# data[].attributes.headline
Age Appropriate Transition Assessments PPT

# data[].attributes.subject
Age Appropriate Transition Assessments PPT

# data[].attributes.body
CBI permission forms, all required forms for CBI are located in the handbook

# data[].attributes.body
Resources for a variety of secondary transition assessments for all levels of independence. We are sharing these as a courtesy. ADE does not endorse any specific vendor or assessment type. Use Ctrl + F to search for a specific assessment.

# data[].attributes.attachment_link.description
Resources for a variety of secondary transition assessments for all levels of independence.
We are sharing these as a courtesy. ADE does not endorse any specific vendor or assessment type. Use Ctrl + F to search for a specific assessment.

# data[].attributes.headline
SOP Summary of Performance Transition Resources

# data[].attributes.subject
SOP Summary of Performance Transition Resources

# data[].attributes.attachment_link.description
Employment Career Clueless Career Clusters Interest Survey Career Portfolio Community Based Assessment Employability_Life Skills Parent Employability_Life Skils Student Job Related Interest Inventory Personal and Professional Goals Worksheet Satisfactions You Need Self Graphing Task Analysis Social and Vocational Abilities Listing Student Dream Sheet TA Student and Parent Interview This is How I See Myself Transition Inventory Vocational Behavior Vocational Profile What's My Bag Work Personality Profile

# data[].attributes.body
Guide to Synergy - Transition Plan

# data[].attributes.attachment_link.title
Assessment Database - Transition Tennessee

# data[].attributes.attachment_link.description
Please log in to access free training videos, handouts, and tools for best practices in transition. If you're new to the site, it's free and easy to register to access all of these resources. Login Below Username or Email Password Remember Me

# data[].attributes.body
Select grade level, category (education training, employment, independent living) a list of assessments will populate

# data[].attributes.attachment_link.provider_name
Indiana Secondary Transition Resource Center

# data[].attributes.attachment_link.title
Transition Assessment Matrix: Transition Resources: Indiana Secondary Transition Resource Center: Indiana University Bloomington

# data[].attributes.body
A collection of resources presented at ADE secondary transition trainings and additional information to help develop meaningful IEP transition plans! The resources with green titles are appropriate for students with complex support needs. Resources with blue titles support self-determination and youth autonomy/decision-making skills. This presentation contains information and resources from public and private organizations that may be useful to the participant. Use Ctrl + F to search for a specific resource.

# data[].attributes.attachment_link.description
A collection of resources presented at ADE secondary transition trainings and additional information to help develop meaningful IEP transition plans! The resources with green titles are appropriate for students with complex support needs. Resources with blue titles support self-determination and youth autonomy/decision-making skills.

This presentation contains information and resources from public and private organizations that may be useful to the participant. 
Inclusion of this information does not constitute an endorsement by the Arizona Department of Education of any products or services offered or views expressed.
If you have secondary transition resources you would like to share, email ESSTransition@azed.gov.
Use Ctrl + F  to search for a specific resource.

# data[].attributes.body
ADE Website Secondary Transition

# data[].attributes.attachment_link.readable_text
IDEA Conference
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.

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.

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 . This image is a visual representation of these steps:

Recorded Webinars

Transition Tuesdays
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

Required Transition Components and Resources
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.

Transition Activities and Initiatives
Arizona Community of Practice on Transition (AZCoPT)
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).
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

External Agency Resources

Hear about the importance of the transition process from Arizona's students:
Submit a Secondary Transition Support Request
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

# data[].attributes.attachment_link.description
IDEA Conference 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.

# data[].attributes.body
Transition Tuesday Resources

# data[].attributes.attachment_link.description
Materials from the ADE/ESS Secondary Transition Professional Development sessions.  Please visit our Resources Padlet for additional resources discussed in these trainings. 

