Glossary of Essential Terms for Secondary Transition Planning

This glossary is provided as a guidance tool to support understanding of key terms. It is intended to offer a starting point for learning and should not be considered an exhaustive or final source. Users are encouraged to explore additional resources and continue building their knowledge to develop a deeper and more comprehensive understanding of these concepts. 

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Legal and Policy Frameworks 

Americans with Disabilities Act (ADA) 

A federal civil rights law that prohibits discrimination against people with disabilities in everyday activities. ADA prohibits discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications. 

Individuals with Disabilities Education Act (IDEA) 

The main federal statute governing special education and early intervention services for children with disabilities from birth through age 21 

Free Appropriate Public Education (FAPE) 

The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities are provided a free appropriate public education, referred to as FAPE. FAPE is also required under Section 504 of the Rehabilitation Act of 1973. FAPE means: 

• Free: Special education services are provided at no cost to the family 
• Appropriate: Each student is provided services that meet their individual needs. They have an Individualized Education Program (IEP) designed to result in an educational benefit. This can include accommodations, modifications, needed services, speech therapy, physical therapy, counseling, interpreting, transportation and more. Students with 504 plans also have the right to these services 
• Public: Public schools are responsible for educating all students, including all students with disabilities. These students have the same right to go to public school and learn in the general education classrooms as their peers without disabilities 
• Education: Students with disabilities have the right to an education that helps them prepare for further education, employment and independent living based on Individual Education Plan (IEP) team decisions of services and supports the student needs 

Section 504 of the Rehabilitation Act 

Section 504 protects qualified individuals with disabilities. Under this law, individuals with disabilities are defined as persons with a physical or mental impairment which substantially limits one or more major life activities 

Informed Consent 

The requirement for a school district to obtain written permission from a parent/guardian before taking specific actions related to a student’s education. These actions include conducting initial evaluations for special education, providing special education services, performing reevaluations, carrying out certain assessments (such as a Functional Behavior Assessment), changing the student’s educational placement, or sharing the student’s information with individuals not authorized by law. 

Age of Majority 

The legally defined age at which a person is considered an adult, with all the attendant rights and responsibilities of adulthood, 18 years old in Colorado 

Aging Out 

Term applying to a student who is nearing the end of his/her school career based on chronological age, 21 years old in Colorado 

Indicator 13 

As defined by the Office of Special Education Programs (OSEP) used in reported of the State Performance Plan/Annual Performance Report (SPP/APR): Compliance indicator: Secondary transition: Percent of youth with IEPs aged 16 and above (aged 15 and above for Colorado reporting) with an IEP 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. 

Postsecondary Goals 

• …generally understood to refer to those goals that a child hopes to achieve after leaving secondary school, i.e., high school [Individuals with Disabilities Education Act (IDEA) §300.320(b)] postsecondary goal must have a related annual goal for a student 16 years of age or older, or younger if the state has determined 
• Exceptional Children’s Education Act (ECEA) 4.03 exception: secondary transition services must be developed when the child is 15, but no later than the end of 9th grade (or earlier if deemed appropriate by the IEP team) in Colorado  
• Appropriate measurable postsecondary goals related to training/education, career/employment, and, where appropriate, independent living skills [34 C.F.R. § 300.320(b)(1)] 

Postsecondary Outcomes 

Indicator 14 measures how well a state supports students with IEPs in successfully transitioning from high school to postsecondary education or employment. It tracks the percentage of students with IEPs who, within one year of leaving high school, are enrolled in higher education, other postsecondary programs, competitively employed or engaged in some other form of employment. Under IDEA 2004, states are required to report their performance on this indicator compared to state targets 

Summary of Performance (SOP) 

The 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) requires that “a public agency must provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals…when a child graduates with a regular diploma or exceeds the age eligibility under State law” [300.305 (e) (3)] 

Exceptional Children’s Education Act (ECEA) 

Provides Colorado’s Code of Colorado Regulations regarding the administrative framework for services offered to students following the Individuals with Disabilities Education Act (IDEA) 

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Educational Planning and Services 

Child with a Disability 

Defined by IDEA, as a child with a disability means a child (aged 3-21) who has (a) been evaluated in accordance with the federal regulations and (b) identified as an eligible child with a disability (under one of the federal disability categories) who requires special education and related services. 

