We are excited to announce The Arizona Department of Education's adoption of My Future AZ as the recommended ECAP replacement tool for AzCIS. My Future AZ utilizes proven technology and infrastructure from Pipeline AZ, an Arizona career development and job skills exploration platform, to offer students comprehensive resources and support to plan for their future careers. My Future AZ will be rolled out in phases over the next few months; the rollout schedule is listed below. Please stay tuned for updates and instructions on how to register. If you are interested in using My Future AZ as your ECAP tool and would like to have access to student accounts and individualize certain aspects of the platform, please fill out our Interest Form for Onboarding.
Customized dashboards will be made available for all users. Teachers and counselors will have increased functionality within the system.
10/31/2021 - Build Your Plan
Students will have full access to complete their ECAPs and create student portfolios, including the ability to add achievements and extra-curricular activities.
My Future AZ is an Open System
Students, parents, and educators do not have to register to start exploring. If students want to save any information to their ECAP portfolio, they must create an account. At this time students can create accounts individually by following simple instructions at myfutureaz.pipelineaz.com. We are working on a process for batch uploads for high schools, but it is currently not available.
Here is the information a student must provide to register for an account:
First Name
Last Name
Email Address (Recommend school address – you will need to alert your IT department to allow communication from our site)
Password
Zip code (Can be school or home ZIP code)
School
Once they register, they will have the opportunity to add more information to their profile.
*Remember – information can only be saved if a student creates an account to start their ECAP portfolio. We will continue to add features over time. We are utilizing a phased in approach and welcome any feedback you have for features within My Future AZ.
Middle School
While My Future AZ is available for anyone to access and explore at this time, the Center for the Future (CFA) of Arizona and the Arizona Business & Education Coalition (ABEC), who financially supported the development of the middle school platform, are leading the effort to onboard their network of middle schools onto the platform. If your school would like to be a part of the CFA/ABEC collaborative and receive support for onboarding and implementation, please contact either:
Deb Raeder, Vice President, Arizona Business and Education Coalition [email protected], 623-512-2124
Cindy Erwin, Director, College & Career Pathways Center for the Future of Arizona [email protected], 480-280-8533
Features Available Now
Career Exploration
Interest Assessment
Favoriting Careers
Resources
Demo Accounts - Demo accounts are available for you to view what a student and educator account will look like once registered. Use the following login information to access these demo accounts:
Educators will only have access to student accounts once they are onboarded and trained. The onboarding and training schedule will be provided once a school and/or district completes the Interest Form for Onboarding.
Pipeline AZ (PAZ) is a community-funded platform supporting student and adult career explorers, job seekers, workforce organizations, education and training providers, and employers. The platform has received statewide support as the end-to-end solution for stakeholders across workforce development due to its unique features and benefits, as well as its comprehensive reporting capabilities.
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 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:
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.
Important Notice: If accommodations are needed, please register no later than 3 business days before the webinar.
Social-Emotional Learning (SEL) Workshops
These SEL workshops are a glimpse of some concepts addressed by Project EASEL (Empowering Arizona with Social-Emotional Learning), a free, two-year professional development opportunity offered by the Arizona Department of Education/Exceptional Student Services in collaboration with the University of Kansas Research Collaboration. The details for these SEL webinars can also be found on the Project EASEL Workshop Marketing Flyer.
Title: Teach Students to Self-Regulate through Activities and Guided Practice Date:Register for 10/12/21 Time:3:00–4:00 p.m. (AZ time) Description:Do your students have difficulty turning in homework, getting to school on time, focusing on academics during class, studying for tests, completing all aspects of projects, or managing their emotions? Self-regulation instruction can help. Self-regulation instruction and practice can support students in completing tasks, reaching goals, and managing their emotional reactions. During this one- hour webinar, you will learn instructional activities to build and support self-regulation, including how to support students in developing detailed plans and help them predict and plan for potential setbacks as they work toward accomplishing a task.
Title: Raise Student Confidence through Self-Efficacy Activities and Guided Practice Date:Register for 10/26/21 Time:3:00–4:00 p.m. (AZ time) Description: Do your students lack confidence in their abilities; think that they will always do as well or as poorly as they have done in the past; give up easily when they encounter obstacles; or simply feel that they cannot learn the course content or succeed in school, sports, or arts? Self-efficacy instruction can help. Self-efficacy helps students persist through challenging tasks and builds their confidence in overcoming difficulties academically, emotionally, and in their extracurricular endeavors. During this one-hour webinar, you will learn instructional activities to build and support self-efficacy. These include how to help students reframe negative self-talk, strategies to help students manage their physiological feedback caused by emotional reactions, and how to view mistakes as opportunities to learn.