# data[].attributes.body
Required documentation prior to leaving campus.

# data[].attributes.body
When you opened this workbook, you took an important step toward supporting a young person to determine whether he or she should disclose his or her disability. You made a decision to learn about disability disclosure and what it can mean for a young person with a disability in your life

# data[].attributes.headline
Career Exploration and Informational Interview

# data[].attributes.subject
Career Exploration and Informational Interview

# data[].attributes.body
You will need to log in but it is a free account and very easy!

# data[].attributes.attachment_link.title
Pathways to the Future - Your Future Begins Now

# data[].attributes.attachment_link.description
Welcome to Pathways to the Future! This site is a collection of resources, tools and people to help students with disabilities, through the journey from youth to adulthood.

# data[].attributes.attachment_link.description
The .gov means it's official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

# data[].attributes.attachment_link.description
See what careers might be best for you by answering the following 13 questions.

# data[].attributes.attachment_link.readable_text
Planning for the Future of a Loved One with a Disability: Is Your Family Prepared?

Future Planning Workbook: A Roadmap of Our Futures, Our Wishes

A grant project awarded to the Sonoran Center for Excellence in Disabilities

Future Planning: A Roadmap of Our Futures, Our Wishes is a workbook about how to facilitate future planning.

This involves gathering information, exploring choices, sharing dreams, documenting wishes, reaching goals, and creating a written plan. It includes plans for the person with a disability and for caregivers as their roles change over time.

This roadmap is designed as a tool to be used by individuals with intellectual and developmental disabilities, family members, direct support professionals, and advocacy groups to guide the planning process.
-----
Video: How the Future Planning Roadmap Workbook Came to Life

Why should you download the workbook?

Powerful planning tool for families

Provides guidance for difficult conversations

Creates a person-centered plan for both the individual and caregiver

Disponible en español

Haga clic para ver la publicacion: Planificación Futura - Español

Part 1:

# data[].attributes.attachment_link.title
Future Planning Workbook: A Roadmap of Our Futures, Our Wishes

# data[].attributes.attachment_link.description
Planning for the Future of a Loved One with a Disability: Is Your Family Prepared? Future Planning Workbook: A Roadmap of Our Futures, Our Wishes A grant project awarded to the Sonoran Center for Excellence in Disabilities Future Planning: A Roadmap of Our Futures, Our Wishes is a workbook about how to facilitate future planning.

# data[].attributes.attachment_link.title
Assessment Components (SPIN): Writing Effective Transition Plans

# data[].attributes.attachment_link.readable_text
Supported decision-making (SDM) is what we do every day. We reach out to trusted experts - like a doctor, mechanic or even a mentor - to help us make decisions we may not understand. We are considered wise! Just like the rest of us, people with exceptional differences need assistance. One of the founding principles of SDM is that - just because we need support - doesn't mean we don't have interests, preferences, a full spectrum of choice-making abilities and the human right to express them.

SDM enables people with disabilities to choose supporters - such as trusted advisors, friends, family members, or professionals - to help them make choices to the maximum of their unique abilities. The supporters agree to help the person understand, consider, and communicate informed decisions. Individualized tools, services and accommodations are key to empowering the person to make these choices - especially for those with intellectual or developmental disabilities (I/DD) and who use Augmentative Alternative Communication (AAC).
What does Supported Decision-Making look like?
SDM looks different for everyone. Here are some examples of customized tools to help people communicate and understand choices.

Chosen, trained partners who listen and facilitate communication - using AAC if needed.

Plain language, visual or audio material

Extra time to discuss choices

Lists of the pros and cons

Role-play activities to help the person understand

Supporters attending appointments to take notes and help discuss options

Consideration of a joint bank account and other ways to manage financial decisions together

What are Supported Decision-Making Agreements (SDMAs)?
SDMAs identify the support the person wants and who will assist in each area. They are customizable according to the person's needs. SDMAs are signed, notarized, and can be attached to legal, binding documents - such as an Individualized Education Program (IEP), a Durable Power of Attorney, a HIPAA form, or Social Security Representative Payee form. SDMAs can help a self-advocate practice SDM at school, in the healthcare setting and beyond.

