Skip to main content
Arizona Department of Education Logo
  • Home
  • COVID-19
  • Students & Families
    • Adult Education
    • Early Childhood & Preschool
    • Empowerment Scholarship Account (ESA)
    • Parents & Families
    • School Report Cards
    • Transcripts & Test Scores
  • Educators
    • Academic Standards
    • Assessment
    • Career & Technical Education
    • Certification & Career
    • Post-Secondary & ECAP
    • Public Educator Search
    • Support & Improvement Resources
    • Training & Professional Development
  • Administrators
    • Accountability
    • School & Student Data
    • School Finance
    • School Support & Improvement
    • State & Federal Grants
    • Training & Conferences
  • Programs & Supports
    • Afterschool & 21st Century Learning Centers
    • English Learners, Foster Care, Homeless, & Migrant
    • Gifted & Advanced Learning
    • Health & Nutrition Services
    • Information Technology
    • Office of Indian Education
    • School Safety & Social Wellness
    • Special Education
  • About ADE
    • About the Department
    • Contact Us
    • Data Request
    • Equity, Diversity & Inclusion
    • Events
    • State Board of Education
    • State Board for Charter Schools
    • Submit a Complaint
  • ADEConnect
    • ADEConnect
    • Common Logon
  • Search
  • Home
  • Exceptional Student Services
  • Secondary Transition

Secondary Transition

SP Transition Logo.jpg

Arizona Department of Education, Exceptional Student Services. Special Projects, Secondary Transition Logo

Important Updates

Special Education Guidance for COVID-19

IDEA Conference

News Now

What is Secondary Transition?

Requirements

Secondary Transition can be thought of as a bridge between school programs and the opportunities of adult life, including higher education/training, employment, and independent living. The process is facilitated through the development of a transition plan, which is required by the Individuals with Disabilities Education Act (IDEA), and because it is a measurement of its effectiveness, the transition planning process is oftentimes referred to as Indicator 13. The transition plan is the section of the IEP with the purpose to develop postsecondary goals and provide opportunities that will reasonably enable the student in making progress toward accomplishing those goals. In discussing transition and the development of a transition plan, the student must be at the heart of all decision-making.

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. In other words, if a student will be turning 16 years of age during the annual IEP cycle, he/she must have a transition plan that is in place for that annual IEP.

Transition plans include measurable postsecondary goals (MPGs) related to employment and the education/training necessary to obtain those employment goals. If deemed appropriate by the IEP team, the transition plan also includes MPGs related to independent living. The transition plan is updated annually and based upon age-appropriate transition assessments. The IEP team identifies transition activities, courses of study, and transition-related annual IEP goals that are aligned to each MPG and are all expected to reasonably enable the student to make progress in meeting those postsecondary goals. It is required that the student be invited, and it is recommended that the student attend the IEP team meeting(s) where transition is to be discussed. There are multiple ways for a student to participate in the transition planning process (e.g., person-centered planning or student-led IEP). 

The transition process is based on the student’s strengths, preferences, interests, and career-related needs. It continues throughout high school with academic instruction, transition activities, and community experiences that clarify and support students’ postsecondary goals. All aspects of this process are intended to enable the student to leave high school with the knowledge and skills to pursue higher education/training and employment as independently as possible.

Many students will change their postsecondary goals or career path based upon these experiences. That is ok! The team will meet again at the next annual IEP and develop a new postsecondary goal. Exploration and exposure are essential to success!

The Transition Planning Process

The transition plan is developed in collaboration with the entire IEP team. However, the student’s voice is the focus of the plan. The team walks the student through a series of steps to identify the student’s MPGs, services, and supports. This image is a visual representation of these steps:

 

22-10-2020_RING only NO WHITE_FINAL 2020.png

The Transition Planning Process Step 1: Assessment- Identify student: Strengths, Preferences, Interests, Needs Step 2: Postsecondary Goals- Employment, Education/Training, Independent Living (as appropriate) Step 3: Services & Activities- Transition Activ

 

Post School Outcomes (PSO) Survey

As part of the secondary transition experience, students who had an IEP in place upon exit will be contacted by someone from their high school one year after they have exited the Arizona school system.

Every school that serves transition-aged students with disabilities is required to participate in the PSO Survey every year. The requirement is set per IDEA and is oftentimes referred to as Indicator 14.

When students are contacted for the PSO Survey, school staff host a conversation that addresses the survey questions designed to capture student engagement in postsecondary 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. Please visit the PSO page for more detailed information regarding PSO Surveys.

Learn More about Secondary Transition 

Transition Tuesdays

  • Schedule of Fall 2020 Webinars & Office Hours
  • Transition Tuesday Q&A Padlet

FALL 2020

Transition Tuesdays

Let's Google It! Webinar Presentation

Stay tuned... More recordings coming Soon!

SPRING 2020

Transition Tuesdays

Summary of Performance:    Webinar  Presentation

Transition Activities Online:  Webinar  Presentation

Transition Assessments Online:  Webinar  Presentation

Transition Assessments & MPGs for Complex Support Needs:  Webinar  Presentation

Transition Activities for Complex Support Needs:  Webinar   Presentation

        Transition Talks: Online Resources

                  Employment:  Webinar  Presentation

                  Education/Training:  Webinar  Presentation

                  Independent Living:  Webinar  Presentation

Indicator 13 Requirements

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 - Updated 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.