Title: Teach Students Respectful Communication through Assertiveness Date:Register for 11/9/21 Time:3:00–4:00 p.m. (AZ time) Description: Do your students have difficulty expressing themselves or asking for help when they don't understand, sharing opinions during group work, or standing up to their peers? Or do they react aggressively in certain situations, responding in demanding or hostile ways instead of expressing their thoughts or needs respectfully? Assertiveness instruction can help. Assertiveness can support students in learning to express themselves appropriately and to empathize with others. During this one-hour webinar, you will learn instructional activities to build and support assertiveness. These include how to help students differentiate between passive, assertive, and aggressive behaviors as well as how to advocate for themselves by using assertive statements.
Title: Teach Students to Self-Regulate in Career and Technical Education Date:Register for 11/30/21 Time:3:00–4:00 p.m. (AZ time) Description:Do your students struggle with meeting the deadlines and expectations needed to obtain industry certifications? Are your partnerships with employers pointing to a lack of employability skills such as time management, task completion, and managing the stress of a high-demand job? Self-regulation instruction can help. Embedding instruction and practice of self-regulation gives students the tools they need to reach their goals and to manage their emotional reactions to stressful careers. During this one-hour webinar, you will learn how to help prepare your students for employment by following a process for accomplishing a task and learn strategies for managing emotional reactions.
Title: Teach Adjudicated Students to Believe in their Abilities Date:Register for 12/14/21 Time:3:00–4:00 p.m. (AZ time) Description:Often, students in Secure Care Facilities tend to think negatively about themselves and their abilities. At times, they lack the belief that they can be successful once they reenter public schools or post- secondary opportunities. Do your students lack the confidence they need to take on academic challenges? Self-efficacy instruction can help. Instruction and practice of self-efficacy can increase students’ belief in their ability to learn new concepts, accept mistakes as opportunities to learn, and manage their emotional reactions to situations. During this one-hour webinar, you will learn how to help students in adverse situations learn to reframe their negative self-talk and view mistakes as opportunities to learn.
Title: Teach Respectful Communication and Self-Advocacy to Students Receiving Transition Supports Date:Register for 1/11/22 Time:3:00–4:00 p.m. (AZ time) Description:As you prepare your students to transition between school programs and postsecondary opportunities, do you find that they struggle with asking for help? Do your students need help learning to express their wants and needs appropriately? Assertiveness instruction can help. Embedding instruction and practice of assertiveness can help students learn to advocate for themselves, empathize with others, and express themselves respectfully. During this one-hour webinar, you will learn how to help students express themselves respectfully by using assertive statements and learn to help students recognize when their behaviors may be passive or aggressive and how to change those behaviors to be assertive.
Title: Voices from the Field: Supporting Students with Pre-Employment Transition Services Date:Register for 11/2/21 Time: 2:30–3:30 p.m. Description: Heard of Pre-ETS, but not sure how they can benefit your students? The Rehabilitation Services Administration Vocational Rehabilitation (VR) program offers Pre-Employment Transition Services (Pre-ETS) to students with disabilities statewide. Pre-ETS are specific career exploration and job readiness services that help students with disabilities prepare for future employment. Pre-ETS providers will share their real-life experiences with schools and students. Please join us for an overview of Pre-ETS and its connection to the transition planning process.
Title:In the Know with PSO: 2021 Post School Outcomes Survey Results Date: Register for 12/7/21 Time: 2:30–3:30 p.m. Description: So, you've finished the 2021 Post School Outcomes (PSO) survey requirements. Now what? PSO is a year-round process of gathering and analyzing data about the post-school engagement of students with disabilities in postsecondary education/training or employment. In this session, we will review the results of Arizona's most recent PSO Survey and share success stories and best practices from schools statewide. Be prepared to learn new strategies for analyzing your school’s PSO data and planning for next year’s survey.
Title: Office Hours Date:Register for 10/5/21, Register for 11/16/21 Time: 2:30–3:30 p.m. Description: Do you have questions about Secondary Transition? Join us for one of our virtual office hours. These one-hour informal meetings are opportunities to discuss transition planning topics and brainstorm strategies with Secondary Transition Specialists and other AZ educators. Bring your secondary transition questions for the specialists to address on the spot.