SDM related goals with data and/or SDM language can be added to a legally binding document, like an IEP.
Is SDM in the law?
SDM is recognized in eleven states and in the District of Columbia. Both California and Massachusetts have proposed legislation under review that include SDM language and implementation. Currently, California requires that "alternatives are considered" prior to conservatorship, and SDM is one such alternative.

Here are forms in plain language that the American Civil Liberties Union (ACLU) and the Autistic Self Advocacy Network (ASAN) created. They can be used to help recognize a self-advocate's choice to use supported decision-making at school, at the doctor's office, and in the world.

# data[].attributes.attachment_link.description
Supported decision-making (SDM) is what we do every day. We reach out to trusted experts - like a doctor, mechanic or even a mentor - to help us make decisions we may not understand. We are considered wise! Just like the rest of us, people with exceptional differences need assistance.

# data[].attributes.attachment_link.readable_text
Page 5: Transition Assessments

To guide the transition process, school personnel use the results of a variety of assessments in conjunction with the student's measurable post-secondary goals. These transition assessments involve the continual collection of information about a student's strengths, needs, preferences, and interests. The IEP team uses the assessment results to identify appropriate measurable goals and the transition services that need to be included in the student's IEP.

Areas of Data Collection

Although school personnel could assess a myriad of skills, they typically categorize all of the options as personal, educational, or vocational. By combining assessments that address these different categories, personnel obtain information on a student's current performance and identify those skills needed for the future. As with all areas of the IEP, the team must determine on a case-by-case basis which assessments to give students.

Education/ Training
Academic strengths, educational needs, and communication skills

Helps determine appropriate instruction

Informs educational and job training decisions

Measures student progress

Helps identify future education and job training goals

Employment
Interests, aptitudes, and work-related values

Provides information on current vocational skills and abilities

Provides information about areas of interest that may lead to a career

Independent Living/ Personal
Social, behavioral, and life skills

Identifies current independent-living skills

Identifies current self-determination and self-advocacy skills

Formal and Informal Transition Assessments

School personnel should use a combination of formal and informal transition assessments to obtain a comprehensive picture of a student's skills.

Formal assessments - surveys and tests that are standardized for a particular group of students (e.g., vocational inventories, college entrance exams)

Informal assessments - a process of gathering information from resources other than standardized assessments (e.g., medical records, work samples, classroom observations, interviews with teachers)

Listen to Ginger Blalock discuss both formal and informal assessments.

Ginger Blalock, PhD
Professor Emeritus, Department of Special Education
University of New Mexico

Transcript: Ginger Blalock, PhD

Formal

Formal career assessments are the repertoire of assessment tools and procedures that exist that have been standardized on different populations. And typically those fall into three categories that are of greatest importance to these students. One would be looking at career aptitudes, and we have lots of standardized tests on those that are available from a variety of sources, such as the government or commercial publishers. In addition, we have career interest inventories, and those have been published after being standardized with a variety of nationwide populations, again available from the government or from commercial publishers. We have the guidance software program that many high schools and even post-secondary institutions use which help students get online and do some self assessments to see what their interests might be and then go branching to discover what kinds of career opportunities are out there, what kinds of specific jobs might be available they hadn't thought about, and what kinds of post-secondary training opportunities could get them there. In addition to the interest inventories I just described, there are a number of them that have been researched and published that are non-reading interest inventories also, for students who have severe reading disabilities, or students who have mental retardation, or students who have communication disorders and they need more of a pictorial kind of choice system. And the third kind of more formal career assessment that is really useful with these students is work-related values in the inventories. And there are a couple of those that are commercially available.

Transcript: Ginger Blalock, PhD

Informal

I think the most valuable informal career assessment is just to interview the young person, the learner, particularly at the middle school and high school level, about a range of things. Again, how do they like to spend their free time, what do they like and dislike in school, but what are their goals for themselves? How do they see themselves in five years or ten years or twenty years? What are some dreams they used to have in elementary school that they don't have anymore? So it's just the common sense questions that will help the teacher or the transition specialist or whoever's doing this assessment figure out that really motivates the learner. For students who have difficulty with abstract thought or communication, a number of folks have come up with just force choice questions, things like, "Would you prefer to sweep a floor or pick flowers?" And then to go through a series of questions like those that have you narrow down the options that an individual who has difficulty communicating might be able to find out for themselves.

