transitioncentral.files.wordpress.com · Web viewWhen inquiring about Cynthia’s absence from school one day her friend informed the Physical Education teacher that Cynthia left

July 2012

Secondary Transition Reference Guide

Version 01

Table of Contents

Office of Special Education Vision and Mission.....................................................................................1Vision Statement.........................................................................................................................................1Mission Statement.......................................................................................................................................1Strategic Goals.............................................................................................................................................1Six Initiatives................................................................................................................................................1

Postsecondary Transition.....................................................................................................................2The Transition Plan......................................................................................................................................2Purpose of the Manual................................................................................................................................2Postsecondary Transition vs. Articulation....................................................................................................3

Developing the Transition Plan.............................................................................................................7Letter of Invitation to the Parent or Adult Student......................................................................................9Letter of Invitation to the Student.............................................................................................................11Inviting the Outside Agency.......................................................................................................................12Consent Form and Letter of Invitation to the Outside Agency..................................................................13Student Input.............................................................................................................................................15The Age Appropriate Transition Assessment.............................................................................................16

Assessment Type.................................................................................................................................16Results for Transition Assessments.....................................................................................................17

Postsecondary Education and Training......................................................................................................18Long-range Goal..................................................................................................................................18Short-Term Measurable Goal..............................................................................................................19Baseline Data.......................................................................................................................................20Anticipated Date of Achievement and Evaluation Procedures/Schedules..........................................20Transition Service................................................................................................................................21Extracurricular Activities and Community Participation......................................................................21Course of Study...................................................................................................................................22

Employment..............................................................................................................................................23Long-range Goal..................................................................................................................................23Short-Term Measurable Goal..............................................................................................................23After a short-term goal has been entered for the student, click the “Save & Continue” button.........24Baseline...............................................................................................................................................24Anticipated Date of Achievement and Evaluation Procedures/Schedules..........................................25Transition Service................................................................................................................................25Extracurricular Activities and Community Participation......................................................................26Course of Study...................................................................................................................................26

Independent Living....................................................................................................................................27Long-range Goal..................................................................................................................................27Short-Term Measurable Goal..............................................................................................................28After a short-term goal has been entered for the student, click the “Save & Continue” button.........29Baseline...............................................................................................................................................29

District of Columbia Public Schools | July 2012 Page iii

Anticipated Date of Achievement and Evaluation Procedures/Schedules..........................................29Transition Service................................................................................................................................30Extracurricular Activities and Community Participation......................................................................30Course of Study...................................................................................................................................31

Summary of Performance..........................................................................................................................31Transfer of Rights.......................................................................................................................................33

Transition Plan Monitoring.................................................................................................................34Purpose...............................................................................................................................................34Quarterly Monitoring Tool..................................................................................................................34Monthly Monitoring............................................................................................................................35

Frequently Asked Questions...............................................................................................................36How do I write a Transition Plan for a student who does not come to school?..................................36STR – 9 Letter of Consent to an Outside Agency.................................................................................40How Do I Obtain Consent....................................................................................................................40Assessments........................................................................................................................................40Summary of Performance...................................................................................................................41

Appendices........................................................................................................................................42Appendix A: Career Clusters................................................................................................................42Appendix B: District of Columbia Adult Agencies................................................................................45Appendix C: Community & Information Resources.............................................................................50Appendix D: Careers Earned in 2-Years or Less...................................................................................58Appendix E: Useful Documents...........................................................................................................74Appendix F: DCPS Transition Central...................................................................................................78Appendix G: Websites.........................................................................................................................79Appendix H: Transition Assessments...................................................................................................80Appendix I Glossary / Abbreviations...................................................................................................82Appendix J – EXEMPLARY TRANSITION COMPONENTS AND SAMPLES...............................................84

Page iv District of Columbia Public Schools | July 2012

District of Columbia Public Schools | July 2012 Page 107

Postsecondary Transition Manual

Public Schools | Jul2

Office of Special Education Vision and Mission

Vision Statement The District of Columbia Public Schools will be the school district of choice for students with disabilities.

Mission Statement We will serve our students with disabilities by providing high-quality instruction and services as close to home as possible, and in the timely and consistent manner that they deserve.

Strategic GoalsThe DCPS Office of Special Education has identified four strategic goals to ensure that students with disabilities have success in the classroom and beyond.

1. Reduce non-public enrollment by 50%.2. Reduce special education enrollment to 15%.3. Increase the percentage of students with disabilities served in general

education classes to exceed the national average.4. Demonstrate three consecutive years of improved performance for

students with IEPs.

Six Initiatives1. Build neighborhood school capacity2. Manage non-public enrollment and costs3. Expand early identification4. Provide effective student supports5. Prioritize academic achievement6. Create a culture of inclusiveness



Postsecondary Transition

Postsecondary Transition is the comprehensive grouping of supports and services provided to students with disabilities and their families in order to assist them with meeting the student’s post-school goals in the areas of postsecondary education and training, employment, and independent living/community participation.

The completion of high school is the first step toward becoming an adult. There are many choices and decisions that must be made throughout the student’s school career to plan for the future. Making these choices may seem complex and overwhelming for students and their families. Therefore, planning for the transition to adulthood should begin in Pre-K.

Once a student graduates or ages out of the school system, entitlement through the IDEA ends. If students have not turned 21 before the first day of the school year, they may continue throughout that school year, even if they turn 22 after the school year starts. Students must then apply for, and be determined eligible to receive support from an adult agency. The transition plan outlines the types of supports and services that must be completed in high school in order to ensure the student is successful after graduation.

The Transition PlanThe transition plan is part of the IEP process and must be in place for a student with a disability at 15 years of age. A transition plan is a student centered document comprised of a student’s post-secondary education, employment, and independent living goals. These long-range and short-term goals are developed by administering age-appropriate transition assessments. The transition plan includes transition services and courses of study that assist the student in attaining his or her post-secondary goals.

There are nine secondary transition requirements (STRs) that are part of a student’s post-secondary transition plan as measured by the Office of State Superintendent of Education (OSSE). The requirements are: 1) Postsecondary education and training goals; 2) Postsecondary employment goals; 3) Postsecondary independent living goals; 4) Annually updated postsecondary goals; 5) Use of age appropriate transition assessments; 6) Transition services that enable a student to meet their postsecondary goals; 7) Transition services that include a course of study; 8) Student invitation to the IEP team meeting; and 9) An Agency representative invitation to the IEP meeting.

Purpose of the ManualThe purpose of this manual is to serve as a resource for users in the transition planning process. This manual outlines the policies and procedures that local schools must follow when developing a transition plan for students with

Page 2 District of Columbia Public Schools | July 2013



disabilities. There are also screen shots of how to complete the transition plan in the Special Education Database System (SEDS).

Postsecondary Transition vs. Articulation

Articulation, as it pertains to education, is the systematic coordination of course and/or program content within and between educational institutions in order to facilitate the continuous and efficient progress of students from grade to grade, school to school. Postsecondary Transition occurs from school to the working world. In essence, articulation is the development of a plan that will provide for a student’s matriculation through school with a seamless and deliberate route to the end goal of postsecondary success. The articulation process should provide opportunities for students to experience visits to the next schools or grade levels in which he or she will be placed. During these visits students should be afforded the chance to meet future teachers and schoolmates while they are engaged in learning and receiving supports and services within the course of a regular school day. Early Childhood

Children grow and develop differently and at their own rates. Specific attention is given to children from birth to age five, as this is a critical time in a child's development. Families are an integral component to the lives of children, and they can provide vital first-hand information about their child’s wants, needs, and desires. The goal of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 is to provide early intervention services and supports for these children in a way that recognizes the expertise and experience of their families, while also promoting collaboration between families and service providers. This practice must continue as students matriculate through school. Children ages birth to three years are automatically eligible for Part C early intervention services when they have a condition known to result in developmental delay (e.g., Down’s syndrome). They are also eligible if they demonstrate a 50% developmental delay in any one of the following five developmental areas: cognitive, physical, communication, social/emotional, and adaptive. Under special circumstances, children may also be determined eligible based on additional information indicating that there is a potential delay in areas that are difficult to assess with standard measures. Once identified as eligible for services, an Individualized Family Services Plan (IFSP) is developed. When a child approaches 2 years and 6 months of age the child’s team begins the process of transitioning the student to resources and supports made available for students who are in the preschool population. This is referred to as Transition from Part C to Part B of the IDEA. It is also referred to as the transition from Early Childhood to School Age.



Early Childhood Postsecondary TransitionThe following are the main categories of focus for early childhood students that are aligned with expected standards for their growth and development:

Knowledge of self Social skills Knowledge of others Intrinsic motivation for learning

Pre-K ArticulationPersons who are knowledgeable of the student and family begin the process of designing a program that identifies the support the student will need during the transition period, and begin moving the student toward the next series of support. The following is an example of what the articulation process may look like:

Information sharing between school and home Conference with potential teachers A visit to the new school

ELEMENTARY SCHOOL

Students receive the first stage of compulsory education in elementary school or primary school. In this stage, students matriculate from Pre-K to grades 5 or 6.

Elementary Postsecondary Transition Students participating in postsecondary transition activities focus on:

Career Awareness Responsibility Work Ethic Making Decisions / Choices Self Determination Self-Advocacy

Elementary ArticulationPersons knowledgeable of the student and family begin the process of designing a program that identifies the support the student will need during the move to the next grade. The team’s focus is to prepare the student for the next series of support services. The articulation process at this stage may include the following:

Information sharing between current and potential teachers Conference with potential teachers A visit to the new class Placement of necessary supports and services in the new grade

or school




MIDDLE SCHOOL

Students receive the second stage of compulsory education in middle school. In this stage, students matriculate through grades 6, 7, and 8. This is also referred to as secondary education.

Middle School Postsecondary Transition Students participating in postsecondary transition activities focus on:

Understanding outcomes of choices and decisions Identifying and practicing desirable work behaviors Exploring types of careers and training needs for the career Beginning to plan a high school course of study Self-Advocacy Self-Determination

Middle School ArticulationPersons knowledgeable of the student and family begin the process of designing a program that identifies the support the student will need during the move to the next grade. The team’s focus is preparing the student for the next series of support of services. The process of articulation at this stage may include the following:

Information sharing between current and potential teachers Conference with potential teachers A visit to the new class or school Moving supports and services to the new grade or school



HIGH SCHOOL

Students receive the final stage of compulsory education in high school. At this stage, students matriculate through grades 9 - 12. Students with an IEP may remain in high school through their 21st birthday. This stage of education is also referred to as secondary education.

High School Postsecondary Transition Students participating in postsecondary transition activities focus on:

Defining career preferences Gaining skills to refine postsecondary goals Securing high school diploma option of choice Exploring career fields and developing specific career skills Narrowing postsecondary training/employment options for after

graduation Self-Advocacy Self-Determination

Transition to Adult LifeArticulation does not exist once students transition to into adulthood. Under the IDEA, students with disabilities are no longer entitled to the supports and services provided in a high school setting once they reach age 21. Instead, they must apply for adult supports and services, and if determined eligible, they may receive continued supports and services. The short-term measurable goals that are developed for the student’s transition plan prepare them to access and achieve the postsecondary goals that they identified prior to graduation. These short-term measurable goals provide the student with the following support while in school:

Identification of postsecondary training and employment options Assistance required to meet postsecondary goals Sources of adult services needed to effectuate the required assistance Connection to adult services assistance as needed



Developing the Transition Plan

All transition plans are developed and entered into the Special Education Database System (SEDS) or EasyIEP. To begin the transition planning process you must first log into SEDS with your user name and password. If you do not have a user name and password, or have difficulty logging into SEDS, you will need to contact the OSSE Call Center at 202-719-6500.

To search for the student whose transition plan needs to be completed, click on the “Students” button located under the blue banner with the EasyIEP logo.



Once the “Students” button has been clicked, enter the name of the student in order to start the transition planning process.

After entering the student’s name, click the “View Students” button to access the student information page. The Student/Parent Information screen will appear as posted below. The transition planning process can now begin.

ProcessThe transition planning process starts with preparation, continues with development, and ends with the documentation and implementation of the transition plan that has been developed for the student. In the preparation phase, all required IEP team members must be invited, and any necessary data that has been collected must be used to develop the transition plan for the student. The development stage will include measurable post-secondary goals, present levels of performance, transition services, and short-term (or annual) measureable goals. Letter of Invitation to the Parent or Adult StudentIn SEDS, the transition planning process starts with the “Letter of Invitation to the Parent” (if the student is under the age of 18). A seventeen year old student



Check the student’s ID number.

must be informed that he/she will be required to make decisions regarding his/her educational future when he/she turns 18. This is process is called notification of the age of majority.

If the student has reached the age of majority, then the “Letter of Invitation to the Adult Student” should be generated. When generating the parent or adult student letter of invitation, search for the student’s name in the SEDS database (see above for step by step process). Once the student/parent information page is loaded, click the “IEP Process” label on the blue banner above the student/parent information page.

Once the IEP Process page is opened for the student, click on the Meeting Invitation/Notice button.

Be sure to choose the meeting type, and indicate that “secondary transition” will be discussed at the meeting.



At the age of 17 students must be informed that their educational rights will be transferred to them when they reach 18 years of age. If their parent has not retained educational rights, the student will receive the Adult Letter of Invitation.

When completing this form, indicate the mandatory IEP team participants, and whether or not those participants will be submitting written input.

Once all of the mandatory parties have been indicated, select the reason for creating the letter. After the reason for creating the letter has been indicated, click on the “Create Final Parent (or Adult Student) Letter of Invitation” to create the document. A student input form is automatically generated at this time.



The amendment process can be used to revise portions of the transition plans.

Letter of Invitation to the StudentIf the student is between the ages of 15-22, then post-secondary transition must be discussed at the IEP team meeting. When postsecondary transition is discussed at an IEP meeting, the student MUST be invited and given a letter of invitation to that IEP meeting.

The invitation must be extended to the student ten (10) days prior to the scheduled IEP meeting date, but no less than 24 hours before the meeting. The Meeting Invitation/Notice can be accessed by clicking on the “IEP Process” label on the blue banner above the student/parent information page.

Once the IEP Process page is opened, click on the “Meeting Invitation/Notice” button (this invitation is located in the same section as the parent invitation letter).



The student must receive the letter of invitation to the IEP team meeting the same day that the parent receives his/her invitation to the meeting. In no instance should the student’s LOI be generated the same day as the meeting.

