Secondary Transition

 

The mission of Secondary Transition is to ensure that all public education agencies (PEAs) in Arizona are able to receive quality technical assistance in the planning, development, organization, implementation, and evaluation of special education secondary transition services.

Scroll through the page or click on one of these buttons to take you directly to specific information.

Conference Requirements Summary PSO Training Activities Resources

 

 

News Now – December 2016

  • Department of Labor Sponsors Call on Rights as a Job Seeker: On December 8, 2016 – 10:00 – 11:00 (AZ) Marvin Jordan and Greta Young from the Office of Federal Contract Compliance Programs, U.S. Department of Labor will present on your rights as a job seeker with a disability presentation. Many of you might have heard that federal contractors must hire a certain percentage of people who have disabilities, this is a great chance to ask questions directly to the Department of Labor. Marvin and Greta will spend 30 minutes presenting and another 30 answering questions. Please don’t miss out on the opportunity.  Call  877-820-7831 and enter guest code 584978
  • From NTACT: “IDEA Reauthorization: Seeking Guidance” December 8, 2016 – 1:00 p.m. (AZ) Webinar Description:  NTACT seeks your guidance for items and or language for IDEA reauthorization, specific to secondary transition. This webinar meeting will be interactive; so please bring your thoughts and guidance to the meeting. Register here.

  • 2016-2017 Secondary Transition Regional Training:  Click on the Training Information button above to get the agenda and schedule for this school year’s regional training for all secondary stakeholders.  *****ADDITIONAL DATES ADDED:  January 11 & 12 in Prescott!!!*****

  • NTACT Website Updates: Age Appropriate Transition Assessment Toolkit has been updated along with other resources – Please see our updated Transition Assessment Toolkit via this link which is located on our website under “Resources” (at the top right-hand of the homepage). Also, we have added over 20 new practice descriptions and related lesson plans providing guidance on effective practices to teach academic skills at the secondary level in NTACT’s Effective Practices section. Please see the video overview for locating resources under “Transition Planning.”  This video will guide you throughout the “Transition Planning” resources on our website.
  • W.I.O.A. Quick Reference Guides & Webinars: The U.S. Department of Labor Employment and Training Administration (ETA) was working to get a draft of the Workforce Innovation and Opportunity Act (W.I.O.A.) Final Rules out to the public workforce system. Now, not only are the Final Rules out, but they are published in the Federal Register. There have been a number of quick reference guides and fact sheets produced to go along with these rules (in case you don’t have time to read thousands of pages). To help you understand how to interpret the Final Rules, the U.S. Department of Labor has created a special category of Employment & Training Administration. Events called “WIOA Wednesday.” These special W.I.O.A. webinars–some live, some pre-recorded–will feature subject-matter experts from ETA and WIOA partner agencies who will drill down on a particular rule and how you can best apply them to help support your customers. 
  • From Special Ed Connection:  Address 7 key social skills to prepare students with disabilities for the workplace – A student with autism may meet the technical requirements to obtain a job, but his social skills in the workplace are essential to maintaining that job, sources say. Does he understand what topics are appropriate to discuss with coworkers? Can he identify when customers are irritated or stressed out? Does he know how to react when a supervisor corrects his work? “The workplace is just as much a social environment as it is a professional environment,” says educational consultant Jennifer Bumble. “Students with disabilities need to be familiar with the diverse social skills needed to interact with a range of individuals, including customers, supervisors, and coworkers.