Guidelines for Administering Assessments

Professionals who conduct transition assessments should be knowledgeable and experienced in administering and interpreting a wide range of assessment tools. While professionals with specialized training, such as school psychologists, are qualified to administer certain assessments (e.g., intelligence tests), school counselors may be the ones to administer the majority of transition assessments if their qualifications allow. Factors such as district size or school policies can affect whether school counselors administer transition assessments. Assessments should be:

Age appropriate

Focused on measurable post-secondary goals

Sensitive and respectful of cultural contexts

Sensitive to communication barriers

Nondiscriminatory

Appropriate to a student's abilities

Available in verbal or nonverbal format (as appropriate)

Adaptable to accommodate students with disabilities (as appropriate)

Transition Update - Determining Sandra's Assessments

Mr. Hunter explains that the IEP team has requested that Sandra take several assessments that will help them to develop a transition plan for her life after high school. In mapping out which assessments Sandra will need over the years, Mr. Hunter needs to identify what skills related to the healthcare field Sandra currently possesses and what skills she will need to build on in order to attain her post-secondary goals. The information he gathers will help the IEP team identify possible career options for her in the healthcare field.

# data[].attributes.attachment_link.description
To guide the transition process, school personnel use the results of a variety of assessments in conjunction with the student's measurable post-secondary goals. These transition assessments involve the continual collection of information about a student's strengths, needs, preferences, and interests.

# data[].attributes.attachment_link.readable_text
These resources help students with disabilities assess their capacity to transition into an independent life. Areas of assessment include career, independent living, interests, preference/personality, and self-determination.

# data[].attributes.attachment_link.title
Assessment | Resources | Center for Change in Transition Services | Seattle University

# data[].attributes.attachment_link.description
These resources help students with disabilities assess their capacity to transition into an independent life. Areas of assessment include career, independent living, interests, preference/personality, and self-determination.

# data[].attributes.body
This is an example from Goalbook. Yes, the copy is dark, but all you need to do is go to your Goalbook and search for transition. Lots of resources there!

# data[].attributes.attachment_link.description
Transition means change, evolution, and movement. Students, parents and practitioners must work as a team to prepare for the changes that will occur when students move from school to post-school life. As part of that process, it is necessary to know a student's present level of

# data[].attributes.headline
IDEA Part B Indicators, Indicator 13 Secondary Transition Services

# data[].attributes.subject
IDEA Part B Indicators, Indicator 13 Secondary Transition Services

# data[].attributes.attachment_link.title
IDEA Part B Indicators, Indicator 13 Secondary Transition Services: Required Components Overview

# data[].attributes.attachment_link.description
A collection of resources presented at ADE secondary transition trainings and additional information to help develop meaningful IEP transition plans! The resources with green titles are appropriate for students with complex support needs. Resources with blue titles support self-determination and youth autonomy/decision-making skills.

This presentation contains information and resources from public and private organizations that may be useful to the participant. 
Inclusion of this information does not constitute an endorsement by the Arizona Department of Education of any products or services offered or views expressed.
If you have secondary transition resources you would like to share, email ESSTransition@azed.gov.
Use Ctrl + F  to search for a specific resource.

# data[].attributes.body
This is from the state of Oklahoma. However, you may find some useful guidance for students wanting to go to College.

# data[].attributes.headline
All Ages: Let's start thinking about Work

# data[].attributes.subject
All Ages: Let's start thinking about Work

# data[].attributes.headline
Unique Learning System Transition Profile

# data[].attributes.subject
Unique Learning System Transition Profile

# data[].attributes.attachment_link.provider_name
Explore Work - Future planning for teens with disabilities

# data[].attributes.attachment_link.readable_text
Welcome! If you are a teen who has a disability, you have choices and things to do to prepare for life after high school and becoming an adult. Just like every teen, this is a time of transition. You are preparing to be an adult, get a job, and become more independent.