STR - 8The letter of invitation to the student fulfills this Secondary Transition Requirement.

Inviting the Outside AgencyEvery Adult Student aged 18 – 22 years old must have a Letter of Consent signed by the Adult Student or parent if the parent has retained educational rights. The Consent form must have a box checked indicating whether or not the Adult Student or Parent provides consent for the agency to attend the meeting. The form must then be faxed into SEDS

All graduating students or students who are 21 years old and aging out of their program may have a representative from an agency within the Department on Disability Services invited to the meeting. The required agencies are the Rehabilitative Services Administration (RSA) and the Developmental Disabilities Administration (DDA). Students with Intellectual Disabilities are supported by the DDA. All other students are supported by RSA. Any student under the age of 17 may have a representative from RSA invited to the IEP team meeting if the IEP team has determined that the student is currently receiving support that needs to continue. If a student has already been referred to RSA or DDA and been classified eligible or ineligible, agency representation at the IEP Team meeting may not be necessary.

Written consent to invite an outside agency representative must be obtained from the parent or adult student before a letter of invitation is generated. Either party must check the box to approve or deny consent and sign the form. Consent to invite the outside agency must be uploaded into SEDS prior to the meeting. If written consent cannot be obtained from the parent or student who has reached the age of majority, use the:

1. “Verbal Consent Confirmation Form for RSA/Other Agency Participation in the IEP Team Meeting” form; or the



STR – 9The letter of invitation to the outside agency fulfills this Secondary Transition Requirement.

2. “Inability to Obtain Consent for RSA/Other Agency Participation in the IEP Team Meeting” forms.

Do not generate the Letter of Invitation to Invite an Outside Agency until consent is obtained from the parent or adult student.

Consent Form and Letter of Invitation to the Outside AgencyTo create the Consent Form and Letter of Invitation to the Outside Agency, click the “IEP Process” label on the blue banner above the student/parent information page.

Once the IEP process is open, click on the” Meeting Invitation/Notice” button to generate the” Additional IEP Meeting Participant Consent Form”.



Sample LOI to theOutside Agency

DO NOT create a letter of invitation to the outside agency if you have not received consent from the parent or adult student.

After clicking the “Meeting Notice/Invitation” button, scroll down the page to find the “Create Additional IEP Meeting Participant Consent Form” section.

Once consent (either written or verbal) has been obtained from the parent or adult student, fax the consent form back into SEDS. Now, the “Letter of Participation for RSA/Other Agency Representative” can be generated in SEDS.



The letter of invitation to the outside agency must only be generated once consent has been obtained from the parent or adult student and uploaded into the SEDS database.

Student InputStudents must be given an opportunity to provide input for their transition plans. A student input document is automatically generated when the student is invited to the IEP meeting. This document can also be generated by clicking on the “IEP Process” label in the blue banner. You will then click on the hyperlink titled “Post-Secondary Transition Plan.”

Student input, or lack thereof must be indicated by checking “yes” or “no” beneath the “Student Involvement” section on the transition plan. The date the student was given the opportunity to provide input must be listed, as well as the method by which the student was given an opportunity to provide input. The



“General Student Input Form” is generated with the letter of invitation to the student. Complete the document and fax the results back into the SEDS system.

If the student is not available to provide input write the following in the section: The student did not provide input. That is all that needs to be written. Do not write that the student does not come to school and input was not obtained.

The Age Appropriate Transition AssessmentAge appropriate transition assessments must drive and inform the transition plan for the student. These assessments help students become aware of their strengths and areas for improvement. The focus of the transition assessment process must be student empowerment and self-determination.

Assessment TypeA required step of the IEP process includes completing all necessary transition assessments for a student, and recording this information into the SEDS database in the Transition Assessments section of the Post-Secondary Transition Plan. There are three different types of assessments from which to choose: Functional Skills, Educational, and Vocational.

Once an assessment type has been selected, click the “Add Transition Assessments” button. The status of the assessment type will change to “Not



STR – 5 Age appropriate transition assessments fulfill this Secondary Transition Requirement.

Started.” Next, click the “Details” button in order to add assessment results and the summary of the transition assessment that was conducted for the student.

Results for Transition Assessments When inputting the transition assessment results, be sure to include the name of the provider assigned to conduct the assessment, the date the assessment was completed, and the name of the assessment tool used. The areas addressed by the assessments will need to be indicated by checking the appropriate box for:

Post-secondary Education and Training, Employment, and/or Independent Living.

One assessment type can address all three areas of the transition plan. An assessment for Post-Secondary Education and Training and Employment must be included. Independent Living is optional, and should be addressed based on the individual independent living needs of the student.

The “Interpretation of Results” must include a summary of the transition assessment results for each area addressed. The actual results or data from the assessments can be either cut and pasted into the SEDS database or faxed into the system. The assessment results must drive the long-range and short-term goals that will be developed later in the transition plan.



Each assessment must include: The assessment provider’s

name The date the assessment

was given The assessment tool used The assessment results

Postsecondary Education and Training

Long-range GoalThe transition plan must identify appropriate, measurable postsecondary long-range education and training goals. Goals must be based upon age-appropriate transition assessments related to education and/or training. The long-range goal is linked to a career or career path the student has identified or has shown an interest in based on transition assessments. There must be at least one long-range goal for the student in the area of postsecondary education and training.

The Long Rang Goal must have one of the following statements:• Upon graduation from high school, the student will…• After graduation from high school, the student will…

The long-range postsecondary education and training goal is completed by clicking the “Add Long Term Goal” button in SEDS found under the transition area section on the transition plan.

Short-Term Measurable GoalThe short-term measurable goal must be linked to the long-range postsecondary education and training goal, and must also be measurable. Short-term measurable goals must not include the statement “upon graduation ” because the short-term goals focus on what the student is currently working to



STR - 1Postsecondary education and training goals fulfill this Secondary Transition Requirement.

achieve. Additionally, short-term measurable goals must be updated annually. Short term measurable goals do not contain the same language as the Long Range Goal; but there must be a causal link between the two.

Suggestions for creating short-term measurable goals: The student will complete a specified number of activities by a specified

date. The student will research to find a specified number of , by a

specified date.

The short-term measureable goal is completed by clicking on the “Manage Goals and Activities” button in the “Transition Area” section of the transition plan.

After clicking the “Manage Goals and Activities” button, the “Coordinated Set of Activities for Postsecondary Education and Training” screen will appear. Click on the “Add Measurable Short-term Goals” button.

After a short-term goal has been entered for the student, click the “Save & Continue” button. See below for a screen shot example.



DO NOT use the phrase “upon graduation” or “after graduation” when writing short-term goals.

STR – 4 Updating the short-term goals annually fulfills this Secondary Transition Requirement.

The short-term measurable goal must be a goal that can be completed while the student is still in school.

Baseline DataBaseline data is basic information gathered before a short term goal is written. It is used later to provide a comparison for assessing goal progress. With regard to a student’s short-term measurable goals, the baseline data explains where the student is currently functioning in relation to the short-term goal. The baseline data will need to be completed once the annual short-term measureable goal has been written for postsecondary education and training.

Anticipated Date of Achievement and Evaluation Procedures/SchedulesThe anticipated date of achievement section will need to be completed. The date must be one year, minus one day, from the date of the IEP meeting. An evaluation procedure will have to be chosen for this short-term goal (e.g. work samples, observation, verbal response, etc.). The evaluation schedules will need to be completed as well (e.g. at opportunity, twice a month, etc.).



Be sure that the baseline data collected explains where the student is currently performing in relation to the short-term goal.

Transition ServiceTransition services must link to the short-term goals. Transition services are provided by the school to help the student to accomplish the short-term goal. Remember to add the setting, time, and projected begin and end dates.

The following are suggestions for creating transition services statements: With assistance from the teacher, the student will use the computer lab

to… The student will work with a counselor to find…

Transition services can be added to the student’s transition plan by clicking on the “Add Transition Services” button in SEDS.

Extracurricular Activities and Community Participation This section must contain extracurricular activities in which the student is currently enrolled or participating. These extracurricular activities may be related to the student’s long-range education and training goal(s) or community service activities. To complete this section, write the names of the activities in which the student participates inside the free flow text box in SEDS. The name and type of community service activity may be included in this section if known.



Be sure to include only the activities that the student is currently participating in. Do not add activities that the student is interested in, but is not currently participating.

STR – 6Transition services that enable students to meet postsecondary goals fulfill Secondary Transition Requirement.

Course of Study

Course of Study must include all courses in which the student is currently enrolled, and any courses that will assist the student with meeting the short-term measurable goal(s). Write the name of the courses currently on the student’s schedule that will assist him/her with reaching the goals in the postsecondary education and training section. Do not list classes that the student would like to take, or courses that will occur after graduation.

The course of study section is listed beneath the transition services section under the “Manage Goals and Activities” portion of the transition plan in SEDS. See below for a screen shot example.



Be sure to list the courses in which the student is currently enrolled.

STR – 7 Including the current course of study for the student fulfills this Secondary Transition Requirement.

Employment

Long-range GoalThe long-range employment goal is linked to a career the student identified or has shown an interest. The long-range employment goal must be based on the results of the transition assessments that were conducted, and must also be linked to the long-range and short-term goals of postsecondary education and training. There must be at least one long-range goal for the student in the area of employment.

The Long Rang Goal must have one of the following statements: Upon graduation from high school, the student will… After graduation from high school, the student will…

The long-range employment goal can be completed by clicking the “Add Long Term Goal” button in SEDS found under the transition area section on the transition plan.

Short-Term Measurable GoalThe short-term measurable goal must be linked to the long-range employment goal. Short-term measurable goals must not include the statement “upon graduation” because the short-term goals focus on what the student is currently working to achieve as it relates to employment. Additionally, short-term measurable goals must be updated annually.

The following are suggestions for creating short-term measurable goals: The student will complete a specified number of activities by a specified

date. The student will research to find a specified number of , by a

specified date.

The short-term measureable goal can be completed by clicking on the “Manage Goals and Activities” button in the Transition Area section of the transition plan.


STR – 2 Postsecondary employment goals fulfill this Secondary Transition Requirement.



Once the “Manage Goals and Activities” button has been clicked, the Coordinated Set of Activities for Employment screen will appear. Click on the “Add Measurable Short-term Goals” button.

After a short-term goal has been entered for the student, click the “Save & Continue” button.

BaselineBaseline data is basic information gathered before a short term goal is written. It is used later to provide a comparison for assessing goal progress. With regard to a student’s short-term measurable goals, the baseline data explains where the student is currently functioning in relation to the short-term goal. The baseline data will need to be completed once the annual short-term measureable goal has been written for postsecondary education and training.


STR - 4Updating the short-term goals annually fulfills this Requirement.

Be sure that the baseline data reflects where the student is currently performing in relation to the short-term goal.


Anticipated Date of Achievement and Evaluation Procedures/SchedulesThe anticipated date of achievement section will need to be completed. The date must be one year from the date of the IEP meeting. An evaluation procedure must be chosen for each short-term goal (e.g. checklist, worksheet, etc.). The evaluation schedules will need to be completed as well (e.g. once a month, each semester, etc.).

Transition ServiceTransition services must be linked to the short-term employment goals. Transition services are provided by the school to help the student to accomplish the short-term goal(s). Be sure to add the setting, time, and projected begin and end dates.

The following are suggestions for creating transition services statements: With assistance from the teacher, the student will use the computer lab

to… The student will work with a counselor to find…

Transition services can be added to the student’s transition plan by clicking on the “Add Transition Services” button in SEDS.


STR – 6 Transition services that enable students to meet postsecondary goals fulfill this Secondary Transition Requirement.


Extracurricular Activities and Community Participation This section must include extracurricular activities in which the student is currently enrolled. These activities may not necessarily be related to the student’s long-range goal. Be sure to write the name of the activities in this section. The name and type of community service may be included in this section if this information is known.

Course of StudyThe course of study must include all of the courses in which the student is currently enrolled, and any that will assist with meeting the short-term measurable goal. Write the name of the courses currently on the student’s schedule that will assist with reaching the goals in this section. Do not list classes the student would like to take or courses that will occur after graduation.


STR - 7Including the current course of study for the student fulfills this Secondary Transition Requirement.

Be sure to include only the activities in which the student is currently participating. Do not add activities in which the student is interested but not currently participating.



Independent Living

Long-range Goal

The Long-range Goal is linked to a career the student identified or has shown an interest. This information must be reflected in the transition assessment results. It is optional to complete the independent living section on the transition plan. If the independent living section is not addressed in the transition plan, the IEP team will have to justify this decision based upon transition assessment results.

The Long Rang Goal must have one of the following statements: Upon graduation, the student will… After graduation, the student will…

If the IEP team decides to add independent living, click “Yes” in SEDS beneath the employment long-range goals.

Short-Term Measurable GoalThe short-term goal must be measureable, linked to the long-range independent living goal, and include baseline data in addition to an anticipated


STR - 3Postsecondary independent living goals fulfill this Secondary Transition Requirement.



date of achievement. Short-term measurable goals must not include the statement “upon graduation” because the short-term goals focus on what the student is currently working to achieve. This phrasing is reserved for long-range goals only.

Suggestions for developing short-term measurable goals are:

The student will complete “X” number of activities by “Specific Date”. The student will research to find “X” number of , by “Specific

Date.”

Once the “Manage Goals and Activities” button has been clicked, the Coordinated Set of Activities for Independent Living screen will appear. Click on the “Add Measurable Short-term Goals” button.


STR - 4Updating the short-term goals annually fulfills this Secondary Transition Requirement.


After a short-term goal has been entered for the student, click the “Save & Continue” button.

BaselineBaseline data explains where the student is currently performing in relation to the short-term independent living goal. The baseline data will need to be completed once the annual short-term measureable goal has been written for independent living.

Anticipated Date of Achievement and Evaluation Procedures/SchedulesThe anticipated date of achievement section will need to be completed. The date must be one year, minus one day, from the date of the IEP meeting. An evaluation procedure must be chosen for each short-term goal (e.g. software, practice and drill, etc.). The evaluation schedules will need to be completed in this section (e.g. twice a month, once a week, etc.). See the following screen shot for details.



Be sure that the baseline data reflects where the student is currently performing in relation to the short-term goal.

Transition ServiceTransition services must link to the short-term goals and be a true service. Transition services are services the school staff provides to the student to accomplish the short-term goal. Remember to add the Setting, Time, Projected Begin and End Dates.

