**Cluster Area V**

Secondary Transition

+-----------------------------------------------------------------------+
| # Cluster Area V: Secondary Transition Notes and Helpful Hints        |
|                                                                       |
| Question: Is the percentage of youth with disabilities participating  |
| in post-school activities (e.g., employment, education, etc.)         |
| comparable to that of nondisabled youth?                              |
|                                                                       |
| Helpful Hints:                                                       |
|                                                                       |
| -   Each Cluster Area must be addressed.                              |
|                                                                       |
| -   There are no "Probes" for Cluster Area V.                         |
|                                                                       |
| -   The "Question" is answered by completing cells 1-6 below (Cells   |
|     1-3 should contain "present" data; cells 4-6 should contain       |
|     "projected" data).                                                |
|                                                                       |
| -   Original Objectives found in Cluster "heavy" and Cluster "light"  |
|     have become "Questions" in the annual performance reporting.      |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   Problems seen during OSEP's review of State's Improvement Plans.  |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   No post-school outcome data                                       |
|                                                                       |
| -   Data reported emphasized State "efforts" instead of "efforts" and |
|     the "effects".                                                    |
|                                                                       |
| -   Lack of trend data to judge change/impact for most measures.      |
|                                                                       |
| -   Reporting on State level data is not the same as using data to    |
|     guide improvements. In improvement planning States must not only  |
|     measure performance, but also analyze data so that problem areas  |
|     can be targeted with the State's improvement efforts.             |
|                                                                       |
| -   In the last Biennial Performance Report, some States were "too    |
|     literal" in providing numbers in cells. This made it almost       |
|     impossible to use the data or for the public to understand it. A  |
|     narrative analysis is needed to explain numbers placed in the     |
|     cells.                                                            |
|                                                                       |
| -   Disconnection between self-assessment and improvement planning -- |
|     timing, in part; understanding, in part; and in part the          |
|     conflicting demands of "improving outcomes" and the technical     |
|     emphasis on compliance (the emphasis of the statute or procedural |
|     protections).                                                     |
|                                                                       |
| -   In many instances States did not appear to have enough data       |
|     and/or know how to analyze and use the data well.                 |
|                                                                       |
| -   Monitoring data not used.                                         |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   Lack of or insufficient benchmarks that would allow a State to    |
|     assess, at appropriate intervals, the effectiveness of the        |
|     improvement strategies in achieving the desired outcome.          |
|                                                                       |
| -   Did not ensure accuracy of data submitted.                        |
|                                                                       |
| -   Difficulty with understanding and implementing Cause Analysis.    |
|                                                                       |
| -   Lack of analyzing any current State strategies to determine if    |
|     still ensuring improvement.                                       |
|                                                                       |
| -   Did not link evidence of change to desired outcome.               |
|                                                                       |
| -   Difficulty understanding: 1.) effort vs. effect; 2.) strategies   |
|     vs. targets and 3.) baseline data.                                |
|                                                                       |
|     -                                                                 |
+-----------------------------------------------------------------------+
| **Federal Requirements that Address Compliance:**                     |
|                                                                       |
| Helpful Hints:                                                       |
|                                                                       |
| -   Although States are addressing "performance" in the Part B Annual |
|     Performance Report, there are Federal requirements underlying     |
|     each performance area. States should examine compliance with      |
|     these underlying requirements as part of their overall review of  |
|     performance.                                                      |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   School completion/exiting (graduation and dropout) is one of      |
|     OSEP's critical performance indicators.                           |
|                                                                       |
| **[Federal Requirements]{.underline} **                              |
|                                                                       |
| 34 CFR **§**300.29 Definition of transition services                  |
|                                                                       |
| 34 CFR §300.347(b) Transition services (in IEP)                       |
|                                                                       |
| 34 CFR §300.137 Performance goals and indicators                      |
|                                                                       |
| 34 CFR §300.344(b) Transition services participants                   |
+-----------------------------------------------------------------------+
| **State Goal (for reporting period July 1, 2002 through June 30,      |
| 2003):**                                                              |
|                                                                       |
| ****** Provide the goal the State has established for the            |
| performance of children with disabilities in the State. Indicate with |
| an asterisk (\*) the goals that are consistent with the goals and     |
| indicators for children who are nondisabled.                          |
|                                                                       |
| Helpful Hints:                                                       |
|                                                                       |
| -   State goals are statements of the conditions we want for the      |
|     population of students with disabilities.                         |
|                                                                       |
| -   State Goal can be the same as the "Question".                     |
|                                                                       |
| -   State Goal can be taken from the State's Improvement Plan.        |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   The goal(s) entered in this cell would be those that are the      |
|     result of the State's annual self-assessing and improvement       |
|     planning.                                                         |
|                                                                       |
| -   Place an asterisk (\*) beside each State goal, e.g., \* Goal I;   |
|     \* Goal II, etc., that is consistent with goals the State has     |
|     established for all students.                                     |
|                                                                       |
| -   State "efforts" and the "effect" of those "efforts" are directly  |
|     tied to the "progress" and/or "slippage" that occurs when trying  |
|     to meet goals the State has established for the performance of    |
|     children with disabilities.                                       |
+-----------------------------------------------------------------------+
| **Performance Indicator(s) (for reporting period July 1, 2002 through |
| June 30, 2003):**                                                     |
|                                                                       |
| ****** Provide the performance indicator(s) the State has used to    |
| quantify the goal(s) for this reporting period. Performance           |
| indicators should measure "effect" but can include "effort" as well.  |
|                                                                       |
| Helpful Hints:                                                       |
|                                                                       |
| -   Performance indicators are statements that help quantify the goal |
|     and signal whether the goal is being achieved.                    |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   Performance Indicators should align with the State Performance    |
|     Goals and Indicators.                                             |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   The indicator(s) entered in this cell would be those that are the |
|     result of the State's annual self-assessing and improvement       |
|     planning.                                                         |
|                                                                       |
| -   If a State has recently developed a Self-Assessment/Improvement   |
|     Plan the indicators could be taken directly from the State's      |
|     Self-Assessment/Improvement Plan.                                 |
|                                                                       |
| -   State "efforts" and the "effect" of those "efforts" are directly  |
|     tied to the "progress" and/or "slippage" that help signal whether |
|     the goal is being achieved or not.                                |
+-----------------------------------------------------------------------+
| **1. Baseline/Trend Data (for reporting period July 1, 2002 through   |
| June 30, 2003):**                                                     |
|                                                                       |
| ****** Indicate the performance data, both baseline and trend, that  |
| the State used to measure/assess progress, maintenance and/or         |
| compliance.[^1] The "effect" of the State's "efforts", i.e., the      |
| "progress" and/or "slippage" or those efforts, is based on the        |
| State's performance data. If a State has no data related to the       |
| desired "effect", baseline and/or trend, the State must provide an    |
| explanation as to how and when the State plans to collect baseline    |
| data for the Cluster Area. The State should still use "effort" data   |
| and monitoring data.                                                  |
|                                                                       |
| Helpful Hints:                                                       |
|                                                                       |
| -   State shall include a trend data analysis.                        |
|                                                                       |
| -   Baseline/Trend data, related to system performance, are used in   |
|     evidence-based decision making to guide decisions.                |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   Trend Data, in regard to this report, are at least three years of |
