Compliant and Quality Postsecondary Transition Plans
The Compliant and Quality Postsecondary Transition Plans microcredential represents the skills and concepts necessary to successfully develop and implement postsecondary transition plans for students with disabilities (SWD) age 14 and older.
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Utah Effective Teaching Standards > Standard 1: Learners and Learning
Element 1: Personalizing Learning - Designing learning that builds on background knowledge while providing opportunities for each student to access, practice and refine new learning. -
Utah Effective Teaching Standards > Standard 1: Learners and Learning
Element 2: Building Relationships - Building positive and authentic relationships with students as learning partners and supporting students in developing similar relationships with each other. -
Utah Effective Teaching Standards > Standard 3: Instructional Practice
Element 3: Relevance - Providing relevant learning opportunities that value students’ interests and backgrounds and allow learner agency and choice in accessing learning and demonstrating competency. -
Utah Effective Teaching Standards > Standard 4: Classroom Climate
Element 4: Growth-Oriented Classroom Climate - Cultivating a classroom culture that encourages rigorous learning, perseverance and promotes critical thinking. -
Utah Educational Leadership Standards > Strand 2: Teaching and Learning
2.1 - Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and values of the school, support succes in post-secondary education, and embody high expectations for all students. -
Utah Educational Leadership Standards > Strand 2: Teaching and Learning
2.7 - Guide and support teachers in collecting and appropriately using varied sources of information and data to evaluate student learning, effective teaching, and program quality. -
Utah Educational Leadership Standards > Strand 4: Community Engagement
4.3 - Understand, value, and employ the community's resources to promote student learning and school improvement. -
Utah Educational Leadership Standards > Strand 7: Equity and Cultural Responsiveness
7.2 - Ensure each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success. -
Utah Educational Leadership Standards > Strand 7: Equity and Cultural Responsiveness
7.6 - Promote the preparation of students to live productively in and positively contribute to society including participation in representative governments and other civic processes.
To earn this 0.5 USBE credit microcredential you will submit three types of evidence from the list below to show effective planning and implementation of quality and compliant postsecondary transition plans for students with disabilities (SWD). You will also complete three written or video reflections based on your practice (no more than 10 minutes per video response on reflections). Click "Earn This Microcredential" to learn more!
Postsecondary transition plans for students with disabilities (SWD) will include evidence of the development of age-appropriate postsecondary transition assessments (to identify the strengths, preferences, interests and needs of the student which will drive the postsecondary transition plan for SWD), postsecondary goals, postsecondary transition services, course of study, annual Individualized Education Program (IEP) goals and evidence of coordination with adult agencies. Postsecondary transition plans will meet the indicator 13 compliance requirements and incorporate effective practice to improve post school outcomes for students with disabilities.
The components of the postsecondary transition plan for SWD in Utah are embedded in the IEP process/form and may look different depending upon which IEP platform is used in your LEA/school.
Percent of youth with Individualized Education Programs (IEPs) aged 14 and above that includes appropriate measurable postsecondary goals that are annually updated and based upon an age-appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs.
There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B))” (OSEP, 2020).
Postsecondary transition plans for SWD:If the student is 14 at the time the IEP is written, the student must have a transition plan (Rules VII.B.)
Postsecondary transition assessments :Postsecondary transition assessments are updated annually with the IEP (Rules VII.B.5.a.). There must be documentation of the completion of at least one postsecondary transition assessment by the time the IEP is developed. Postsecondary transition assessments identify the student’s strengths, preferences, interests, and needs and lead to the development of measurable postsecondary goals, transition services, courses of study, annual goals, and agency linkages.
Postsecondary goals:The rule governing transition services requires that each goal be measurable and postsecondary (meaning it will occur after high school). Two separate goals are required for the areas of employment and education/training. An independent living goal may be developed based on the needs of the student.
Postsecondary transition services:“Transition services means a coordinated set of activities . . . focused on improving academic and functional achievement . . . to facilitate the student’s movement from school to post-school activities . . .” (Rules VII.B.2.a.(1)). Transition services are based on the individual student’s needs. They take into account the strengths, preferences, and interests, and include 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 provision of a functional vocational evaluation (Rules VII.B.2.a.(2)). Services for education or training and employment are required in the transition plan and for independent living if there is a postsecondary goal.
