or no credit.
Community Lab Documents
Community Lab Brochure (for students/families)
Community Lab Application Part I (application into school day program)
Paid Community Lab Application (students who have independent after school jobs)
Paystub Support (guided questions for student to ask manager)
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