|     data that show a line of general direction or movement.           |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   The baseline/trend data entered in this cell would be those data  |
|     on which results of the State's on going (annual) self-assessing  |
|     and improvement planning are based.                               |
|                                                                       |
| -   If a State has recently developed an Improvement Plan, and        |
|     Secondary Transition has been addressed in the Plan, a portion of |
|     the baseline/trend data could be taken directly from the State's  |
|     Self-Assessment and Improvement Plan.                             |
|                                                                       |
| -   The State's baseline/trend data, drawn from the Self-Assessment   |
|     and Improvement Plan, would be the first step in determining the  |
|     progress and/or slippage (effect) that has resulted from the      |
|     strategies used in trying to achieve the target(s) the State has  |
|     set to reach the goal(s) and indicator(s) for this Cluster Area.  |
|                                                                       |
| -   The summary of the effect may best be shown through the use of    |
|     graphs and/or tables. If supporting graphs and/or tables are      |
|     referenced in this cell, the State should enter "Refer to         |
|     attached supporting graphs and/or tables".                        |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   If a State has no baseline and/or trend data the State must       |
|     provide an explanation, in the cell labeled Baseline/Trend Data,  |
|     as to how and when the State plans to collect baseline data for   |
|     the Cluster Area in question.                                     |
+-----------------------------------------------------------------------+
| **2. Targets (for reporting period July 1, 2002 through June 30,      |
| 2003)**:                                                              |
|                                                                       |
| ****** Indicate the desired level of performance that was to be      |
| achieved in this reporting period.                                    |
|                                                                       |
| Helpful Hints:                                                       |
|                                                                       |
| -   A target is a desired [level of performance]{.underline} to be    |
|     reached.                                                          |
|                                                                       |
| -   An established target must begin with an "effect" statement and   |
|     be measurable, i.e.., "\_\_% of the students who have received    |
|     special education services and who are employed after completing  |
|     high school will be earning at least the minimum wage or better." |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   Targets should describe the desired "effect" of the effort.       |
|                                                                       |
| -   Targets can be either numerical or narrative.                     |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   If a State has recently developed a Self-Assessment/Improvement   |
|     Plan the indicators could be taken directly from the State's      |
|     Self-Assessment/Improvement Plan.                                 |
+-----------------------------------------------------------------------+
| **3. Explanation of Progress or Slippage (for reporting period July   |
| 1, 2002 through June 30, 2003):**                                     |
|                                                                       |
| ****** Describe the progress made in meeting or moving toward        |
| targets over time, i.e., address the "effect" of the activities       |
| completed during the reporting period. Describe any slippage, i.e.,   |
| lack of progress or regression, that has occurred and how the State   |
| plans to address the slippage through adjustments or improvements     |
| made in State programs, policies, or practices. If the State needs to |
| explain the performance data, the explanation should be provided in   |
| this cell.                                                            |
|                                                                       |
| ******This section will likely be completed in narrative form,       |
| although may include charts or tables describing progress.            |
|                                                                       |
| Helpful Hints:                                                       |
|                                                                       |
| -   In the State's explanation of "progress" or "slippage" States     |
|     must address the "effect" of the activities completed during the  |
|     reporting period.                                                 |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   If a State has recently developed an Improvement Plan, the        |
|     progress and/or slippage would be based on the data found in the  |
|     State's Improvement Plan.                                         |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   Look below the level of the State data. Examine variability in    |
|     data at the district and building level. Break down by            |
|     disability, race/ethnicity, and educational setting when drilling |
|     down.                                                             |
|                                                                       |
| -   Change over time is better than a cut score, trigger, or static   |
|     measure.                                                          |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   If the State needs to explain the performance data, the           |
|     explanation should be provided in this cell on this table.        |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   For example, the State's indicator measures, i.e., the metrics    |
|     used for the performance indicators, may have changed for the     |
|     [July 1, 2002 through June 30, 2003]{.underline} grant year that  |
|     is being reported. These metric changes should be explained to    |
|     avoid invalid comparisons over time when attempting to create     |
|     trends for analysis.                                              |
+-----------------------------------------------------------------------+
| **4. Projected Targets (for NEXT reporting period July 1, 2003        |
| through June 30, 2004 and on going):**                                |
|                                                                       |
| ****** Provide for the next reporting period, [July 1, 2003 through  |
| June 30, 2004]{.underline}, information on revised targets. If the    |
| Baseline/Trend Data show that the Cluster Area is in compliance and   |
| performance is acceptable, States can retain the maintenance targets. |
|                                                                       |
| Helpful Hints:                                                       |
|                                                                       |
| -   Data entered in this cell are **projected** data.                 |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   A target is a desired [level of performance]{.underline} to be    |
|     reached.                                                          |
|                                                                       |
| -   A projected target must begin with an "effect" statement and be   |
|     measurable, e.g., "\_\_\_% of secondary students receiving        |
|     special education services will complete high school successfully |
|     and be prepared for post-secondary education and/or community     |
|     living and work".                                                 |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   Targets should describe the desired "effect" of the effort.       |
|                                                                       |
| -   Targets can be either numerical or narrative.                     |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   If the Baseline/Trend Data show that the Cluster Area is in       |
|     compliance and performance is acceptable, States can retain the   |
|     targets, used for the current reporting period July 1, 2002       |
|     through June 30, 2003, as maintenance targets.                    |
|                                                                       |
| -   Indicate any revised and/or projected long-range level of         |
|     performance to be reached.                                        |
|                                                                       |
|     -   If a State has recently developed a                           |
|         Self-Assessment/Improvement Plan the indicators could be      |
|         taken directly from the State's Self-Assessment/Improvement   |
|         Plan.                                                         |
|                                                                       |
|     -   If a State says that a target is being "maintained" the State |
|         is indicating that activities and resources (see Cells 5      |
|         and 6) are being supplied to provide the support and/or       |
|         upkeep of the target.                                         |
+-----------------------------------------------------------------------+
| **5. Future Activities to Achieve Projected Targets/Results (for NEXT |
| reporting period July 1, 2003 through June 30, 2004 and on going):**  |
|                                                                       |
| ****** Provide for the next reporting period, [July 1, 2003 through  |
| June 30, 2004]{.underline}, information on revised activities to      |
| achieve the targets/results. If the Baseline/Trend Data show that the |
| Cluster Area is in compliance and performance is acceptable, States   |
| should provide strategies used to maintain full compliance and        |
| continued acceptable performance.                                     |
|                                                                       |
| Helpful Hints:                                                       |
|                                                                       |
| -   Activities need to show "effort" to achieve desired "effect"      |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   Data entered in this cell are **projected** data.                 |
+-----------------------------------------------------------------------+
| **6. Projected Timelines and Resources (for NEXT reporting period     |
| July 1, 2003 through June 30, 2004 and on going):**                   |
|                                                                       |
| ****** Provide for the next reporting period, [July 1, 2003 through  |
| June 30, 2004]{.underline}, information on revised timelines, and     |
| resources. If the Baseline/Trend Data show that the Cluster Area is   |
| in compliance and performance is acceptable, States should list       |
| resources needed to maintain full compliance and continued acceptable |
| performance.                                                          |
|                                                                       |
| Helpful Hints:                                                       |
|                                                                       |
| -   Data entered in this cell are **projected** data.                 |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   For a noncompliance area, timeline cannot exceed one year.        |
|                                                                       |
| -   Resources include staff time, materials, grants, stakeholders,    |
