Secondary TransitionSecondary Transition is a process that begins at age 14 to prepare students for their lives after high school. Instruction and planning focuses on three areas; post-secondary education and training, employment, and independent living and community integration. It is a six step process:Step 1: Use assessments to identify the student's post-secondary goalsStep 2: Describe the student's Present Levels of Academic Achievement and Functional Performance (PLAAFP), embedding assessmentdataStep 3: Establish transition team partnershipsStep 4: Design a Transition Plan that includes courses of study and services/activities (Transition Grid)Step 5: Determine measurable annual goals that address skill deficits and lead to post-secondary goalsStep 6: Monitor progress and adjust based on data
Transition AssessmentIs a process that assists in determining a student's strengths, preferences, and interests, which are then used to identify appropriate instruction, supports and services that assist in the transition from school to an individuals post-secondary life. Without assessment we cannot determine what and how to teach students as they progress through secondary education to their desired post-secondary goals.Information can be and should be gathered utilizing various means. These can include: formal assessments, interviews, surveys, web-based assessments, questionnaires, observation, and checklists. Visit the Pennsylvania Transition Assessment Resource Wiki or the Transition Assessment Livebinder for information and resources on Transition Assessment.
Present Levels of Academic Achievement and Functional PerformanceThe PLAAFP can be referred to as the 'Meat of the IEP', in that its contents should completely describe the student and flow throughout the IEP. It should begin with a description of the student followed by information for each bulleted area; academic and functional performance, post-secondary goals, parental concerns, how the disability affects involvement in general education, strengths and areas of need. The information should relate directly to assessment and evaluation data and provide information on the students rate of progress over the past year. Once the reader moves past the PLAAFP there should be no surprise as to what post-secondary goals, measurable annual goals and specially designed instruction are being addressed.
Transition TeamIEP teams consisting of the student, family, educators, other school personnel and community agencies is vital to the student's future success. Each team member brings a unique insight and expertise to the table. Once the student reaches age 14 it is mandatory that the student be invited to their IEP meeting. The team works collaboratively to determine how to best support the student in achieving their post-secondary goals. Agency involvement is as individualized as the IEP is to the student and can include OVR, Case Management, Department of Public Welfare, DCYF, Social Security, and many more. If the student participates or is planning on participating in a career and technology program or a work experience program, such as the Work Discovery Program, be sure to invite a representative from these programs as well.
The GridThe Transition Grid serves to document the post-secondary goals and coordinated set of services and activities provided on behalf of the student, within the current IEP year. The services and activities will support the student's movement towards achieving post-secondary goals in the areas of post-secondary education and training, employment and independent living.
Measurable Annual GoalsMeasurable Annual Goals (MAGs) are measurable estimates of expected student outcomes in an academic year based on the student's PLAAFP and anticipated rate of learning. For students age 14-21, EVERY measurable annual goal supports the student's post-secondary goals and should build upon needs identified in the PLAAFP.Steps to follow when developing measurable annual goals:1. Review present levels of academic achievement2. Identify student needs (academic and functional)3. Prioritize student needs as skills to be developed4. Determine the standard, anchor, or element from the curriculum framework that correlates with each need5. After considering the above, write the goal to include clearly, defined action/behavior, condition and performance criteria
Monitoring ProgressTeachers use progress monitoring to increase student motivation and achievement through specific feedback, provide clear evidence using data of what it or is not working, maintain an organized record of students' performance, communicate progress with parents, other teachers, and administrators, and to set clear expectations.
Additional InformationPlease visit the Calendar of Transition EventsNewly developed and a work in progress Apps for Secondary Transition and Teacher Resources Livebinder.
If you would like additional information or have an event to add to the calendar, please contact:Ms. Mindy McMahenEd ConsultantWestmoreland Intermediate Unit724-836-2460 ext. 2332