We also now offer Teacher Account Subscriptions which will enable you to monitor and track the progress of a group of students you may be working with to complete Explore-Work training activities. Find out more about Teacher Accounts.

# data[].attributes.attachment_link.description
Welcome! If you are a teen who has a disability, you have choices and things to do to prepare for life after high school and becoming an adult. Just like every teen, this is a time of transition. You are preparing to be an adult, get a job, and become more independent.

# data[].attributes.attachment_link.readable_text
College-based transition programs for students with ID are established on the campus of a college or university for students of transition age (usually 18-21) to provide the opportunity for these students to receive transition services on a college campus with same-age peers instead of at the high school.

These programs are partnerships between a college and one or more school districts, and are typically coordinated by the local school's transition services personnel. Students usually remain in the program until the student with ID ages out of public school, most often at age 21 or 22.

CBTS creates opportunities for students to be included on campus in all aspects of college life, with supports as necessary. The student's day consists of course participation, social events, career development activities and competitive integrated employment.

The result is to move the student's transition services away from a high school-based setting to a college-based setting that is more natural for peers of this age and is more inclusive of peers without disabilities.

As a result of person-centered planning, a student indicated that he is interested in learning more about printing/graphic design because he is interested in working in a t-shirt print shop. His schedule reflects transition activities that relate to his goal.

It includes taking public transportation, attending college classes, engaging in integrated paid employment, getting support from peer mentors, building self-determination skills, accessing college disability services, and participating in university-based student activities.

The result is to move the student's transition services away from a high school-based setting to a college-based setting that is more natural for peers of this age and is more inclusive of peers without disabilities. This sample student schedule highlights the TCT model.

When students are dually enrolled in both high school and college, they may or may not receive academic credit at one or both of the schools. If students do have the opportunity to earn academic credit at both institutions, the term "dual-credit" may also be used.

In some cases, the college credits students earn through a CBTS experience can be used to satisfy high school graduation requirements, and in other cases the high school will not allow the course to satisfy these credit requirements. In most cases, the college credits earned by students are recognized at the collegiate level and can qualify as completed course credits after a high school student is accepted into a postsecondary degree program.

The acceptance of credit, however, is always an individual institutional decision.

Students also have the opportunity to take classes for audit. Auditing a course means a student can take classes but cannot be graded or given credit for a particular course. It is usually done for academic exploration and self-enrichment.

Over the past decade, inclusive postsecondary opportunities have become more available to students with ID than ever before. With greater demand for such opportunities as well as greater awareness of the possibilities for youth with ID, developing new programs on college campuses in partnership with school districts is increasingly attainable.

Programs developed to support students with ID should be authentic and integrated within all aspects of the institute of higher education, including course access. Think College has developed Standards, Quality Indicators, and Benchmarks for inclusive higher education. Colleges can use these standards to create, expand, or enhance high-quality, inclusive education to support positive outcomes for individuals with ID.

Check out the companion brief for more information about a validated, standards-based conceptual framework.

An important first step to program development is identifying the aspirations and needs of students and their families, the school district, the college, and the greater community. Developing an interagency team with a broad range of people will enable all members of the opportunity to share their perspectives on the effort to develop postsecondary options.

Once an interagency team has been formed, host a viewing party for team members to watch the film Rethinking College. Rethinking College introduces the audience to what is possible for students with intellectual disability, and explores how initiatives to include them are currently working.

This film is not designed to provide detailed information on how an inclusive higher-education program is established, but rather encourages viewers to examine their own perspectives, ask their own questions, and talk to others about what it means when college is a choice for everyone.

Now it's time to do some research! With over 250 programs nationwide, those interested in developing a program will find a wide variety of models and approaches to build on. Use Think College's College Search or email thinkcollegeTA@gmail.com for more information about finding model programs in your area.