|     other agency providers, etc.                                      |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| # Cluster Area V: Se                                                  |
| condary Transition -- Example from the State of New Jersey (11/24/03) |
|                                                                       |
| Question: Is the percentage of youth with disabilities participating  |
| in post-school activities (e.g., employment, education, etc.)         |
| comparable to that of nondisabled youth?                              |
+-----------------------------------------------------------------------+
| **State Goal(s):**                                                   |
|                                                                       |
| -   The percentage of youth with disabilities participating in        |
|     post-school activities is comparable to that of nondisabled       |
|     youth.                                                            |
+-----------------------------------------------------------------------+
| **Performance Indicator(s):**                                        |
|                                                                       |
| -   Create positive and effective school environments that promote    |
|     the successful transition of students with disabilities to adult  |
|     life and community inclusion (State Improvement Grant             |
|     Goal-February 2001)                                               |
|                                                                       |
| -   Develop and implement a system to collect, analyze, and report    |
|     post-school outcome data in order to compare the percentage of    |
|     youth with disabilities participating in post-school activities   |
|     with that of nondisabled youth.                                   |
+-----------------------------------------------------------------------+
| **1.Baseline/Trend Data:**                                           |
|                                                                       |
| **Data Source - NJDOE Student Database Initiative**: Currently, the   |
| NJDOE has no system for collecting post-school outcome data that      |
| would enable a comparison of the percentage of youth with             |
| disabilities participating in post-school activities with that of     |
| nondisabled youth. The NJDOE is in the initial stages of developing a |
| student database that would provide information allowing such a       |
| comparison. In the absence of student outcome data, NJOSEP identified |
| compliance and program improvement data sources that provide          |
| information relative to the area of Secondary Transition.             |
|                                                                       |
| **Data Source: USDOE Monitoring Report -- 9/14/01** -- The federal    |
| monitoring report of September 14, 2001 contained no findings of      |
| noncompliance in the area of Secondary Transition, but included       |
| Suggestions For Improved Results. USOSEP observed varying factors and |
| levels of implementation that impeded local education agencies'       |
| ability to effectively implement the transition requirements.         |
| Although extensive NJSDE training has been provided at the            |
| administrative level, a major contributor to the disparate practices  |
| and implementation of the transition requirements is that technical   |
| assistance and training are needed at the practitioner level. Other   |
| factors found by USOSEP that impede the local agency's ability to     |
| implement the transition requirements included a lack of parent,      |
| student and agency participation, especially those agencies that may  |
| be responsible for providing and paying for transition services.      |
|                                                                       |
| **Data Source: NJOSEP Self-Assessment -- 3/00 -** The special         |
| education steering committee, in considering FAPE, analyzed the       |
| state's implementation of transition planning and the delivery of     |
| appropriate services to prepare students with disabilities for        |
| employment, post-secondary education, independent living, community   |
| participation, and life skills. The steering committee concluded that |
| local school districts do not consistently invite and prepare         |
| students to participate in IEP meetings nor do they consistently      |
| provide programs and transition services based on individual student  |
| needs. Additionally, LEAs do not consistently reflect transition      |
| activities in IEPs or establish linkages with local agencies and      |
| service providers such as the Division of Vocational Rehabilitation   |
| Services (DVRS) and the Division of Developmental Disabilities (DDD). |
| The steering committee believed that the lack of administrative       |
| support and understanding of transition planning and program          |
| development contributed to the state's current status relative to     |
| transition services.                                                  |
|                                                                       |
| **Data Source: NJOSEP Monitoring Results -- 1999 to Present --**      |
| Since September 1999, approximately 270 LEAs and charter schools have |
| participated in the NJOSEP monitoring process. For all but the first  |
| 25 LEAs, that process has included self-assessment and on-site        |
| monitoring. The first 25 LEAs received a full comprehensive on-site   |
| monitoring without participating in the self-assessment process.      |
| Whether through self-assessment or through on-site monitoring         |
| activities, the area of secondary transition was reviewed to          |
| determine whether LEAs and charter schools were providing appropriate |
| programs and transition services to meet the needs of students with   |
| disabilities; whether students were invited to and participated in    |
| meetings when transition was discussed; whether transition services   |
| were based on the individual needs and preferences of students;       |
| whether IEP goals and objectives were related to the students'        |
| transition services and post-school outcomes; whether LEAs and        |
| charter schools had established linkages with appropriate agencies    |
| that provide/supplement transition services; and whether students and |
| parents were informed of the transfer of rights that occurs when the  |
| students attain the age of majority.                                  |
|                                                                       |
| The grid provided below (Table 1: Secondary Transition-Identification |
| of Noncompliance: NJOSEP Monitoring Process) includes data collected  |
| subsequent to on-site monitoring activities in the 270 LEAs and       |
| charter schools for the 1999-2000, 2000-2001, 2001-2002, and          |
| 2002-2003 school years. These data were collected from findings in    |
| reports from LEAs and charter schools that were monitored and served  |
| students who were 14 years of age or older. These data indicated that |
| though all six indicators in the secondary transition section of the  |
| monitoring document yielded findings of noncompliance, the most       |
| common findings were in the areas of services not being based on the  |
| individual needs and preferences of students; students not being      |
| invited to IEP meetings where transition will be discussed; and not   |
| establishing linkages with appropriate agencies. Data further suggest |
| that technical assistance sessions provided by staff from the Bureau  |
| of Program Development in NJOSEP to the LEAs and charter schools that |
| participated in self-assessment have resulted in a greater number of  |
| LEAs and charter schools self-identifying noncompliance in the area   |
| of secondary transition during the self-assessment process instead of |
| having areas identified by the monitoring staff during on-site        |
| visits.                                                               |
|                                                                       |
| **Data Source: NJOSEP Complaint Investigations --** An analysis of    |
| the complaint investigations conducted by NJOSEP between the          |
| 2000-2001 school year and the 2002-2003 school year, as indicated in  |
| Table 2 below, revealed that a small percentage of complaint          |
| investigations are requested in the area of secondary transition.     |
| Furthermore, of those investigations conducted in the area of         |
| secondary transition, there was no pattern of statewide systemic      |
| non-compliance.                                                       |
|                                                                       |
| **Data Source: NJOSEP Due Process Requests -** An analysis of due     |
| process data, collected between 2001-2002 and 2002-2003 (Table 3),    |
| indicated that only a small percentage of the due process cases filed |
| addressed the issue of Secondary Transition.                          |
|                                                                       |
| **Data Source: Comprehensive System of Personnel Development and New  |
| Jersey State Improvement Grant -** Between 7/01/02 and 6/30/03 NJOSEP |
| planned and implemented personnel development activities to: increase |
| local school district compliance with transition requirements and     |
| improve local school districts practices relative to improved         |
| transition services.                                                  |
+-----------------------------------------------------------------------+

<table>
<colgroup>
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 8%" />
<col style="width: 5%" />
<col style="width: 8%" />
<col style="width: 5%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 8%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="16"><p><strong>Table 1: Secondary Transition</strong></p>
<p><strong>Identification of Noncompliance: NJOSEP Monitoring
Process</strong></p></td>
</tr>
<tr class="even">
<td rowspan="2"><p><strong>Monitoring Year</strong></p>
<p><strong>and</strong></p>
<p><strong>LEA</strong></p></td>
<td colspan="2"><p><strong>Transition programs</strong></p>
<p><strong>and services to meet</strong></p>
<p><strong>student needs</strong></p></td>
<td colspan="2"><p><strong>Student invitation</strong></p>
<p><strong>to IEP meetings to</strong></p>
<p><strong>discuss transition</strong></p></td>
<td colspan="3"><p><strong>Transition services</strong></p>
<p><strong>based on individual</strong></p>
<p><strong>needs and preferences</strong></p>
<p><strong>of student</strong></p></td>
<td colspan="2"><p><strong>IEP goals and</strong></p>
<p><strong>objectives related</strong></p>
<p><strong>student’s transition</strong></p>
<p><strong>services and post-</strong></p>
<p><strong>school outcomes</strong></p></td>
<td colspan="2"><p><strong>Linkages with</strong></p>
<p><strong>appropriate</strong></p>
<p><strong>agencies</strong></p></td>
<td colspan="2"><p><strong>Transfer</strong></p>
<p><strong>of</strong></p>
<p><strong>rights</strong></p></td>
<td rowspan="2"><p><strong>Number of</strong></p>
<p><strong>LEAs Self Assessed</strong></p></td>
<td rowspan="2"><p><strong>Number of</strong></p>
<p><strong>LEA’s</strong></p>
<p><strong>Monitored</strong></p></td>
</tr>
<tr class="odd">
<td colspan="2"><p><strong>Noncompliance</strong></p>
<p><strong>Determined</strong></p>
<p><strong>Through</strong></p></td>
<td colspan="2"><p><strong>Noncompliance</strong></p>
<p><strong>Determined</strong></p>
<p><strong>Through</strong></p></td>
<td colspan="3"><p><strong>Noncompliance</strong></p>
<p><strong>Determined</strong></p>
<p><strong>Through</strong></p></td>
<td colspan="2"><p><strong>Noncompliance</strong></p>
<p><strong>Determined</strong></p>
<p><strong>Through</strong></p></td>
<td colspan="2"><p><strong>Noncompliance</strong></p>
<p><strong>Determined</strong></p>
<p><strong>Through</strong></p></td>
<td colspan="2"><p><strong>Noncompliance</strong></p>
<p><strong>Determined</strong></p>
<p><strong>Through</strong></p></td>
</tr>
<tr class="even">
<td></td>