Series Description: Are you new to transition? Do you need a refresher on the components of a transition plan? This series will provide a detailed overview of Indicator 13 components that make up a transition plan. Join us for a conversation that focuses on how these components fit within the steps of the transition planning process. The goal is to review best practice strategies for each component. Come learn about the process that has shown real results in any type of school setting and that can be applied to all disability categories. The series is broken down into 4 sessions. Feel free to join us for all four sessions to develop a comprehensive perspective of the entire transition planning process.
Individual Session Description for Transition 101 Series:
Title:Module #2, Measurable Postsecondary Goals Scheduled Webinars:Register for 10/6/21 @ 2:30–4:00 p.m. or Register for 10/28/21 @ 3:00–4:30 p.m. Description: Module #2 will cover step 2 of the transition planning process, the development of measurable postsecondary goals. The best practice strategies for this component will be outlined with enough detail to support participants in understanding the process of identifying individualized and appropriate postsecondary goals in employment, education/training, and (if appropriate) independent living. Participate with this session if interested in offering students a meaningful vision of life after high school.
Title:Module #3, Transition Activities Scheduled Webinars:Register for 11/3/21 @ 2:30–4:00 p.m. or Register for 11/18/21 @ 3:00–4:30 p.m. Description: Module #3 will emphasize one component of step 3 of the transition planning process, transition activities. The purpose of this presentation is to define transition activities and to discuss the best practice strategies associated with this component. Participate in this session to better understand how to use alignment to individualize the activities that are included in a student’s transition plan.
Title: Module #4, Courses of Study and Aligned Annual IEP Goals Scheduled Webinars: Register for 12/1/21 @ 2:30–4:00 p.m. or Register for 12/9/21 @ 3:00–4:30 p.m. Description: Both the Courses of Study and Aligned Annual IEP Goals will be the focal points of Module #4. These components will be defined, and it will be explained how they contribute to the transition planning process. Best practice strategies and resources will be shared to support participants in offering student’s an enhanced secondary transition experience.
Centered on Out-of-the-Box Thinking: Person-Centered Planning for Transition-Aged Students
Series Description: Unsure how to support your students with disabilities in understanding and prioritizing their postsecondary individualized needs? Explore Person-Centered Planning (PCP), a process that will prepare you for the challenge of identifying appropriate methods to incorporate best practice strategies within the transition planning process. Hypothetical examples will be presented, and connections will be made to the various postsecondary environments (employment, education/training, and independent living). Join us for this series of interactive workshops to further build capacity in this area.
Individual Session Descriptions for Centered on Out-of-the-Box Thinking:
Title: Module #2, PCP and Step 2 of the Transition Planning Process Date: Register for 10/27/2021 Time: 2:30–4:00 p.m. Description: Module #2 will focus on utilizing the lens of Person-Centered Planning when moving through Step 2 of the Transition Planning Process, the development of Measurable Postsecondary Goals. Utilizing the focus of Person-Centered Planning in Step 1 of the Transition Planning Process, discussed in Session 1, participants will expand their understanding to develop Measurable Postsecondary Goals. The best practice strategies for these areas will be shared, using practical examples that will support participants in understanding how to incorporate these strategies in their professional practices when individualizing transition plans.
Title:Module #3, PCP and Step 3 of the Transition Planning Process Date:Register for 11/10/2021 Time: 2:30–4:00 p.m. Description: Module #3 will focus on utilizing the lens of Person-Centered Planning when moving through Step 3 of the Transition Planning Process, Services and Activities. Utilizing the focus of Person-Centered Planning discussed in Steps 1 and 2 of the Transition Planning Process, discussed in Sessions 1 and 2, participants will expand their understanding to develop services and activities that include courses of study, transition activities, and aligned annual IEP goals. The best practice strategies for these areas will be shared, using practical examples that will support participants in understanding how to incorporate these strategies in their professional practices when individualizing transition plans.
Title: Module #4, Measurable Postsecondary Goal Development for Students with Complex Support Needs Date: Register for 12/8/2021 Time: 2:30–4:00 p.m. Description: Module #4 will focus on utilizing the lens of Person-Centered Planning when moving through Steps 1–3 of the Transition Planning Process for students with complex support needs. Utilizing Employment First principles, participants will be guided through the process of developing Measurable Postsecondary Goals for students with complex support needs with an emphasis on developing the Employment Measurable Postsecondary Goal. The best practice strategies for these areas will be shared, using practical examples that will support participants in understanding how to incorporate these strategies in their professional practices when individualizing transition plans.
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:
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 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.
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 (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).
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.
