Essential Secondary Special Education programming has . . .
A mission statement written and supported by all
stakeholders and administration;
Statements of vision (belief statements about the
total program focus on student achievement toward post school goals);
Program initiatives, goals and objectives which
provide direction and strategies;
Collaboration of ideas and services between school,
family, adult agencies and the community;
An understanding of the IDEA and its implications;
An understanding of all stakeholders of why
transition is critical for positive student outcomes;
A district or unit memorandum of understanding
with all partners.
Students who begin the process understanding what
transition is, understand their disability and why it’s important
to plan for their future while still in school at an early age;
Students who have a realistic dream for their future
and choices and advocate for such;
Parents who accept the responsibility to support
the school, advocate for their children and participate as equal
partners in the process;
Educators who have skills and competencies to coordinate,
manage and provide a comprehensive secondary special education
program which includes transition;
A community who accepts and welcomes ALL students
to use their business to develop interest, skill, and interpersonal
Agencies who provide timely, quality services based
on individual need and interest in a way which is simplistic for
the family and young adult;
Students graduating with their peer class with
an appropriate plan in place and supportive agencies and services
designed to meet individual needs and interests;
A process of on-going assessment/evaluation that
focuses on student strengths and is used to determine student interests,
needs and abilities;
A continuum of career/vocational programs and opportunities
from awareness to exploration to specific skill training;
A process for comprehensive program evaluation
which includes file reviews, a proactive approach to monitoring
and/or self evaluation and an accountability system which measures
program success according to achieving student outcomes;
A system whereby all students are provided a variety
of work experiences to understand the role of the worker, their
personality and interest traits and their skills in the workplace
and opportunities for independence;
A strong pre-service program on transition issues.
An accountability system in place which evaluate
outcomes and programs using information from students, parents,
agency providers and educators in the areas of post secondary education,
employment, community participation, recreation & leisure,
and independent living;
An ‘active’ IEP which identifies services and creates
opportunity for personal and academic growth;
Standards and benchmarks for competencies driven
by both academic and functional skills and abilities;
Role of community, school, business, agencies and
Role of teachers / case managers
Role of general education
Continuum of career/vocational programs (awareness,
Transition services and planning
Assessment – academic, functional, transition areas
Program policies and guidelines
An essential Transition system --
During Junior High or early high school years. . .
Students with disabilities are given information and opportunity
to explore various career options and choices through:
Computer software programs;
Inventories and community based assessments;
Onsite community and employee visits, tours and job shadowing
Students are taking a variety of coursework to
apply the academics with the functional application of life and
career (home economics, vocational classes, music, and languages).
Students are expressing some knowledge and understanding
of their disability and its impact on education and social skills,
as well as an understanding of the basic concepts of the IEP process
and the laws that protect them.
Students are working and talking with their parents
and their IEP teams about the intent of planning for their future
goals and plans.
Students are working and talking with their parents
about taking care of themselves, participating in household and
independent living skills, family and individual decisions, exposure
to the community and self-advocacy skills for themselves.
This process continues on during the high school years with the addition
of the following concepts:
Students are working (volunteer, for credit, pay)
within the community (with supports as indicated) in a field of
interest to them and continue to do so until graduation or beyond.
Age appropriate transition assessments continue to provide information
to students and IEP teams about strengths and challenges.
Post secondary options are reviewed with no less
than 3 on-site visits and interviews.
Graduation is preceded by referral to Vocational
Rehabilitation, Job Services, Developmental Disabilities or NDUS
disability support services. .
Student demonstrates some level of proficient social
skills within classroom and community.
The need for supports from adult provider is identified
and relationships created with providers who can direct and support
Student self-advocacy becomes obvious to the extent
possible in creating the plan document for adult life.
Accountability lies with the IEP team for post
school provider relationships and referral.
Self-assessment for all students with disabilities
is a continual process.