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Transition Overview and Graduation Options

Cindy Osburn and Teresa Warnica

September 2022

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The Individuals with Disabilities Education Act (IDEA 2004) defines secondary transition as:

A coordinated set of activities for a child with a disability that is:

(a) designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate 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, independent living, or community participation;

(b) based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests.

IDEA 2004, [34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]

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Critical Areas of Transition:

Transition assessment

Student engagement and self-determination

Academic preparation

Family engagement

Career exploration and employment experience

Preparing for postsecondary education and training

Involvement of others including interagency collaboration

High quality IEPs

(National Technical Assistance Center on Transition)

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State Performance Plan (SPP) Indicator 13 – Federal Measurement

Federal measurement requirement : 20 U.S.C. 1416 (a) (3) (B)

“Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.”

[20 U.S.C. 1416(a)(3)(B)]

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State Performance Plan (SPP) Indicator 14-Federal Measurement

Federal measurement requirement: (20 U.S.C. 1416(a)(3)(B))

Results indicator: Post-school outcomes: Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:

Enrolled in higher education within one year of leaving high school.
Enrolled in higher education or competitively employed within one year of leaving high school.
Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.

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Transition is an On-Going Process:

Step #1: Transition Assessment Data

Step #2: Post-Secondary Goals

Step #3: Course of Study and Graduation Option

Step #4: Annual IEP Goals

Step #5: Transition Services

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Step # 1: Transition Assessment Data

Administer a formal transition assessment instrument

(Examples: O*Net Interest Profiler, Casey Life Skills, ASVAB) Local Education Agencies (LEA’s) should use the assessment adopted by the Local School Board Special Education Policies and Procedures.

Take into account the child’s strengths, preferences, and interests

(Student Interview)

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Step # 2: Measurable Post-Secondary Goals:

Must be outcome-oriented and occur after the student leaves High School

“After High School, student will...”

Must be completed for ALL students:

1) Training/Education

2) Employment

Must be completed for students with significant disabilities * (Alternate assessment or Ability option)

3) Independent Living

(*Optional for others)

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Step #2 Post-Secondary Goal Examples:

Education/Training: After High School, Susie will enroll in a four-year college to study nursing.

Employment: After completing a training course in trucking, Sammy will be an OTR truck driver.

Independent Living: Upon completion of high school, Ziggy will independently prepare for work each day, including dressing, making his bed, making his lunch, and accessing transportation.

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Step #3: Course of Study

Aligned to Post-Secondary goals

4 years of courses/classes

Specify “Electives” and “Dual-Credit Classes”

Graduation Options

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New Mexico Graduation Options��

New Mexico allows students with disabilities to graduate on one of three options.

Standard

Modified

Ability

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Standard Option

The Standard Option is a course of study aligned to NM CCSS and based on meeting or exceeding graduation requirements.

The student must pass the same high school exit assessment as their general education peers, with reasonable accommodations.

Completion of the Standard Option for graduation ends a student’s right to FAPE.

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Modified Option

The Modified Option is an alternative program of study designed to meet a student’s career interest.

The IEP team must consider the Standard Option first and document in the PWN the reason for selecting an alternate option . The team must also document potential consequences.

The student’s IEP goals and objectives must be based on the Employability and Career Development Standards with benchmarks and Performance Standards.

The student is required to take the standard assessment. However, after the first administration, the IEP team will set cut scores for passing.

A modified option plan for graduation is based upon the student’s strengths, interest, career preference, and allows for substitution of classes.

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Ability Option

The Ability Option is an alternative program of study based upon meeting IEP goals and objectives.

The IEP team must design the course of study to meet the student’s IEP goals, objectives, and benchmarks. These goals and objective should be aligned with the Essential Elements.

The student participates in the New Mexico approved Alternate Assessment.

Generally reserved for students with severe cognitive, physical, or mental health eligibilities.

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Conditional Certificate of Transition

The Conditional Certificate of Transition is utilized when the student has completed four years or more of high school but still has transition or academic needs that must be addressed by school staff.

Student can participate in all graduation activities.

Student has a right to continue to receive FAPE until transition needs are met.

Student will be placed on a transition IEP.

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Conditional Certificate of Transition Cont’d

The district must ensure that the student’s program and instruction has been appropriate.

The student has attended four or more years of high school.

The student will graduate with a standard, modified, or ability diploma once the transition plan is completed.

Students who do not return to complete their follow-up plan will be considered a dropout.

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Documentation for Graduation Option other than Standard

The district must document the graduation option in the Prior Written Notice included with the IEP.

If an alternate graduation option is selected LRE principles apply and the IEP team must ensure that the student and their family are informed about why the Standard Option was not selected and possible consequences of selecting an alternate option

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Change of graduation Option

IEP teams cannot change a senior’s option

for graduation after the 20^th school day of the

final year of high school. Exceptions

may be granted for unusual

medical emergencies.

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Summary of Performance (SOP)

CFR 300.305(e)(3):

For a child whose eligibility terminates under circumstances described in paragraph (e)(2) of this section, a public agency must provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals.

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Step #4: Annual (Functional and Academic) IEP Goals

Aligned to the post-secondary goals

Address “soft skills” for Career Readiness

(Examples of “soft skills”: adaptable, team player, meet deadlines, emotion management, follow instructions, willing to accept feedback, etc.)

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Annual IEP Goals must include:

Conditions: under what conditions progress will be measured

Behavior: identify measurable performance; actions by student

Criterion: quantifies how much, how often, to what extent

Timeframe: exactly when mastery is expected and

Method of Measurement: how progress and/or mastery will be measured

Developing Quality IEPs (page 44)

Developing-Quality-IEPs.pdf (state.nm.us)

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Step #4 Annual IEP Goal Example:

Condition: Given a recipe, measuring tools, and instructions to double the recipe,

Behavior: Timmy will demonstrate correct amounts

Criterion: with 100% accuracy

Method of Measurement: as measured by teacher observation

Timeframe: during the class period.

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Step #5: Transition Services

INDIVIDUALIZED short term activities/strategies to assist student in reaching post-secondary and annual IEP goals in these areas:

Instruction
Related Services
Community Experiences
Employment/Post-Secondary
Independent Daily Living Skills
Functional Vocational Assessments (if appropriate)

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Contact Information�

Terry Warnica teresawarnica@gmail.com

Cindy Osburn

ckosburn@gmail.com