Secondary Transition

Secondary transition planning is the process of preparing students for life after high school and includes planning for postsecondary education or training, employment, and independent living. Legally, practices in the area of secondary transition planning are driven by IDEA 2004 (34 CFR§ 300.320(b) and (c)) .

When a student begins secondary transition planning, the IEP changes from only planning for one year at a time to instead planning for the student’s future after graduation. The ultimate goal for all students is to leave high school college- and/or career-ready. For students with disabilities, preparing for college, career, and community life requires intense and purposeful planning on the part of the IEP team. This planning begins with age-appropriate transition assessments that identify the students strengths, preferences, interests, and needs. It continues with the creation of postsecondary goals. The rest of the IEP, including transition services and IEP goals, is designed to support the student in reaching the postsecondary goals they’ve identified.

The Secondary Transition pages on this website will guide case managers in completing a due process compliant transition IEP. However, creating a truly successful transition IEP is much more than due process. It requires comprehensive and continuous transition planning and collaboration with the student, parent, school, community, and outside agencies.

Secondary Transition_ Monitoring Training.pdf

Transition Planning Flow Chart.pdf

Transition Planning Flow Chart

This flow chart illustrates the sequential process of transition planning. If a student has had a transition evaluation, transition goals and services should be discussed first during the annual IEP meeting because the student’s postsecondary plans should drive the conversation for the rest of the meeting.

Transition PLAAFP

IDEA 2004 requires schools to update transition information annually (34 CFR§ 300.320(b) and (c)). How? Case managers should assess annually using structured assessments to gather fresh data regarding the student's strengths, preferences, interests, and needs. This information is used to update the transition PLAAFP. Be sure to include information in all areas of transition (even if the student doesn't need a postsecondary goal in the area of independent living):

Post Secondary Education & Training
Employment
Independent Living (includes Home Living, Recreation & Leisure, and Community Participation)

Location in the IEP

The location of the transition PLAAFP is up to the case manager. It could be integrated throughout the annual goal PLAAFPs, but this is fairly complicated and makes it easier to forget parts of the transition PLAAFP. Many case managers prefer putting the transition PLAAFP at the very beginning of the IEP, before the annual goals are written in the PLAAFP section. This helps it stand out. A notable exception is when a student has an annual IEP goal closely related to transition skills and corresponding direct services (e.g., an Employability Skills Seminar class). In that case, concentrating the transition PLAAFP within that annual goal PLAAFP may be advantageous.

transition area plaafp Examples

Post Secondary Education & Training Examples

"Kelly can identify several realistic post-secondary education options. She would like to attend a post-secondary educational facility and study chemical/mental health counseling. She has researched one college with a relevant program online, but she has not toured any colleges or universities. Kelly is planning to attend college tours with her family this summer. She knows that she will need to take the ACT in order to apply to a college, and she is planning to study for the test next fall and take the test next spring. In order to be successful and cope with the demands of higher education, she will need to increase her ability to accept feedback appropriately."
"Ten years from now Robert would like to work in the field of graphic design. He would like more information about how to apply to college and ways to pay for it. He has a college savings account with some contributions from his parents and some savings from his current part-time job. Robert reported that he will need to apply to financial aid in order to pay for college. He attended a class-wide presentation by the school's counseling department that included information on financial aid options, but he indicated that he will need to work with an adult in order to learn more about his options. Robert indicates that his school year is going well and that he enjoys his classes. He continues to feel math and reading can be difficult at times. Robert indicated no awareness of how disability support works in post-secondary education and what his options for support would be at a college or university."

Employment Examples

"Myla reports she has never had a job, filled out an application, or had a job interview. She believes that she probably has a social security card, but does not know where it is located. Myla has not had much volunteer or work experience. She has watched her sister as a babysitter and reports that it was required, but not too enjoyable for her. Myla would like to get a job this summer to earn money for driver's education. She indicates that she would like to work at a job that is not too social, possibly stocking shelves at a local store. Myla feels her job-related strengths are that she is punctual and follows directions well. She indicates that she does not like being around people and would prefer a job where interactions with the public are minimal. In the future, Myla would like a job where she can create art and use the computer, possibly a career in graphic design."
"Norman has not yet had any formal work experiences nor has he volunteered. He has not yet had the opportunity to engage in an interview and given his verbal skills he would likely find an interview incredibly challenging. At the present time, both Norman and his mother are unsure as to what type of activities he would enjoy doing for work. Looking ahead to the future, it will be important for Norman to control his behavior at all times when at a work site. Employment could become an unsuccessful experience if Norman demonstrates his current behavioral challenges. They would interfere with his productivity and safety as well as that of his co-workers."