The next step is to develop a shared vision for the program that addresses key components of CBTS, including academic access, campus membership, and competitive integrated employment.

Once a shared vision for the program has been developed, the final step is to make a presentation to the school district administration. Focus on the benefits to the school district, college, and community; the development or enhancement of community-based transition services for students with ID/A; and community inclusion to encourage buy-in.

Yes! On September 17, 2019, the US Department of Education issued new guidance clarifying that IDEA and vocational rehabilitation funds can be used to support dual enrollment, comprehensive transition, and other postsecondary education programs for students and youth with disabilities.

As more and more colleges and universities begin to offer inclusive programs for students with ID on their campuses, program coordinators look to the disability services office for internal support. Clarity about the complementary roles played by a program for students with intellectual disability and the disability services office comes through ongoing communication, support, guidance, and experience.

Check out this online learning module for more details about this key relationship.

The primary purpose of interagency transition teams serving youth with disabilities is to improve the post-school outcomes for youth who are transitioning from secondary education to adult life. This NTACT resource assists state-level transition coordinators and others involved in forming teams like these.

This resource is appropriate for state education agency transition coordinators, the department of vocational rehabilitation, the departments of health and human services, parents, local education agencies, postsecondary education institutions, and advocates.

# data[].attributes.attachment_link.description
College-based transition programs for students with ID are established on the campus of a college or university for students of transition age (usually 18-21) to provide the opportunity for these students to receive transition services on a college campus with same-age peers instead of at the high school.

# data[].attributes.headline
Pima College Access and Disability Resources

# data[].attributes.subject
Pima College Access and Disability Resources

# data[].attributes.attachment_link.readable_text
Individuals with disabilities will find that Pima strives to make all college events and activities accessible to them. The ADR office serves students and the community.

Getting Started with ADR

Students New to ADR

To request ADR services, complete an application or contact any ADR office to schedule an appointment. Email ADRhelp@pima.edu if you have questions before starting the process. Learn more about requesting services.

Community Members

To request ADR Services, call 520-206-6688 or email ADRhelp@pima.edu

Employees

To request accommodations, contact the Employee Service Center, 520-206-4945.

Already Registered with ADR?

Accommodations may be requested directly through ADR Online.

College Compliance Notice

In accordance with the Americans with Disabilities Act (ADA) and the Rehabilitation Act of 1973, Section 504, no qualified person will be denied access to, participation in or the benefits of any program or activity operated by Pima Community College because of disability.

Report a Disability-Related Barrier

Make your comments or suggestions by completing an ADR Comment Card.

Questions?

We're here to help! Email us at ADRhelp@pima.edu

# data[].attributes.attachment_link.title
Access & Disability Resources | Pima Community College, Tucson, Arizona

# data[].attributes.attachment_link.description
Individuals with disabilities will find that Pima strives to make all college events and activities accessible to them. The ADR office serves students and the community. To request ADR services, complete an application or contact any ADR office to schedule an appointment. Email ADRhelp@pima.edu if you have questions before starting the process.

# data[].attributes.headline
Sonoran Center for Excellence in Disabilities

# data[].attributes.subject
Sonoran Center for Excellence in Disabilities

# data[].attributes.attachment_link.description
Future planning is an important yet difficult process that involves gathering information, looking at options, making decisions that may change, creating back-up plans, asking for help, and a lot of self-reflection.

# data[].attributes.attachment_link.provider_name
Direct Advocacy & Resource Center logo in purple and gold: the 'i' in "Direct" is dotted with the Arizona State sunburst as an arrow circles from it to the left around the 'D' and points to second line reading, "Advocacy & Resource Center"

# data[].attributes.attachment_link.title
Direct Advocacy And Resource Center Arizona

# data[].attributes.attachment_link.description
Operated by and for people with disabilities. Direct is a Center for Independent Living (CILs) that advocates for disability rights and justice.