Special Education 

Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability, including instruction conducted in the classrooms, homes, hospitals, institutions, and in other settings; to ensure that all children with disabilities have … special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living [IDEA 2004 Part B Regulations, §300.1(a)] 

Individualized Education Program (IEP) 

A written statement for a child with a disability that is developed, reviewed, and revised in accordance with §§ 300.320 through 300.324 [IDEA 2004 Part B Regulations, §300.22] 

Individualized Education Program (IEP) Team 

… group of individuals … responsible for developing, reviewing, or revising an IEP for a child with a disability. [IDEA 2004 Part B Regulations, §300.23(a)] 

Transition Services 

Transition services are a coordinated set of activities designed to help students with disabilities successfully move from school to life after high school. These services focus on improving academic and functional skills to support post-school goals, such as higher education, vocational training, employment, independent living, and community participation. Transition services are based on the student’s individual needs, strengths, interests, and preferences, and may include instruction, related services, community experiences, job preparation, and daily living skills. They can be provided as special education, if provided as specially designed instruction, or as related services, depending on the student’s needs [IDEA § 300.43] 

Transition (IDEA 2004) 

Transition for children and youth with disabilities at the secondary level means a coordinated set of activities and services that are designed to be results oriented, focused on improving the academic and functional achievement of the child with a disability to facilitate the movement from school to post-school activities and include postsecondary education, vocational education, competitive, integrated employment (including supported employment, continuing and adult education, adult services, independent living, or community participation). These services are based on the student’s individual needs, considering strengths, preferences, and interests. This includes instruction, related services, community experiences, development of employment and other post-school adult living objectives, and acquisition of daily living skills and functional vocational evaluation (Sitlington et al., 2010) 

Courses of Study 

A multi-year description of coursework necessary to achieve the student’s desired postsecondary goals, from the student’s current to anticipated exit year 

Present Level of Academic Achievement and Functional Performance 

Description of current levels of student performance in academic and functional skill areas utilized in developing the individualized education program 

Academic Adjustments 

Such modifications to the academic requirements as are necessary to ensure that such requirements do not discriminate or have the effect of discriminating, on the basis of [disability] against a qualified ... applicant or student [with a disability]. Modifications may include changes in the length of time permitted for the completion of degree requirements, substitution of specific courses required for the completion of degree requirements, and adaptation of the manner in which specific courses are conducted. [34 C.F.R. § 104.44(a) Section 504 of the Rehabilitation Act] 

Accommodation 

Tools or instructional strategies that ensure equal access to instruction and allows the student to demonstrate what they know and can do, without changing the essential expectations or standards of the task. 

Modification 

Refers to changes made to what a student is expected to learn. These adjustments alter the curriculum or performance expectations to better match the student’s individual needs, often reducing the complexity or amount of work required. Modifications help ensure that students with disabilities or learning challenges can access education at a level appropriate to their abilities. 

Authentic Environment 

Focuses on connecting what students learn in the classroom to how they can apply these skills in real-life situations at home, on the job, or when handling everyday challenges 

Age-Appropriate Transition Assessment 

Ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future work, education, living, and personal and social environments 

Functional Vocational Assessment 

Assessment to determine a student’s strengths, abilities, and needs in an actual or simulated work setting or in real work sample experiences; process should occur over time with repeated measures using situational assessments 

Vocational/Career Assessment 

Systematic collection of information about the student’s vocational aptitudes, abilities, expressed interests, and occupational awareness used in planning a transition from secondary school to competitive employment or postsecondary education 

Vocational Evaluation 

Comprehensive and systematic process that uses work (real or simulated) to assess the vocational potential of individuals; may incorporate other data such as a test scores, medical data, information on education and work experience and the needs and interests of the individual in setting vocational goal 

Study Skills 

Strategies and techniques that help students learn, organize information, manage time, and prepare for tests. These skills may include notetaking, goal setting, reading for understanding, and using effective memory and review methods to support academic success. 

Student Coordinated Planning 

A process where students take an active leadership role in planning their own education, transition goals, and future. In this approach, they share their preferences and interests, set goals, and make decisions about their learning and life after high school while developing ownership, self-advocacy, and independence. 