Independent Living (Recreation & Leisure, Home Living, & Community Participation) Examples

"Brandon is able to make simple meals for himself, including macaroni & cheese, waffles, and pizza. He goes grocery shopping with his mom or dad and occasionally makes independent purchases of milk or eggs at the local gas station. Brandon reports that he would like to move away from home at around age 22, once he has completed college courses and has a job. He is able to correctly estimate the cost of a one bedroom apartment. Brandon is responsible for managing his own money, does not have a checking account, and is unsure whether he has a savings account. He reports that he does not know how to write checks or balance a checkbook. Brandon occasionally uses his parents' credit cards for small purchases; he must get permission before using one. He is aware of emergency services, and indicates he knows who to contact in case of an emergency. Brandon has an alarm clock but typically needs help from his mom to get up in the morning. He reports that he has observed his mom doing laundry, but does not do his own at this time. Brandon rides the bus to school and accesses his community by asking his parents for a ride, walking, or riding his bike. He is familiar with popular places in his community and indicates he knows how to access them. Brandon does not have his driver's license and hopes to take the class this summer if he is able to save money to take it. Brandon is an active member of choir at his church, and he also plays on the school’s basketball team. He has 3-5 friends that he considers “close.” Brandon spends time with these peers at least once a week outside of school. When he has free time, Brandon enjoys going for hikes, skateboarding, and playing video games."
"Alyssa currently lives at home with her parents. She completes most self-care activities independently. She may need reminders about grooming and personal hygiene. Alyssa can prepare simple meals that require little or no cooking. She can use the microwave for specific foods that Alyssa often prepares (e.g., popcorn, hot dogs). She struggles with knowing how to plan and prepare balanced meals that provide good nutrition. Alyssa can access her bank, church, hospital, library, gas station, and post office independently. She can make simple purchases at the convenience or grocery store. She knows where many places are in the community but needs assistance in accessing most services. Alyssa has her driver’s license, and she uses the family’s car to run errands and go to work on the weekends. Alyssa indicates she does not participate in any extracurricular activities and prefers indoor activities such as playing video games, watching TV, drawing, and using the computer. She has one or two close friends and it is difficult for her to get to know people. In her free time Alyssa reports that she enjoys playing video games and watching TV. She feels one thing that she does well is drawing."

Measurable Postsecondary Goals

Postsecondary goals are different than annual IEP goals. Postsecondary goals are statements about what a student will do after high school, and annual IEP goals are the yearly "steps" designed to enable the student to achieve their postsecondary goals. Appropriate measurable postsecondary goals must be:

Future orientated (Refer to after graduation)
Measurable (After you read the statement you can answer yes or no to it happening)
Based on age-appropriate assessments (transition assessments)
Updated annually (The goal may not change, but it must match updates to the transition PLAAFP. Goals should increase in specificity as the student approaches graduation.)

2. Postsecondary Goals.pdf

All students must have goals in Post Secondary Education & Training and Employment. An Independent Living goal must be included if a student has adaptive/functional needs (i.e., "routine activities of everyday living") identified within their most recent evaluation and/or if they have IEP goals in the area of adaptive/functional skills. If neither apply, you can write "There are no identified needs in this area at this time" or a similar statement under the Independent Living heading in the IEP.

Compliant Documentation

"Formula" for Writing Appropriate Measurable Postsecondary Goals:

After high school… | After graduation… | Upon completion of high school…
XXX will... | XXX is going to…
What
Where and how

Per MDE, phrases such as "XXX hopes to," "XXX wants to," or "XXX dreams of" are non-compliant. Postsecondary goals must be phrased as "XXX will."

Compliant Examples

Post-Secondary Education & Training:

After high school, George will enroll at Community College and participate in the Welding Technology program with support from the Disability Service Center.
Upon graduation from high school, Travis will participate in integrated on-the-job retail training in order to work at a local business.
After graduation, Bella will successfully complete the Job Corps Center’s culinary arts program to obtain a Culinary Arts Certificate.

Employment:

After high school, Sally will work part-time as a shop helper in her uncle’s clothing shop.
After high school, Dana will obtain a part-time position at a restaurant.
Upon graduation, Charlie will volunteer for 10 hours per week at the local hospital with support from a job coach with county employment services.

Independent Living:

Following graduation, Raymond will live at home while he receives vocational training.
After graduation, Ben will use his augmentative communication device at home and in the community to communicate his wants and needs.
Upon graduation, Christina will live at a group home receiving total care services.