# data[].attributes.attachment_link.title
E-Library: Online Tutoring, Tutorials, & Test Prep

# data[].attributes.attachment_link.description
E-Library: Online Tutoring, Tutorials, & Test Prep Featured Brainfuse Adult Learning Center: Learn. Connect. Succeed. Achieve your...

# data[].attributes.attachment_link.description
Find training programs that fit your career path at Fred G. Acosta Job Corps Center.

# data[].attributes.attachment_link.description
Tucson @ WorkThe City of Tucson lists permanent and non-permanent positions for which we are currently accepting applications on the Tucson@Work Online Employment Center. To view and apply for positions, click on the job title or job number on the Tucson @ Work website…

# data[].attributes.body
The Arc of Arizona promotes and protects the human rights of people with intellectual and developmental disabilities (I/DD) and actively supports their full inclusion and participation in the community. We are the only community-based non-profit working for people with I/DD throughout their lifetimes and across all diagnoses – from autism to Down syndrome to Fragile X and more than 100 other developmental disabilities.

# data[].attributes.attachment_link.title
AZSILC - Promoting equality, inclusion, and choice for people with disabilities.

# data[].attributes.attachment_link.description
Arizona Statewide Independent Living Council (AZSILC) is one of 56 Statewide Independent Living Councils (SILCs), which are federally mandated under the Rehabilitation Act. There is one SILC in each state and US territory. AZSILC members are appointed by the Governor, and the Council is comprised of Arizonans who have diverse disabilities, as well as advocates for people who have disabilities from across the state.

# data[].attributes.attachment_link.description
Whether you are looking for work, changing careers, or exploring new career options, the Pima County One-Stop connects workers and job seekers.

# data[].attributes.body
There are some amazing resources in the appendix, some specific to Arizona.

# data[].attributes.body
Fantastic website. Students can take modules. For example:
I want to go to work or I want to continue my education.
Teachers, create a free login. Students create a free login.

# data[].attributes.attachment_link.description
Copyright 2023. All rights reserved. Transition Tennessee is a partnership among the Tennessee Department of Education, Tennessee Department of Human Services, Vanderbilt University, and the Vanderbilt Kennedy UCEDD.

# data[].attributes.body
Log in to your free teacher account.
Under the tab For Professionals you will see 4 categories to explore. Under Resources you will see curriculum and assessment categories and many more!

EDUCATOR COURSES

GUIDING PRINCIPLES

AGE-APPROPRIATE TRANSITION ASSESSMENT

ADDRESSING TRANSITION IN THE IEP

PATHWAYS TO EMPLOYMENT

PATHWAYS TO POSTSECONDARY EDUCATION

PATHWAYS TO COMMUNITY LIFE

PATHWAYS TO SELF-DETERMINATION

PROVIDER COURSES

GUIDES FOR PRE-ETS

POWER OF EARLY WORK EXPERIENCES

OVERVIEW OF WIOA AND PRE-ETS

CONNECTING WITH FAMILIES AND EMPLOYERS

DEVELOPING STRONG PARTNERSHIPS

STRATEGIES FOR EFFECTIVE INSTRUCTION

INSTRUCTION IN SELF-ADVOCACY

WORK-BASED LEARNING

JOB EXPLORATION COUNSELING

POSTSECONDARY EDUCATION COUNSELING

WORKPLACE READINESS TRAINING

RESOURCES

RESOURCE LIBRARY

ASSESSMENT DATABASE

CURRICULUM DATABASE

PRE-ETS SEQUENCING GUIDE

FAMILY RESOURCES

COMMUNITY CONVERSATIONS

SUPPORTS & PARTNERSHIPS

TRAINING & SUPPORTS

WEBCASTS

CONFERENCES & ACADEMIES

TRAININGS

VIRTUAL TRANSITION FAIRS

TECHNICAL ASSISTANCE

COMMUNITIES OF PRACTICE

PROFESSIONAL DEVELOPMENT

# data[].attributes.attachment_link.description
Please log in to access free training videos, handouts, and tools for best practices in transition. If you're new to the site, it's free and easy to register to access all of these resources. Login Below Username or Email Password Remember Me

# data[].attributes.body
Some of the links may not work. If one doesn't work, try another link. There is some good resources in this document

# data[].attributes.body
You will need to create a free acount.

# data[].attributes.attachment_link.title
Lesson Index - TransitionTN Student Website

# data[].attributes.attachment_link.description
Copyright 2023. All rights reserved. Transition Tennessee is a partnership among the Tennessee Department of Education, Tennessee Department of Human Services, Vanderbilt University, and the Vanderbilt Kennedy UCEDD.