The Long Rang Goal must have one of the following statements: With assistance from the teacher, the student will use the computer lab

to… The student will work with counselor to find…

Extracurricular Activities and Community Participation In this section, list any extracurricular activities in which the student is currently enrolled. These activities may or may not be related to the student’s long-range independent living goal. Write the names of the activities in this section. The name and type of community service may be included in this section if known.


Be sure to include only the activities in which the student is currently participating. Do not add activities in which the student is interested but not currently participating.

STR - 6Transition services that enable students to meet postsecondary goals fulfill this Secondary Transition Requirement.


Course of StudyThe course of study must include all of the courses in which the student is currently enrolled, and any courses that will assist the student with meeting the short-term measurable goal(s). Write the name of the courses currently on the student’s schedule that will assist the student with reaching the goals in this section. Do not list classes the student would like to take or courses that will occur after graduation.

Summary of Performance

A Summary of Performance (SOP) is required under the reauthorization of Individuals with Disabilities Education Act (IDEA) of 2004 and should be provided to the student no later than 60 days prior to graduation or the age at which the student exceeds the District of Columbia’s age eligibility for a Free Appropriate Public Education (FAPE). The SOP must include a summary of the student’s academic achievement, cognitive, and functional performance; and recommendations on how to assist the student in meeting his/her post-school goals. The information provided in the SOP and accompanying documentation is important to assist the student in establishing eligibility for reasonable accommodations and supports in postsecondary settings and other public agency programs. Typically, an IEP and/or SOP alone are not sufficient documentation of a disability; therefore, accompanying documentation such as




STR – 7 Including the current course of study for the student fulfills Secondary Transition Requirement (STR) number 7.

a psychological or neuropsychological report (no more than three years old) is recommended and should be included. The SOP is most useful when the student (and parents when appropriate if the student is 18 years or older) has the opportunity actively participate in the development of the document.

Once you have entered the SOP section of SEDS follow the directions to complete each section.



Transfer of Rights

The transfer of a student’s educational rights occurs automatically when the student turns 18 years of age. At age 18, a student’s parent(s) will no longer make educational or Individualized Education Program (IEP) decisions for the student unless another arrangement is made. Once a student is 18, parents or other persons may be invited to the IEP team meeting if the student would like for them to attend to assist in the decision making process.

The Transfer of Rights must be addressed at a student’s IEP team meeting beginning in high school. The Transfer of Rights brochure is to be distributed to the parent and student during every IEP annual review meeting. The parent and student must be introduced to his/her case manager. The brochure must be given to the student and parent(s) after the Procedural Safeguards Parental Rights have been distributed and discussed. The brochure must be reviewed with both the student and parent, which will outline what happens when a student’s educational rights have been transferred.

To locate the Transfer of Rights documents in SEDS, log into SEDS and search for the student’s name. When the student’s file open, click on Student Parent Information.



Scroll down on the Student/Parent Information page to the Transfer of Rights.

Complete the Point of Contact information. Next, click on the link to create a “Pre-Transfer of Rights Notice” for the parent and the student.



When the “Age of Majority” is reached a message will appear to remind you to create the “Post-Transfer of Rights” Notices. Click on the links to generate the notices. Remember to add the date and method for sending the notice.

If the parents have not retained educational rights, click on the details link, and uncheck the box that reads “Holds Educational Rights”. Next, add the student as a “Parent/Other” in SEDS, and indicate that he/she is the holder of educational rights.



You are not actually adding the student as a parent. The link is titled “Add a Parent”. The student is listed as an Adult Student. Make sure the box “Holds legal educational rights” is checked.

Once all of the documentation and information has been entered into SEDS, the case manager is responsible for arranging and holding a meeting with the student and parents. This meeting should be the student’s annual IEP review. During the annual review meeting with the student and parent(s), the case manager will address the following regarding Transfer of Rights:

• Provide to the student, the document Parental Rights for Students Receiving Special Education Services: Notice of Procedural Safeguards,

• Explain the transfer of rights; and • Provide to the parent and student a copy of the Transfer of Rights

Brochure.



During the IEP Team Meeting, the case manager should follow these steps in the Transfer of Rights process:

• Distribute the Procedural Safeguards Document • Distribute the Transfer of Rights Brochure to the parent and student.

• Explain to the parent and student that before the student turns 18, the student must be informed that he/she will make all educational and Individualized Education Program (IEP) decisions when he/she turns 18.

• Tell the student that at age 18, his/her parents will no longer make educational decisions for him/her unless he/she cannot make educational decisions independently.

• Explain to both the parent and student that parents, or other persons, may come to IEP Team meetings, when the student turns 18, if the student wants them to be there to assist.

• Explain to both the parent and student that alternatives to guardianship exist, and that the brochure provides resources for information on the topic.

After the IEP team meeting, follow these steps:

• Create a Prior Written Notice and document that either:• Pre-Transfer of Rights was discussed at the meeting, or• Post-Transfer of Rights was discussed with the parent(s) at the

meeting.• Document that the Procedural Safeguards and the Transfer of Rights

Brochure were distributed.



Transition Plan Monitoring

PurposeThe Office of Special Education has been cited numerous times for non-compliance as it relates to the adherence to the Individuals with Disabilities Education Action (IDEA) Indicator Number 13. This specific section of the law addresses the development of transition plans for students with disabilities as defined by IDEA. To maintain a high level of compliance, the Transition Team has created several monitoring tools that are designed to bring the school system into compliance with the Office of the State Superintendent of Education (OSSE) and IDEA.

Quarterly Monitoring Tool

On a quarterly basis OSE will conduct an Indicator 13 Evaluation for all schools that have DCPS as the Special Education Local Education Agency (LEA). Outlined below is the process that will be used to evaluate schools and obtain an internal compliance rating:

Step 1: Random SamplingA random sample of 100 students is selected and provided to the Transition Team from the Office of Data and Accountability.

Step 2: Transition Plan Monitoring ToolThe Transition Team obtains the IEPs for the 100 selected students and utilize the Transition Plan Monitoring Tool (TPMT) to determine the compliance rating for the students.

Step 3: AnalysisAfter applying the monitoring tool, the Transition Team will conduct an in-depth analysis for each of the nine Secondary Transition Requirements. This analysis will result in an internal report highlighting the compliance rating for DCPS.

Step 4: ResponseAfter the report is produced and reviewed, schools with low levels of compliance will receive additional training and support. Training and support may come in the form of staff development training, online training modules, educator training tools, written training materials, and/or one-on-one peer assistance.

Step 5: ReportingThe Quarterly Monitoring Analysis will result in a report being produced for senior leadership in the Office of Special Education.

Monthly Monitoring



On a monthly basis the Office of Special Education will conduct a special analysis (Monthly Monitoring Analysis, or MMA) of Secondary Transition Requirements 1, 2, and 9. The Transition Team is working to significantly increase the compliance rating for these three areas.

Step 1: Student SelectionThe Office of Data and Accountability will provide a list of all students that have Individual Education Programs (IEPs) due for that respective month (the 1st through the 30th or 31st of each month). The students covered in this report will be inclusive of all schools for which DCPS is the Local Education Agency, or any school where DCPS students are enrolled (i.e., Non-Public Schools).

Step 2: Blackman Jones Star Rating Tool The Transition Team will review up to five IEPs (if available) per school and utilize the Blackman Jones Star Rating Tool to determine the compliance rating for the schools.

Step 3: AnalysisAfter applying the monitoring tool, the Transition Team will conduct an in-depth analysis for the three secondary transition requirements. This analysis will result in an internal report highlighting the compliance rating for DCPS.

Step 4: ResponseAfter the report is produced and reviewed, schools with low levels of compliance will receive additional training and support. Training and support may come in the form of staff development training, online training modules, educator training tools, written training materials, and or one-on-one peer assistance.

Step 5: ReportingThe Monthly Monitoring Analysis (MMA) will result in a report being produced for senior leadership in the Office of Special Education. This report will also be made readily available to principals via the principal dashboard on the Blackman Jones Website.



Frequently Asked Questions

How do I write a Transition Plan for a student who does not come to school?

Dear Transition Team,

I am a veteran teacher attempting to complete a transition plan for a student in my school. This student has extremely poor attendance and has been absent 82% of the time this school year. When we attempted to complete the assessments, he made minimal efforts and just put any answer on the assessments. I am not sure what you want us to do to rectify this situation. He is a defiant young man who comes and goes at will. We are having a difficult time obtaining any data on him that can be considered as valid. The previous IEP from another school indicated a vocational assessment but they were not scanned into SEDS. The student indicated in his interview, that he did not like anything, did not know what he wanted to do after graduation, and was basically resistant to the entire process.

You informed us that we could use courses to determine a student’s interest. However, how would that information be utilized to address the areas of academic interest or employment interest? We understand how that can be used to address the area of functional interest. Please provide us with examples on how statements should read when you have students who absolutely refuse to take the test.

Ms. RichardsonMedia High School

Good morning Mrs. Richardson. I do understand your situation and it is a valid one. Here is what is required for a student who either does not come to school or who does not want to cooperate. Before you begin remember this:

Step 1:

Read the student’s file from the past year and the current file to determine courses taken and those where progress was made (Grade of “D” or better). If the student has failed all courses, go back to a time when the student was successful. Remember no student comes to school to fail; search for a time when the student was successful.

Talk to previous teachers about their impressions of the student. Talk to the student’s parents/guardians (if they are available).



YOU ARE A HIGHLY SKILLED AND EFFECTIVE SPECIAL EDUCATOR TRAINED TO TAKE THE LEAST BIT OF INFORMATION ABOUT A STUDENT AND DESIGN AN EDUCATIONAL PLAN TO ADDRESS HIS OR HER UNIQUE NEEDS… sometimes we forget this.

When conducting this record review and series of interviews, document the date and source from where most of the information was garnered.

Step 2: Put the gathered information into the following categories:

o Academic / Educational (Consider the areas where the student has excelled or failed, however, focus only on the student’s strengths).

o Employment / Vocational (Does it appear from the record that the student will need to go to a trade school or 2/4 year college in order to continue in a career?)

o Independent Living / Functional (Can the student complete basic functional skills of independence; and what does he/she need to be able to do to live as independently as possible after graduation? Keep in mind that independence can also be achieved for students who will be living at home with limited mobility).

Step 3: Write the report using the information gathered from the review and interviews. Here is an

example:

Student Input:Within SEDS you are asked:

Here you will check “Yes” the student was given the opportunity to provide input. Next you will check “No” the student did not choose to provide input, if that is true. You will be prompted to add the date of contact as well as the method.

AGE-APPROPRIATE TRANSITION ASSESSMENT RESULTS:

Assessment Type: Educational Date Completed: 03/19/12Provider or Reviewer: Richardson Assessment Tool(s) Record Review, Teacher Interview

Results: A review of the student’s file revealed that Cynthia passed Physical Education, Health, and Art with a “B” in all classes. Her teachers reported that although she was quiet in class and did not participate in class discussions, she appeared to enjoy the physical activity and learning about health. Her art teacher stated that she liked to draw abstract pictures to explain all concepts.

Assessment Type: Vocational Date Completed 03/19/12Provider or Reviewer: Richardson Assessment Tool(s) Record Review,

Teacher Interview,


Was the student given the opportunity to provide input? *

Did the student choose to provide input? *


Report from student’s friend

Results: A review of the student’s file revealed that Cynthia excels in Physical Education, Health and Art. When inquiring about Cynthia’s absence from school one day her friend informed the Physical Education teacher that Cynthia left school at 2:00 p.m. to help paint a mural in the neighborhood community center. Her friend further stated that Cynthia always paints murals in the community and participates in all sports at the community center.

Assessment Type: Functional Date Completed 03/19/12Provider or Reviewer: Richardson Assessment Tool(s) Record Review, Teacher InterviewResults: A review of the student’s file and interview with the grade level administrator revealed that the student lived with friends and was attempting to obtain an apartment of her own. Cynthia reported to her health teacher that she liked cooking healthy meals and wanted to learn more about becoming a vegetarian.

POSTSECONDARY EDUCATION AND TRAINING

Long-range Goal: After graduation from high school, Cynthia will enroll in a trade school or two year college to obtain an associate’s degree in physical education, health, or art.

Short-term Goal: With teacher assistance, Cynthia will identify 3 college programs that offer associate’s degrees in physical education, health, or art.

Baseline: Cynthia is not currently aware of any programs that are related to thecourses where she excels.

Anticipated Date of Achievement: (One year minus one day from the date of implementation)

Transition Service: Access to computer lab for search, with support from the teacher. Setting: School Time: 1 Hr. / month

Project Begin Date: (Date IEP is finalized) Project End Date: (Date IEP Ends minus one day)

Extracurricular Activities and Community Participation: Cynthia is currently painting at the community center. (The Extracurricular Activities must be what students are currently doing, not what you think would be good for them, or what they want to do.)

Course of Study: List the current courses on the student’s schedule. If the student is withdrawn, list the courses in which the student would participate if enrolled.

EMPLOYMENT

Long-range Goal: After graduation from high school, Cynthia will seek employment in her chosen career related to physical education, health, or art.



Short-term Goal: With teacher assistance, Cynthia will identify 5 tasks required to locate a job in a chosen career.

Baseline: Cynthia is not currently aware of steps required to find a job, nor does she have a resume.


Transition Service: Access to computer lab for search with support from teacher. Setting: School Time: 1 Hr. / month Project Begin Date: (Date IEP is finalized) Project End Date: (Date IEP Ends minus one day)

Extracurricular Activities and Community Participation: Cynthia is currently painting at the community center. (The Extracurricular Activities must be what the student is currently doing, not what you think would be good for them or what they want to do.)


INDEPENDENT LIVING

Long-range Goal: After graduation from high school, Cynthia will live in an apartment of her own.

Short-term Goal: With teacher assistance, Cynthia will find an area where she wants to live and develop a monthly budget.

Baseline: Cynthia does not currently have a budget and lives with friends.


Transition Service: Access to computer lab for search, with support from the teacher. Setting: School Time: 1 Hr. / month

Project Begin Date: (Date IEP is finalized) Project End Date: (Date IEP Ends minus one day)

Extracurricular Activities and Community Participation: Cynthia is currently painting at the community center. (The Extracurricular Activities must be what the student is currently doing, not what you think would be good for them or what they want to do.)


I hope this helps. Remember we can always obtain information to create a plan for a student. Sometimes it takes a little more digging, but we are trained to do just that. Have a great weekend.

