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CDE is a company designed to service individuals with developmental disabilities. Although the company name implies that we focus on children, we do much more. We offer Habilitation, Respite, Attendant Care and Individual Design Living Arrangement (IDLA) services to individuals of all ages.

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Sites for a Better Way to Choose a Career

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Sites for a Better Way to Choose a Career

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Internet Sites for A Better Way to Choose a Career.docx

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Community Work Site Student Learning and Training Plan and Evaluation.docx

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Transitioning to Independence: How Ready Are you?

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Transitioning to Independence: How Ready Are you?

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Vocational Rehabilitation | Arizona Department of Economic Security

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The Vocational Rehabilitation program provides a variety of services to persons with disabilities, with the ultimate goal to prepare for, enter into, or retain employment.

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The Division of Developmental Disabilities is actively working to support the health and safety of members, families, and the professionals in our system during the COVID-19 pandemic. Please visit the DDD Actions Related to COVID-19 webpage to view resources and learn more about the actions we are taking to ensure the continuation of necessary services for our members and to support the financial viability of our providers.
Our Mission

The Division of Developmental Disabilities empowers individuals with developmental disabilities to lead self-directed, healthy and meaningful lives. DDD provides supports and services for eligible Arizonans. DDD provides supports and services to individuals diagnosed with one of the following developmental disabilities:

Autism;

Cerebral palsy;

Epilepsy;

Cognitive / Intellectual Disability; or

Are under the age of six and at risk of having a Developmental Disability

DDD serves more than 40,000 people with development disabilities and their families throughout Arizona each year.

News and Announcements

Initiatives

Supports and Services

The Division provides supports and services that help enable individuals with opportunities to exercise their rights and responsibilities of independent decision-making and engagement in the community.

Upcoming DDD Events

Note: The Department of Economic Security provides language assistance free of charge to those with Limited English Proficiency to ensure meaningful access to programs, services, and activities. Please contact your DES office or call 1-855-432-7587 for program assistance provided in your preferred language.

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The Division of Developmental Disabilities is actively working to support the health and safety of members, families, and the professionals in our system during the COVID-19 pandemic. Please visit the DDD Actions Related to COVID-19 webpage to view resources and learn more about the actions we are taking to ensure the continuation of necessary services for our members and to support the financial viability of our providers.

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ARIZONA Technology Access Program (AzTAP).docx

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DDD Eligibility_Application Packet - Spanish

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DDD Eligibility_Application Packet - English

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Individual consultation

Individual problem-solving support to understand and access the programs, health plans, and services your child may need.

Parent-to-parent support

Connections with a trained parent "mentor" who has a child with a similar diagnosis and is skilled at providing information and support.

Training & workshops

Increase advocacy skills, and improve your ability to work with professionals on your child's educational and medical needs.

Amellaly (Ally) Martinez knows firsthand the value of connecting with other parents whose children have...

I hope you are all enjoying the cooler temperatures that September and October bring to...

Parents might think their children won't be disciplined, suspended or expelled if they receive services...

Throughout Conor's school years, his behavior frequently interfered with his ability to successfully participate in...

"RSK helped me navigate a world I knew nothing about at one of the lowest...

As Cristina Renteria prepared to send her son Atlas to developmental preschool, she ran into...

I'm so grateful to learn that Raising Special Kids is truly here to offer support. There is no catch, no gimmick, and no charge. I have found emotional support from people who understand what it is like to have a child with special needs.
- Parent

Get started

Raising Special Kids Family Referral Form

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Individual consultation Individual problem-solving support to understand and access the programs, health plans, and services your child may need. Parent-to-parent support Connections with a trained parent "mentor" who has a child with a similar diagnosis and is skilled at providing information and support.

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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.

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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.
Green backgrounds have been identified as appropriate for students with significant disabilities.  Blue backgrounds can assess Self-Determination & Self-Advocacy and Youth Autonomy & Decision-Making. Purple backgrounds indicate Person-Centered Planning assessment resources. Use Ctrl + F  to search for a specific assessment.

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What is Secondary Transition?

