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SECONDARY TRANSITION - Regulations

3. Change the definition of “transition services.”

The term “transition services” means a coordinated set of activities for a child with a
disability that:

• Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;
• Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and
• ncludes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.

[34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]

Dialogue Starter - Cross-stakeholder

Reaction Questions

1. The previous definition stated “outcome-oriented process”. What do you believe is the difference in now using the term “results-oriented process”?



2. In your opinion, how does the inclusion of academic and functional achievement in the definition of transition services impact a student’s IEP?



3. What programs/practices does your state/district currently utilize that meet the requirements of this definition? Will this definition cause any changes?



4. How does your district assure that a student’s “strengths, preferences and interests” are included in the IEP planning?

Application Questions

1. How might a “results-oriented” process be defined and how would it be measured? How would the process be similar or different for students with significant disabilities and those with mild disabilities?



2. How does the state/district measure the academic and functional achievement of a student with a disability that results in improved outcomes from secondary to postsecondary, vocational, or integrated employment?
   • What other data might need to be collected in order to assure appropriate measurements?
   • What forms of program monitoring will your district develop to assure this requirement is met?



3. What stakeholders might the district include in the dialogue to determine a results-oriented process? How might these stakeholders contribute to positive changes in services and programs?



4. What is the level of awareness of transition services in your community? How can your district implement and promote a better understanding of the importance of the transition process across all grade levels and stakeholders, including parents and students?
   
   These questions were developed by the following stakeholders working together:
   
   Role: Administrator
   Location: California
   
   Role: Teacher
   Location: Minnesota
   
   Role: Teacher
   Location: South Carolina
   
   Role: Teacher
   Location: Colorado
   
   Role: Teacher
   Location: California
   
   Role: Higher Education
   Location: Indiana
   
   Role: Teacher
   Location: Florida
   
   Role: Service Provider
   Location: Kentucky
   
   Role: Family
   Location: Arizona
   
   Role: Administrator
   Location: Florida
   
   Role: Administrator
   Location: Illinois
   
   Role: Policymaker
   Location: Arizona
   
   Role: TA Provider
   Location: California
   
   Role: Service Provider
   Location: California