Annual IEP goals:Annual goals state what the student will do or learn within the next year that will move the student toward achieving the postsecondary goal(s) and link to the student’s transition services. Documentation in the IEP has at least one connection between an annual IEP goal and the transition plan.
Course of study:A course of study must include a multi-year description of coursework that will reasonably enable the student to reach the postsecondary goals.
Participating agencies:To the extent appropriate, with consent of the parent or adult student, the LEA must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services within the current IEP. School teams must be able to document that agency participation was considered for each student on an IEP.
Age of majority:When a student with a disability reaches the age of majority under state law (i.e., age 18) that applies to all students, except for a student with a disability who has been determined to be incompetent under State law, or the student with a disability marries or becomes emancipated. (Rules IV.U. 1)
Compliance:Compliance is based on state and federal rules and regulations. Each state and local agency is required to understand and comply with the rules. Compliance with the rules and IDEA is the minimum standard required during implementation.
Effective practice:Effective practices enhance compliance and are formulated from evidence-based tools and strategies. LEAs are encouraged to implement effective practices to enhance the services provided to students but are not required by law.
Facilitators:The factors that enable the achievement of student engagement in their own postsecondary transition planning.
A secondary special education teacher has a caseload that includes students with disabilities ages 14 and older. The teacher knows that beginning at age 14 a SWD must have a postsecondary transition plan in place.
The teacher collects postsecondary transition assessment data to identify the SWD’s strengths, preferences, interests and needs. Postsecondary transition data may be gathered using formal and/or informal assessment tools. The data collected are used to develop the SWD’s postsecondary transition plan, in collaboration with the SWD and the SWD’s IEP team.
The teacher will have documented the invitation to the student to attend the IEP meeting. Together the team will help the SWD create measurable postsecondary goals in the areas of education/training, employment, and independent living (as appropriate) based on the postsecondary transition assessments.
The IEP team establishes postsecondary transition services and a course of study that supports the SWD’s progress toward achieving postsecondary goals in each area. The IEP team will develop at least one annual IEP goal, based on the SWD’s needs, that reasonably links to their postsecondary goals and postsecondary transition services.
The teacher will have coordinated a discussion about inviting a representative of a participating agency to the IEP meeting to collaborate on the services that the student might need to achieve their postsecondary goals. To do this, the teacher will have received written consent from the student’s parent or guardian to invite the participating agency and document this in the SWD’s postsecondary transition IEP. If consent is granted, the participating agency representative will be invited, and the IEP team will determine what agency services will be provided for the student.
The teacher will also have informed the student and their parents of the transfer of parents’ rights to the student when the student turns 18, no later than the student’s 17th birthday. The IEP team will solidify the SWD’s postsecondary transition plan with signatures on the IEP document. The teacher provides regular progress reports to the parents and the IEP team on the progress of the SWD in the components of the postsecondary transition plan throughout the IEP year.
Category: Preparation and Planning
Submit the data analysis as described below as evidence of your preparation and planning with writing quality and compliant postsecondary transition plans.
Conduct an analysis of data from a self-assessment of five postsecondary transition plans for your SWDs and provide a summary, citing the data, that identifies both the strengths and areas of improvement to inform the development of future postsecondary transition plans for SWDs. Redact any identifying information from your self-assessment.
Be sure to follow FERPA guidelines and redact any identifying student information.
If you do not have access to five postsecondary transition plans for your own students, you may use the case studies in the Resources section, and use the Writing Compliant Postsecondary Transition Plans for SWDs Practice worksheet from Padlet; or IEP review from Postsecondary transition Coalition [NSTTAC I-13 Checklist, linked in Resources]).
Category: Implementation
Submit either the video or learner work samples as evidence of your implementation of quality and compliant postsecondary transition plans.
Submit a link to a video (no more than 5 minutes per student and a maximum video length of 30 minutes) that demonstrates a walk-through of postsecondary transition plans of five SWDs, describing the students’ visions and how the plans were built on those visions. Your video must include all the components of the postsecondary transition plan for the SWDs and include a Present Level of Academic Achievement and Functional Performance (PLAAFP) along with a strong connection between post-school outcomes and a quality postsecondary transition plan for the SWDs.