To our student’s success,



Pamela R. Downing-Hosten, Ed.D. DirectorSecondary Transition



STR – 9 Letter of Consent to an Outside Agency

When is it necessary to generate the Letter of Consent to an Outside Agency and the Letter of Invitation to the Outside Agency?

1. Students 17 years of age and older MUST have a representative from an agency within the Department on Disability Services invited to the meeting. Those agencies are Rehabilitative Services Administration (RSA) and the Developmental Disabilities Administration (DDA). Students with Intellectual Disabilities are supported by DDA. All other students are supported by RSA.

2. Any student under the age of 17 may have a representative from RSA invited if the Individualized Education Program (IEP) team deems it appropriate.

How Do I Obtain Consent

Consent to invite the outside agency can be obtained and loaded into SEDS months in advance of the meeting. Log into the IEP Process, within the Special Education Data System (SEDS), to generate the form.

1. Written consent can be obtained from the parent or adult student. Either party must check the box to approve or deny consent and sign the form.

2. If written consent cannot be obtained from the parent or student who has reached the age of majority, use the:

i. “Verbal Consent Confirmation Form for RSA/Other Agency Participation in the IEP Team Meeting” form, or the

ii. “Inability to Obtain Consent for RSA/Other Agency Participation in the IEP Team Meeting” form.

3. Do not generate the Letter of Invitation to Invite an Outside Agency until consent is obtained.

Assessments

Why do I have to conduct another educational assessment if the student has one that is current?1. The reevaluation must be conducted every three years, or more often as established in the Code

of Federal Regulations (CFR) § 300.303(b)(1)(2). a. The Education assessment must be current within one year for students to be

considered for entry into some colleges and universities. Additionally, there are opportunities that arise where companies want to have students apprentice, but certain developmental milestones must be met. Having reading and math scores available that are within one year, satisfy the requirement.

What part of the TSI Brigance must be completed?1. Use the TSI Brigance for Reading items A1 – 3, and Math items D1 – 3. Items D5, 7 , and 9

should be considered, but are optional, the remainder of the Math items are optional as well.



What other assessments can I use?1. The Office of the State Superintendent of Education / Division of Special Education created a

Transition Assessment Toolkit. Within the document there is a list of transition assessments that schools can use for free or purchase. The links to all assessments are included in the document. Attached you will find a copy of the Transition Assessment List.

Summary of Performance

When must I complete the Summary of Performance in the transition plan?1. A Summary of Performance should be provided to the student no later than 60 days prior to

graduation or the age at which the student exceeds the District of Columbia’s age eligibility for a Free Appropriate Public Education (FAPE).



Appendices

This section contains materials to assist with the implementation of Postsecondary Transition Supports for students with disabilities and their families.

Appendix A: Career Clusters

There are 16 career clusters that have been compiled by the National Career Clusters Framework to help students explore a variety of career options and prepare themselves for postsecondary education, employment, and/or training. Please see the list below for all of the career clusters (from http://www.careertech.org/career-clusters/glance/clusters.html):

1. Agriculture, Food & Natural Resources

The production, processing, marketing, distribution, financing, and development of agricultural commodities and resources including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

2. Architecture & Construction

Careers in designing, planning, managing, building and maintaining the built environment

3. Arts, Audio/Video Technology & Communications

Designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services.

4. Business Management & Administration

Careers in planning, organizing, directing and evaluating business functions essential to efficient and productive business operations

5. Education & Training

Planning, managing and providing education and training services, and related learning support services such as administration, teaching/training, administrative support, and professional support services.

6. Finance

Planning and related services for financial and investment planning, banking, insurance, and business financial management



7. Government & Public Administration

Planning and executing government functions at the local, state and federal levels, including governance, national security, foreign service, planning, revenue and taxation, and regulations

8. Health Science

Planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development

9. Hospitality & Tourism

Preparing individuals for employment in career pathways that relate to families and human needs such as restaurant and food/beverage services, lodging, travel and tourism, recreation, amusement and attractions

10. Human Services

Preparing individuals for employment in career pathways that relate to families and human needs such as counseling and mental health services, family and community services, personal care, and consumer services

11. Information Technology

Building linkages in IT occupations for entry level, technical, and professional careers related to the design, development, support and management of hardware, software, multimedia and systems integration services.

12. Law, Public Safety, Corrections & Security

Planning, managing, and providing legal, public safety, protective services and homeland security, including professional and technical support services.

13. Manufacturing

Planning, managing and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance and manufacturing/process engineering.

14. Marketing

Planning, managing, and performing marketing activities to reach organizational objectives such as brand management, professional sales, merchandising, marketing communications and market research



15. Science, Technology, Engineering & Mathematics

Planning, managing, and providing scientific research and professional and technical services (e.g., physical science, social science, engineering) including laboratory and testing services, and research and development services

16. Transportation, Distribution & Logistics

The planning, management, and movement of people, materials, and goods by road, pipeline, air, rail and water and related professional and technical support services such as transportation infrastructure planning and management, logistics services, mobile equipment and facility maintenance



Appendix B: District of Columbia Adult Agencies

Department on Disability Services

The Department on Disability Services (DDS) is composed of two administrations that oversee and coordinate services for residents with disabilities through a network of private and non-profit providers. Adult students can apply for services through the school in which they are enrolled, or by walking into the District Office.

The Developmental Disabilities Administration (DDA) is the public agency responsible for the oversight and coordination of all services and supports provided to qualified persons with intellectual disabilities in the District of Columbia. Intellectual disability is characterized by significant limitations in both intellectual functioning (reasoning, learning, problem solving) and adaptive behavior, which covers a range of everyday social and practical skills.

DDA works to support individuals with intellectual disabilities in ways that enable them to have the most independence, choice, and control over their own lives. These supports are provided through person-centered service planning and delivery, and increased provider capacity. DDA coordinates home and community services for over 2,000 individuals so that each person can live and work in the neighborhood of his or her choosing. In addition, the DDA promotes health, wellness, and a high quality of life through service coordination and monitoring, clinical supports, and a robust quality management program.

The District of Columbia was one of the first in the nation to close its large institution for individuals with intellectual disabilities, Forest Haven, and now these citizens are living full and active lives throughout the District and in neighboring communities. DDA and its providers offer skill development and support to help people with intellectual disabilities gain employment, start a business, volunteer, attend senior citizens programs or receive support throughout the day. Adults are supported to live full and inclusive lives throughout the community in homes and apartments, and for families supporting a loved one at home, DDA also provides support services such as temporary relief for the family, in-home and community support, emergency response systems, and home and vehicle modification assistance.

The Rehabilitation Services Administration (RSA) focuses on employment, ensuring that persons with disabilities achieve a greater quality of life by obtaining and sustaining employment, economic self-sufficiency, and independence. RSA achieves this through employment marketing and placement services, vocational rehabilitation, inclusive business enterprises, and supports for the D.C. Center for Independent Living.



The Rehabilitation Services Administration is charged with delivering services to eligible clients under the Vocational Rehabilitation Program, a state and federal partnership helping persons with disabilities prepare for, gain, maintain, or regain employment. Additionally services are provided to help individuals with disabilities become more independent in the home or community.

Independent LivingThe RSA Independent Living program assists eligible disabled individuals to live as independently as possible by coordinating a variety of services necessary to perform all activities of daily living.

Randolph SheppardThe Randolph Sheppard Vending Facility Program (RSVFP) provides entrepreneurial opportunities to individuals with visual impairments.

Supported EmploymentThe RSA Supported Employment (SE) program assists VR clients who require on-going supports to maintain competitive employment and have access to the services and supports necessary to work in their communities.

Vocational RehabilitationThe Vocational Rehabilitation Program (VR) provides individually tailored services and job training to people with disabilities who want to work.

DDS also supports the District’s Disability Determination Division where Social Security Disability Insurance claims determinations are processed. The agency’s information is listed below.



http://dds.dc.gov/DC/DDS/Rehabilitation+Services+Administration/About+RSA/Programs+Offered/Vocational+Rehabilitation

http://dds.dc.gov/DC/DDS/Rehabilitation+Services+Administration/About+RSA/Programs+Offered/Supported+Employment

http://dds.dc.gov/DC/DDS/Rehabilitation+Services+Administration/About+RSA/Programs+Offered/Randolph+Sheppard

http://dds.dc.gov/DC/DDS/Rehabilitation+Services+Administration/About+RSA/Programs+Offered/Independent+Living

Office Hours: Monday through Friday, 8:15 am to 4:45 pm Address: 1125 15th Street, NW, Washington, DC 20005 Email: [email protected] Phone: (202) 730-1700 Fax: (202) 730-1843 TTY: (202) 730-1516

Department of Mental Health Adults who need mental health services and supports can choose from a number of community based private providers located in neighborhoods throughout the District. You can contact the provider of your choice directly or you can call the ACCESS Helpline at 1-888-793-4357 and talk with a mental health professional who will guide you through the process. The Department’s goal is to deliver mental health services that promote choice-driven recovery through the Mental Health Rehabilitation Services* system for community based care or MHRS that respects cultural and linguistic diversity. The MHRS system is based on individualized services and supports. Services include diagnostic/assessment services, counseling, medication, intensive day treatment, and crisis/emergency services. Individualized mental health services are supported by rehabilitation programs, peer supports, supportive employment opportunities, housing assistance and a range of community housing alternatives to facility-based care. Serving Individuals with Unique NeedsDMH provides mental health services and supports to unique populations, including individuals who are deaf/hearing impaired, have limited or no English speaking, or who have co-occurring intellectual disabilities. For an appointment, please call (202) 442-4202 or the ACCESS Helpline at 1-888-793-4357.

Same Day Urgent CareYou can walk into a clinic and be seen the same day without an appointment from 8:30 am to 3:00 pm. Services include assessment, counseling, psychiatric evaluation, and medication management. You may be referred to a community provider for ongoing care. If you have questions, please call (202) 442-4202

Pharmacy ServicesIndividuals who are uninsured can get prescribed medication at the DMH pharmacy located at 35 K Street NE. The pharmacy is open Monday through Friday from 8:30 am to 5:00 pm. Prescriptions received before 4:15 pm will be filled the same day. Call (202) 442-4954 if you need assistance.



http://dmh.dc.gov/dmh/cwp/view,a,3,q,515861.asp

http://dmh.dc.gov/dmh/cwp/view,a,3,q,516001.asp

mailto:[email protected]

Emergency ServicesResidents experiencing a psychiatric or emotional crisis can be treated at the emergency facility located on the grounds of the old DC General Hospitals. Crisis beds are available for up to a 14 day stay as an alternative to psychiatric inpatient hospitalization. In addition, a mobile crisis team of clinicians will treat individuals who are unable or unwilling to go to the emergency care facility in their homes, in the community, or on the street. The mobile crisis service can be reached by calling the Access Helpline at 1-888-793-4357.

Urgent Care ClinicFor easy access to mental health services, individuals referred by judges—primarily from misdemeanor and traffic court— who are showing signs of mental illness, have been diagnosed as mentally ill, or who are showing signs of both mental illness and substance abuse are seen at an urgent care clinic located on the ground floor of the Moultrie Courthouse. Walk-ins are treated as well. On-site services for court defendants—many of whom are homeless—include mental health assessments and medication. If necessary, these individuals will be connected to a community mental health provider for ongoing care and supportive services such as help with housing and social security benefits. The urgent care clinic is operated in partnership with the DC Superior Court.

Adult and Family Education

Adult and Family Education (AFE) is a federally established agency that: (1) re-grants federal and local funds to eligible providers of adult education services; (2) facilitates state leadership activities including professional development, technical assistance and monitoring; and (3) maintains and reports state and local program performance, progress, and outcome data.

Adult and Family Education Programs include:

Adult and Family Education Community Resource Center Graduate Certificate Program in Adult Education Grant Competitions (Matching Funds and Re-Grants) National External Diploma Program (NEDP) Monitoring, Professional Development and Technical Assistance

Adult and family education programs are designed for individuals who:

Are 16 years of age and older and not enrolled in school nor required to be enrolled in school; Do not have adult basic or adult secondary education skills; Do not have a high school diploma or GED; and/or Need to improve their ability to speak, read, or write the English language.



http://osse.dc.gov/service/monitoring-professional-development-and-technical-assistance

http://osse.dc.gov/service/national-external-diploma-program-nedp

http://osse.dc.gov/service/grant-competitions-matching-funds-and-re-grants

http://osse.dc.gov/service/graduate-certificate-program-adult-education

http://osse.dc.gov/service/adult-and-family-education-community-resource-center

http://dmh.dc.gov/dmh/cwp/view,a,3,q,515833,dmhNav,%7C31250%7C.asp

http://dmh.dc.gov/dmh/cwp/view,a,3,q,515833,dmhNav,%7C31250%7C.asp

AFE sub-grantees offer the following services to adult learners in the District of Columbia:

Adult Basic Education (ABE) Adult Secondary Education (ASE) English as a Second Language (ESL) English Language/Civics (EL/Civics) Family Literacy Workforce and Postsecondary Transition



Appendix C: Community & Information Resources

Youth Resources

Family Voices 1258 Pleasant St, SE, Washington, DC 20020 202-373-5564 (voice) | 202-373-0063 (fax)

Family Voices is a national resource for parents of children with chronic conditions, with a local chapter in DC. Family Voices can connect you with resources and other families.

Advocates for Justice and Education, Inc. - Transition Advocacy Program 2041 Martin Luther King Jr. Avenue SE, suite 400, Washington, DC 20020 202) 678-8060 (voice) | (202) 678-8062 (fax)

The Transition Advocacy Project provides youth ages 13-22 and their families with support, advocacy, information, and training in order to improve their involvement in their educational planning. They provide students with support, training, and guidance in an effort to effect school reform and secure appropriate transition services.

American University, Disability Support Services 4400 Massachusetts Ave, NW, Washington, DC 20016 202-885-1000 (voice)

The mission of Disability Support Services (DSS) is to ensure that students with physical, medical, or psychological disabilities have equal access to university programs and services. DSS provides or coordinates a range of services and accommodations that meet the individual needs of a student based on the impact of the specific disability. Please note that students with learning disabilities or Attention Deficit Hyperactivity Disorder should contact the Academic Support Center at 202-885-3360 or [email protected].