<td><p><strong>Self</strong></p>
<p><strong>Assess-ment</strong></p></td>
<td><strong>On-Site</strong></td>
<td><p><strong>Self</strong></p>
<p><strong>Assess-ment</strong></p></td>
<td colspan="2"><strong>On-Site</strong></td>
<td><p><strong>Self</strong></p>
<p><strong>Assess-ment</strong></p></td>
<td><strong>On-Site</strong></td>
<td><p><strong>Self</strong></p>
<p><strong>Assess-ment</strong></p></td>
<td><strong>On-Site</strong></td>
<td><p><strong>Self</strong></p>
<p><strong>Assess-ment</strong></p></td>
<td><strong>On-Site</strong></td>
<td><p><strong>Self</strong></p>
<p><strong>Assess-ment</strong></p></td>
<td><strong>On-Site</strong></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><p><strong>1999-2000</strong></p>
<p><strong>non compliance through on-site only</strong></p></td>
<td><strong>0</strong></td>
<td><strong>17</strong></td>
<td><strong>0</strong></td>
<td colspan="2"><strong>17</strong></td>
<td><strong>0</strong></td>
<td><strong>21</strong></td>
<td><strong>0</strong></td>
<td><strong>15</strong></td>
<td><strong>0</strong></td>
<td><strong>14</strong></td>
<td><strong>0</strong></td>
<td><strong>13</strong></td>
<td><strong>34</strong></td>
<td><strong>25</strong></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>2000-2001</strong></td>
<td><strong>13</strong></td>
<td><strong>2</strong></td>
<td><strong>14</strong></td>
<td colspan="2"><strong>7</strong></td>
<td><strong>15</strong></td>
<td><strong>9</strong></td>
<td><strong>11</strong></td>
<td><strong>1</strong></td>
<td><strong>19</strong></td>
<td><strong>5</strong></td>
<td><strong>9</strong></td>
<td><strong>12</strong></td>
<td><strong>113</strong></td>
<td><strong>34</strong></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>2001-2002</strong></td>
<td><strong>41</strong></td>
<td><strong>3</strong></td>
<td><strong>65</strong></td>
<td colspan="2"><strong>6</strong></td>
<td><strong>50</strong></td>
<td><strong>16</strong></td>
<td><strong>34</strong></td>
<td><strong>6</strong></td>
<td><strong>59</strong></td>
<td><strong>5</strong></td>
<td><strong>44</strong></td>
<td><strong>7</strong></td>
<td><strong>98</strong></td>
<td><strong>112</strong></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>2002-2003</strong></td>
<td><strong>27</strong></td>
<td><strong>4</strong></td>
<td><strong>29</strong></td>
<td colspan="2"><strong>5</strong></td>
<td><strong>37</strong></td>
<td><strong>8</strong></td>
<td><strong>17</strong></td>
<td><strong>3</strong></td>
<td><strong>29</strong></td>
<td><strong>1</strong></td>
<td><strong>4</strong></td>
<td><strong>4</strong></td>
<td><strong>110</strong></td>
<td><strong>98</strong></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Sub-Total</strong></td>
<td><strong>81</strong></td>
<td><strong>26</strong></td>
<td><strong>108</strong></td>
<td colspan="2"><strong>35</strong></td>
<td><strong>102</strong></td>
<td><strong>54</strong></td>
<td><strong>62</strong></td>
<td><strong>25</strong></td>
<td><strong>107</strong></td>
<td><strong>25</strong></td>
<td><strong>57</strong></td>
<td><strong>36</strong></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>Total</strong></td>
<td colspan="2"><strong>(107)</strong></td>
<td colspan="3"><strong>(143)</strong></td>
<td colspan="2"><strong>(156)</strong></td>
<td colspan="2"><strong>(87)</strong></td>
<td colspan="2"><strong>(132)</strong></td>
<td colspan="2"><strong>(93)</strong></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Percentage</strong></td>
<td colspan="2"><strong>39%</strong></td>
<td colspan="3"><strong>53%</strong></td>
<td colspan="2"><strong>58%</strong></td>
<td colspan="2"><strong>32%</strong></td>
<td colspan="2"><strong>49%</strong></td>
<td colspan="2"><strong>36%</strong></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

+------------+------------------+--------+--------+------------------+
|            |                  |        |        |                  |
+------------+------------------+--------+--------+------------------+
| **Table 2: |                  |        |        |                  |
| Secondary  |                  |        |        |                  |
| Tr         |                  |        |        |                  |
| ansition** |                  |        |        |                  |
|            |                  |        |        |                  |
| **Iden     |                  |        |        |                  |
| tification |                  |        |        |                  |
| of         |                  |        |        |                  |
| Non-C      |                  |        |        |                  |
| ompliance: |                  |        |        |                  |
| NJOSEP     |                  |        |        |                  |
| Complaint  |                  |        |        |                  |
| Invest     |                  |        |        |                  |
| igations** |                  |        |        |                  |
+------------+------------------+--------+--------+------------------+
| **School   | **Total Number   | **     |        | **Complaint      |
| Year**     | of All Complaint | Number |        | Investigation**  |
|            | Investigations** | of     |        |                  |
|            |                  | Com    |        | **Outcome**      |
|            |                  | plaint |        |                  |
|            |                  | Inve   |        |                  |
|            |                  | stigat |        |                  |
|            |                  | ions** |        |                  |
|            |                  |        |        |                  |
|            |                  | # Se   |        |                  |
|            |                  | condar |        |                  |
|            |                  | y Tran |        |                  |
|            |                  | sition |        |                  |
+------------+------------------+--------+--------+------------------+
| **2        | **415**          | **3**  |        | **2 districts    |
| 000-2001** |                  |        |        | non-compliant**  |
|            |                  |        |        |                  |
|            |                  |        |        | **1 district     |
|            |                  |        |        | compliant**      |
+------------+------------------+--------+--------+------------------+
| **2        | **324**          | **7**  |        | **4 districts    |
| 001-2002** |                  |        |        | non-compliant**  |
|            |                  |        |        |                  |
|            |                  |        |        | **3 districts    |
|            |                  |        |        | compliant**      |
+------------+------------------+--------+--------+------------------+
| **2        | **408**          | **1**  |        | **1 district     |
| 002-2003** |                  |        |        | compliant**      |
+------------+------------------+--------+--------+------------------+
|            |                  |        |        |                  |
+------------+------------------+--------+--------+------------------+
| **Table 3: |                  |        |        |                  |
| Secondary  |                  |        |        |                  |
| Tr         |                  |        |        |                  |
| ansition** |                  |        |        |                  |
|            |                  |        |        |                  |
| #######    |                  |        |        |                  |
| ## NJOSEP  |                  |        |        |                  |
| Due Proces |                  |        |        |                  |
| s Requests |                  |        |        |                  |
+------------+------------------+--------+--------+------------------+
| #          | ##               |        | ##     |                  |
| ######## S | ####### Total Nu |        | ###### |                  |
| chool Year | mber of All Due  |        | # Numb |                  |
|            | Process Requests |        | er of  |                  |
|            |                  |        | Due Pr |                  |
|            | **(mediation or  |        | ocess  |                  |
|            | hearing)**       |        | Reques |                  |
|            |                  |        | ts: Se |                  |
|            |                  |        | condar |                  |
|            |                  |        | y Tran |                  |
|            |                  |        | sition |                  |
|            |                  |        |        |                  |
|            |                  |        | **(med |                  |
|            |                  |        | iation |                  |
|            |                  |        | or     |                  |
|            |                  |        | hear   |                  |
|            |                  |        | ing)** |                  |
+------------+------------------+--------+--------+------------------+
| **2        | **1267**         |        | **7**  |                  |
| 001-2002** |                  |        |        |                  |
+------------+------------------+--------+--------+------------------+
| **2        | **1152**         |        | **4**  |                  |
| 002-2003** |                  |        |        |                  |
+------------+------------------+--------+--------+------------------+
| **2.      |                  |        |        |                  |
| Targets:** |                  |        |        |                  |
|            |                  |        |        |                  |
| M          |                  |        |        |                  |
| aintenance |                  |        |        |                  |
| --         |                  |        |        |                  |
| Continued  |                  |        |        |                  |
| oversight  |                  |        |        |                  |
| by NJOSEP  |                  |        |        |                  |
| to reduce  |                  |        |        |                  |
| the number |                  |        |        |                  |
| of local   |                  |        |        |                  |
| education  |                  |        |        |                  |
| agencies   |                  |        |        |                  |
| with       |                  |        |        |                  |
| findings   |                  |        |        |                  |
| of         |                  |        |        |                  |
| non-       |                  |        |        |                  |
| compliance |                  |        |        |                  |
| in the     |                  |        |        |                  |
| area of    |                  |        |        |                  |
| Secondary  |                  |        |        |                  |
| Transition |                  |        |        |                  |
| in order   |                  |        |        |                  |
| to ensure  |                  |        |        |                  |
| that       |                  |        |        |                  |
| a          |                  |        |        |                  |
| ppropriate |                  |        |        |                  |
| services   |                  |        |        |                  |
| are        |                  |        |        |                  |
| provided   |                  |        |        |                  |
| to prepare |                  |        |        |                  |
| youth with |                  |        |        |                  |
| di         |                  |        |        |                  |
| sabilities |                  |        |        |                  |
| for        |                  |        |        |                  |
| e          |                  |        |        |                  |
