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. Required components include:
- Age-appropriate Transition Assessments – Transition Assessment Padlet
- Measurable Postsecondary Goals (MPGs)
- Coordinated Set of Activities
- Course of Study
- Aligned Annual IEP Goals
- Additional Requirements
- Transfer of Rights – Parent Brochure
These components are required for students of all special education disability categories who are receiving specialized education services documented in an IEP and are 16 or older.
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.
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.
The AzCIS 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.
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.
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.
An ECAP 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.
Employment First encompasses the belief that community-based, integrated employment should be the primary day activity for working-age youth and adults with disabilities.
