Transition Services

For high school age students with disabilities:

• a bridge between a school program and the opportunities of adult life;
• involves partnerships between student, family, school and the community;
• builds on strengths, interests and preferences; and addresses needs; and
• identifies services and supports needed to reach post-secondary goals of education/training, employment and community engagement

Transition services must be addressed in the IEP of the student in the year in which the student turns 14 years of age and then annually each year after, or when requested by the student/family. The IEP team does not have to wait until the student’s approaching 14th birthday year to consider the student’s transition needs.

The LEA is Spring Grove Area School District. It's responsible to support the transition planning as part of the IEP process that helps the student identify and achieve post-secondary goals through:

• Assessment and Planning
• Annual goal and post-secondary goal setting
• Coordinated classes, activities and referral to community agencies

OVR is responsible to support the transition planning as part of Pre-Employment Transition Services (Pre-ETS) for potentially eligible students who may need these services and other VR transition services for eligible students. Pre-ETS may include:

• instruction in self-advocacy
• counseling on enrollment in post-secondary educational/training programs
• job exploration
• workplace readiness training
• work-based learning

This MOU (a legal agreement between two or more organizations) clarifies that:

• OVR and BSE support the transition of students with disabilities from high school to post-school employment-related activities and competitive, integrated employment
• OVR and BSE provide informational training and resources for youth and families
• OVR and BSE roles and responsibilities are clearly defined
• A non-binding agreement that sets forth a cooperative arrangement between the agencies

The Roadmap illustrates how the Pennsylvania Department of Education, the Office of Vocational Rehabilitation (OVR), and the Office of Developmental Programs (ODP) can work together to ensure the best outcomes for students.

The secondary transition process is divided into three broad stages: Early High School, Late High School, and After High School. In practice, most attention is given to secondary transition during late high school and shortly after. 

Each system is represented by a single color, as indicated by the map legend in the lower right-hand corner. The colors on the road represent the stages in the secondary transition process in which a student may be able to access that system. An individual can access the “roads” or agencies at different points as needed. 

Often, the route to competitive integrated employment is not a direct route and is full of twists and turns. Accessing different agencies along the way can help to remove roadblocks and find new roads on the path to employment. The beginning of the secondary transition process begins at age 14, or earlier if determined appropriate by the student’s team, and is represented on the Roadmap as a bridge. Because a student may receive Special Education services well before high school, this road runs prior to the bridge. A student may also be involved with ODP or OVR’s Bureau of Blindness and Visual Services at an earlier age and is represented by thin roads prior to the bridge. 

When crossing the bridge, three billboards are present that introduce each agency. The education billboard reads, “Transition planning must begin at age 14 and include post-secondary education and training, employment, and independent living goals.” The OVR billboard indicates that OVR supports people with disabilities in employment. The ODP billboard notes, “ODP offers services and supports to people with an intellectual disability or autism.” 

Continuing down the road, the next stop could be OVR’s introductory Pre-Employment Transition Services, also called Pre-ETS. These services are available to help students explore options and develop work skills during the early high school stage. There are 5 types of Pre-ETS which are represented on the Roadmap as roundabouts since students may need none, some, or all these services. 

If an individual needs more individualized or intensive services, they may open an individualized case with OVR. This typically begins two years prior to graduation, overlapping with Special Education services in the late high school stage, though it can happen earlier based on need. Not all students will choose to apply for individualized OVR services. 

Moving closer to graduation, an ODP Supports Coordinator can collaborate with the school and OVR to ensure a student’s needs are being met. ODP can offer services that support individuals to find and maintain competitive integrated employment. 

OVR and ODP services can continue into adulthood. ODP and OVR services may include funding for post-secondary education or training, supported employment, or job placement services. 

Reaching the Successful Competitive Integrated Employment sign, notice that an individual’s OVR case is typically closed once employment is obtained and stabilized, whereas ODP may offer ongoing services that support long-term success as the road continues into the future. However, a person may revisit OVR as many times as needed to obtain and maintain their employment goals, represented by the dashed line on the map. 

These systems are united by a common goal – employment and independence for all individuals that they serve. When educators and agencies work collaboratively to provide coordinated and complementary services and supports, they help create a bridge for students with disabilities from school to post-school success.