Describe the tools used to collect your data and identify the strengths and areas of improvement needed to inform the development of future postsecondary transition plans for SWDs.
Be sure to follow FERPA guidelines and redact any identifying information.
Submit postsecondary transition plans from five existing SWDs with identifying information redacted and include examples of postsecondary transition assessments. Describe the tools used to collect the data and provide a summary of the analysis, including all the components of the postsecondary transition plan for SWDs along with a Present Level of Academic Achievement and Functional Performance (PLAAFP) that has a strong connection between post-school outcomes and a quality postsecondary transition plan for SWDs.
Identify the strengths and areas of improvement needed to inform the development of future postsecondary transition plans for SWDs.
You may use transition plans created with your district form or with the Postsecondary Transition Elevated App, which is included in the resources.
Follow FERPA guidelines for your submission.
Category: Supplemental
Submit the survey data or the lesson plan with survey and reflective analysis as described below to show evidence of student engagement in their own postsecondary transition planning.
Submit survey results of five SWDs on their involvement/level of engagement in their own postsecondary transition planning. Analyze the results to assess the effectiveness of the postsecondary transition process for SWDs.
Submit a reflective summary of your analysis, citing the data, and identify the strengths, facilitators and barriers in student engagement to inform future practices, which will help you better engage SWDs in developing their own postsecondary transition planning.
Follow FERPA guidelines and redact any identifying information from your summary.
You may use your own survey format or any of the following to collect survey data (links are in the resources):
• I’m Determined Student Exit Survey.
• Bell Ringer Me! Pre-Scale Test.
• Questions from Postsecondary "Transition Elevated" App for students with disabilities.
• Questions from Postsecondary Transition Plan for SWDs Self-Assessment Worksheet (download from the Postsecondary Transition Process for Students with Disabilities Padlet).
Submit a lesson plan, for example in Nearpod, Padlet, or Canvas, which you have used to teach the skills needed for SWDs to actively engage in the postsecondary transition process. Examples of lesson topics may include student-led IEPs, self-advocacy and self-determination, disability awareness, and/or any component of the postsecondary transition planning process for SWDs.
Your lesson plan should include a feedback survey (using a tool/platform of your choice, e.g., Google forms) from each student on their experience.
Along with your lesson plan submit completed feedback survey forms from 5 students based on your lesson.
The questions you use for the survey will help you see if the students met the intended outcomes, based on your lesson objectives.
Example questions to include in the student feedback survey might include any of the following:
- What did you learn about yourself through this process?
- How are you more prepared to lead your own IEP?
- What have you learned about your future goals and how to achieve your goals?
- What have you learned about your strengths, preferences, interests, and needs or challenges?
- How have your teachers helped you become more involved in your IEP development process?
- What more would you like to learn?
Also submit a reflective summary that includes an analysis of the feedback survey data for five SWD's. Describe how the feedback from the activities within the lesson identifies the strengths, facilitators, and barriers that inform future practices for better engagement of SWDs in their own postsecondary transition planning.
Follow FERPA guidelines and redact any identifying information from your feedback submission forms and reflective summary.
Review Criteria
Criterion 1 Planning: Evidence includes analysis of data from a self-assessment of five postsecondary transition plans for SWDs and provides a summary, citing the data, identifying both the strengths and areas of improvement to inform the development of future postsecondary transition plans for SWDs.
The summary will include:
• The self-assessment tool used.
• Strengths identified from the data collected.
• Improvement areas/needs identified from the data collected.
• How the data collected will inform the development of future postsecondary transition plans for SWDs.
The evidence may be submitted via any of these methods:
• In writing, using a platform of choice (e.g., word document, google doc, PowerPoint, Google slides).
• A video using a platform of choice (e.g., mp4, YouTube, Vimeo).
• Another platform of choice (e.g., Padlet, Nearpod).
Criterion 2 Implementation: The submission in the Implementation Evidence Types section meets all the outlined criteria including the data and identified strengths and areas of improvement to inform the development of future postsecondary transition plans for SWDs.
Summary includes:
• The self-assessment tool used.
• An analysis of all the components of the postsecondary transition plan for SWDs along with a Present Level of Academic Achievement and Functional Performance (PLAAFP) that has a strong connection between post school outcomes and a quality postsecondary transition plan for SWDs.
• Strengths identified from the data collected.
• Improvement areas/Needs identified from the data collected.
• How the data collected will inform the development of future postsecondary transition plans for SWDs.
The evidence may be submitted via either of the choices indicated in the Implementation Evidence Types section (Video or Learning work samples).
Criterion 3 Supplemental:
The Submission in the Supplemental Evidence Types section meets all the outline criteria including the data and identified strengths and areas of improvement that will inform future practices to better engage SWDs in developing their own postsecondary transition planning.
Summary includes:
• The self-assessment tool used.
• Analysis of the data regarding the effectiveness of the postsecondary transition process for SWDs in student engagement.
• Strengths in student engagement identified from the data collected.
• Barriers and facilitators in student engagement identified from the data collected.
• How the data collected will inform the development of future practices to better engage SWDs in developing their own postsecondary transition planning.
The evidence may be submitted via any of the choices indicated in the Supplemental Evidence Types section (Interviews, Postsecondary transition Elevated App, Padlet or Nearpod).
Compliance:
A. How are you including the results of ongoing postsecondary transition assessments in the postsecondary transition plan for SWDs?
B. What steps are you taking to ensure that the SWD’s postsecondary transition services are aligned with and identified to help the student make progress toward their postsecondary goals?
Implementation:
A. How do you, or would you, collaborate with the student's IEP team (e.g. school counselor, general educator, CTE, other agencies, family) regarding implementing postsecondary transition plans? Describe what collaboration strategies are/would be used and how you would measure the effectiveness of the collaboration.
B. Describe the method(s) you will you use to measure the effectiveness of postsecondary transition services for SWDs throughout the IEP year.
Involving and Engaging Students:
A. Describe the ways in which the development of self-determination and self-advocacy impact compliant and quality postsecondary transition plans for SWDs. What tools and strategies do you use to develop/improve a student's self-determination and self-advocacy in the postsecondary transition process? Considering the language in the mandates for postsecondary transition planning, how do you address compliance and go beyond compliance to quality ?
B. How do you, or could you, involve SWDs in developing their postsecondary goals, postsecondary transition services, course of study, and annual IEP goals – either in advance of the IEP meeting or at the IEP meeting?
Review Criteria
Criterion 1 Reflection: The educator has described how they use the results of postsecondary transition assessments in postsecondary transition planning. The educator has also described the steps being taken to ensure that postsecondary transition services are identified that will help the student make progress toward their postsecondary goals. Video reflection submissions should be no longer than ten minutes per reflection question prompt.
Criterion 2 Reflection: The educator has described the ways they collaborate with the IEP team in implementing postsecondary transition plans, explaining the strategies used and how this collaboration affects outcomes. The educator has also discussed the methods used to measure effectiveness of postsecondary transition services during the IEP year.
Criterion 3 Reflection: The response explains how the educator involves SWDs in developing postsecondary goals, transition services, courses of study, and annual IEP goals. The educator has also described how developing self-determination and self-advocacy in students affects quality postsecondary transition planning.
https://usbe.midaseducation.com
This course focuses on compliance and effective practices for writing compliant and quality postsecondary transition plans for SWDs through a series of modules. Registration is available through MIDAS.
Postsecondary Transition Process for Students with Disabilities Padlet
https://padlet.com/transitionutah/transitionprocess
This Postsecondary Transition Process for Students with Disabilities Padlet is an overview of the required components of a compliant and quality postsecondary transition plan (IEP) for a SWD in Utah. The Padlet includes video segments for each component of the postsecondary transition plan for SWDs as well as educator tools such as a practice worksheet and the USBE “Tips for Writing Complaint and Quality Postsecondary Transition Plan for Students with Disabilities” technical assistant document.
The Padlet also includes resource information for educators on postsecondary transition effective practices for SWDs and USBE-sponsored professional learning opportunities.
Indicator 13 Writing Compliant Transition Plans Tips Document
https://schools.utah.gov/file/e1b4bc6a-3c22-4e3e-981d-fc39c98054e7
This is an 18-page technical assistant document designed for special educators to ensure the compliant and quality writing of postsecondary transition plans for SWDs in accordance with the Utah special education rules for postsecondary transition planning. The document provides an explanation of the required components of a student’s postsecondary transition plan including examples and non-examples.
