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.

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Conference Requirements Summary Activities
PSO Training Resources  



Transition News Now – June 2017  

  • PSO (Post School Outcomes) Survey opens on June 1! Each public education agency (PEA) that serves transition-aged students with disabilities is required to participate in the PSO Survey every year. Using a secure online data collection system, students who exited high school are contacted and administered an eight-question survey designed to capture student engagement in post-secondary education/training or employment. Data obtained from the PSO Survey facilitates results-driven analysis and improvement to secondary transition programs at the state and local levels.  For more information visit our PSO Website or contact Jay Johnson at [email protected].
  • Best Practice Implementation Project:  The ADE/ESS Secondary Transition Team is interested in following up with PEA staff who participated in transition regional training this year. Please see the project flyer for a great opportunity to review actual IEPs to explore whether training strategies resulted in changed documentation/behavior on your IEPs. No strings attached, this is a technical assistance opportunity only! Please contact the Secondary Transition specialists at [email protected] for more information. 
  • OSERS Updates: On March 27, 2017, President Trump signed Public Law No. 115-13, which rescinded the Department of Education’s regulations relating to accountability and state plans under the Elementary and Secondary Education Act of 1965, as reauthorized by the Every Student Succeeds Act (ESSA). In order to reflect these changes, OSERS has revised and is reissuing “A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities” to remove references to the now rescinded ESSA regulations.

  • NEW RESOURCE for early onset of psychosis: The Institute for Mental Health Research (IMHR) Epicenter is an exciting and new free-standing, community-based center located in Phoenix, Arizona.  IMHR Epicenter provides rapid, comprehensive evidence-based services to individuals who have experienced their first episode of psychosis. The Center ensures timely access to care in order to prevent an escalation of symptoms and ultimately facilitate a substantial reduction in the use of emergency departments. Additional benefits include enhanced school retention plus reduced unemployment and social disenfranchisement, as well as the ability to avoid costly engagements with the public mental health and criminal justice systems. The Center is a unique, comprehensive approach to treating psychotic disorders based on the latest clinical research.  The IMHR Epicenter’s model is based on well-documented, effective interventions currently used by Dr. Breitborde at the Ohio State University and formerly of the University of Arizona as well as components of other first-episode psychosis clinical programs at academic medical centers in the United States, Europe and Australia. These interventions include individual and group cognitive behavioral therapy, multi-family group psychoeducation, cognitive remediation, medication management, social rehabilitation, and vocational/education support. Please visit for more information.
  • Entering the World of Work – What Youth with Mental Health Needs Should Know About Accommodations: Starting a job can be difficult for any young person. If you happen to have a hidden disability, such as a mental health impairment, a new workplace can be overwhelming. If you have ever felt this way, you are not alone. According to the National Institute of Mental Health, the leading cause of disability in the U.S. for ages 15-44 is major depressive disorder (and this is only one type of mental health impairment). Along with questions about the job itself, you may have questions about when and how to disclose your disability. You may wonder if it is appropriate to ask for modifications in your new work setting. This fact sheet provides guidance to assist you with a successful transition into the workforce by answering questions regarding disclosure, accommodations and resources. Please visit the following link for more information
  • From NTACT
    • NTACT will be offering the Transition Coalition Self-Study: Building a Transition Assessment Toolkit this fall 2017. This flyer provides information about the fall unit so your secondary transition team can start thinking about participating. Here are a few highlights about the Self-Study as it relates to the NTACT intensive TA:

      • The Transition Coalition Self-Study is intensive professional development for a total of 15 building/district-level teams (including Voc Rehab Counselors and Pre-ETS staff) wanting to improve their transition programs (across 11 NTACT intensive TA states).
      • Self-Study is a professional development intervention that provides structure, support but is flexible to meet the needs of teams.
      • It includes 6 weeks of learning and reflecting on current practice and reviewing district data, and 6 weeks of implementing a team-created action plan. (see attached for more details)
      • Teams within NTACT intensive states receive all materials and online support for 12 weeks as part of TA.
      • Previous teams have created high-quality transition assessment toolkits that address effective practices in transition planning.