Non-Compliant Examples

After high school, Mia is unsure of what she would like to do as a profession.
Jamal plans to improve his knowledge of employment by finding three area businesses he could apply at.
Jamal is interested in pursuing a two-year degree.
After high school, Kerry wants to assist his brother in his welding business, focusing on improving BMX bike frames.

Annual iep goals

There are annual IEP goals that will reasonably enable the child to meet the post secondary goals.

The post-secondary goal(s) drive the annual transition goals. Annual transition goals are the yearly “steps” designed to enable the child to achieve their post-secondary goals.
Annual transition goals must reasonably enable the child to meet their post-secondary goal(s) by the end of high school
There must be at least one annual goal that aligns with each post-secondary goal.
Annual transition goals must be updated yearly.
Annual transition goals may address transition and academic or functional needs at the same time.

For example, a child who has academic needs related to reading comprehension and a corresponding transition need of completing a college application form and essay may have one annual goal that covers both needs in his/her IEP.

Annual Goal: Given a reading comprehension probe, STUDENT will increase their comprehension percentages from 70% to 85%, as measured by weekly special education staff using reading comprehension probes.

Measurable Postsecondary Goal: After high school, STUDENT will attend two year community college.

These goals are directly aligned because in order to be successful at a community college, this student needs to be able to increase their reading comprehension. IEP goals will help meet post-secondary goals.

Compliant Examples

Jamal will improve his self-advocacy skills from his current level of being able to name his disability (SLD) to being able to describe his academic strengths and weaknesses, including his needed modifications and adaptations in the educational environment 100% of the time when asked.
Paul will improve his ability to understand the metro bus system from his current level of not understanding how to use the bus schedule to being able to correctly respond to questions and scenarios relating to bus schedule maps and schedule times with 90% accuracy.

Non-Compliant Examples

Jamal will improve his self-advocacy skills.
Paul will be able to understand and use the public bus schedules.

Transition Services

Transition services must meet the definition of “a results-oriented process that facilitates the child’s movement from school to post-school activities, including: postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, and independent living or community participation.”

Annual IEP goals should be developed after transition services have been determined. There must be a clear link between the student’s postsecondary goals, transition services, and their annual IEP goals.

3. TRANSITION SERVICES.pdf

Consider these questions when determining transition services:

What experiences must the student participate in this academic year that are necessary for achieving the identified postsecondary goals?
What services and specific instruction are essential this year for the student to develop skills and knowledge to attain their postsecondary goals?
Do we know enough about this student’s vocational skills to identify an appropriate postsecondary employment goal or design activities to support the identified goal?

If the team has considered the questions above and determined that services in a particular area are not necessary to support achievement of the student's postsecondary goals, record “The student is not demonstrating a need at this time” in that area.

Service Areas

Instruction

Instruction as a transition service is a broad range of activities that promotes access to school curriculum, help students gain needed skills and move toward his/her postsecondary goals. Instruction around the acquisition of daily living skills may be needed for some students who need preparation of specific life skills (e.g., self-care, money management, transportation).

This section is for specialized instruction, regular instruction, and career and technical education. If the student has relevant direct services linked to annual IEP goals or relevant classes in school they can be listed here.

Examples of Activities for Instruction:

Improve reading comprehension skills
Increase reading fluency
Improve math problem solving skills
Improve written composition skills
Learn and practice social skills
Learn and practice communication skills
Learn and practice self-determination skills
Learn and practice self-advocacy
Learn and practice employability skills
Practice negotiation skills for job raises, car purchases, job hiring, etc.
Participate in community-based instruction
Learn and practice self-management skills
Learn and practice stress management skills
Learn and demonstrate time management skills
Learn and demonstrate study skills
Learn recreation and leisure skills
Learn and practice responsible decision-making skills
Learn and practice problem-solving skills
Learn budgeting/money management skills

Related Services

These are the supports (e.g., psychology, physical therapy, occupational therapy, speech therapy, assistive technology) needed for students to access more integrated work, education, and living environments. Related services within the context of transition services is to help students (and families) determine if related services are needed beyond high school, help identify who or what agency might provide those services, help identify how the student (parent) can access those services and make the connections to needed services prior to the student leaving school.

Examples of Activities for Related Services:

Complete an assistive technology evaluation
Connect with adult services who provide assistive technology
Participate in orientation and mobility services
Work with school health nurse on medication management
Learn about audiological services for after high school
Learn how to access interpreter services for college and/or employment settings
Explore options for a service animal
Use augmentative communication devices in community settings
Visit potential post-school providers of physical therapy (or other therapies)
Participate in social work services

Community Participation

Community experiences involve a variety of activities and experiences that are provided outside the school building.