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 Indicator 13 from the Individuals with Disabilities Education Act (IDEA) Part B.
The Transition Planning Process:
The transition plan is developed in collaboration with the entire IEP team. It is not separate from the IEP, but a part of it. 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 measurable postsecondary goals (MPGs), services, and supports. All decisions made for the transition plan are based on data gathered from age-appropriate transition assessments. Student strengths are required to be a part of the data collected and used to develop the MPGs. It is important to meet all requirements of the transition plan. To learn about best practices that support effective transition planning practices, read more about the components of a transition plan.
Post School Outcomes (PSO) Survey:
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.

IDEA Part B Indicators

There are 17 Indicators, four of which are related to Secondary Transition: Indicators 1, 2, 13, and 14
Summarized Descriptions of IDEA Part B Indicators
Secondary Transition Requirements
Transition Planning (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:

1. Age-Appropriate Transition Assessments-Updated Transition Assessment Padlet

2. Measurable Postsecondary Goals (MPGs)

3. Coordinated Set of Activities

4. Course of Study

5. Aligned Annual IEP Goals

6. Additional Requirements (Student Invitation, Outside Agency Participation, Update Plan Annually)

Other Important Secondary Transition Items:
Transfer of Rights

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.

Information about 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 (Indicator 14) Requirements
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.

Graduation (Indicator 1) and Dropout (Indicator 2)
ADE's High School Graduation Page

The Arizona State Board of Education establishes the requirements for graduation from high school. The minimum course of study and competency requirements are outlined in Title 7 Chapter 2 of The Arizona Administrative Code. The minimum course of study can be found in State Board Rule R7-2-302. These requirements apply to all students in Arizona schools, including students with disabilities.

Arizona Technical Assistance System
The Arizona Technical Assistance System (AZ-TAS) develops documents to assist school personnel and parents in navigating through the special education process. Each document guides the implementation of the legal requirements in the specified area and is reflective of current practices in the field.

One of those documents focuses on Indicator 1, the graduation of students with disabilities. For more information on this topic, review the frequently asked questions document that addresses various aspects of this conversation.

National Technical Assistance Center on Transition: the Collaborative (NTACT:C)
The National Technical Assistance Center on Transition: The Collaborative (NTACT:C) is a Technical Assistance (TA) Center co-funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA).

They offer TA on a variety of topics, including Indicator 1 (graduation) and 2 (dropout).

Contact Ana Núñez with any questions.

Secondary Transition Team Initiatives

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 youths 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.

The AZ College and Career Competencies Project 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. The goal is to impact all students by providing participating middle and high school educators with increased understanding, instructional skills, and ongoing coaching to better embed skill development into students' core content areas over time (i.e., addressing content standards and college and career competencies simultaneously).

An 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 encompasses the belief that community-based, integrated employment should be the primary day activity for working-age youths and adults with disabilities.

We are excited to announce The Arizona Department of Education's adoption of My Future AZ: Career Planning and ECAP Platform 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.

Need Assistance? Contact Emily Brown with any questions. This information is also available on the ADE ECAP website.
Peer-Based Person-Centered Planning (PCP) Facilitator
With support and funding from ADE/ESS Special Projects, Diverse Ability Incorporated (DAI), is offering a pilot project where up to 50 students will be supported in developing a person-centered plan through the use of a peer facilitator. As an extension to the IEP team, the peer facilitator will assist the student to develop a person-centered plan that will promote the student's choices and ability to achieve the life he or she wishes to lead.

We are connecting educators and other stakeholders to DAI for this exciting opportunity. By completing this survey, you are either requesting more information or you are demonstrating interest in your student(s) to receive this service. Despite the limited number of students that will be serviced, a representative from DAI will reach out to everyone on this list to discuss the project.

If you have questions about this project, please reach out to the ADE/ESS Secondary Transition Team.

Secondary Transition Resources

IDEA/ WIOA Resources

ADE Resources

Secondary Transition Team

Program Support and Monitoring

WIOA Section 511, Subminimum Wage

Partner Agency Agreements

Arizona Community of Practice on Transition (AZCoPT) Resources

Other Agencies that Support Secondary Transition

Young Adult Voices

Hear about the importance of the transition process from Arizona's students:

Secondary Transition: Upcoming Training

Email the Secondary Transition Team with any questions regarding upcoming professional development.