| mployment, |                  |        |        |                  |
| post       |                  |        |        |                  |
| -secondary |                  |        |        |                  |
| education, |                  |        |        |                  |
| i          |                  |        |        |                  |
| ndependent |                  |        |        |                  |
| living,    |                  |        |        |                  |
| community  |                  |        |        |                  |
| par        |                  |        |        |                  |
| ticipation |                  |        |        |                  |
| and life   |                  |        |        |                  |
| skills.    |                  |        |        |                  |
+------------+------------------+--------+--------+------------------+
| **3.      |                  |        |        |                  |
| E          |                  |        |        |                  |
| xplanation |                  |        |        |                  |
| of         |                  |        |        |                  |
| Progress   |                  |        |        |                  |
| or         |                  |        |        |                  |
| S          |                  |        |        |                  |
| lippage:** |                  |        |        |                  |
|            |                  |        |        |                  |
| In order   |                  |        |        |                  |
| to achieve |                  |        |        |                  |
| the State  |                  |        |        |                  |
| Goal,      |                  |        |        |                  |
| P          |                  |        |        |                  |
| erformance |                  |        |        |                  |
| Indicators |                  |        |        |                  |
| and        |                  |        |        |                  |
| Target,    |                  |        |        |                  |
| NJOSEP     |                  |        |        |                  |
| planned    |                  |        |        |                  |
| and        |                  |        |        |                  |
| i          |                  |        |        |                  |
| mplemented |                  |        |        |                  |
| the        |                  |        |        |                  |
| following  |                  |        |        |                  |
| activities |                  |        |        |                  |
| between    |                  |        |        |                  |
| July 1,    |                  |        |        |                  |
| 2002 and   |                  |        |        |                  |
| June 30,   |                  |        |        |                  |
| 2003.      |                  |        |        |                  |
|            |                  |        |        |                  |
| **I.       |                  |        |        |                  |
| P          |                  |        |        |                  |
| ost-School |                  |        |        |                  |
| Data       |                  |        |        |                  |
| Collection |                  |        |        |                  |
| and        |                  |        |        |                  |
| A          |                  |        |        |                  |
| nalyses:** |                  |        |        |                  |
|            |                  |        |        |                  |
| APo        |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***a.    |                  |        |        |                  |
| > NJDOE    |                  |        |        |                  |
| > Student  |                  |        |        |                  |
| > Da       |                  |        |        |                  |
| tabase:*** |                  |        |        |                  |
| > Repre    |                  |        |        |                  |
| sentatives |                  |        |        |                  |
| > from     |                  |        |        |                  |
| > NJOSEP   |                  |        |        |                  |
| > have     |                  |        |        |                  |
| > been     |                  |        |        |                  |
| > involved |                  |        |        |                  |
| > in the   |                  |        |        |                  |
| > planning |                  |        |        |                  |
| > stages   |                  |        |        |                  |
| > of the   |                  |        |        |                  |
| > NJDOE    |                  |        |        |                  |
| >          |                  |        |        |                  |
|  statewide |                  |        |        |                  |
| > student  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  database. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **O      |                  |        |        |                  |
| utcomes:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   NJDOE  |                  |        |        |                  |
|            |                  |        |        |                  |
|   database |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     i      |                  |        |        |                  |
| ncorporate |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     data   |                  |        |        |                  |
|     re     |                  |        |        |                  |
| quirements |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     NJOSEP |                  |        |        |                  |
|     for    |                  |        |        |                  |
|     p      |                  |        |        |                  |
| ost-school |                  |        |        |                  |
|            |                  |        |        |                  |
|  outcomes. |                  |        |        |                  |
|            |                  |        |        |                  |
| **II.      |                  |        |        |                  |
| Compliance |                  |        |        |                  |
| with       |                  |        |        |                  |
| Secondary  |                  |        |        |                  |
| Transition |                  |        |        |                  |
| Requi      |                  |        |        |                  |
| rements:** |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***a.    |                  |        |        |                  |
| > Co       |                  |        |        |                  |
| ordination |                  |        |        |                  |
| > of       |                  |        |        |                  |
| >          |                  |        |        |                  |
| Monitoring |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Technical |                  |        |        |                  |
| > Assi     |                  |        |        |                  |
| stance:*** |                  |        |        |                  |
| > NJOSEP's |                  |        |        |                  |
| > Bureau   |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > Program  |                  |        |        |                  |
| > Acco     |                  |        |        |                  |
| untability |                  |        |        |                  |
| > (        |                  |        |        |                  |
| monitoring |                  |        |        |                  |
| /oversight |                  |        |        |                  |
| > unit)    |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > Bureau   |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > Program  |                  |        |        |                  |
| > D        |                  |        |        |                  |
| evelopment |                  |        |        |                  |
| >          |                  |        |        |                  |
|  (training |                  |        |        |                  |
| /technical |                  |        |        |                  |
| >          |                  |        |        |                  |
| assistance |                  |        |        |                  |
| > unit)    |                  |        |        |                  |
| >          |                  |        |        |                  |
|  continued |                  |        |        |                  |
| > to       |                  |        |        |                  |
| >          |                  |        |        |                  |
| coordinate |                  |        |        |                  |
| > their    |                  |        |        |                  |
| > efforts  |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > ensure   |                  |        |        |                  |
| >          |                  |        |        |                  |
| compliance |                  |        |        |                  |
| > in the   |                  |        |        |                  |
| > area of  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Secondary |                  |        |        |                  |
| > T        |                  |        |        |                  |
| ransition. |                  |        |        |                  |
| > In this  |                  |        |        |                  |
| > regard,  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  technical |                  |        |        |                  |
| >          |                  |        |        |                  |
| assistance |                  |        |        |                  |
| > was      |                  |        |        |                  |
| > provided |                  |        |        |                  |
| >          |                  |        |        |                  |
| throughout |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > local    |                  |        |        |                  |
| > district |                  |        |        |                  |
| > self-a   |                  |        |        |                  |
| ssessment, |                  |        |        |                  |
| > on-site  |                  |        |        |                  |
| >          |                  |        |        |                  |
| monitoring |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > i        |                  |        |        |                  |
| mprovement |                  |        |        |                  |
| > planning |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > impl     |                  |        |        |                  |
| ementation |                  |        |        |                  |
| > process  |                  |        |        |                  |
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| <!-- -->   |                  |        |        |                  |
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|            |                  |        |        |                  |
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|            |                  |        |        |                  |
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|            |                  |        |        |                  |
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|     has    |                  |        |        |                  |
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|            |                  |        |        |                  |
|   focusing |                  |        |        |                  |