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Career and Employment Readiness 

Employment First in Colorado 

Means: 

• All people with disabilities have opportunities to work and grow in their careers 
• Employment in the general workforce should be the first and preferred option for working-age individuals with disabilities, regardless of level of disability, receiving assistance from publicly funded systems 
• State and local systems change to promote real jobs for real pay for people with disabilities 

Career and Technical Education (CTE) 

Defined by Perkins V, emphasizes developing career and college readiness in secondary, postsecondary, and adult students, and includes special populations, such as children and youth with disabilities. One purpose of the law is to increase the employment opportunities for populations who are chronically unemployed or underemployed, including individuals with disabilities [PL 115-224 – H.R. 2353] 

Career Exploration 

A process that involves activities, services and/or instruction to assist students in discovering career options that meet their strengths, skills and qualities to identify and pursue career opportunities 

Competitive Integrated Employment (CIE) 

The Workforce Innovation and Opportunity Act (WIOA) CIE as work that is performed on a full-time or part-time basis for which an individual is: 

• Compensated at or above minimum wage and comparable to the customary rate paid by the employer to employees without disabilities performing similar duties and with similar training and experience 
• Receiving the same level of benefits provided to other employees without disabilities in similar positions 
• At a location where the employee interacts with other individuals without disabilities; and 
• Presented opportunities for advancement similar to other employees without disabilities in similar positions 

Customized Employment (CE) 

An employment process that uses a flexible blend of strategies, services, supports, and funds to facilitate employment outcomes for job seekers with complex needs through negotiated employment relationships 

Supported Employment 

Competitive work in integrated work settings, or employment in integrated work settings in which individuals are working toward competitive work, consistent with the strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice of the individuals, for individuals with the most significant disabilities for whom competitive employment has not traditionally occurred; or for whom competitive employment has been interrupted or intermittent as a result of a significant disability; and who, because of the nature and severity of their disability, need intensive supported employment services [Rehabilitation Act of 1973 Section 7(35)(a)] 

On-the-Job Training 

Knowledge and skills a person acquire while in the workplace, doing activities related to an existing position description 

Work-Based Learning Experiences Including Paid Work 

Work experiences offer students the opportunity to explore careers and understand the nature of work through first-hand exposure to the workplace. Nonpaid experiences should be exploratory in nature and intended to expose the student to a variety of occupations. Paid experiences can be general or vocational, focusing respectively on general workplace skills or career preparation activities within a specific industry or career area. 

Job Coach 

Assists a student to learn job tasks, access needed accommodations and perform their work duties. In addition to working on skills related to performing specific job tasks, a job coach also helps students learn necessary interpersonal skills to be successful in their job 

Employability/Workplace Readiness Skills 

Employability skills are the essential abilities and personal attributes that empower an individual to succeed in any job or career. They include both hard skills, such as technical knowledge gained through education or training, and soft skills, such as communication, teamwork, and problem-solving, which impact how effectively a person works with others 

Apprenticeships 

An industry-driven, high-quality career pathway that combines paid work experience with classroom instruction to earn a nationally recognized credential they can use anywhere 

Vocational Rehabilitation (VR) Services Program 

Program to assist States in operating a comprehensive, coordinated, effective, efficient, and accountable program of vocational rehabilitation that is an integral part of a statewide workforce investment system; and designed to assess, plan, develop, and provide vocational rehabilitation services for individuals with disabilities, consistent with their strengths resources, priorities, concerns, abilities, and capabilities, interests and informed choice, so that individuals may prepare for and engage in gainful employment. [Rehabilitation Act of 1973 Title I Section 100(a)(2)] 

Individualized Plan for Employment (IPE) 

A personalized plan developed collaboratively by an eligible individual and their DVR counselor to identify a suitable vocational goal and outline the necessary services to achieve it. The IPE is tailored to the individual’s specific needs and employment objectives 

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Independent Living and Life Skills 

Activities of Daily Living (ADLs) 

Refers to essential basic skills necessary for individuals to independently care for themselves, such as eating, bathing, and mobility 

Functional Life Skills 

The skills a person needs to live and work as independently as possible. Skills are defined as 'functional' when the skill supports and improves the person's level of independence such as safety, social skills, communication, self-care, money/financial management, food preparation and more 

Independent Living Skills 

The skills or abilities needed for everyday life that contribute to the successful independent functioning of an individual in adulthood; may address budgeting, household management, transportation, cooking skills, personal hygiene, self-advocacy and more 

Adaptive behavior 

An individual’s manner of dealing with the demands of daily life, including self-care skills, organizational skills, basic interpersonal skills, and conformance to community standards (obeying rules, taking responsibility, etc.) 