Recorded Webinars

For more videos on secondary transition topics, visit the Secondary Transition Team's YouTube Channel.

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Important UpdatesThe Arizona Department of Education has Special Education Guidance regarding COVID-19 available to the public. Get the most current information about Arizona's 2023 IDEA Conference. Pre-Employment Transition Services (Pre-ETS)The Arizona Department of Education Exceptional Student Services Unit (ADE/ESS) and Rehabilitation Services Administration (RSA)/Vocational Rehabilitation (VR) are collaborating to improve access to Pre-Employment Transition Services (Pre-ETS) in Arizona for eligible youths.What are Pre-ETS?

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The TC Learning Modules are developed using up-to-date research, effective practices in professional development, and materials and resources for implementation. They are for anyone involved in transition planning.

Mini-Modules offer the same kind of up-to-date research and guided instruction you expect from Learning Modules, just in a smaller package. Designed to be used as you need them, Mini-Modules can be completed in as little as one hour.

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The TC Learning Modules are developed using up-to-date research, effective practices in professional development, and materials and resources for implementation. They are for anyone involved in transition planning. Mini-Modules offer the same kind of up-to-date research and guided instruction you expect from Learning Modules, just in a smaller package.

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Student-Centered Transition Planning IRIS CENTER

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Student-Centered Transition Planning IRIS CENTER

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This module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings (est. completion time: 2 hours).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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This module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings (est. completion time: 2 hours).

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Transition Resources by Domain, Grade, Language, Disability

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Transition Resources by Domain, Grade, Language, Disability

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Indiana Secondary Transition Resource Center

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Transition Assessment Matrix: Transition Resources: Indiana Secondary Transition Resource Center: Indiana University Bloomington

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Career Cluster Interest Survey | Minnesota State CAREERwise

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Tell us your interests. We'll show you career clusters you might like.

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Looking for a new career path? This super-quick quiz doesn't require any reading at all-just choose the images that appeal to you most and discover how your choices can point you toward your ideal career. Based on the well-respected Holland Code system, this quiz provides a brief yet complete assessment of your career interest areas.

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Introducing Vocational Rehabilitation Services:  Simply Said

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The Rehabilitation Services Administration Vocational Rehabilitation (VR) program is offering Pre-Employment Transition Services (Pre-ETS) to students with disabilities statewide.

What are Pre-ETS?

Pre-ETS are specific career exploration and job readiness services that help students with disabilities prepare for future employment. Pre-ETS are provided via workshops that are short in duration and related to the following topic areas:

Job Exploration Counseling;

Work-Based Learning;

Counseling on Post-Secondary and Training Opportunities;

Work Readiness Training; and

Instruction in Self-Advocacy

For additional explanation of Pre-ETS and possible workshop topics that may be offered, please read the Pre-ETS Overview.

Who can receive Pre-ETS?

'Students with disabilities' can receive Pre-ETS. Here in Arizona, a 'student with a disability' is an individual who is between 14-22 years of age, participating in an educational program (e.g. public, private or charter schools, home school, vocational programs, college, GED programs, etc.), and has a documented disability (this includes students who qualify for a 504 plan or who have an Individualized Education Plan or IEP). It is important to note that these students do not have to apply for VR services or be clients of the VR program.

How do I request Pre-ETS?

Review the Pre-ETS Contractor Directory for information on Pre-ETS providers.

Complete the Pre-ETS Request Form in full and submit it to the [email protected] mailbox. Please note that additional documentation may be required when submitting the Pre-ETS Request Form. Examples include:

Individualized Education Plan (IEP) or 504 Plan;

Medical or psychological documentation with diagnosis by a licensed professional;

Proof of acceptance/enrollment into a post-secondary educational program; and

Proof of legal guardianship if the student has a legal guardian

If you have any questions regarding Pre-ETS, please email [email protected] .

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The Rehabilitation Services Administration Vocational Rehabilitation (VR) program is offering 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.

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Check out or print the brand new Transition Resource Guide here! Ahora también disponible en español.

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Measurable Postsecondary Goals for Students with Complex Support Needs

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Let's Google It! Digital Resources for Self-Advocacy/Self-Determination

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Must be completed for All Seniors

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Transfer of Educational Rights updated 2022