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|     school |                  |        |        |                  |
|            |                  |        |        |                  |
|   district |                  |        |        |                  |
|            |                  |        |        |                  |
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|            |                  |        |        |                  |
|  committee |                  |        |        |                  |
|            |                  |        |        |                  |
|    members |                  |        |        |                  |
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|            |                  |        |        |                  |
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|            |                  |        |        |                  |
| components |                  |        |        |                  |
|     of the |                  |        |        |                  |
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|            |                  |        |        |                  |
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|            |                  |        |        |                  |
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|            |                  |        |        |                  |
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|     data   |                  |        |        |                  |
|            |                  |        |        |                  |
|  indicated |                  |        |        |                  |
|     that   |                  |        |        |                  |
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|     the    |                  |        |        |                  |
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|            |                  |        |        |                  |
|  complaint |                  |        |        |                  |
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|     and    |                  |        |        |                  |
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|            |                  |        |        |                  |
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| compliance |                  |        |        |                  |
|     and    |                  |        |        |                  |
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|            |                  |        |        |                  |
|  disputes, |                  |        |        |                  |
|     there  |                  |        |        |                  |
|     are    |                  |        |        |                  |
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|     inform |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     need   |                  |        |        |                  |
|     for    |                  |        |        |                  |
|     the    |                  |        |        |                  |
|            |                  |        |        |                  |
|  provision |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|  increased |                  |        |        |                  |
|            |                  |        |        |                  |
|   targeted |                  |        |        |                  |
|            |                  |        |        |                  |
| assistance |                  |        |        |                  |
|     by     |                  |        |        |                  |
|     NJOSEP |                  |        |        |                  |
|     at the |                  |        |        |                  |
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|            |                  |        |        |                  |
|  regional, |                  |        |        |                  |
|     or     |                  |        |        |                  |
|     state  |                  |        |        |                  |
|            |                  |        |        |                  |
|    levels. |                  |        |        |                  |
|            |                  |        |        |                  |
| **III.     |                  |        |        |                  |
| Program    |                  |        |        |                  |
| Impr       |                  |        |        |                  |
| ovement:** |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***a.    |                  |        |        |                  |
| > Student  |                  |        |        |                  |
| >          |                  |        |        |                  |
| Leadership |                  |        |        |                  |
| > Confe    |                  |        |        |                  |
| rences**:* |                  |        |        |                  |
| > NJOSEP   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  continues |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > sponsor  |                  |        |        |                  |
| > a series |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > regional |                  |        |        |                  |
| > student  |                  |        |        |                  |
| >          |                  |        |        |                  |
| leadership |                  |        |        |                  |
| > c        |                  |        |        |                  |
| onferences |                  |        |        |                  |
| > that     |                  |        |        |                  |
| > provide  |                  |        |        |                  |
| > training |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > guidance |                  |        |        |                  |
| > to       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  students, |                  |        |        |                  |
| > parents, |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > school   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  personnel |                  |        |        |                  |
| > in the   |                  |        |        |                  |
| > areas of |                  |        |        |                  |
| > self     |                  |        |        |                  |
| > advocacy |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > legal    |                  |        |        |                  |
| > rights   |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > respon   |                  |        |        |                  |
| sibilities |                  |        |        |                  |
| >          |                  |        |        |                  |
|  featuring |                  |        |        |                  |
| > pre      |                  |        |        |                  |
| sentations |                  |        |        |                  |
| > by youth |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > young    |                  |        |        |                  |
| > adults   |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > dis      |                  |        |        |                  |
| abilities. |                  |        |        |                  |
| > Annually |                  |        |        |                  |
| > these    |                  |        |        |                  |
| > c        |                  |        |        |                  |
| onferences |                  |        |        |                  |
| > are      |                  |        |        |                  |
| > attended |                  |        |        |                  |
| > by       |                  |        |        |                  |
| > app      |                  |        |        |                  |
| roximately |                  |        |        |                  |
| > 1,800    |                  |        |        |                  |
| >          |                  |        |        |                  |
|  students, |                  |        |        |                  |
| > parents  |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  education |                  |        |        |                  |
| > prof     |                  |        |        |                  |
| essionals. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **O      |                  |        |        |                  |
| utcomes**: |                  |        |        |                  |
|            |                  |        |        |                  |
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|     result |                  |        |        |                  |
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|            |                  |        |        |                  |
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|            |                  |        |        |                  |
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| onferences |                  |        |        |                  |
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|            |                  |        |        |                  |
|   increase |                  |        |        |                  |
|     in the |                  |        |        |                  |
|     number |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     local  |                  |        |        |                  |
|     school |                  |        |        |                  |
|            |                  |        |        |                  |
|  districts |                  |        |        |                  |
|     that   |                  |        |        |                  |
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|            |                  |        |        |                  |
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|            |                  |        |        |                  |
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|     di     |                  |        |        |                  |
| sabilities |                  |        |        |                  |
|     age 14 |                  |        |        |                  |
|     and    |                  |        |        |                  |
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|     This   |                  |        |        |                  |
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|            |                  |        |        |                  |
|   increase |                  |        |        |                  |
|     in the |                  |        |        |                  |
|     number |                  |        |        |                  |
|     of     |                  |        |        |                  |
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|     n      |                  |        |        |                  |
| ominations |                  |        |        |                  |
|     for    |                  |        |        |                  |
|            |                  |        |        |                  |
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| nferences. |                  |        |        |                  |
|     In     |                  |        |        |                  |
|            |                  |        |        |                  |
|  addition, |                  |        |        |                  |
|     there  |                  |        |        |                  |
|     is an  |                  |        |        |                  |
|            |                  |        |        |                  |
|   increase |                  |        |        |                  |
|     in     |                  |        |        |                  |