The Arc of the District of Columbia - Beyond High School: Navigating the Future 415 Michigan Avenue NE, Washington, DC 20017 202-636-2950 (voice) [email protected]

A project, funded by a 1-year grant from the Wal-Mart Foundation, served 30+ transitioning youth and their families during the '10-'11 school year. Together with our partners, DC Public Schools and Developmental Disabilities Services, we will identify students and families who




http://www.arcdc.net/

http://www.american.edu/ocl/dss/

http://www.aje-dc.org/

http://www.familyvoices.org/

need assistance planning for their futures and navigating government systems and the many services available to them.

The Catholic University of America, Disability Support Services 620 Michigan Ave NE, 207 Pryzbyla Center, Washington, DC 20064 202-319-5211 (voice) | 202-319-5126 (fax)

The Catholic University of America, DSS answers questions concerning accommodations and services available; and provides information about, and gives referrals to, admissions, registration, financial aid, and other services within the university. DSS can help assess needs in such areas as housing accommodations, attendants, interpreters, readers, transportation, classroom and course accommodations, tutors, note-takers, and adaptive equipment.

DC Center for Independent Living 1400 Florida Ave, NE, Suite 3, Washington, DC 20002 202-388-0033 (voice)

The DCCIL is managed by and for persons with a variety of disabilities. The DCCIL is a community-based, private non-profit organization that promotes independent life styles for persons with significant disabilities in the District of Columbia. DCCIL has four core independent living services: (1) Independent living skills training, (2) Peer counseling, (3) Advocacy and legal services, and (4) Information and referral to community services.

DC LEARNs (D.C. Literacy Education, Advocacy and Resource Network) 1612 K St, NW, Suite 300, Washington, DC 20006 202-331-0141 (voice) | 202-331-0143 (fax)

DC LEARNs is a nonprofit citywide coalition of organizations providing adult, family, and children’s literacy services to the residents of Washington, DC. Their work includes: training, policy work and analysis, pilot projects, volunteer recruitment, and gathering and providing information on literacy programs.

DC Quality Trust Family Empowerment Center 3400 Martin Luther King Jr. Ave, SE, Washington, DC 20020 202-561-1991 (voice)

DC Quality Trust NW 5335 Wisconsin Ave, NW, Suite 825, Washington, DC 20015 202-448-1450 (voice) | 202-448-1451 (fax)

Quality Trust provides advocacy, monitoring, family supports, and outreach activities designed to assist persons with developmental disabilities and their families.



http://www.dcqualitytrust.org/

http://www.dcqualitytrust.org/

http://www.dclearns.org/

http://www.dccil.org/

http://dss.cua.edu/

Department of Employment Services 64 New York Avenue, NE, Suite 3000, Washington, DC 20002 202-724-7000 (voice) | 202-698-4817 (TTY)

The Department of Employment Services (DOES) provides a wide variety of services to job seekers through its One-Stop Career Centers. A vocational rehabilitation counselor who works for the Rehabilitation Services Administration (RSA) is also available at the One-Stop Career Centers. Please note that in order to receive services from an Employment Specialist at the One-Stop Career Center, job seekers must complete an assessment that includes a reading test. Residents who test below an eighth grade reading level will be referred to other agencies for assistance.

Department of Mental Health 64 New York Ave, NE, 4th Floor, Washington, DC 20002 202-673-7440 (voice) | 202-673-7500 (TTY)

The Department of Mental Health's goal is to deliver mental health services that promote a patient's full recovery, respect cultural and linguistic diversity, and are choice-driven. The Mental Health Rehabilitation Services (MHRS) system for community-based care offers: evaluation and or screening services, case management, counseling, intensive day treatment, crisis or emergency services, rehabilitation programs, psychiatric treatment, and specialized mental health services.

Department on Disability Services 1125 15th St, NW, Washington, DC 20005 202-730-1700, ext. 1125 (voice) | 202-730-1843 (fax) | 202-442-8563 (TTY)

The Developmental Disabilities Administration (DDA) is responsible for the oversight and coordination of all services and supports provided to all qualified persons with developmental disabilities in the District of Columbia. Developmental disabilities include mental retardation, cerebral palsy, Down’s syndrome, autism and other disabilities that occur during childhood. DDA provides services and supports to individuals with disabilities and their families based on their own needs and goals. Individuals who receive services complete an intake screening to make sure they meet program requirements. When an individual is qualified to receive services and supports from DDA, a team of people including the person with developmental disabilities has a meeting to write a plan to help the person with developmental disabilities reach his or her goals. This plan is called an Individual Support Plan or ISP, and must be updated at least once a year to add and change goals. DDA works with many community agencies and service providers to offer: training and employment supports, support in homes and apartments (for adults), temporary relief for families supporting someone with disabilities, and other services and supports to help persons with developmental disabilities.



http://www.dds.dc.gov/

http://www.dmh.dc.gov/

http://www.does.dc.gov/

Dreams for Kids

Dreams for Kids DC empowers youth living in poverty and those with disabilities by uniting them with their peers, recognizing their abilities, and allowing their voices to be heard. The most isolated young people from every community in the metropolitan area are reminded that they have something to give. While fearlessly pursuing their dreams, they are leading others to their own and compassionately changing the world.

Easter Seals Project Action 1425 K St, NW, Suite 200, Washington, DC 20005 202-459-4003 (voice) | 202-448-1458

Project ACTION! is the District's self-advocacy coalition for adults with developmental disabilities. Members of Project ACTION! are powerful advocates who work individually and together to let their voices be heard. They work to break down barriers, create partnerships, and change their communities so they are inclusive and supportive of people with disabilities. Members are residents of the District and suburban Maryland. During their meetings members learn and practice advocacy skills, including how to testify before City Council, how to serve on boards and committees, and what current issues affect them. Project ACTION! members facilitate training for local and national self-advocates, DDA staff, and service provider staff. They mentor new self-advocates and youth advocates. They are often sought out by City Council and other government leaders for their opinion and thoughts on different legislation and initiatives. Project ACTION! meetings are normally held on the second Saturday of each month in an accessible location in northeast DC. Please call to confirm the next meeting date. For more information about Project ACTION! meeting dates, training, and conferences call Victor Robinson at 202-459-4003 or e-mail him at [email protected]. You can also call Phyllis Holton at 202-448-1458 or e-mail her at [email protected]. Check out their link at www.dcqualitytrust.org/pages/page06b.shtml.

Gallaudet University, Office for Students with Disabilities Jordan Student Academic Center, rm. 1220, 800 Florida Ave, NE, Washington, DC 20002 202-651-5256 (voice) | 202-651-5887 (fax) [email protected]

The Office for Students with Disabilities (OSWD) provides individually tailored, comprehensive, support services and programs for students with disabilities. OSWD empowers eligible students to succeed in their pursuit of higher education by striving to assure equal access and opportunity to curricular and extra-curricular activities. Supporting the ideal of life-long learning, OSWD encourages and provides experiences and opportunities to build confidence beyond the classroom. Student autonomy is encouraged through the provision of reasonable accommodations, academic support groups, self-advocacy, and compensatory training. OSWD




http://oswd.gallaudet.edu/

http://www.dcqualitytrust.org/pages/page06b.shtml



http://www.projectaction.org/

http://dreamsforkids.org/dc

employs a student-centered interactive model in which collaboration among professionals and OSWD students results in a nondiscriminatory academic environment. In addition, OSWD provides professional development services and programs for faculty and staff and for community-based professionals.

George Mason University, Office of Disability Support Student Union Building I, Rm. 211, MSN 5C9, 4400 University Dr., Fairfax, VA 22030 703-993-2474 (voice) | 703-993-4306 (fax) |703-993-2476 (TTY)

The Office of Disability Services at George Mason University offers a variety of services for students with documented disabilities, including learning disabilities, deaf/hard of hearing, blind/low vision, mobility limitations, attention deficit disorders (ADD/ ADHD), psychiatric disorders, and medical disabilities. We encourage both prospective and current students to learn more about our services by going to our web site at and/or calling our office to make an appointment with an ODS coordinator.

George Washington University, Disability Support Services Marvin Center, Suite 242, 800 21st St, NW, Washington, DC 20052 202-994-8250 (voice) | 202-994-7610 (fax) [email protected]

The George Washington University believes in the equality of people, the value of individual differences, and the unending possibilities for growth and the development of the human spirit. With that philosophy, the University established Disability Support Services (DSS) in 1978 to support students with disabilities so that they may participate fully in university life, derive the greatest benefit from their educational experiences, and achieve maximum personal success. DSS currently serves over 700 GW students with a wide variety of disabilities, as well as those temporarily disabled by injury or illness.

Georgetown University, Academic Resource Center Leavey Center, Suite 335, Box 571235, Washington, DC 20057 202-687-8354 (voice) [email protected]

Georgetown University is committed to providing academic support for all students, and to integrating students with disabilities as fully as possible into all aspects of University life. The Academic Resource Center fulfills this mission by providing assistance in study skills necessary for academic achievement through individual consultations or workshops; accommodations to students with disabilities under the ADA and Section 504; as well as facilities and support services to help ensure access for students with disabilities.




http://ldss.georgetown.edu/


http://gwired.gwu.edu/dss/

http://ods.gmu.edu/

Howard University, Special Student Services Howard Center, Suite 725, 2225 Georgia Ave, NW, Washington, DC 20059 202-238-2420 (voice)

All students attending Howard University with a documented disability are eligible and encouraged to register for services.

Montgomery College, Developmental Education and Workforce Access Program (includes Challenge Program) Rockville, MD

This is a custom-tailored learning community program for students with special needs exiting high school. GTP is a two-year, tuition-based, credit-free certificate program. The overall objective is to enable students to transition to greater independent living through functional education, residential, vocational, and life-skills services. The Challenge Program provides unique courses for adults with developmental disabilities to help them function more independently in their homes, at work, and in the community. Of equal importance, students will have the opportunity to increase their social and community awareness by learning at Montgomery College.

Montgomery College, Disability Support Services Counseling and Advising Building, Rm. CB122, 51 Mannakee St , Rockville, MD 20850 240-567-5058 (voice) | 240-567-5097 (fax) | 301-294-9672 (TTY) [email protected]

Disability Support Services (DSS) is dedicated to assisting students with disabilities in accomplishing their personal, scholastic and career goals. We do this by teaching academic and advocacy skills; eliminating the physical, technical and attitudinal barriers that limit opportunities; and promoting an awareness of the experience of persons with disabilities within social, political, and economic constructs.

Ms. Wheelchair DC 202-484-3550 (voice) [email protected]

The Ms. Wheelchair District of Columbia is a sisterhood of dynamic women who are dedicated to promoting disability awareness, education, and empowerment. For the last 10 years, the Ms. Wheelchair District of Columbia organization has selected a spokesperson to speak to the general public about her life as a person with a disability, the Americans with Disabilities Act (ADA), and a platform issue of her choosing. Moreover, Ms. Wheelchair District of Columbia competes nationally with other state titleholders in the annual Ms. Wheelchair America Pageant.




http://www.mswheelchairdc.net/


http://cms.montgomerycollege.edu/edu/secondary5.aspx?urlid=52

http://www.montgomerycollege.edu/wdce/ce/developmentaleducation.html

http://www.montgomerycollege.edu/wdce/ce/developmentaleducation.html

http://www.howard.edu/specialstudentservices/DisabledStudents.htm

Office of Disability Rights 441 4th St, NW, Suite 729N, Washington, DC 20001 202-724-5055 (voice) | 202-727-3363 (TTY) [email protected]

The mission of the DC Office of Disability Rights (ODR) is to ensure that DC programs are fully accessible to people with disabilities. ODR is committed to inclusion, community-based services, and self-determination for people with disabilities. ODR is responsible for making sure that the DC government satisfies the Americans with Disabilities Act (ADA) and other disability rights laws. ODR (1) looks into discrimination complaints and other issues made by community members, (2) provides ADA training and other help to DC agencies to ensure that all people with disabilities are treated with respect and integrity, and (3) works with community members and government partners to ensure that people with disabilities have opportunities to become productive citizens within their communities with appropriate supports.

TASH 1025 Vermont Ave, NW, Suite 300, Washington, DC 20005 202-540-9020 (voice) | 202-540-9019 (fax) [email protected]

TASH is a civil rights organization for, and of, people with mental disability, autism, cerebral palsy, physical disabilities and other conditions that make full integration a challenge. Although TASH's work is often on a global level, equally, if not more significant, is the direct support we provide individuals with disabilities and their family members. We serve as a clearinghouse for the daily reporting of treatment that is unjust or that limits opportunity. We provide information, linkage with resources, expert assistance toward fighting inequities, legal expertise, and targeted advocacy. We bring to the assistance of individuals in need, the backing of our thousands of members worldwide and the support of a national organization committed to social justice for all people.

Teens Run DC Washington, DC

Teens Run DC empowers at-risk youth to envision and work toward the achievement of personal goals through an adult mentoring and distance running program. Over the course of nine months, TRDC Running Leaders, Mentors, and Friends challenge and guide these youth to develop the skills necessary to achieve their running goals and their life goals.

Through My Eyes DC Washington, DC

THROUGH MY EYES: THE DC PHOTO-NARRATIVE PROJECT (TME-DC) empowers at-risk youth by providing them with a safe space where they can give vision and voice to their life stories. Under the guidance of dedicated and empathic mentor-leaders, these youth photograph and



http://www.throughmyeyesdc.org/

http://www.teensrundc.org/


http://www.tash.org/


http://odr.dc.gov/

write about themselves, their families, their communities, and their experiences. By offering them the skills to document their real life stories and to share those stories within the company of similarly directed-youth and with the world, they are strengthened in their sense of self and their connection to others.

Trinity DC, Disability Student Services Academic Service Center, Library, 1st, 202-884-9358 (voice)

If you are a student with a psychological, cognitive, and/or physical disability, Disability Student Services (DSS) is here to ensure that you receive support services that will equalize your access for your courses and campus activities. In contrast to high school, where students with disabilities are entitled to certain services, in college, you must become approved or eligible for services based on the guidelines set forth by your college/university (Read "Disability in Higher Education"). At Trinity, this means that you must first register with DSS before you can request support services.

University of Maryland College Park, Disability Support Services 4th Floor, Susquehanna Hall, University of Maryland, College Park, MD 20742 301-314-7682 (voice)

The mission of the Disability Support Service is to coordinate services that ensure individuals with disabilities equal access to University of Maryland College Park programs.

