Secondary Transition Pocket Guide
Key Facts - Secondary Transition Assessment Process
What is it?
It is an ongoing process of collecting information on a student's strengths, needs, and interests in the areas of education or training, employment, and - when appropriate - independent living.
The process includes a combination of formal and informal secondary transition assessments such as: paper and pencil tests; structured student and family interviews; observational community or work-based assessments; and curriculum-based assessments.
These assessments assist the student in making a connection between their individual academic program and their post-school ambitions.
They also help the IEP Team to determine the skill levels the student has achieved to provide information to build the student's secondary transition IEP.
As with all special education evaluations, the secondary transition assessment process is accurate, comprehensive, and individualized.
Terms & Acronyms
Secondary Transition Assessment - An ongoing process of collecting data on a student's strengths, needs, and interests in the areas of education/training, employment and when appropriate, independent living.
Measurable Secondary Goals (IEP section T-1) â Goals that are based on the student's likes and interests in the areas of training/education, employment and, when appropriate, independent living skills. The measurable postsecondary goals assist the student and the IEP team in developing a plan to build the skills needed to reach the goals by the time they leave high school. Measurable postsecondary goals are reviewed and updated every year.
Course of Study (IEP section T-2) â Documentation of the coursework and the educational experiences that will lead to graduation and the student's desired postsecondary goals. This section of the IEP also provides documentation of the student's graduation expectations and the Transfer of Rights to the student.
Transition Services (IEP section T-3) â Serves as a plan that identifies and specifies what must be done in high school to prepare the student for adult life. It includes the strategies and/or services needed, decisions about agency responsibility and documents accountability including timelines.
Summary of Performance (SOP) â Developed for a student whose eligibility for special education will terminate due to graduation with a regular diploma, or due to exceeding the age of eligibility. The SOP provides a summary of the student's academic achievement and functional performance and includes recommendations on how to assist the student in meeting the student's postsecondary goals.
ND Secondary Transition IEP Framework
1. Student and IEP Team Information
2. Measurable Postsecondary Goals (T-1)
3. Present Level of Academic Achievement and Functional Performance
4. Consideration of Special Factors
5. Course of Study (T-2) Graduation and Transfer of Rights
6. Transition Services (T-3)
7. Annual Goals/Short-term Objectives/Periodic Review of Services
8. Adaptation of Education Services
9. Description of Activities With Students Who Are Not Disabled
10. Educational Environment
11. Special Education and Related Services
Things to Remember
- Secondary transition services are a set of activities for a student with a disability focused on improving their academic and functional achievement. The set of activities helps the students move from school to post-school activities and are based upon the student's strengths, needs, and interests.
- Secondary transition services must be included by the first individualized education program (IEP) to be in effect when the student turns 16 (younger if determined appropriate by the IEP team). If the student does not attend the IEP meeting, the school must consider that the student's likes and interests when the IEP is developed.
- Procedural safeguard rights with the Individuals with Disabilities Act (IDEA) transfer to a student at the age of 18 years in North Dakota. At 18 years of age, these rights of making decisions, reviewing records, and attending meetings transfer to the student, from the parent, unless a parent becomes a guardian.
- Agencies can be invited to participate at IEP Team meetings when transition services and postsecondary goals are discussed, if that agency is likely to be responsible for providing or paying for the transition services to be included in the student's IEP. The consent from the parent or the student who is 18 years of age must be obtained prior to inviting agencies.
- When a student reaches age 16, the secondary transition IEP planning process provides a framework for decision-making which will build a program for the student. As a section in the IEP framework is completed, the information from that section is used to develop the next section of the IEP. This process creates an IEP that accommodates the student's unique needs in an appropriate learning environment.
Additional Resources
Pathfinder Services of ND http://pathfinder-nd.org/
ND Department of Public Instruction (NDDPI) http://www.nd.gov/dpi
Center for Parent Information & Resources (CPIR) http://www.parentcenterhub.org/
Office of Special Education and Rehabilitative Services (OSERS) https://www2.ed.gov/about/offices/list/osers/index.html
The Special Education in ND Webinar Series PSND http://pathfinder-nd.org/webinar.php?a=9
Launch My Life https://www.launchmylifend.com
A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities OSERS http://pathfinder-nd.org/resource.php?r=82