  • Money Smart, developed by the FDIC in 2001, is a comprehensive financial education curriculum designed to help low- and moderate-income individuals outside the financial mainstream enhance their financial skills and create positive banking relationships.  The curricula is free and can be used in different venues, including one-on-one sessions or in classroom-style settings.  The curriculum aligns with the financial education element of the youth formula programs in the Workforce Innovation and Opportunity Act. Using the Money Smart for Grades 9-12 and ages 19-20 curriculum, you will learn how each lesson is structured and we will walk through two lessons (Can You Pay Your Bills? and Capacity, Character, Collateral, Capital) to demonstrate how the instructor guide, student handouts and presentation slides are used.  These lessons provide guidance on how to develop budgets and how to manage credit. Please join us on December 6, 2016 at 2:00PM AZ for a train-the-trainer session and suggestions to delivering the curriculum to the youth in your programs.  The login information is below.
  • News Now Archives:  Do you remember seeing a news article on News Now but don’t see it now? It may have been from a previous month. Click to find previous secondary transition News Now information.

 


Annual Transition Conference Information

OverviewAugust 24 - 26, 2015

 

 

 

 

 

 

 

 

 

 

 

 

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Secondary Transition Planning Requirements

Click on the buttons below to learn about best practices for completing the secondary transition planning requirements. Please refer to the Keys to Successful Outcomes guidance document developed by ESS / Program Support and Monitoring for compliance requirements in the Individualized Education Program (IEP). In addition, your PEA may have additional or more restrictive requirements so check with your special education director for guidance.

Required Transition Components Overview of Required Transition Components: Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP team, certain secondary transition components must be included in the IEP. 
 Measurable Postsecondary Goals Measurable Postsecondary Goals (MPGs): Measurable goal statements in the areas of education/training, employment, and when appropriate, independent living are required in the IEP and must be updated annually. 
 Age-Appropriate Transition Assessments

Age-appropriate Transition Assessments: Assessments that provide information on the student’s interests, preferences, strengths, and needs must be administered and used to write achievable, measurable postsecondary goals.

 Coordinated Set of Activities Coordinated Set of Activities: Transition-related services or activities that reasonably enable the student to reach his or her measurable postsecondary goals must be included.
 Course of Study Course of Study: Courses that focus on improving academic and functional achievement to reasonably enable the student to achieve his or her measurable postsecondary goals must be included.
 Aligned Annual IEP Goals Aligned Annual IEP Goals: Annual IEP goals that reasonably enable the student to achieve his or her measurable postsecondary goals must be developed.
 Transfer of Rights Transfer of Rights: A statement informing the student that his or her rights will transfer to the student at age 18 must be present in IEPs by age 17. 
 Additional Requirements

Additional Requirements: 

Measurable postsecondary goals must be updated annually.

Students at least 16 years of age must be invited to the IEP meeting when postsecondary transition services are being discussed.

A representative of another agency that is likely to provide and/or pay for transition services who has been invited to the meeting after consent from the parent or student who has reached the age of majority must be considered.

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Summary of Performance Summary of Performance: A summary of academic achievement and functional performance, including recommendations to assist an exiting student in meeting his or her measurable postsecondary goals for students whose eligibility terminates due to graduation from high school with a regular diploma or exceeding the age eligibility for free appropriate public education (FAPE), must be developed. Click on this button to learn more and access resources for completing the summary of performance.

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Post School Outcomes Survey

All Arizona students who had an IEP in effect at the time of exiting high school as a graduate, drop-out, or by aging out will be contacted to take the Post School Outcomes (PSO) Survey one year after leaving school. Conducting the PSO Survey is the responsibility of the school or district from which the student exited and takes place from June through September each year. Click on the button to learn more about this requirement and access resources for administering the PSO Survey.

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Secondary Transition Training Information

Please contact your ESS Program Specialist or a Secondary Transition Specialist if you are interested in training for you and/or your staff.

Secondary Transition Trainings

The ESS Secondary Transition unit provides training, FREE of cost, in order to assist all members of IEP teams in developing comprehensive, meaningful, and useful IEP transition plans for students with special education needs. Training can be divided into multiple sessions if necessary.  Click on the button to view training topics and descriptions.

Secondary Transition Training Resources Click on the button to view a collection of resources and documents used during secondary transition training.
Secondary Transition Glossary Click on the button to access a resource for common terminology used in the secondary transition planning process by education and agency personnel.
Frequently Asked Questions Click on the button to access answers for frequently asked questions about secondary transition and tips for a variety of special education topics.