University of the District of Columbia, Disability Resource Center 4200 Connecticut Ave, NW, Building 44, Rm. A-39 , Washington, DC 20008 202-274-6417 (voice) | 202-274-5375 (fax) | 202-448-7213 (videophone) (TTY)

The University of the District of Columbia (UDC) is an urban land grant institution. UDC is a comprehensive public institution offering affordable post-secondary degrees at the associates, baccalaureate, and graduate levels. The Disability Supports Services Offices provides accommodations and assistance to students with documented disabilities. It is the student’s responsibility to request accommodations. Students will also need to provide recent documentation of their disability and recent testing and evaluations of their disability.

Youth Empowerment Resource Center 1010 Wisconsin Ave, NW, Suite 340, Washington, DC 20007 202-338-7153 (voice)

YERC sponsors community groups for teens and young adults with disabilities. They provide information on adult services. Teens and young adults explore advocacy opportunities.



http://www.youth-project.org/

http://www.udc.edu/drc

http://www.counseling.umd.edu/DSS/

http://www.trinitydc.edu/offices/disability/index.html

Appendix D: Careers Earned in 2-Years or Less

KEY:2YR = 2 Year Program Appr = Apprenticeship Tech = Technical School

Corr = Correspondence Course OJT = On-the-job training On-L = Online learningHS = High School Trainng

Career Title Career Cluster2

YRAppr Tech Corr OJT ON-L HS

Accounting Business/Numerical X X X X XAccounts Receivable Supervisor

Business/LogicX X

Actor/Actress Social X X XAcupuncturist Logic/MechanicalAdvertising Sales Representative

BusinessX

Aerial Photograph Interpreter

Logic/Mechanical

Air Tower andTraffic Control Operator

Logic/NumericalX X

Airconditioning Mechanic

MechanicalX X X X X

Airconditioning Technician

Logic/MechanicalX X X X

Aircraft Electrician Mechanical X X XAirline Dispatcher Clerical XAirline Pilot Logic/Mechanical X X XAirline Radio Operator Logic/Numerical XAirline Schedule Analysis Business/Clerical X XAmmunitions Safety Inspector

Business/ClericalX X

Amusement Park Worker Mechanical/Social XAnimal Caretaker Social X X X X XAnimal Shelter Clerk/Manager

Social/BusinessX X X X X

Animal Technician Logic/Social X X





Animal Trainer Social/LogicX

Animator Mechanical X X X XAnnouncer Social X X X XApartment House Mgr. Business/Clerical XApplications Programmer

LogicX X

Appraiser Business/Numerical X X XArchitectural Graphic Designer

Logic/MechanicalX X X

Armored Car Guard and Driver

Mechanical/SocialX

Artifacts Conservator Numerical/Clerical XArtist Mechanical/Social X X XAthletic Manager Business/Social XAuctioneer Business/Numerical/Social X X XAudio Technician Mechanical X XAudiometrist Logic/Social X XAuto Design Detalier Logic/Mechanical X X XAuto Detailer Mechanical X X XAuto Laboratory Technician

MechanicalX X

AutoCAD Operator Logic/Numerical X X X XAutomobile Body Repairer

MechanicalX X X X

Automobile Damage Appraiser

Mechanical/NumericalX X X

Automobile Mechanic Mechanical X X X XAutomobile Service Manager

Business/MechanicalX X

Automobile Service Station Attendant

MechanicalX

Aviation Technician Clerical/Mechanical X X



Adapted from The Transition Book Your Guide To Planning Life After School – Barbara Thompson Arlington Public Schools



Avionics Technician Mechanical XBailiff Clerical/Social XBaker Mechanical/Social

X X X X X X

Barber/Stylist Business/Mechanical X X XBartender Mechanical/Social X XBilling Clerk Clerical/Business X X XBiomedical Equipment Technician

MechanicalX X X X

Blacksmith Mechanical XBlaster Mechanical X XBlood Bank Technologist

ClericalX

Boilermaker Mechnical X XBonding Agent Clerical/Social XBook Designer Clerical/Mechanical XBookkeeper Clerical/Numerical X X X XBraille Operator Clerical/Mechanical X XBraille Proofreader Clerical X XBraille Typist Clerical/Mechanical X XBricklayer Mechanical X X X XBroadcast Secretary Specialist

ClericalX X X X

Broadcast Technician Mechanical/Numerical X X X X XBroadcasting Announcer Business X X X X XBrokerage Clerk Clerical/Numerical X X XBuilding Inspector Mechanical/Clerical X X X XBuilding Maintenance Repairer

MechanicalX X X X

Bulldozer Operator Mechanical X XCabinetmaker Mechanical X X X X XCable Splicer Mechanical X X X X XCaddie Social XCalibration Mechanical/Numerical X X






Laboratory TechnicianCamp Counselor Social XCardiac Monitor Technician

Mechanical/NumercialX X

Carpenter, Construction MechanicalX X X X X X

Carpet Layer Mechanical XCashier/Checker Clerical/Social XCaterer Business/Numerical X X X XCement Mason Mechanical X X XCephalometric Analyst Numerical/Mechanical XChauffeur Business/Social X XChef Business/Mechanical X X X X XChemicalLaboratory Technician

Logic/MechanicalX X X

Childcare Assistant Social X X X X XChildcare Supervisor Business/Social X X X XChiropractor Assistant Logic/Social XCivil Engineering Technician

Numerical/MechanicalX X

Claims Adjuster Business X XClaims Examiner Clerical/Social X XCollector Clerical/Business X XComedian Social XCommerical Artist Business/Mechanical X X XCommerical Photographer

Business/MechanicalX X X

Computer Graphics Design

Clerical/MechanicalX X X X X

Computer Operator Clerical/Mechanical X X X X XComputer Programmer Clerical/Logic X X X XComputer Repair Mechanical X X X XComputer Security Specialist

Business/LogicX X






Computer Systems Hardware Analyst

Logic/NumericalX X X

Construction Estimator Mechanical/Numerical XConstruction Inspector Mechanical XConstruction Worker Mechanical X X X XConstruction, Equipment Mechanic

MechanicalX X

Cook Business/Mechanical X X X XCopywriter Clerical X X XCorrections Officer Clerical/Social X X XCosmetologist Business/Mechanical X XCosts Clerk Clerical XCounselor, Residential Social X XCourt Clerk Clerical X XCourt Deputy Clerical/Social X XCourt Reporter Clerical X X XCredit Analyst Clerical/Numerical X X X X XCredit Clerk Clerical X X XCustom Tailor Business/Mechanical XCustomer Service Representative

ClericalX X

Dance Therapist Social X X X XDancer Mechanical/Social XDancing Instructor Social X XData Communications Technician

ClericalX X X X

Data Control Supervisor Business/Clerical XData Typist Clerical X X X XDeaf Interpreter Social XDeck Hand Mechanical X XDental Assistant Mechanical/Social X X XDental Ceramist Mechanical X X






Dental Hygienist Mechanical/Social X XDental Laboratory Technician

MechanicalX X X

Deputy Sheriff Clerical/Social XDetective Logic/Social X X XDialysis Technician Mechanical/Numerical X XDiesel Mechanic Mechanical

X X

Dietetic Assistant Business/Clerical X X XDisc Jockey Numerical/Social X X XDiver Mechanical XDog Groomer Social X X X X XDrafter Mechanical/Numerical X X X X XDriving Instructor Social XDry Cleaner Business/Social XDrywall Applicator Mechanical X X XElectrical Technician Mechanical X X X X X X XElectrician Mechanical X X X XElectrocardiograph Technician

Clerical/MechanicalX

Electrologist Mechanical/Social XElectromyographic technician

Clerical/MechnicalX

Electronics Mechanic Clerical/Mechanical X X X XElectronics Technician Clerical/Mechanical X X X XElevator Constructor Mechanical X X X XElevator Repairer Mechanical X X XEmbalmer Business/Logic X XEmergency Mecial Technicican

Clerical/MechanicalX X

Equestrian Mechanical/Social XEquipment Cleaner Mechanical X XEstimator Numerical XExecutive Chef Business X X X X X






Executive Secretary Business/Clerical X X X XExercise Physiologist Mechanical/Social X X X XExpediter Clerical/Numerical XExport Manager Business X XExterminator Business/Mechanical X X XFarmer Business/Mechanical XFashion Designer Business/Mechanical X X XFiberOptics Installation/Repair

Mechanical/Numerical

X X X X X X

File Clerk Clerical X XFilm Cutter/Print Cutter Mechanical/Numerical X X XFinancial Services Sales Numerical/Social X X XFingerprint Classifier Clerical X XFire Inspector Business/Clerical X X XFire Warden Business/Clerical X X X XFirearms Expert Business/Mechanical X X XFirefighter Mechanical/Social X X XFireworksDisplay Specialist

MechanicalX

Fish and Game Warden Clerical/Logic X X XFish Farmer Business/Mechanical XFishery Technician Clerical/Logic X X X X XFitness Trainer Numerical/Social X X X XFlight Attendant Clerical/Social XFlight Engineer Numerical/Mechanical XFloral Designer Business/Mechanical X X X XFluid Power Mechanic Mechanical XFood and Beverage Manager

Business/NumericalX X

Food Tester Business/Mechanical XForeign Exchange Teller Clerical/Numerical X XForensic Artist Logic/Mechanical X XForensic Scientist Logic/Mechanical X X






Forest Fire Fighter Mechanical/Social X X XForest Technician Clerical/Logic X XForest Worker Mechanical/Logic X XForms Analyst Business/Logic X XFreight Traffic Consultant

Business/ClericalX

Front-end Loader/Operator

MechanicalX

Fumigator Mechanical X X X XFuneral Director Business/Social

X X

Furniture Finisher Mechanical X X X X XFurniture Upholsterer Mechanical X X X XGame Warden Clerical/Logic X XGarbage Collector Mechanical XGarden Center Landscape Designer

Business/MechanicalX X

Garden Center Manager Business X X X XGarden Center Plant Doctor

Business/LogicX X X

Genealogist Business X XGlazier Mechanical X XGraphic Designer Logic/Mechanical X X X X XGroundskeeper Mechanical X X XGunsmith Mechanical X XHazardous Waste Management Specialist

MechanicalX X X

Health Club Manager Business X X XHeating & Air Conditioning Installer

MechanicalX X X

Heating Plant Superintendent

Business/MechanicalX X X

Highway Contractor Business/Logic XHistotechnologist Mechanical X






Home Attendant Social X X XHome Inspector Business/Mechanical X XHorticulture Worker Mechanical X X X XHosptial Engineer Business/Mechanical XHospital Foodservice Administration

Business/ClericalX X X

Hotel Clerk Business/Clerical X XHotel Night Auditor Clerical/Numerical XHousekeeper Business/Social XHydrographic SurveyTechnician

Mechanical/Numerical X X

Identification Clerk Clerical XIllustrator Logic/Mechanical X X X X XIndustrial Cafeteria Manager

Business/NumericalX X

Industrial Engineering Technician

Logic/NumericalX X

Industrial Hygienist Mechanical/Social XIndustrial X-Ray Operator

MechanicalX X

Inhalation Therapist Mechanical/Numerical X XInstructional Assistant Social X X XInstrument Mechanic Mechanical X XInsulation Worker Mechanical X XInsurance Sales Agent Business/Clerical X X X XInterior Designer Logic/Mechanical X X XInterpreter Social X X X XInvestigaor Clerica/Logic/Social X X X XJanitor Mechanical XJeweler Business/Mechanical X XLaboratory Animal Technician

Clerical/SocialX X X

Laboratory Assistant Clerical/Mechanical X X XLaborer Mechanical X






Land Development Manager

BusinessX X

Land Surveyor Mechanical/Numerical X X X XLaser Technician Mechanical/Numerical X X XLather Mechanical X XLegal Assistant Business/Clerical X X XLegal Investigator Clerical/Logic X X X XLegal Secretary Clerical X X XLegislative Reporter Clerical X X XLibrary Technical Assistant

ClericalX X

Lifeguard Business/MechanicalX X X

Line Installer/Repairer Mechanical X X XLithographer Mechanical XLoan Officer Business X X X XLocksmith Mechanical X X X XLogger Mechanical XMachine Operator Mechanical XMachinist Mechanical X XMail Clerk Clerical XMakeup Artist Business/Mechanical X XManual Arts Therapist Mechanical/Social X XManufacturer’s Representative

BusinessX X X

Map Editor Clerical/MechanicalMarine Service Technician

MechanicalX X X

Message Therapist Mechanical/Social X X XMaterial Handler Mechanical XMeatcutter Mechanical X XMechanic,General Maintenance

MechanicalX X

Mechanic, Research Mechanical X






Mechanic, Small Engine Mechancial X X X X XMedical Assistant Clerical/Social X X XMedical ChemistryTechnologist

Logic/Numerical X X X

Medical Illustator Logic/Mechanical X XMedical Insurance Clerk Clerical X X X XMedical Office Receptionist

Clerical/SocialX X X

Medical Photographer Clerical/Mechanical XMedical Record Technician

Clerical X X X

Medical Secretary Clerical/Social XMental Health Technician

Clerical/Social/Logic X X

Merchandise Displayer Business/Mechanical XMeteorologicalEquipment Repairer

Mechanical/Numercial X

Meteorological Technician

Clerical/MechanicalX

Mcirofilm Technologist Mechanical/Numerical X X X XMicrographics ServicesSupervisor

Business/Clerical X

Millwright Mechanical X X XMiner Mechanical XMobile Crane Operator Mechanical X XModel Business/Mechanical X XModeling Instructor Business/Social XMold Maker Mechanical X X XMortgageLoan Interviewer

BusinessX X X

Museum Exhibit Designer

MechanicalX X

Music Mixer Mechanical X XMusician Logic/Mechanical X XNail Technician Mechanical/Social X X XNavigator Numerical/Logic X X X






Network ControlOperator

Clerical/Logic X X X

News Photographer Clerical/Mechanical XNewscaster Business/Clerical XNewspaper Carrier Clerical XNuclear MedicineTechnologist

Mechanical/Numerical X X X X

Nurse’s Aide Social X X XNurse, Licensed Practical Social X X XOccupational Health & Safety

Mechanical/Clerical X X

Occupational Therapy Aide

SocialX X

Occupational Therapy Assistant

SocialX X X

Oceanographic Technician

Mechanical/NumericalX X X

Office Manager Business X X X XOffset Press Operator Mechanical XOphthamalicLens Inspector

Clerical/MechanicalX X

Optician Mechanical/Numerical X XOptometric Assistant Clerical/Mechanical X XOrder Clerk Clerical XOrderly Social X XOrientation MobilityInstructor

