Domain 1: Transition Planning
Transition Planning is an ongoing process to help students with disabilities develop a plan for their post-secondary goals in employment, further education or training, and independent living skills. The plan should be student-centered and is an essential part of the IEP team responsibilities when the student enters High School. According to Trainor, Morningstar & Murray (2016), "Planning involves identifying measurable postsecondary goals based on students’ strengths, interests, and preferences identified through age-appropriate transition assessments". Transition planning has a strong positive correlation to post-secondary success for youth with disabilities (Gaumer, Noonan & Gilpin, 2013). Transition planning not only helps students develop a plan for a future, but also helps them to develop skills such as self-advocacy, self-determination, goal-setting, etc. that students need to lead successful lives.
These artifacts are a collection of coursework completed in SPED 856, 857, and 858 as well as professional examples of what I use in my district. These articles are aligned to the following transitions competencies:
Positive Personal Profile
Supports 1.1, 1.2, 1.4, 1.6, 1.10
The Positive Personal Profile, developed by Luecking (2009) is a tool to collect information about a student's strengths, preferences, interests, and needs as it pertains to post-secondary planning. As you can see from Giovanna's example, it is important to have multiple sources of information including student interviews, family interviews (this interview was conducted in Spanish with the help of an interpreter), teacher observations, informal transition assessments and surveys, and formal assessment data. The Positive Personal Profile addresses multiple predictors for post-school success (Test et al, 2009). Including multiple sources leads to a more complete perspective on the student and is more effective to identify right-fit opportunities.
Supports 1.1, 1.4, 1.5, 1.6, 1.7, 1.9
This is a sample Transition IEP I have written for one of my students. The transitions plan is based on ongoing informal transition assessments and interviews and includes a coordinated set of activities to help the student reach post-secondary goals in the areas of employment, further education/training and independent living skills. This IEP follows the guidelines of Indicator 13 and IDEA definitions as outlined by Wright (2004). Each Annual Goal has a comment to justify how these goals support the student's post-secondary goals. Since the student in this example was 18 you can see the student notification of meeting as well as the Consent for Outside Agencies. This meeting was also made accessible to the student's family in Spanish through the use of an interpreter.
Lorena is currently doing well in her first semester of a supported College program for students with disabilities, which emphasizes the study conducted by Gaumer et al (2013) that found that compliance with Indicator 13 guidelines leads to post-secondary success. Cobb & Alwell (2009) focused on the relationship between student-focused planning and transitions focused curriculum on a student's post-school outcome. Lorena's Course of Study and Form C indicates her access to these types of courses like Transitions and Senior Seminar as well as services and goals related to communication and personal finance.
Indicator 13 Checklist
Supports 1.1, 1.6, 1.8
Indicator 13 refers to the indicators that is used to determine whether a school follows compliance requirements for transition components (Wright, 2004). NSTAAC developed a checklist to hold schools accountable for including required transition components into the IEP. Indicator 13 has a strong positive correlation to post-school success (Gaumer et al, 2013). To ensure that we are meeting these guidelines, I go through a sample of IEPs quarterly.
This is an example Indicator 13 checklist completed in SPED 856 and a case study analysis to justify my checkmarks.
Transition Assessment Plan Form
Supports 1.1, 1.2, 1.4, 1.6
In order to develop an effective transition plan that is aligned to a student's strengths, preferences, interests, and needs it is important to collect data from multiple sources. Cobb & Alwell (2009) emphasize the importance of student-focused planning to achieve positive post-school outcomes. This example transition assessment plan was completed for SPED 858, and focused on current student, Victoria. It was filled out by reviewing Victoria’s current records and information, as well as what is already known about her from past experience working with her, student and parent interviews, and observations. The plan helps to ensure that all areas and skills are being considered and addressed. This aids the IEP team and transition coordinator in determining what activities and assessments are needed for Victoria to be successful in her post-secondary life.
Student Led IEPs
Supports 1.2, 1.3, 1.6
Student Led IEPs are an effective way of teaching students to take ownership of their IEP and to develop self-advocacy and professional communications skills. Active participation in the IEP process leads to better outcomes for post-secondary success because students develop the skills they need to confidently discuss their strengths, preferences, interests and needs with others (Trainor et al, 2016).
I have given students two options for leading their IEPs:
1. Student-Led IEP Script (student facilitates entire meeting)
2. Student-Led IEP Powerpoint (student opens meeting with presentation)
Cobb, R. B., & Alwell, M. (2009). Transition Planning/Coordinating Interventions for Youth with Disabilities: A Systematic Review. Career Development for Exceptional Individuals, 32(2), 70–81.
Gaumer Erickson, A.S., Noonan, P.M., Brussow, J. A., Gilpin, B.J. (2013). The Impact of IDEA Indicator 13 Compliance on Postsecondary Outcomes. Career Development and Transition for Exceptional Individuals, 37, 161-167
Kotowski, J. (2018). Student Led IEP Script. [PDF File]. Guadalupe Centers Charter School District.
Kotowski, J. (2018). Student Led IEP Powerpoint Template: Sample Student: Guadalupe Centers Charter School District. [Powerpoint Slides].
Kotowski, J. (2018, June). Indicator 13 Analysis. Transition Education and Services. SPED 856. University of Kansas, Lawrence, KS.
Kotowski, J. (2018, October). Target Student Positive Personal Profile. Career Development for Youth. SPED 857. University of Kansas, Lawrence, KS.
Kotowski, J. (2019). The Individual Education Plan (IEP): Sample Student: Guadalupe Centers Charter School District.
Kotowski, J. (2019, September). Transition Assessment Plan. Assessment for Transition Planning. SPED 858. University of Kansas, Lawrence, KS.
Luecking, R. G. (2009). The Way to Work: How to facilitate work experiences for youth in transition. Baltimore, MD: Paul H. Brookes Publishing Co
National Secondary Transition Technical Assistance Center (NSTTAC) (2006). Indicator 13 Checklist Form A. [PDF File]. Retrieved from https://transitionta.org/sites/default/files/transitionplanning/NSTTAC_ChecklistFormA.pdf
Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities. Career Development for Exceptional Individuals, 32(3), 160-181. doi:10.1177/0885728809346960
Trainor, A.A., Morningstar, M.E., & Murray, A. (2016). Characteristics of transition planning and services for students with high-incidence disabilities. Learning Disability Quarterly, 39(2) 113-124.
Wright, P. W.D. (2004) Individuals with Disabilities Education Improvement Act: Overview, Explanation, and Comparison. Retrieved from: