The Basics of Secondary Transition
The Individuals with Disabilities Education Act requires that youth ages 16 and older who have Individual Education Plans (IEPs) be involved in planning for their education supports and related services, and that the plan relate directly to their post-secondary goals for education, employment, and independent living. Additionally, the New Hampshire Rules for the Education of Children with Disabilities requires that IEPs include a students’ course of study statement by age 14. This session will help participants understand these requirements and how to meet them, including an overview of the standards for quality transition planning (Indicator 13) and how to engage and support students and family members. Participants will learn to incorporate the federal and state requirements using a results-oriented, high-quality, secondary transition planning process as part of the development and implementation of each youth’s special education plan.
Despite the inclusion of secondary transition services in an amendment to the Individuals with Disabilities Education Act in 2004, youth with disabilities continue to have lower graduation rates, higher dropout rates, lower employment rates, and lower post-secondary education rates than youth without disabilities. This five-part series will highlight practices that improve youth’s self-determination skills, share tools to help youth develop transition plans that are relevant to their interests, and share resources to ensure that youth are successful. It is highly recommended that participants attend all five sessions in order to gain a comprehensive understanding of the transition process and the tools and strategies for effective secondary transition practice.
This series is co-sponsored in part by the Achievement in Dropout Prevention and Excellence (APEX) III project, funded by the NH Department of Education, Bureau of Special Education.