Mechanical/Social X X

Orthotics Assistant Mechanical/Social X XOrthotics Technician Mechanial/Social X XOverhead CraneOperator

Mechanical X

Package Designer Mechanical X XPainter Mechanical X XPaper Hangar Mechanical XParaeducator Social X X XParalegal Clerical/Logic X X X X






Parking Lot Attendant Clerical XPart Salesperson Clerical XPassenger Service Rep. Business/Social X X X XPastoral Assistant Social/Clerical X X X XPatternmaker Mechanical XPayroll Clerk Clerical/Numerical XPayroll Clerk Clerical/Numerical XPersonal Manager Business/Clerical X X XPetroleum Drilling Mechanical X X XPetroleum Exploration Mechanical X X XPharmaceutical Laboratory Technician

Mechanical/Numerical

X X X X

Pharmacist Assistant Clerical/Logical X X XPhlebotomist Mechanical/Numerical XPhotofinishing Laboratoy Worker

Mechanical/NumericalX

Photographer Mechanical/Numerical X X XPhotojournalist Clerical/Mechanical X XPhysical Therapy Aide Social X X XPhysical Theray Assistant

SocialX X X X

Physicians Assistant Social X XPilot Instructor Logic/Social X XPipefitter Mechanical X X XPlant Breeder Logic X X XPlasterer Mechanical XPlastics Fabricator Mechanical X XPlater/Anodizer Mechanical XPlumber Mechanical X X X X X XPolice Inspector Clerical/Social X XPolice Officer Clerical/Social X XPolicy Loan Calculator Clerical/Numerical X XPolygraph Examiner Logic/Mechanical X






Post Office Clerk Clerical XPrepress Proofer Clerical XPrinting Estimator Clerical/Numerical XPrinting Press Operator Mechanical X XPrivate Investigator Clerical/Social XProduction Manager, Radio and TV

Business/NumericalX X X

Professional Sports Scout

Business/MechanicalX

Proofreader Clerical XProspector Mechanical XProsthetics Assistant Mechanical/Social X XProsthetics Technician Mechanical

X X

Psychiatric Technician Social X X XPulp and Paper Tester Logic XPurchasing Agent Business/Numerical XRadiology Technician Logic/Mechanical X XReal Estate Agent Business X X XReal Estate Appraiser Business/Numerical X X XReceptionist Clerical/Social X XRecreational Therapist Social X X XReporter Business/Clerical X XRepiratory Therapist Social X XRetail Store Art Director Business/Mechanical X X XRetail Store Manager Business X XRigger Mechanical X XRobotics Technician Mechanical/Logic X X XRodeo Performer Mechanical/Social XRoofer Mechanical X X XSales Clerk Clerical/Social XSalesperson, Traveling Business/Social XSandblaster Mechanical XSawmill Worker Mechanical X






Secretary Clerical X XSecurities Clerk Clerical/Numerical X X XSecurities Trader Business/Numercial X X XSecurity Guard Clerical/Social X XSemiconductorProcessor

Mechanical/Numercial X

Sheet Metal Worker Mechanical X X XShip Captain Logic/Mechanical X X XShipping and Receiving Clerk

Clerical/Numerical X

Shoe Repairer Mechanical XSightseeing Guide Social XSinger Social X XSki Patroller Mechanical/Social X XSmall Engine Mechanic Mechanical

X X X X X X

Social Director Clerical/Social X XSocial Services Aide Social X X XSonographer Mechanical/Numerical X X XSound Controller Mechanical/Numerical X XSpecial Effects Specialist Mechanical/Logic XSporting Goods Salesperson

BusinessX

Sports Instructor Mechanical/Social XSports Marketer Business/Clerical X X XStable Attendant Mechanical X XStage Director Mechanical/Social XStage Manager Mechanical XStage Technician Mechanical XState Highway Patrol Officer

Clerical/SocialX

Stationary Engineer Mechanical XStatistical Clerk Numerical X X XStenocaptioner,Radio & TV

Clerical/Numerical X






Stenographer Clerical XStock Clerk Cerlical/Mechanical X XStructural Steelworker Mechanical XSurgical Technician Mechanical/Numerical XSurvey Worker Numerical/Mechanical X XTax Attorney Secretary Clerical/Numerical X XTax Fraud InvestigativeAide

Numerical X X X X

Tax Preparer Numerical/Social X XTaxi Driver Business/Social X X X XTaxpayer Service Representative

Business/Numerical/Social X

Teacher, Preschool Social X X X X XTechnical TrainingInstructor

Social/Mechanical X X

TelecommunicationsTechnician

Mechanical/Numerical X X

Telephone Maintenance Mechanical X XTelevision/Radio Repairer

Mechanical/NumericalX

Teller Clerical/Numerical X X X X XTicket Agent Clerical/Numerical X X XTilesetter Mechanical X X XTool and Diemaker Mechanical/Numerical X XTraffic Checker Clerical X XTraffic Clerk Clerical XTraffic Manager Clerical/Numerical XTravel Agent Business/Clerical X XTree Surgeon Mechanical/Logic X X X X XTruck Driver, Heavy Mechanical X X XTruck Operator, Industrial

MechanicalX X

Tutor Social X X XUltrasound Technologist Logic/Mechanical X X XVendor Business X






Veterinary Technician Mechanical/Social X X X XVideo Operator Mechanical/Numerical X X X XWaitress/Waiter Social XWater TreatmentPlant Operator

Clerical/Mechanical X X X

Web Page Design Clerical/Logic X X X X XWedding Consultant Business/Social XWelder Mechanical X X XWildlife Control Agent Clerical/Logic X XWire Worker Mechanical XWord Processing Specialst

ClericalX X X X X

Writer Business X X X X XAdapted from The Transition Book Your Guide To Planning Life After School – Barbara Thompson Arlington Public Schools



Appendix E: Useful Documents



Inviting an Outside Agency to the IEP Team Meeting

Consent must be provided by the parent or adult student prior to sending a “Letter of Invitation” (LOI) to the outside agency representative.

Instructions for Documenting Attempts to Obtain Consent

Consent can be obtained in the following manner:1. A parent can sign the “Additional IEP Meeting Participant Consent Form” form found in SEDs.

a. Once consent is provided, fax the signed document into SEDS. b. Send the “RSA/Other Agency Letter of Invitation – IEP Meeting Letter” found in SEDs to

the outside agency. 2. A student who has reached the age of majority can provide consent by signing the “Additional

IEP Meeting Participant Consent Form” found in SEDs. a. Once consent is provided, fax the signed document into SEDS. b. Send the “RSA/Other Agency Letter of Invitation – IEP Meeting Letter” found in SEDs to

the outside agency. 3. A parent or adult student can provide verbal consent.

a. If verbal consent is provided, document the date and time on the “Additional IEP Meeting Participant Consent Form” found in SEDs.

b. Send the “Verbal Confirmation Letter” to the parent or adult student stating that verbal consent was provided.

c. Use the “Additional IEP Meeting Participant Consent Form” found in SEDs, containing the barcode, to upload the Verbal Consent Letter into SEDs. Do not use the miscellaneous fax cover sheet.

d. Send the “RSA/Other Agency Letter of Invitation – IEP Meeting Letter” to the outside agency.

4. If consent is not obtained:a. Complete the “Inability to Obtain Consent Letter” and document attempts to obtain

consent on it.b. Send it to the parent or adult student stating that verbal consent was not provided, and

an agency representative will not be at the meeting.c. Use the “Additional IEP Meeting Participant Consent Form” found in SEDs that contains

the barcode to upload the “Inability to Obtain Consent Letter “into SEDS. Do not use the miscellaneous fax cover sheet.

d. If consent WAS NOT OBTAINED, d o not send a Letter of Invitation to the Outside Agency .

ExceptionsThere will be a few occasions when the team will not be able to complete an IEP Team meeting for students assigned to the school. If the student is no longer in the school, the case manager must inform the Special Education Coordinator (SEC), or person overseeing Special Education matters in the school. The SEC will alert the Special Education Specialist (SES) who will assist with determining the location of the student, and will also inform the student’s new school of the Transition Plan requirements.

Resources1. Verbal Consent Confirmation Letter

1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

http://www.k12.dc.us/

2. Inability to Obtain Consent Letter


VERBAL CONSENT CONFIRMATION FORM FOR RSA/OTHER AGENCY PARTICIPATION IN THE IEP TEAM MEETING

Student Information

Student: Local ID: State ID:

DOB: Grade: School Year:

LEA / School Information LEA of Enrollment: District of Columbia Public Schools School: Case Manager: Address: Phone:

Date: Dear ,

Thank you for providing verbal consent to invite a representative from the District of Columbia Rehabilitative Services Administration (RSA) to participate in the IEP Team meeting, for the student mentioned above. As discussed, on the meeting will occur during the Annual Review and any other IEP Team meetings where Postsecondary Transition is being discussed. Consent is required for the following reasons:

The student is 16 years of age or older. His/her secondary transition needs will be discussed and/or reviewed for

updates. Representatives from the District of Columbia Rehabilitation Services

Administration (RSA) and other agencies may be able to provide appropriate post-school transition services.

This letter confirms your verbal consent to invite a representative from the District of Columbia RSA to participate in the IEP Team meeting, which we will fax into the student’s school file.

The agency representative information can be found below.

Participant Name Title Agency

Please contact me if you have any questions.

Sincerely,


Fax this form into SEDS with the “IEP Meeting Participant Consent Form for RSA/Other Agency” document.

Do not use a miscellaneous cover sheet.


INABILITY TO OBTAIN CONSENT FOR RSA/OTHER AGENCY PARTICIPATION IN THE IEP TEAM MEETING

Student Information

Student: Local ID: State ID:

DOB: Grade: School Year:

LEA / School Information LEA of Enrollment: District of Columbia Public Schools School: Case Manager: Address: Phone:

Date: Dear ,

I attempted to obtain consent from you to invite a representative from the District of Columbia Rehabilitative Services Administration (RSA) to participate in the IEP Team meeting, where Postsecondary Transition is being discussed for the student mentioned above. Consent is required for the following reasons:

The student is 16 years of age or older. His/her secondary transition needs will be discussed and/or reviewed for

updates. Representatives from the District of Columbia Rehabilitation Services

Administration (RSA) and other agencies may be able to provide appropriate post-school transition services.

The attempts to obtain consent were as follows:

DateTYPE OF CONSENT

Modality 1 Modality 2 Modality 3

This letter confirms that consent to invite a representative from the District of Columbia RSA to participate in the IEP Team meeting was not obtained. Therefore, a representative will not be in attendance. A copy of the form will be faxed into the student’s school file.

Please contact me if you have any questions.

Sincerely,


Fax this form into SEDS with the “IEP Meeting Participant Consent Form for RSA/Other Agency” document. Do not use the miscellaneous cover sheet.


Appendix F: DCPS Transition Central

The District of Columbia Public Schools has created a BLOG just for you! You will be connected to a one stop shop for “all things transition.” Find the latest resources and information that your students can use. Subscribe to the information and be one of the first to hear news regarding transition information. The link is below.

http://transitioncentral.wordpress.com/



http://transitioncentral.wordpress.com/


Appendix G: WebsitesThe links to the Transition websites were published in part under a grant from The HSC Foundation with The George Washington University. The websites listed on the site are portals to further resources. Sites may be hosted or funded by federal agencies, national agencies, state and local education agencies, institutes of higher education projects, private agencies or professional organizations. Sites are identified and put into a specific category to make it easier to search the Directory of Transition Websites.

Permission to use, copy, and distribute this document for non-commercial use and without fee, is hereby granted provided that appropriate credit to the HEATH Resource Center is included in all copies.



Appendix H: Transition Assessments

Transition Assessment List

Assessment Title Transition Topic Price Ordering InformationTransition Planning Inventory – 2

All Domain Areas

$209.00 http://www.proedinc.com/customer/ProductView.aspx?ID=875

BRIGANCE Transition Skills Inventory

All Domain Areas

$199.00 http://www.curriculumassociates.com/products/detail.aspx?Title=BrigTSI

Transition Portfolio All Domain Areas

Freehttp://www.transitioncoalition.org/transition/tcfiles/files/docs/HSPortfolios1214275455.pdf/HSPortfolios.pdf

Futures PlanningAll Domain Areas

Free http://rtc.umn.edu/docs/pcpmanual1.pdf

Personal Preferences Indicators

All Domain Areas

Freehttp://www.transitioncoalition.org/transition/tcfiles/files/docs/PersonalPreferenceIndicator1253592698.pdf/PersonalPreferenceIndicator.pdf

AIR Self-Determination Scale

Self-Determination

Freehttp://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-assessment-tools/air-self-determination-assessment.html

Field & Hoffman Self-Determination Assessment Battery

Self-Determination

Freehttp://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-assessment-tools/field-and-hoffman-self-determination-assessment.html

I’m Determined Student Rubric for IEP Participation & IEP Exit Surveys

Self-Determination

Free http://www.imdetermined.org/educators/

Student Engagement Instrument

Student Engagement

Free

http://transitioncoalition.org/transition/file.php?path=files/docs/Student_Engagement_Instrument_complete1329321627.pdf

Assistive Technology Protocol for Transition

Assistive Technology

Freehttp://www.transitioncoalition.org/transition/tcfiles/files/docs/attransitionpacket1224259340.pdf/attransitionpacket.pdf

O*NET Ability Profiler Employment Free http://www.onetcenter.org/AP.html

O*NETInterest Profiler

Employment Free http://www.mynextmove.org/explore/ip

O*NET Work Importance Locator

Employment Free http://www.onetcenter.org/WIP.html


http://www.onetcenter.org/WIP.html

http://www.mynextmove.org/explore/ip

http://www.onetcenter.org/AP.html

http://www.transitioncoalition.org/transition/tcfiles/files/docs/attransitionpacket1224259340.pdf/attransitionpacket.pdf






http://www.imdetermined.org/educators/

http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-assessment-tools/field-and-hoffman-self-determination-assessment.html



http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-assessment-tools/air-self-determination-assessment.html



http://www.transitioncoalition.org/transition/tcfiles/files/docs/PersonalPreferenceIndicator1253592698.pdf/PersonalPreferenceIndicator.pdf



http://rtc.umn.edu/docs/pcpmanual1.pdf

http://www.transitioncoalition.org/transition/tcfiles/files/docs/HSPortfolios1214275455.pdf/HSPortfolios.pdf



http://www.curriculumassociates.com/products/detail.aspx?Title=BrigTSI

http://www.curriculumassociates.com/products/detail.aspx?Title=BrigTSI

http://www.proedinc.com/customer/ProductView.aspx?ID=875

http://www.proedinc.com/customer/ProductView.aspx?ID=875

Assessment Title Transition Topic Price Ordering Information

Envision Your Career Employment $149.00http://www.impactpublications.com/envisionyourcareeralanguage-freevideocareerinterestinventorydvd.aspx