|     both   |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     number |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
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|     with   |                  |        |        |                  |
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|            |                  |        |        |                  |
|   selected |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|    present |                  |        |        |                  |
|            |                  |        |        |                  |
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|     and    |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     number |                  |        |        |                  |
|     of     |                  |        |        |                  |
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|     these  |                  |        |        |                  |
|            |                  |        |        |                  |
|   students |                  |        |        |                  |
|            |                  |        |        |                  |
|  represent |                  |        |        |                  |
|     as     |                  |        |        |                  |
|            |                  |        |        |                  |
|  indicated |                  |        |        |                  |
|     below: |                  |        |        |                  |
|            |                  |        |        |                  |
| > 2001:    |                  |        |        |                  |
| > 100      |                  |        |        |                  |
| > students |                  |        |        |                  |
| > with     |                  |        |        |                  |
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| sabilities |                  |        |        |                  |
| > re       |                  |        |        |                  |
| presenting |                  |        |        |                  |
| > 25 local |                  |        |        |                  |
| > school   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  districts |                  |        |        |                  |
| >          |                  |        |        |                  |
| > 2002:    |                  |        |        |                  |
| > 252      |                  |        |        |                  |
| > students |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > di       |                  |        |        |                  |
| sabilities |                  |        |        |                  |
| > re       |                  |        |        |                  |
| presenting |                  |        |        |                  |
| > 29 local |                  |        |        |                  |
| > school   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  districts |                  |        |        |                  |
| >          |                  |        |        |                  |
| > 2003:    |                  |        |        |                  |
| > 323      |                  |        |        |                  |
| > students |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > di       |                  |        |        |                  |
| sabilities |                  |        |        |                  |
| > re       |                  |        |        |                  |
| presenting |                  |        |        |                  |
| > 46 local |                  |        |        |                  |
| > school   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  districts |                  |        |        |                  |
|            |                  |        |        |                  |
| -   A      |                  |        |        |                  |
|     s      |                  |        |        |                  |
| ignificant |                  |        |        |                  |
|            |                  |        |        |                  |
|  outgrowth |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     NJOSEP |                  |        |        |                  |
|            |                  |        |        |                  |
|    Student |                  |        |        |                  |
|            |                  |        |        |                  |
| Leadership |                  |        |        |                  |
|     C      |                  |        |        |                  |
| onferences |                  |        |        |                  |
|     has    |                  |        |        |                  |
|     been   |                  |        |        |                  |
|     the    |                  |        |        |                  |
|            |                  |        |        |                  |
|  formation |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     local  |                  |        |        |                  |
|            |                  |        |        |                  |
|    student |                  |        |        |                  |
|            |                  |        |        |                  |
|    speaker |                  |        |        |                  |
|            |                  |        |        |                  |
|    bureaus |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     par    |                  |        |        |                  |
| ticipation |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|   students |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     di     |                  |        |        |                  |
| sabilities |                  |        |        |                  |
|     at     |                  |        |        |                  |
|            |                  |        |        |                  |
|    county, |                  |        |        |                  |
|            |                  |        |        |                  |
|  regional, |                  |        |        |                  |
|     state  |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|   national |                  |        |        |                  |
|     level  |                  |        |        |                  |
|     c      |                  |        |        |                  |
| onferences |                  |        |        |                  |
|            |                  |        |        |                  |
|   focusing |                  |        |        |                  |
|     on     |                  |        |        |                  |
|     sel    |                  |        |        |                  |
| f-advocacy |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     i      |                  |        |        |                  |
| ndividuals |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     dis    |                  |        |        |                  |
| abilities. |                  |        |        |                  |
|            |                  |        |        |                  |
| > **b.     |                  |        |        |                  |
| > *New     |                  |        |        |                  |
| > Jersey   |                  |        |        |                  |
| > State    |                  |        |        |                  |
| > I        |                  |        |        |                  |
| mprovement |                  |        |        |                  |
| > Gr       |                  |        |        |                  |
| ant****:** |                  |        |        |                  |
| Transition |                  |        |        |                  |
| > Co       |                  |        |        |                  |
| ordination |                  |        |        |                  |
| >          |                  |        |        |                  |
| Competency |                  |        |        |                  |
| > P        |                  |        |        |                  |
| roject**:* |                  |        |        |                  |
| > Through  |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > NJSIG    |                  |        |        |                  |
| > p        |                  |        |        |                  |
| artnership |                  |        |        |                  |
| >          |                  |        |        |                  |
|  agreement |                  |        |        |                  |
| > with The |                  |        |        |                  |
| > Boggs    |                  |        |        |                  |
| > Center,  |                  |        |        |                  |
| >          |                  |        |        |                  |
| University |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > Medicine |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Dentistry |                  |        |        |                  |
| > of New   |                  |        |        |                  |
| > Jersey,  |                  |        |        |                  |
| > a course |                  |        |        |                  |
| > focused  |                  |        |        |                  |
| > on the   |                  |        |        |                  |
| > co       |                  |        |        |                  |
| ordination |                  |        |        |                  |
| > of       |                  |        |        |                  |
| >          |                  |        |        |                  |
| transition |                  |        |        |                  |
| > services |                  |        |        |                  |
| > was      |                  |        |        |                  |
| >          |                  |        |        |                  |
| developed. |                  |        |        |                  |
| > Through  |                  |        |        |                  |
| > a        |                  |        |        |                  |
| > c        |                  |        |        |                  |
| ompetitive |                  |        |        |                  |
| > a        |                  |        |        |                  |
| pplication |                  |        |        |                  |
| > process, |                  |        |        |                  |
| > local    |                  |        |        |                  |
| > school   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  districts |                  |        |        |                  |
| >          |                  |        |        |                  |
| throughout |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > state    |                  |        |        |                  |
| > had the  |                  |        |        |                  |
| > o        |                  |        |        |                  |
| pportunity |                  |        |        |                  |
| > to apply |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > par      |                  |        |        |                  |
| ticipation |                  |        |        |                  |
| > in the   |                  |        |        |                  |
| >          |                  |        |        |                  |
| transition |                  |        |        |                  |
| > course.  |                  |        |        |                  |
| >          |                  |        |        |                  |
| Consistent |                  |        |        |                  |
| > with the |                  |        |        |                  |
| > design   |                  |        |        |                  |
| > of the   |                  |        |        |                  |