      Registration will be due on August 10th. NTACT will provide full registration materials to you later this summer. Districts can contact Allison Unruh directly at [email protected] for more information about Self-Study or to get on a list to receive registration materials directly.

    • Webinar Series  “Unlocking Potential: Promoting Strengths and Inspiring Success”  This webinar series, sponsored by the National Community of Practice on Secondary Transition in collaboration with the Pennsylvania Training and Technical Assistance Network, will examine current effective practices in Secondary Transition for students with disabilities. The series of three topics will address and connect several elements of effective transition planning, all of which contribute to students reaching their post-secondary goals. Please see attached flyer for more information.

    • Check Out This Online Space to Engage with Others on Improving Post-School Outcomes – hosted by multiple TA Centers:  Youth Pathways to Post-Secondary Education and Employment online launch – NTACT is excited to be a part of the launch of the Youth Pathways to Post-Secondary and Employment site. This site brings together five different National Youth-Focused Training and Technical Assistance Centers, funded by the US Department of Education’s Rehabilitation Services Administration (RSA) and Office of Special Education Programs (OSEP), as well as the US Department of Labor’s Office of Disability and Employment Policy (ODEP). Our first community will focus on Pre-Employment Transition Services, as defined by Section 113 of the Vocational Rehabilitation Act as amended by the Workforce Innovation and Opportunity Act. To join, please click here Pre-Employment Transition Services. Once you are on the Pre-Employment Transition Services page, click on the green “Request Membership” bar on the right-hand side of the page under “Join This Community”.
    • NTACT Lesson Plans are accessible at Teachers Pay Teachers!  Go to Teachers Pay Teachers and search for National Technical Assistance Center on Transition or access it through the link. Once there, browse the many resources available including lesson plans, practice descriptions, annotated bibliographies, quick guides, and download them for free. Please feel free to rate us and provide feedback! 

  • Workforce Innovation and Opportunity Act (W.I.O.A.)
    • WIOA, Section 511: The intent of the WIOA Final Rules is to improve access to education and workforce services for individuals with significant barriers to employment—some veterans, individuals with disabilities, out-of-school and at-risk youth, and other populations—to help ensure that everyone has an opportunity to get a good job. Section 511 of WIOA requires people with disabilities 24 and younger who are planning to pursue work that pays less than minimum wage to complete a multi-step process. To learn more about this process please visit the following documents posted on the Employment First homepage. General Section 511 Flyer (PDF | Text Only), General Section 511 Flyer Easy Read Version (PDF | Text Only)
    •  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 E-News (5-25-2017):  How can IEP teams develop appropriate, realistic postsecondary goals?
    Developing postsecondary goals for a student with a disability can be especially difficult when the student’s interests or preferences don’t match up with her abilities. Parents may also be set on a specific vision for their child’s future and resistant to developing a more realistic transition plan. So how can IEP teams in your district best tailor a student’s transition plan to meet her abilities and interests? How can you work with parents who have different or unrealistic expectations for their child? “Sometimes, parents and students need time to adjust their postsecondary expectations,” says school attorney Heather Rutland. “Districts may need to fall back on hard data to help the family get to a more realistic place about the future.” Present this data in terms of what the child can do, rather than what the child can’t do, and be patient but firm as you propose a transition plan, Rutland says.
  • 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

Arizona’s Seventeenth Annual Transition Conference 

Ready to Launch! Countdown to Success

August 28—30, 2017

Talking Stick Resort

Scottsdale, Arizona

Apply now! A limited number of scholarships are available. Youth & Family Scholarships can be found at

Transition Services Awards! Nominate a deserving youth, community member, school staff, and/or secure care staff that has benefited from or promoted outstanding transition services. You can find the details at

Visit the Transition Conference website for all of the details Email your request for additional information to [email protected].

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 complete the Secondary Transition Training Request Form to develop a training plan for your PEA or geographical area.

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


James Rivera, Director
Tel: (602) 542-2810
E-mail: [email protected]

Andi Asel, Transition Specialist
Tel: (602) 542-3153
E-mail:  [email protected]
Ana Núñez, Transition Specialist
Tel: (602) 542-4195
E-mail: [email protected]
Melinda Rafanan, Transition Specialist
Tel: (602) 542-2185
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]

Secondary Transition Inbox:  [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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