Drive of Your Life Employment Free http://www.driveofyourlife.org/

Student Employee Evaluation

Employment Free

Matching Your Strengths, Preferences & Interests

Employment N/A

http://www.proedinc.com/customer/productView.aspx?ID=1645Included with the Transition Planning Inventory

Study & Learning Skills Inventory

Postsecondary Education & Training

N/Ahttp://www.proedinc.com/customer/productView.aspx?ID=1645Included with the Transition Planning Inventory

C.I.T.E. Learning Styles Instrument


Free http://www.wvabe.org/CITE/cite.pdf

CollegeSupports Questionnaire


Free

http://transitioncoalition.org/transition/file.php?path=files/docs/College_Supports_Questionnaire1329324864.pdf

Ansell-Casey Life Skills Assessments

Independent Living

Free http://www.caseylifeskills.org

Functional Independence Skills Handbook

Independent Living

$79.00 http://www.proedinc.com/customer/productView.aspx?ID=1392

Transition Health Care Checklist

Independent Living

Free www.health.state.pa.us/transitionchecklist

Independent Living Checklist

Independent Living

Free

http://www.transitioncoalition.org/transition/tcfiles/files/docs/Independent_Living_Postsecondary_Goal_Decision_Assistance_1213220281.pdf/Independent_Living_Postsecondary_Goal_Decision_Assistance_.pdf

Compiled by the District of Columbia Office of the State Superintendent of Education / Division of Special Education






http://www.health.state.pa.us/transitionchecklist

http://www.proedinc.com/customer/productView.aspx?ID=1392


http://www.caseylifeskills.org/




http://www.wvabe.org/CITE/cite.pdf





http://www.driveofyourlife.org/

http://www.impactpublications.com/envisionyourcareeralanguage-freevideocareerinterestinventorydvd.aspx




Appendix I Glossary / Abbreviations

Common Abbreviations for Transition Planning

Abbreviation DescriptionADA Americans with Disabilities Act

CIL Center for Independent Living

CMH Comprehensive Mental Health

CSB Community Services Board

DCE Department of Correctional Education

DDHH Department for the Deaf and Hard of Hearing

DHR Department of Human Resources

DHS Department of Human Services

DOE Department of Education

DRS Department of Rehabilitative Services

DRVD Department of the Rights of Virginians with Disabilities

DSS Department of Social Services

DYFS Department of Youth and Family Services

DYRS Department of Youth Rehabilitative Services for Adjudicated Youth

EEO Equal Employment Opportunity

EOE Equal Opportunity Employer

IHP Individualized Habilitation Plan

IDEA Individuals with Disabilities Education Act

IEP Individualized Educational Program

IPE Individual Plan for Employment

ITP Individualized Transition Plan

IWRP Individualized Written Rehabilitation Plan

JTPA Job Training Partnership Act

LEA Local Education Agency

MHMRSAS Mental Health and Mental Retardation Substance Abuse Services

OJT On-the-Job Training

OSERS Office of Special Education and Rehabilitative Services

PASS Program to Achieve Self Support


Abbreviation DescriptionPERT Postsecondary Education Rehabilitation and Transition

PIC Private Industry Council

PRC Parent Resource Center

PVT Pre-Vocational Training

PWI Projects with Industry

SOC Sheltered Occupational Center, Inc.

SSA Social Security Administration

SSDI Social Security Disability Insurance

SSI Supplemental Security Income

TRAC Trade-Related

TJTC Targeted Jobs Tax Credit

TTW Ticket To Work




Appendix J – EXEMPLARY TRANSITION COMPONENTS AND SAMPLES


STR 1: Education Post-Secondary Goals

Regulation 1 OSSE Criteria IEP Location and InstructionsThere is an appropriate, measurable post-secondary goal that addresses education OR training after high school

YES = The IEP contains at least one appropriate post-secondary goal in the area of education or training that is measurable, aligns with PLOP, and aligns with assessment results.

NO = The IEP does not contain a post-secondary goal in the area of education or training, or the goal is not measurable, or the goal does not align with present levels of performance and assessment results.

Long-Range Goals and Interests

Annual Goals

*These examples are only for post-secondary goals, which must be included in the “Long-Range Goals and Interests” section of the IEP. Detailed steps to achieve these goals must be included in the “Annual Goals” section of the IEP.

Description ExampleNon-Compliant The goal is not described. Jose is planning to attend community college.Approaching Compliance

Goal is described, but is not specific, not measurable, or not aligned with an assessment.

Jose will attend the Community College of the District of Columbia, where he will study graphic design.

Compliant Goal is measurable, aligned to PLOP, and aligned to transition assessments.

Upon graduation from High School, Jose will attend the Community College of the District of Columbia, where he will study graphic design.

Exemplary Goal is measurable, aligned to PLOP, and aligned to transition assessments. Evidence is explicitly described and contains baseline information (PLOP), information surrounding the areas of interest/training (multiple transition assessments), and an outline of the measurable steps* to work towards the annual goal.

Jose will attend the Community College of the District of Columbia, where he will study graphic design after graduation from high school. Jose has earned an A in his computer skills class, B’s in his English and Math courses, and a C in Science. The interest profiler and a career skills interview indicate his interest in computers, graphic design and art.



STR 2: Employment Post-Secondary Goals

Regulation 2 OSSE Criteria IEP Location and InstructionsThere is an appropriate, measurable post-secondary goal that addresses employment after high school

YES = The IEP contains at least one appropriate post-secondary goal in the area of employment that is measurable, aligns with PLOP, and aligns with assessment results.



Annual Goals

*These examples are only for employment goals, which must be included in the “Long-Range Goals and Interests” section of the IEP. Detailed steps to achieve these goals must be included in the “Annual Goals” section of the IEP.

Description ExampleNon-Compliant The goal is not described. Kayla would like to work at a local grocery store.Approaching Compliance


Kayla would like to work at a grocery store because she enjoys working with people.


Kayla will work 20-30 hours per week at a local grocery store after graduation from high school.


After graduation from high school, Kayla will work 20-30 hours per week at a local grocery store. She has been identified with specific cognitive learning disabilities that affect her reading and quantitative abilities. According to her IGP ability profile, she is able to follow routines and perform tasks after receiving training. An interview indicates her desire to work with people.



STR 3: Independent Living Post-Secondary Goals

Regulation 3 OSSE Criteria IEP Location and InstructionsIf needed, there is an appropriate, measurable post-secondary goal that addresses independent living.

YES = The IEP contains at least one appropriate post-secondary goal in the area of independent living that is measurable, aligns with PLOP, and aligns with assessment results.



Annual Goals

*These examples are only of Independent Living goals, which must be included in the “Long-Range Goals and Interests” section of the IEP. Detailed steps to achieve these goals must be included in the “Annual Goals” section of the IEP.

Description ExampleNon-Compliant The goal is not described. Amy wants to live independently with a roommate.Approaching Compliance


Amy will live independently with a roommate in an apartment near her family. She will continue to receive support from her parents.


Upon graduation from high school, Amy will live independently with a roommate in an apartment near her family.


Amy will live independently with a roommate in an apartment near her family after graduation from high school. She requires some assistance in organizing academic tasks and responsibilities. Based on the checklist of adaptive living skills and a family interview, she is capable of living independently with some assistance from her family and social services.



STR 4: Annual Updates

Regulation 4 OSSE Criteria IEP Location and InstructionsPost-secondary goals are updated annually. YES = The file contains evidence that post-

secondary goals were updated within the past year (or this is the first IEP for the student which contains transition goals).

NO = There is no evidence that the post-secondary goals have been updated within the past year.

Annual Measurable Goals for Post-Secondary Transition

Date of IEP Meeting

Make sure the Anticipated End date is 364 days from the start date of the IEP.

Description ExampleNon-Compliant Goals were not updated since last annual IEP. Jose’s goals are the same as last year.Compliant Goal has been updated with the current IEP (wording

must reflect this update). May also make reference to prior goals and progress, as well as changes in interest.

Since last year, Jose’s goal has shifted from studying graphic design to a career in the culinary arts. While much different than graphic design, Jose will still be able to utilize his interest in art.



STR 5: Transition Assessments

Regulation 5 OSSE Criteria IEP Location and InstructionsPost-secondary goals are based on age-appropriate transition assessments.

YES = The file contains documentation that age-appropriate transition assessments were used (the date of test and results must be listed) to develop student’s post-secondary goals.

NO = The file does NOT contain documentation that age-appropriate transition assessments were used to develop student’s post-secondary goals.

Age-appropriate Transition Assessments Utilized to Determine Long-Range Goals and Interests.

Description ExampleNon-Compliant There are no transition assessments linked to

the post-secondary goals.Cameron does not come to school so assessments could not be completed.

Approaching Compliance

The post-secondary goals include transition assessments, but do not describe the results.

Cameron took the TSI Brigance. He did well.

Compliant For each post-secondary goal, there is at least one age-appropriate transition assessment used to provide information on the student’s needs, strengths, preferences, and interests regarding the post-secondary goal.

On the Education portion of the TSI Brigance Cameron’s reading level is at the 8th Grade level. His math scores on the same assessment were at the 7th grade level. On the vocational section Cameron showed an interest in the sciences and careers related to Biology. On the Independent Living section Cameron met the requirements of living independently. He has a checking account, can pay bills and search for places to live.

Exemplary For each post-secondary goal, there are multiple age-appropriate transition assessments used to provide information on the student’s needs, strengths, preferences, and interests regarding the post-secondary goal.

On the Education portion of the TSI Brigance Cameron’s reading level is at the 8th Grade level. He has completed all English classes with a grade of B or better. His math scores on the same assessment were at the 7 th grade level. He has completed all required math classes. On the vocational section Cameron showed an interest in the sciences and careers related to Biology. He currently has a part-time job working at the Beltsville Agricultural Center. On the Independent Living section Cameron met the requirements of living independently. He has a checking account, can pay bills and is searching for an place to live near campus.



STR 6: Transition Services

Regulation 6 OSSE Criteria IEP Location and InstructionsThere are transition services in the IEP that will assist the student to meet post-secondary goals.

YES = Transition services are present in the IEP.

NO = Transition services are NOT present in the IEP.

Post-Secondary Transition Activities and Services

Description ExampleNon-Compliant There are no transition services mentioned.Approaching Compliance

Transition services are either not aligned with the post-secondary goals or insufficient to meet those goals.

Career Fair, SAT, GRE

Compliant Transition services are both aligned with the short-term goals and sufficient to meet those goals. Providers for each service are identified; length and frequency of service are specified.

With assistance from the teacher, the student will conduct a computer assisted search.

Exemplary Transition services are both aligned with the short-term goals and are sufficient to meet those goals. Providers for each service are identified, contact information for an individual at each service is included*, and length and frequency of service are specified.

With assistance from the teacher, the student will conduct research to find 4 institutions as identified in the short-term goal.



STR 7: Courses of Study

Regulation 7 OSSE Criteria IEP Location and InstructionsTransition services include courses of study that will enable the student to meet post-secondary goals.

YES = Courses of study are included in the transition services. NO = Courses of study are NOT included in the transition services.

Courses of Study to Support Post-Secondary Transition Goals

Description ExampleNon-Compliant There are no courses listed. Amelia is on track for graduation.Approaching Compliance

Courses are listed only for current year or are not courses of study related to post-secondary goals.

Amelia is on track for graduation. This year she will take History, English 2, and Algebra 1.

Compliant A multi-year description of coursework (from the current year to graduation) to achieve the student’s desired post-school goals is included.

Amelia is enrolled in English, Science, 0ne Lab Sciences, Geometry, Spanish, U.S. History, Physical Education, and Art.

Exemplary A multi-year description of coursework (from the current year to graduation) to achieve the student’s desired post-school goals is included. In addition, there is an additional description about how the coursework relates to the student’s post-secondary goals, and the course map from IGP is completed and attached.

Amelia is on track for graduation. She needs to obtain Carnegie Units for four English courses, one Science course, three Lab Sciences, Algebra I, Geometry, Algebra II, an elective Mathematics course, two Foreign Languages courses, U.S. History, and two World History courses. Additionally, Amelia must obtain half a Carnegie unit each in U.S. Government, DC History, Music, Art, 1.5 units in Physical Education, and three other electives.

Because Amelia is interested in becoming a nurse, she will take at least one elective in Health Science. She will also use her electives to take additional Science courses to support this career goal. *Course map from IGP attached.



STR 8: Student and Parent Invitations to IEP Meeting

Regulation 8 OSSE Criteria IEP Location and InstructionsThere is evidence that the student was invited to the IEP meeting.

YES = File contains the student’s invitation to the IEP meeting.

NO = File does NOT contain the student’s invitation to the IEP meeting..

EasyIEP / SEDS. Documents already embedded in SEDS 4.2

Description ExampleNon-Compliant There is no evidence of a student invitation included

on EasyIEP, even if there is a parent invitation present.

No student invitation uploaded

Compliant A parent AND student invitation are created and faxed within the EasyIEP system.

Generate the letter of invitation to the student prior to the day of the meeting. Both a parent AND a student invitation are uploaded to website.



STR 9: Participating Agency Invitation to IEP Meeting

Regulation 9 OSSE Criteria IEP Location and InstructionsIf appropriate, there is evidence that 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.

YES = File contains evidence that a representative from a participating agency was invited to the IEP meeting, AND parent/student consent for inviting participating agency was obtained.

NO = One or both of the following documentation was NOT found:-IEP invitation to representative from participating agency-parent/student consent to invite representative from participating agency

NA = No participating agency appropriate (if no transition services listed and are likely to be provided/paid for by an outside agency, then NA).

EasyIEP / SEDS. Documents already embedded in SEDS

4.2

Description ExampleNon-Compliant No consent forms or invitations are created within or

included in the EasyIEP.Representative listed, but no consent forms and no invitations are uploaded

Compliant There are both a consent form and a letter of invitation created and uploaded into EasyIEP.

Invitation uploaded; consent form uploaded