A range of career and job domain activities (e.g., job shadowing, internship, work experiences) are used to learn knowledge and skills to meet the requirements of specific occupations or career pathways. For students going onto post-secondary education, activities often involve touring colleges and/or programs offered by various colleges and universities (e.g., summer programs).

Examples of Activities for Community Experiences:

Practice budgeting and shopping skills
Use public transportation to get to and from work site
Access local community resources such as health care facilities, mental health facilities, library, postal services, grocery store, bank, Laundromat)
Demonstrate appropriate social skills in community settings (being quiet in relevant settings, work settings, standing in line, asking for help)
Locate items in a grocery store
Explore new ways to use leisure time
Plan and participate in community activities (e.g., transportation, leisure, work)
Recognize and pay for small purchases in community settings
Participate in work experiences
Participate in job shadowing
Tour colleges
Participate in internships or apprenticeship programs
Tour employment or other community settings
Obtain a state identification and/or driver’s license
Register with Selective Services
Understand and participate in voting process
Explore and tour living and housing options
Learn about and participate in volunteer opportunities (e.g., Habitat for Humanity, Hospital, Animal shelter, library)
Learn about and visit potential places for shopping for food, clothes, etc.
Learn and practice the dangers of accepting assistance/goods from strangers
Select and order his/her food in restaurant
Learn and practice problem-solving skills in community settings
Able to identify the locations of and get to social service agencies (e.g., employment agencies, social services, rehabilitation agencies, etc.)

Employment & Adult Living

With a major focus on career planning, these services help the student develop, define, refine and finalize his/her post-secondary goals. Assessments, experiences, and planning activities are key to helping students finalize their goals.

This area focuses on the development of work-related behaviors, job seeking and keeping skills, career exploration, skill training and actual employment. Volunteer work also provides important skills and experiences that could lead to integrated employment or supported employment.

Adult living objectives are those services that include support activities done occasionally such as accessing employment support agencies, registering to vote, filing taxes, renting a home, accessing medical services, filing for insurance, or accessing adult services, college information, Social Security Income (SSI).

Remember: The focus for post-secondary employment goals for all students with disabilities is integrated competitive employment, which is defined as employment at a competitive wage or at least minimum wage.

Examples of Activities for Employment & Adult Living Objectives:

Participate in community-based employment program/work-study program
Participate in an apprenticeship or internship program
Complete application to Vocational Rehabilitation Services
Interview various workers in interested field
Obtain specific information about an occupation
Meet with employment agencies or supported employment providers to identify services
Participate in in-school jobs
Participate in community work experiences
Practice completing job applications and interviewing skills with work study coordinator
Interview military branch officers
Learn about voting and where to register to vote
Participate in job shadowing
Go on interviews with employers
Develop resume, cover letters and thank you notes for after interviews
Explore college grants, loans and scholarships
Complete financial aid information
Research interested careers through O’Net
Learn and practice skills needed to access job search services
Open a bank account
Visit adult service providers
Explore guardianship issues and financial planning
Apply to colleges
Attend transition fair/career fair at school
Meet with armed forces recruiter

Daily Living Skills

Daily living skills are included, “if appropriate” to support student ability to do those activities that most adults do every day (e.g., grooming, preparing meals, budgeting, maintaining a home, paying bills, caring for clothes).

A functional vocational evaluation is an assessment process through situational assessments or a community-based assessment in the settings where the actual skills and/or job are performed. This practical process includes observations, data from task analysis, and other formal or informal measures.

Examples of Activities for Acquisition of Daily Living Skills and Functional Evaluation, if appropriate:

Take cooking classes
Learn to operate washing/dryer
Learn to use an ATM card
Learn meal preparation
Learn grocery skills
Learn how to purchase and care for clothes
Learn and practices basic self-care
Learn and practices grooming and hygiene skills
Care for personal toileting needs
Learn basic laundry skills
Communicate personal information (e.g., name, address, gender, telephone number, etc.) in appropriate situations
Manage daily time schedule
Open checking/savings account
Learn emergency procedures
Take courses in health, family planning, child development
Learn medication self-management
Listen to the weather forecast to plan daily/weekly outings/clothes choices
Demonstrate safety skills in various settings (e.g., home, kitchen, work)
Learn and practices seeking medical and/or emergency assistance

Courses of Study

Per MDE, at a minimum, courses of study listed in the IEP include the student's current academic year through the following academic year. Course titles listed should be as specific as possible (i.e., what is listed in the course catalog), but if you choose to project out and add more than two years, titles can be general in nature.

