Transition Services Assessment For ( State, AEA, or  LEA)
This assessment is based on a document "Special Education Transition Needs Assessment" developed in collaboration with the Virginia Department of Education and the Shenandoah Valley Regional Program. Participating school divisions included the Counties of Augusta, Page, Rockingham and Shenandoah and the Cities of Harrisonburg and Staunton.
This document may be accessed at http://www.rockingham.k12.va.us/rcps_sped/SVRP/Needs-Assessment.pdf
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Person Completing Assessment: *
Date: *
I am a(n) *
If other, please describe:
Policies and Procedures
1. Administrators and staff implement special education processes including transition planning. *
2. The school’s approach to providing transition services is planned and developed by school administrators, faculty members, students with disabilities, parents, adult agencies and community business partners. *
3. Students with disabilities and their parents receive information about the school’s transition services. *
4. Parents of students with disabilities participate in projects and on teams, task forces and advisory boards related to transition. *
5. Students with disabilities and their families are notified of extracurricular and other school related activities. *
6. A cooperative agreement exists between the school division and adult service agencies (e.g. Department of Rehabilitative Services, Community Services Boards). *
7. Linkages exist among the school and community support groups (e.g. Arc, Autism Society of America, private service providers). *
8. Written materials are readily available and provide information about adult service agencies and community resources. *
9. Administrators, guidance counselors, staff, parents and students know the required disability documentation for institutions of post-secondary education and training. *
10. Administrators, guidance counselors, staff, parents and students know the testing accommodations available for specific assessments (e.g., industrial certification, licensure exams, SATs). *
11. Guidance counselors and career development opportunities are provided to students with disabilities in the same manner as for non-disabled students. *
12. Students with disabilities are integrated into school activities, as appropriate, and have equal access to facilities. *
13. Students with disabilities have the opportunity to participate in the development of the course of study leading to all diploma options. *
14. Students are scheduled for classes based on course of study rather than disability classification (label). *
15. Appropriate support (e.g., teaching assistants, job coaches, volunteers) is available for achieving transition objectives. *
16. Special education teachers are included in planning processes for development of new course offerings. *
Instruction
17. Job-seeking and job-keeping skills are part of the general and special education curricula. *
18. Students with disabilities participate in work-site, work-study and/or job training programs. *
19. Career/technical education instruction is available to all students regardless of severity of disability. *
20. Career/technical education and special education personnel collaborate in making program selection and accommodations and/or modifications. *
21. Community-based instruction is available that includes vocational training, independent living or community participation, recreational, leisure and personal or social skills training. *
22. Students’ transition goals are reflected in the academic instruction they receive. *
23. Self-advocacy and self-determination are taught to students with disabilities. *
24. Appropriate transition and vocational materials are available for students with disabilities. *
25. Students with disabilities and their parents know how to access adult agencies. *
26. Assistive technology is provided for students with disabilities as determined by the IEP team. *
Assessment
27. Collaboration between school and adult agencies exists to identify current and needed services for students with disabilities. *
28. Vocational assessment is available for students with disabilities. *
29. Vocational assessment information is used for planning instruction. *
30. Vocational assessment information is used for developing job accommodations for students with disabilities. *
31. Post-secondary surveys of graduates with disabilities are conducted and used for strategic planning and program improvement in transition. *
Individualized Education Plans (IEPs)
32. Students are directly involved in planning their transition services. *
33. Students attend IEP meetings and are instructed on the skills necessary to select team members, present relevant information and chair the meeting. *
34. The determination of a student’s strengths and weaknesses includes input from the student and the parent(s). *
35. Both general and special education teachers monitor the student’s progress on IEP goals. *
36. The need for staff or parent training is discussed at IEP meetings. *
Staff Development
37. Faculty receives training about approaches related to successful transition (e.g., collaborative teaching models, collaborative instructional planning between career/technical education and special education, community-based instruction, job placement, functional academics). *
38. Faculty receives information regarding best practice in transition. *
SELECTION OF PRIORITY ITEMS
Select 5 items  that reflect your priority areas needing immediate attention.  Please select them in order of priority.
Priority #1 *
Priority #2 *
Priority #3 *
Priority #4 *
Priority #5 *
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