SECONDARY TRANSITION

Secondary transition services are the supports that public schools and adult service agencies are required to provide to young adults with disabilities so that they can understand and direct their movement from school to adult life. Secondary transition services should help students gain the knowledge, skills, and behaviors they will need to access and navigate the resources available to them through a variety of postsecondary education institutions, public agencies, and community organizations.

Collaboration between these institutions, agencies and organizations is important, because it is often challenging for individual students and families, as well as educators and schools, to navigate the many different systems that are in place. The field of secondary transition defines interagency collaboration as, “a clear, purposeful, and carefully designed process that promotes cross-agency, cross-program, and cross-disciplinary collaborative efforts leading to tangible transition outcomes for youth.”[1]

SchoolTalk supports interagency collaboration by serving as a neutral resource for all stakeholders

Our Strategies
  • Program development and implementation from time limited projects;
  • Technical assistance across a wide range of effective secondary transition practices including program development, student-led IEPS, and employment preparation;
  • Training for parents, school personnel, and other special education stakeholders in secondary transition policies, procedures and practices;
  • Facilitation of meetings between secondary transition stakeholders; and
  • Forums for multiple stakeholders to come together to identify issues and work toward solutions.

 

Annual Secondary Transition Conference

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Annual Secondary Transition Conference

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Purpose: To provide an opportunity for DC transition-aged youth with disabilities to get helpful information about community-based support services, to meet youth leaders who can shed light on postsecondary pathways to work, education, and independent living, and to explore artistic and creative ways to express their unique strengths, needs, and goals.

People Served: DC middle or high school students with an IEP, 504 Plan, or disability

Power with Partners: DC students, District of Columbia Department on Disability Services (DDS), District of Columbia Developmental Disabilities Council (DDC), District of Columbia Office of the State Superintendent of Education (OSSE), District of Columbia Public Library, Institute for Educational Leadership (IEL), John F. Kennedy Center for the Performing Arts, and The HSC Foundation and the Mitsubishi Electric America Foundation through the Youth Transitions Collaborative

Secondary Transition Community of Practice

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Secondary Transition Community of Practice

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Purpose: To support DC students with disabilities as they transition into a self-directed life. The DC Secondary Transition Community of Practice (CoP) is a citywide cross-section of stakeholders who come together monthly to strengthen our individual and collective ability to take action.

People Served: DC youth with disabilities and adults who support them personally and professionally

Power with Partners: Representatives from over 25 different organizations that include DC government agencies, attorneys and advocates, the DC parent training information center, the DC protection and advocacy center, non-profits, institutions of higher learning, and DC public schools and public charter schools

Funded by: Office of the State Superintendent of Education, Division of Elementary, Secondary, and Specialized Education

Student-Led IEP Professional Learning Community

Annual Sec Trans Forum

Student-Led IEP Professional Learning Community

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Purpose: For special educators, transition coordinators and administrators to learn from their peers what student-led IEP practices and self-determination skills look like in the District of Columbia, to gain resources for promoting this knowledge and practice in their own schools, and to exchange activities and lessons that help students cultivate self-determination skills and participate in the IEP process.

People Served: Special educators; special education coordinators; school administrators; district and state-level education agency secondary transition specialists; community service providers; disability justice workers

Power with Partners: District of Columbia Office of the State Superintendent of Education (OSSE)

Funded by: Office of the State Superintendent of Education, Division of Elementary, Secondary, and Specialized Education

Link(s): www.ossesecondarytransition.org/studentled_ieps

CIRCLES

CIRCLES

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Purpose: The CIRCLES model promotes interagency collaboration and service coordination to help transition-aged youth with disabilities successfully move from high school to adult life. The CIRCLES model offers students, families, schools, and transition-related services agencies a unique opportunity to discuss a student’s individualized interests, strengths and needs, and to identify available community resources to support them in the areas of education, employment, and independent living.

People Served: DC transition-aged youth with disabilities (14-21 years old), DC public and private service agencies

Power with Partners: District of Columbia Office of the State Superintendent of Education (OSSE), eight DC schools, and the District of Columbia Secondary Transition Community of Practice

Funded by: Office of the State Superintendent of Education, Division of Elementary, Secondary, and Specialized Education

DC Partners in Transition

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DC Partners in Transition

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Purpose: To strengthen the ability of youth with disabilities (ages 14-24), their families, and public and private service agencies in the Washington, DC metropolitan area to achieve positive employment, continuing education, and independent living outcomes. DC Partners in Transition provides regular opportunities for stakeholders to network, share information, and advocate for change and maintains an online resource for local secondary transition resources, through which partners are able to share information about transition-related activities, opportunities, and working groups. DC Partners in Transition also disseminates a bi-monthly electronic newsletter of transition related events and opportunities.

People Served: DC youth with disabilities and adults who support them personally and professionally

Power with Partners: DC RSA, The HSC Foundation, Inclusion Research Institute, Youth Empowerment and Advocacy Resource Center (YEARC), and The National Alliance to Advance Adolescent Health

For more information, please visit: http://www.dctransition.org

JumpStart

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JumpStart

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Purpose: To provide DC youth with disabilities with the knowledge, skills, and abilities necessary for them to successfully complete the DC DOES Summer Youth Employment Program (SYEP) in inclusive workplaces, as well as to set and attain short- and long-term, individualized career goals. The JumpStart program provides each student who participates with individualized supports and services based on his or her unique interests, strengths, preferences and needs, by fostering a dynamic collaboration between students and their families, schools, government agencies, community service providers, and employers.

People Served: DC transition-aged youth with disabilities (14-21 years) and DC employers

Power with Partners: District of Columbia Department on Disability Services (DDS), District of Columbia Department of Employment Services (DOES), District of Columbia Public Schools (DCPS), District of Columbia Public Charter Schools, District of Columbia Office of the State Superintendent of Education (OSSE), District of Columbia Secondary Transition Community of Practice, District of Columbia Department of Parks and Recreation (DPR), District of Columbia Public Library, District of Columbia Office of the Chief Technology Officer (OCTO), and the George Washington University

 

[1] Rowe, D. A., Alverson, C. Y., Unruh, D. K., Fowler, C. H., Kellems, R., & Test, D. W. (2015). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38(2), 113-126. Doi: 10.1177/21651434145266429