Mobility Skills 

Mobility skills are the physical abilities that allow an individual to move safely and effectively through their environment. These skills include stamina, strength, balance, coordination, and range of motion, and are essential for performing everyday activities and maintaining independence 

Self-Determination 

The ability of students with disabilities to make choices, set goals, and take control of their own lives. It involves skills such as decision-making, problem-solving, goal setting, self-awareness, and self-advocacy. Developing self-determination helps students actively participate in their education, plan for their future, and work toward greater independence and personal success 

Self-Advocacy 

The ability of students with disabilities to understand and communicate their needs, rights, and goals. It involves knowing their strengths and challenges, understanding their rights under the law, making informed decisions, and speaking up for the support and accommodations they need to succeed in school and beyond. Self-advocacy empowers students to take an active role in their education and future planning 

Self-Awareness 

Conscious knowledge of one's own character, feelings, values and desires 

Social Communication Skills 

The abilities used to interact effectively with others in social situations. These skills include using appropriate language, understanding social cues, taking turns in conversation, making eye contact, and interpreting body language and tone of voice. 

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Support Services and Community Integration 

Adult Services 

Services needed for people when they reach adulthood; often including, but not limited to, assistance in finding a job, assistance in the home, assistance at work, employment- related supports such as housing and transportation, and provision of various therapies or medications 

Adult Service Waivers 

A waiver is an extra set of Health First Colorado (Colorado's Medicaid program) benefits that you could qualify for in certain cases. These benefits can help you remain in your home and community. Waivers have extra program rules, and some programs may have waitlists 

Children Waiver Services 

Children's waivers are an extra set of health First Colorado (Colorado's Medicaid program) that you may qualify for. These services can support a recipient with accessing their community and supporting the family to better care for their child with a disability. Additionally, Early and Periodic Screening, Diagnostic and Treatment (EPSDT) - The Early and Periodic Screening, Diagnostic and Treatment (EPSDT) benefit provides comprehensive and preventive health care services for Health First Colorado (Colorado's Medicaid Program) members aged 20 and under along with pregnant adults. EPSDT is key to ensuring that children and youth receive appropriate preventive, dental, mental health, developmental and specialty service 

Community-Based Instruction 

Integrating students into their community as part of their educational curriculum and instruction 

Community-Based Services 

Services provided in a community setting, preferably in the individual’s home community 

Wrap-Around Services 

Personalized supports for children with serious behavior or emotional challenges who may be at risk of going into, or are currently in, residential care. These services are designed to fit each child’s unique needs and help them stay in, or return to, their home, school, and community. Wraparound services can include therapy, family support, personal care, and other resources that help the child and family succeed together 

Assistive Technology (AT) Device 

Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified or customized, that increases, maintains, or improves functional capabilities of individuals with disabilities 

Assistive Technology (AT) Service 

As defined by the IDEA, any service that directly assists a learner with a disability in the selection, acquisition, or use of an assistive technology device 

Benefits Planning 

A service that helps individuals with disabilities and their families understand how education and employment and other life decisions impact benefits. Benefits counseling can address the fears and concerns many individuals, and their families have about a reduction in benefits if they start work 

Interagency Collaboration 

A proven best practice in helping students with disabilities successfully move from school to work. It involves a structured and intentional process where different agencies, programs, and professionals work together to support positive post-school outcomes for youth 

Person-Centered Planning 

A process that assists people with disabilities and their families to plan for the future while also promoting self-determination to enable the individual with a disability to be active and contributing members of their community through structured exercises focusing on the individual’s strengths and preferences 

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Postsecondary and Higher Education 

College and Career Ready 

Refers to the content knowledge, skills, and habits that students must possess to be successful in postsecondary education or training that leads to a sustaining career 

College Exploration 

Activities to help students and their families to prepare for and select an institution of higher learning 

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Financial and Government Benefits 

Social Security Disability Income (SSDI) or “Disability 

Provides monthly payments to people who have a disability that stops or limits their ability to work. Benefits may include a monthly payment and Medicare, are based on the work history before the disability began and an individual may be able to return to work or continue working without losing Disability benefits 

Supplemental Security Income (SSI) 

Monthly benefits to people with limited income and resources who are blind, age 65 or older, or have a qualifying disability. Children with disabilities or who are blind my also get SSI 

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Mentorship and Counseling 

Counseling 

Advice or guidance provided by a trained, licensed professional such as a psychiatrist, psychologist, or a social worker, e.g., rehabilitative counseling, career counseling, guidance counseling, mental health counseling, peer counseling 

Mentoring 

A supportive relationship between a youth or young adult and someone more senior in age and experience, who offers support, guidance, and concrete assistance 

Peer Mentoring 

A supportive relationship where a more experienced or older student provides guidance, encouragement, and assistance to a younger or less experienced student. This practice helps promote academic success, social development, and emotional well-being, while also fostering leadership and responsibility in the mentor 

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Further Resources to Explore: 

Acronyms Used by CDE 

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