ASPYIR Transition Planning Tool - Disability Rights New Jersey

Frequently Asked Questions (FAQ)

The following are frequently asked questions.

What is a Summary of Performance (SOP)?

A summary of performance (SOP) is a document the school must provide to the student before the student completes high school. The SOP summarizes the student’s academic achievement and functional performance at the time the student finishes their high school career. The SOP must make recommendations about how to help the student meet their postsecondary goals. The SOP should be specific, meaningful, and written so the student can understand it. The IEP team can preview the SOP, and discuss it, at the student’s last IEP meeting. A final copy of the SOP is typically sent to the student shortly before their graduation date.

What is a career cluster?

Career clusters are groups of occupations in the same field of work that require similar skills to what you may be interested in. New Jersey CTE includes information about career clusters. You can find out more at https://www.nj.gov/education/cte/secondary/clusters/.

Will the Vocational Rehabilitation (VR) staff be the ones to provide employment services?

Vocational Rehabilitation (VR) staff may provide the student with counseling and guidance, however most of the employment services are not directly provided by the VR agencies. VR is the first agency the student meets with to begin their employment journey. If the student is qualified to receive Pre-ETS, or other VR services, the VR agency can help the student prepare for employment by paying for employment services, but the VR agency does not typically provide those services directly. VR will offer options of different agencies, known as "Community Rehabilitation Programs" (CRPs). CRPs help connect individuals with disabilities to vocational rehabilitation services or provide those services directly to help the student to prepare for, obtain, and succeed in employment. This preparation can include looking at the job skills the student already has, helping match their skills to a particular job, and helping to find and keep a job. Some CRPs can help students find Pre-ETS services funded by DVRS or CBVI.

What Vocational Rehabilitation (VR) services are available and how do you apply for services?

The student, and their family, should request information about the Vocational Rehabilitation (VR) programs available through Division of Vocational Rehabilitation Services (DVRS) and the NJ Commission for the Blind and Visually Impaired (CBVI) as soon as the family thinks necessary to help the student prepare for their career goals. With a parent/guardian, or adult student's written consent, a VR counselor can be invited to attend the student's IEP team meeting if DVRS or CBVI is expected to provide or pay for transition services, which may include Pre-ETS (see "What are Pre-Employment Transition Services (Pre-ETS)?" FAQ). A parent/guardian or adult student can also specifically request that a VR counselor be invited by the school district to attend an IEP meeting.

To be eligible for VR services, the individual must have a:

The VR programs available through DVRS and CBVI can provide services and supports to youth with disabilities during their enrollment in school and continue as needed in adult life. A VR program may pay for college classes, or technical training, or work-related items – such as tools, clothing, and assistive technology. VR programs can assist students in getting a job, developing new job skills, and so much more. A separate information sheet about VR services will be available on our website.

It is VERY important for a student to be referred for Pre-ETS, and if needed, apply for eligibility to begin receiving other VR services such as job coaching, as soon as the student, and their family, feel the student will need VR services. Students do not need to wait until their junior or senior year to begin the process. A person can be evaluated for eligibility for VR services at any age, although Pre-ETS services cannot be provided before age 14.

It is important that the student follow through with the responsibilities as a consumer of VR services. Too often students and their family do not follow up with VR and miss out on receiving needed services that will assist them to prepare for, obtain, and succeed in employment.

To find the Division of Vocational Rehabilitation Services (DVRS) office nearest you, use the Office Location list (https://www.nj.gov/labor/career-services/special-services/individuals-with-disabilities/) or call 1-866-871-7867 (toll free). Or complete the on-line referral for services at: https://forms.office.com/pages/responsepage.aspx?id=0cN2UAI4n0uzauCkG9ZCpzVnFpBuuFNArhLYruJEYsRUM0FOTFk1UTNVOVlEOTBZT000Tk5HWkI5TCQlQCN0PWcu&route=shorturl

If you are an individual who is blind, deaf-blind, or visually impaired, contact the Commission for the Blind and Visually Impaired. For CBVI eligibility, an individual must be diagnosed as visually impaired (vision is 20/70 with correction in the better eye) or legally blind (vision is 20/200 with correction in the best eye or an individual with only 20% of their field of vision). CBVI locations can be found here. https://www.nj.gov/humanservices/cbvi/facilities/

How can the student be an effective advocate with the IEP team?

The student, to the best of their abilities, should be an active participant in their IEP meetings that include transition planning and determining transition services. The purpose of the IEP team is to come up with an individualized education program (IEP) for the student that addresses the student’s needs. Where possible, the student should give the IEP team examples of what they are asking for and how it will help them.

Good transition planning requires the IEP team to discuss the student's long-term plans and goals for adult life after completing school. A student turning age 16, or older, can identify what they want their postsecondary goals to be and what supports and services they feel they need to meet those goals. The more the student shares information about the future they see for themselves, the better the IEP team can develop an appropriate, individualized transition plan.

Special education has many professional terms. These terms can be confusing to students and their supporters. The student should ask their case manager who has a lot of educational knowledge, to explain any terms they do not understand. Remember, no one on the IEP team knows the student’s needs, interests, likes, and goals better than the student and their supporters. The student is the expert about themselves.