Courses of study are not just a list of classes needed to graduate. They should be directly linked to the student’s postsecondary goals. For example, if a student is planning to be a farmer, they should be taking any agricultural classes available. Remember, these courses of study are for planning purposes and can be changed if needed. They are a "best guess" and if the student registers for different classes before the next school year, for example, the IEP does not need to be amended.

Also, be sure to fill in the anticipated month and year of graduation. As a team, briefly discuss the student’s progress towards graduation. Are they on track to graduate? If not, what is the team’s plan to get the student back on track?

Notice of Transfer of Rights at Age of Majority

Notice must be given by the student’s 17th birthday, and this typically occurs during the annual IEP meeting prior to the student's 17th birthday. Both the student and the parent(s) must be informed. If the student is 18, unless the district has documentation to indicate otherwise, the student provides consent but the parent can still be involved in the team.

If notice is given during an IEP meeting:

Provide a copy of the Notice of Transfer of Parent Rights letter from SpEd Forms in the student's Service Plan Folder.
Verbally explain the changes that occur at age 18.

If notice is given outside an IEP meeting:

Send home a copy of the Notice of Transfer of Parent Rights letter from SpEd Forms.
Verbally explain the notice to the student and to their parent/guardian. Document these conversations using the Communication Log in SpEd Forms.

Example of Notice of Transfer of Parent Rights

After notice has been given:

Click the checkbox in SpEd Forms next to: "The Student was informed on ____ of the rights that will transfer on: [auto-fills with student's 18th birthday date]."
Make sure the Notice of Transfer of Parent Rights letter is finalized in SpEd Forms history and filed with the student's special education records.

What if the parent is planning to pursue conservatorship or guardianship?

Although the school is required to inform the parents of the rights that will transfer, the process for guardianship or conservatorship must be initiated and completed by the parent(s).

failure to provide transition services

If a participating agency, other than the public agency, fails to provide the transition services described in the IEP..., the public agency must reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP.

If the participating agency does not attend the IEP meeting, the district is no longer required to take other steps to obtain participation of an agency in the planning of any transition services; however, the district is then required to reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP.

Additional Transition Resources

Vocational Rehabilitation Services

High school students with disabilities that affect their ability to plan and prepare for work may apply for transition services through Minnesota's Vocational Rehabilitation Services (VRS) program. Services are custom-tailored for individual students. VRS counselors can work with students after graduation and typically work with students until they are placed in a job that they want for at least 90 days.

Common services might include:

Help identifying possible careers (i.e., interest and ability testing and career exploration services)
Help getting a job (i.e., job-seeking skills training, job placement services, and on-the-job evaluations)
Help keeping a job (i.e., job-coaching support)
Assistance with completing financial aid applications for post-secondary education
Assistance with obtaining a driving permit
Payment for materials, equipment, or assistive technology (if needed) for a job

At what grade level should VRS become involved?

The best time for a referral is usually about two years before high school graduation, typically near the beginning of the 11th grade year. Sometimes case managers wrap in VRS counselors during the 10th grade year if a student's needs indicate they need the support earlier. If a student with a disability is planning to leave school before graduation -- or has dropped out -- an immediate referral to the high school's VRS counselor makes good sense.

VRS-What Students and Families Need to Know.pdf

VRS: What Students & Families Need to Know

Handout by MN Vocational Rehabilitation Services

This handout is a great parent-friendly resource. Bringing copies to IEP meetings, especially during the 9th and 10th grade years when VRS is not already working with the student, is a great way to give families a "heads up" about the services VRS can provide.

Disability Hub MN

The transition to adulthood is marked by a range of new roles and responsibilities. Help the youth you support navigate the transition. Work with youth to identify their strengths and needs within the learning expectations of the transition framework. During the planning process, use the Transition/Pre-ETS Inventory (PDF) to identify which learning stage or stages a youth is at within each transition/Pre-ETS topic, and together decide which topics will be prioritized.

e1mn_transition_preets_inventory.pdf

From there, reference this section of the toolkit for more information and ideas to help in implementing services and supports.

My best life
To reinforce self-determination and provide motivation during transition planning, help youth build a vision for their best life.
Independent living
Help youth progress toward living as independently as possible, from money management to community living and daily life.
Employment
Guide youth toward competitive integrated employment.
Postsecondary education and training
Counsel youth about the possibility of postsecondary education and training.

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