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Secondary Transition Activities and Initiatives

stmp-300x163 The College and Career Competency Team Training (CCCTT) project is a collaborative professional development initiative led by the Arizona Department of Education and the University of Kansas, Research Collaboration. The purpose of this project is to support educators as they more systematically and comprehensively develop students’ intrapersonal and interpersonal competencies for increased educational achievement, motivation, and improved post-school outcomes. Click on the button to find out how your district or charter school team can participate FREE of cost in this intensive training initiative!
AZCIS and ECAP An ECAP (Education and Career Action Plan) reflects a student’s current plan of coursework, career aspirations, and extended learning opportunities in order to develop the student’s individual academic and career goals. The AzCIS (Arizona Career Information System) is designed to provide comprehensive educational, career, and occupational information to help the users in making better-informed career and school choices. The AzCIS is available, FREE of cost, to all public schools in Arizona. Click on the button to learn more about the ECAP and also the AzCIS tool.
Arizona Community of Practice on Transition The Arizona Community of Practice on Transition (AZCoPT) is a committee dedicated to improving collaboration among secondary transition planning partners. The mission of AZCoPT is to improve life-long outcomes for youth and young adults with disabilities.  The team does this by: informing and educating the public, addressing unmet needs through collaboration, evaluating the transition process and system, articulating and recommending data-driven system improvements (policy and program), and by strengthening local teams by supporting development/expansion, removing barriers, and enhancing creative problem solving. Click on the button to learn more about our work.  You can also contact AZCoPT at [email protected]Check out the NEW AGENCY 101 VIDEOS!!!!
Employment First Employment First encompasses the belief that community-based, integrated employment should be the primary day activity for working age youth and adults with disabilities. Click on the button to learn more about this initiative and view Arizona’s Employment First state plan.
ASPIRE ASPIRE is a five-year, $32.5 million project of the US Department of Education to study youth with disabilities who receive SSI (Supplemental Security Income). The goal of this research study is to compare youth and families who access currently available services with youth who receive enhanced services. Arizona is part of the ASPIRE multi-state consortium and ADE / ESS staff implement this project in conjunction with the Governor’s Office of Youth, Faith and Family. Click on the button to learn about the ASPIRE project.

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Secondary Transition Resources and Websites

Links to websites do not imply an endorsement of the materials. Although every effort has been made to ensure that the articles provided herein are accurate and timely, the Arizona Department of Education is not responsible for the materials contained at any website linked to this site. Arizona Department of Education, Exceptional Student Services Diane Douglas, Superintendent of Public Instruction.

Youth & Young Adult Parent and Guardian Resources District, Charter and Private Day Schools
Picture2 Disability Specific Employability and Career

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Contact Us

 

Alissa Trollinger, Director
Tel: (602) 542-3855
E-mail: [email protected]

Andi Asel, Transtion Specialist
Tel: (602) 542-3153
E-mail:  [email protected]
Ana Núñez, Transition Specialist
Tel: (602) 542-4195
E-mail: [email protected]
 

Jay Johnson, PSO Initiatives Specialist
Tel: (520) 638-4719
E-mail: [email protected]

 Kay Schreiber
College and Career Coordinator
Tel: (602) 542-5353
E-mail: [email protected]
Jeannette Zemeida
Administrative Assistant
Tel: (602) 542-3855
Fax: (602) 542-5404
E-mail: [email protected]

Eric Ashenfelter
PSO Initiatives Support
Tel: (602) 542-9412
Fax: (602) 542-5404
E-mail: [email protected]

 

Arizona Department of Education, Exceptional Student Services
Physical Location: 3300 N. Central Avenue, Phoenix, AZ 85012
Mailing Address: 1535 W. Jefferson St., Bin #24, Phoenix, AZ 85007

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