To prepare the IEP meeting, the student can ask themselves questions such as:

The student can complete the ASPYIR Transition Planning Tool and bring a copy of the results report to their IEP meeting to refer to and discuss their goals for training, education, employment, and independent living. Having information about their strengths, interests, preferences, and needs may help the student talk about themselves and their desired life after high school.

How does a student get Pre-ETS?

Anyone can refer a student to the Division of Vocational Rehabilitation Services (DVRS) for Pre-ETS by completing the Student Referral Form here: https://nj.gov/labor/career-services/assets/PDFs/DVR-358%20(7-24)PreETSReferral.pdf.

If the student is blind or visually impaired, they should be referred to the NJ Commission for the Blind and Visually Impaired (CBVI) for Pre-ETS.

What are Pre-Employment Transition Services (Pre-ETS)?

Pre-Employment Transition Services, also called "Pre-ETS," -- Offered to any student with a disability aged 14 through 21 -- aids students in exploring and planning for successful future employment, through the following specific services:

To be eligible for Pre-ETS, students must be

For more information about Pre-Employment Transition Services (Pre-ETS ) click here: LINK

How long can transition services be provided through school?

Transition services are focused on the student's needs, preferences, interests, and strengths.) Transition planning begins with the development of the IEP to be in place for the school year the student turns 14, or earlier if appropriate. Additional sections of the IEP that set out appropriate measurable post-secondary goals (i.e., what the student hopes to achieve in their adult life after finishing school) in training, employment, education, and independent living and activities and strategies to help a student make progress towards their goals must begin to be included in the student’s IEP to be in place in for the school year the student turns 16. Students in New Jersey may continue to receive educational services as specified in their IEP and provided by their school district, including transition services, up until the end of the school year in which they turn 21. The IEP team will discuss the types of transition services needed and how long those services should be provided.

For more information about Transition Services click here: LINK

At what age does Transition Planning begin and what is the importance of the Individualized Education Program (IEP) for the year the student turns 14 ("age 14 IEP")?

Transition services are a part of the transition plan. They are activities completed while in school to help meet the student's goals for after high school. These activities will help the student improve on skills needed to help get a job, keep a job, go to college and live independently.

Beginning the year when a student turns 16, the IEP must explain the transition services needed for that student. Services should be person centered and individualized. A list of classes and supports the student needs to help prepare them to move to adult life must also be provided.

What are Transition Services?

Transition services are a part of the transition plan. They are activities completed while in school to help meet the student's goals for adult life after they have completed their education. These activities will help the student improve on skills needed to help get a job, keep a job, go to college, and live independently.

Beginning the school year in which a student turns 16 years old, the IEP must explain the transition services needed for that student. A list of classes and other supports the student needs to help prepare them to move to adult life must also be provided. The IEP team may determine transition services should begin earlier (as young as 14 years old).

For more information about Transition Services click here: LINK

What is a Transition Plan?

A transition plan is the part of the IEP which includes the "coordinated set of activities" that help prepare the student for life after high school. It is a multi-year plan for promoting the student's movement from school to adult life. The transition plan should be based on age-appropriate transition assessments and take into account the student's preferences, interests, needs, and strengths. The transition plan sets out appropriate measurable post-secondary goals (i.e., what the student hopes to achieve in their adult life after finishing school) in training, employment, education, and independent living and must include activities and strategies to help a student make progress towards their goals.

Having an effective, person-centered transition plan, based on the student's individual needs, is important to help identify the student's goals for after high school (known as postsecondary goals) so that the right services and supports are provided to assist the student to meet these goals. A well written transition plan can help achieve things like attending training for a chosen career path job, getting a desired job, going to college and living independently.

What is an Age Appropriate Transition Assessment?

Transition assessments help the student learn more about what they would like to do after high school. A teacher may ask about the student's goals after high school and what they are good at. A teacher might ask family members and other teachers about the student's skills and interests. The student might complete a career assessment on the computer, or try a few different jobs to see what skills, strengths and needs the student has in employment settings. They may also take academic assessments to help prepare for college. ASPYIR can be an important addition to other age-appropriate transition assessments the school district conducts for the student.

Who is the transition planning tool for and who designed it?

This transition planning tool is intended to serve as a guide to New Jersey students, family members, and educators. It is based on the requirements of the Individuals with Disabilities Education Act (IDEA) - http://tinyurl.com/jcvoaz3 – and state special education regulations - https://www.nj.gov/education/code/current/title6a/chap14.pdf.

As a New Jersey student with a disability, or a family member of a transition age student, this tool can help you prepare for Individualized Education Program (IEP) meetings where transition planning and/or transition services will be discussed. Individuals residing outside of New Jersey may use this free tool, but the information needed for transition planning, and rules governing transition planning, in other states may be different.

This tool was originally designed by the Disability Rights Center of Kansas, a non-profit organization. The tool was adapted by the Disability Rights New Jersey staff and designed to meet transition planning needs in New Jersey. For more information about Disability Rights New Jersey, please go to https://disabilityrightsnj.org/. Start the Transition Planning Tool