# data[].attributes.headline
Supplemental Transition Materials for High School Self-Contained Classrooms (Demo Year)

# data[].attributes.subject
Supplemental Transition Materials for High School Self-Contained Classrooms (Demo Year)

# data[].attributes.body
We are getting materials to High Schools now. Please see your department chair to have access.

Attainment Company's Job Skills Stories. We have one set of workbooks and access to a digital download of all the materials. There are two reading levels. Great materials for career exploration classes.

Brigance Transition Skills Inventory 2 Assessments (this is a great resource for all ex-ed high school case managers)

Transition Skills Activities 2 Materials in the Digital Resource Library (these instructional activities align with the assessments)

# data[].attributes.body
This is a little outdated regarding the academic standards but the fillable sections for students is great.

# data[].attributes.headline
Career Exploration Writing Prompts Journal

# data[].attributes.subject
Career Exploration Writing Prompts Journal

# data[].attributes.body
Students create a free account. It will ask if you want a certificate for completing a course, this costs money. Main purpose is for career exploration to learn about employment students may be interested in

# data[].attributes.attachment_link.title
Free Online Transition Year Practical Studies Courses | Alison

# data[].attributes.attachment_link.description
Practical TY courses that break down important trades and skills in the culinary, fashion, plumbing, car mechanics and more industries.

# data[].attributes.body
Career information at a glance

# data[].attributes.attachment_link.description
Streamlined career search and discovery for students and job seekers. Includes a built-in interest assessment and access to training, education, and job opportunities. Straightforward, easy-to-read one-page career reports help guide individuals' next move on their road to a satisfying career.

# data[].attributes.attachment_caption
Career Exploration Guide for students, often used when working with VR in Transition Programs. 

# data[].attributes.attachment_link.readable_text
The METRO Goodwill® Youth Program serves youth and young adults ages 16-24 years seeking employment and education in the community. We assist them with their goals, connect them to resources, provide career pathways, and give a sense of purpose for the future.

# data[].attributes.attachment_link.title
Metro Youth-The Lives You've Changed! | Goodwill Industries of

# data[].attributes.attachment_link.description
The METRO Goodwill® Youth Program serves youth and young adults ages 16-24 years seeking employment and education in the community. We assist them with their goals, connect them to resources, provide career pathways, and give a sense of purpose for the future. We recently opened our second REC Youth engagement center.

# data[].attributes.body
Please follow the CBI criteria. Remember CBI must be linked to the student's IEP, students are assigned quarterly to a volunteer site for repeated practice, parents are given a weekly student CBI schedule. If last-minute changes are made to the schedule, you must contact the parent for verbal permission to go off campus. Parents must know what days, times, locations, staffing, and transportation to CBI locations.

# data[].attributes.body
This website is packed full of materials for families, educators and youth. Please explore!

# data[].attributes.headline
Unit Plan on Interviews, Resume, Goals, Interests and Skills

# data[].attributes.subject
Unit Plan on Interviews, Resume, Goals, Interests and Skills

# data[].attributes.headline
ULS Transition Band: Vocational interviewing practice guide

# data[].attributes.subject
ULS Transition Band: Vocational interviewing practice guide

# data[].attributes.body
G

# data[].attributes.headline
ULS Transition Band: Vocational Interviewing checklist

# data[].attributes.subject
ULS Transition Band: Vocational Interviewing checklist

# data[].attributes.body
Pictorial