Additional resources can be found on the Secondary Transition Resources Padlet.


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.


Post School Outcomes (PSO) 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.

Arizona Community of Practice on Transition (AZCoPT)

The Arizona Community of Practice on Transition (AzCoPT) team meets regularly to collaborate, develop, and coordinate transition services, professional development, and resources related to improving the transition experience for youth who have disabilities. The Arizona Community of Practice on Transition is dedicated to the practice of shared leadership and using Leading by Convening as a framework to guide our work. 


Best Practice Implementation Project

The Best Practice Implementation Project is a quantitative method of reviewing transition plans from PEAs to provide feedback on the implementation of best practices.  Plans are reviewed using a 20-point rubric that was designed by ADE/ESS Secondary Transition Specialists with support from the National Technical Assistance Center on Transition (NTACT). Please click on the title to access more information.


Project EASEL 

Project EASEL (Empowering Arizona with Social-Emotional Learning), formally known as AZ CCCTT, is a collaborative initiative led by the Arizona Department of Education and the University of Kansas Research Collaboration that works to develop career-equipped, lifelong learners who are socially and emotionally engaged. The goal is to impact social and emotional learning of all students by providing participating middle and high school educators with increased understanding, instructional skills and ongoing coaching to better embed intrapersonal and interpersonal skill development into students’ core content areas, over time (i.e., addressing content standards and intrapersonal/interpersonal competencies simultaneously).


Education and Career Action Plan (ECAP)

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

Employment First encompasses the belief that community-based, integrated employment should be the primary day activity for working-age youth and adults with disabilities.

ADE Resources

  • ADE/RSA-VR/DDD Transition Services Intergovernmental Agreement
  • ADE and RSA/VR Secondary Transition Data Sharing Agreement
  • ADE Secondary Transition Resource Padlet - NEW!!
  • Arizona Transition Slide Guide (digitally accessible)
  • AZ FIND Resources
  • Education and Career Action Plan (ECAP)
  • Glossary of Key Transition Terms
  • Transfer of Rights Brochure
  • Transfer of Rights Brochure - Spanish
  • Transition Services for Schools, VR, and DDD

External Agency Resources

  • National Technical Assistance Center on Transition (NTACT)
  • Transition Coalition
  • Workforce Innovation and Opportunity Act (WIOA)
  • Zarrow Center for Learning Enrichment

Hear about the importance of the transition process from Arizona's students:


Need Support or Technical Assistance?

 Submit a Secondary Transition Support Request

Secondary Transition Team Contact Information

For general questions email the Secondary Transition Inbox 

Secondary Transition Team Administrative Assistant

 Jeannette Zemeida, (602) 542-3855 

Transition Specialists (Phoenix)

Lisa Livesay, (602) 542-8718

Lauren Blocher, (602) 542-3153

Transition Specialists (Tucson)

Sam Klein, (520) 770-3363

Ana Núñez, (520) 770-3375

Post School Outcomes Support Specialist

Antony Redmond, (602) 542-2817

  • ESS Home
    • About ESS
    • FAQ
    • Contact ESS
    • ESS Site Index
    • Understanding Special Education
    • Disability Categories
  • Schools
  • Parents & Families
    • Procedural Safeguards
    • Aviso de las Salvaguardias Procesales
    • Raising Special Kids
  • Conferences
    • IDEA Conference
    • Calendar of Events
  • Public Info
    • SEAP
    • SSIP
    • SPP/APR and Public Data
    • PEA Determinations
    • Significant Disproportionality
  • Quick Links
  • Assessment
  • Assistive Technology
  • AZ FIND/Child Find
  • AZ-TAS Documents
  • Dispute Resolution
  • Early Childhood Special Education
  • Secondary Transition
  • Private & Public Programs

Contact

  • ESS Reception Desk
  • (602) 542-4013
  • [email protected]

From the Exceptional Student Services Blog

FISCAL UPDATE: Ancillary Services and Group B Funding - Information Needed Thu, Jan 21 2021 Data Management, Updates

Arizona students with disabilities receiving special education services are reported into AzEDS to generate state funding as appropriate. Dependent on the disability, students with disabilities receive varying weighted totals under state aid. There is a fundable scenario that is not able to be reported into AzEDS at this time, which is comprised of students who require ancillary services but do not require special education instruction as outlined in A.R.S. § 15-769(D).

RECRUITMENT & RETENTION INFORMATION: Education Career Fairs Calendar Thu, Jan 21 2021 Professional Learning and Sustainability, Updates

As part of our ongoing recruitment efforts on behalf of Arizona’s public schools, ADE/ESS compiles and updates a list of education career fairs happening at educator preparation programs across the country.

If your school is planning to recruit for special education teachers from out of state, we hope this list will make that task a bit easier for you. This list is available on the Arizona Education Employment Board website under the “Find a University Job Fair” icon.

Arizona State Seal
  • About Us
  • Careers
  • Contact Us
  • Certification
  • Data & Public Records Request
  • School Report Cards
  • State Board of Education
  • State Board for Charter Schools

© 2021 Arizona Department of Education

Social Links

Twitter_Social_Icon_Circle_White.png

Twitter logo

f_logo_RGB-White_58.png

Facebook logo
  • Statewide Policies
  • Site Map