Postsecondary Transition Talks
https://padlet.com/transitionutah/transitiontalks
Recordings of a series of drop-in sessions to learn about and discuss the various components of the postsecondary transition plan for SWDs and the Utah Post School Outcomes Survey.
USBE Website Special Education Secondary Postsecondary Transition and Graduation Page
https://www.schools.utah.gov/specialeducation/programs/secondarytransitiongraduation
The official page on secondary postsecondary transition and graduation for SWDs for the Utah State Board of Education
NSTTAC Indicator 13 checklist
https://transitionta.org/wp-content/uploads/docs/NSTTAC_ChecklistFormB.pdf
Checklist for measuring compliance with standards for transition planning
Postsecondary Transition Service Examples
https://schools.utah.gov/file/27d26af0-1818-4c9f-a030-ac4ef1121f55
This document contains EXAMPLES of postsecondary transition services for SWDs that may align with postsecondary goals. Postsecondary transition services for SWDs should be individualized based on the student’s strengths, interests, preferences, and needs. These services should be initiated and supported by adults that the IEP team identifies and not something to assign to students to do on their own.
Postsecondary Transition Planning Timeline
https://schools.utah.gov/file/168d7df2-ef0c-4d33-ac81-b4d60f46cd75
This postsecondary transition timeline for SWDs offers suggested planning items from age pre-school through age 22. Participating agency Information is provided on the last page.
Transition Elevated App
https://www.transitionelevated.org/
An app used to help create draft transition plans
I'm Determined Exit Survey
https://www.imdetermined.org/search/?fwp_global_search=exit+survey
This exit survey helps assess how students felt being a part of their IEP meeting.
Bell Ringer Me! Scale Pre-Test
https://www.ou.edu/content/dam/Education/zarrow/transition-resources/curriculum/bell-ringers/bell-ringers-all/bellringers-pretest.pdf
A Pre-IEP student assessment of IEP awareness
Utah Effective Teaching Standards Connected with Compliant and Quality Postsecondary Transition Planning
https://docs.google.com/document/d/1BJT7GhlLGzRXkfZGs4yOhqCGyF-OKYav/edit?usp=sharing&ouid=109470781895288394264&rtpof=true&sd=true
Alignment of this microcredential with Utah Effective Teaching Standards
Utah Educational Leadership Standards Connected with Compliant and Quality Postsecondary Transition Planning
https://docs.google.com/document/d/15y_fBJVYdCT6cSpDrpWKBjBPyEb8J4OG/edit?usp=sharing&ouid=109470781895288394264&rtpof=true&sd=true
Alignment of this microcredential with Utah Educational Leadership Standards
Connections Between Utah's Portrait of a Graduate and Quality and Compliant Postsecondary Transition Planning
https://docs.google.com/document/d/1IHT3_TTOVnx4lSOFQIp_hvk_9HqNg6kI/edit?usp=sharing&ouid=109470781895288394264&rtpof=true&sd=true
Alignment of this microcredential with Utah's Portrait of a Graduate
Case Study #1
https://usbe.midaseducation.com/microcredentials/resource/asset/7e38f7b0-ff07-11ed-8066-0242ac120005/Case%20Study_HighSchool-LD_Sean.docx
A case study that may be used for Preparation and Planning, Implementation, and Supplemental evidence.
Case Study #2
https://usbe.midaseducation.com/microcredentials/resource/asset/96fee174-ff07-11ed-94e1-0242ac120005/Case%20Study2_HighSchool-LD_Allison.docx
A case study that may be used for Preparation and Planning, Implementation, and Supplemental evidence.
Postsecondary Transition Plan (Indicator 13) Self-Assessment
https://padlet.com/transitionutah/the-postsecondary-transition-process-for-students-with-disab-qwbsr3d3e3uxeewa/wish/1817532414
This self-assessment tool may be used for Preparation and Planning, Implementation, and Supplemental evidence.
Transition Coalition
https://transitioncoalition.org/
This tool may be used for Preparation and Planning, Implementation, and Supplemental evidence.
Stephen Kwiatek
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807