| > NJSIG,   |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > course   |                  |        |        |                  |
| > was      |                  |        |        |                  |
| > intended |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > "provide |                  |        |        |                  |
| > i        |                  |        |        |                  |
| nformation |                  |        |        |                  |
| > beyond   |                  |        |        |                  |
| > the      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  awareness |                  |        |        |                  |
| > level    |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > change   |                  |        |        |                  |
| > local    |                  |        |        |                  |
| > district |                  |        |        |                  |
| >          |                  |        |        |                  |
|  practices |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > regard   |                  |        |        |                  |
| > to the   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  provision |                  |        |        |                  |
| > of       |                  |        |        |                  |
| >          |                  |        |        |                  |
| transition |                  |        |        |                  |
| >          |                  |        |        |                  |
| services." |                  |        |        |                  |
| > Spe      |                  |        |        |                  |
| cifically, |                  |        |        |                  |
| > course   |                  |        |        |                  |
| > pa       |                  |        |        |                  |
| rticipants |                  |        |        |                  |
| > were     |                  |        |        |                  |
| > expected |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > obtain   |                  |        |        |                  |
| > the      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  knowledge |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > skills   |                  |        |        |                  |
| > needed   |                  |        |        |                  |
| > to:      |                  |        |        |                  |
|            |                  |        |        |                  |
| -          |                  |        |        |                  |
|    Perform |                  |        |        |                  |
|            |                  |        |        |                  |
| meaningful |                  |        |        |                  |
|            |                  |        |        |                  |
| assessment |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|   identify |                  |        |        |                  |
|            |                  |        |        |                  |
|  students' |                  |        |        |                  |
|            |                  |        |        |                  |
| strengths, |                  |        |        |                  |
|            |                  |        |        |                  |
| interests, |                  |        |        |                  |
|     pr     |                  |        |        |                  |
| eferences, |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|    desired |                  |        |        |                  |
|     post   |                  |        |        |                  |
| -secondary |                  |        |        |                  |
|            |                  |        |        |                  |
|  outcomes; |                  |        |        |                  |
|            |                  |        |        |                  |
| -          |                  |        |        |                  |
|    Develop |                  |        |        |                  |
|     the    |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
| components |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|  students' |                  |        |        |                  |
|     IEPs;  |                  |        |        |                  |
|            |                  |        |        |                  |
| -          |                  |        |        |                  |
|    Connect |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|   services |                  |        |        |                  |
|     to the |                  |        |        |                  |
|     New    |                  |        |        |                  |
|     Jersey |                  |        |        |                  |
|     core   |                  |        |        |                  |
|            |                  |        |        |                  |
| curriculum |                  |        |        |                  |
|            |                  |        |        |                  |
|    content |                  |        |        |                  |
|            |                  |        |        |                  |
| standards; |                  |        |        |                  |
|            |                  |        |        |                  |
| -          |                  |        |        |                  |
|    Conduct |                  |        |        |                  |
|     commu  |                  |        |        |                  |
| nity-based |                  |        |        |                  |
|            |                  |        |        |                  |
| education; |                  |        |        |                  |
|            |                  |        |        |                  |
| -   E      |                  |        |        |                  |
| ffectively |                  |        |        |                  |
|     c      |                  |        |        |                  |
| ollaborate |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     all    |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     st     |                  |        |        |                  |
| akeholders |                  |        |        |                  |
|     in the |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|   process; |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
| > Prepare  |                  |        |        |                  |
| > students |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > their    |                  |        |        |                  |
| > desired  |                  |        |        |                  |
| > futures  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  including |                  |        |        |                  |
| > e        |                  |        |        |                  |
| mployment, |                  |        |        |                  |
| > post     |                  |        |        |                  |
| -secondary |                  |        |        |                  |
| >          |                  |        |        |                  |
|  education |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  training, |                  |        |        |                  |
| >          |                  |        |        |                  |
| recreation |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > leisure, |                  |        |        |                  |
| >          |                  |        |        |                  |
|  community |                  |        |        |                  |
| > in       |                  |        |        |                  |
| volvement, |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > housing. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > The      |                  |        |        |                  |
| > tw       |                  |        |        |                  |
| o-semester |                  |        |        |                  |
| > course   |                  |        |        |                  |
| > was      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  developed |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > include  |                  |        |        |                  |
| > content  |                  |        |        |                  |
| > pre      |                  |        |        |                  |
| sentations |                  |        |        |                  |
| > that     |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| > followed |                  |        |        |                  |
| > by an    |                  |        |        |                  |
| > on-site  |                  |        |        |                  |
| >          |                  |        |        |                  |
| practicum. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > Ten      |                  |        |        |                  |
| > local    |                  |        |        |                  |
| > school   |                  |        |        |                  |
| >          |                  |        |        |                  |
| districts, |                  |        |        |                  |
| >          |                  |        |        |                  |
| indicating |                  |        |        |                  |
| > a        |                  |        |        |                  |
| >          |                  |        |        |                  |
| commitment |                  |        |        |                  |
| > to use   |                  |        |        |                  |
| > course   |                  |        |        |                  |
| > i        |                  |        |        |                  |
| nformation |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > tools to |                  |        |        |                  |
| > improve  |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > content  |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > quality  |                  |        |        |                  |
| > of their |                  |        |        |                  |
| >          |                  |        |        |                  |
| district's |                  |        |        |                  |
| >          |                  |        |        |                  |
| transition |                  |        |        |                  |
| >          |                  |        |        |                  |
|  services, |                  |        |        |                  |
| > were     |                  |        |        |                  |
| > selected |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > par      |                  |        |        |                  |
| ticipation |                  |        |        |                  |
| > in the   |                  |        |        |                  |
| > course.  |                  |        |        |                  |
| > The      |                  |        |        |                  |
| > content  |                  |        |        |                  |
| > portion  |                  |        |        |                  |
| > of the   |                  |        |        |                  |
| > course   |                  |        |        |                  |
| > was      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  delivered |                  |        |        |                  |
| > through  |                  |        |        |                  |
| > a series |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > lectures |                  |        |        |                  |
| > held     |                  |        |        |                  |
| > between  |                  |        |        |                  |
| > February |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > April    |                  |        |        |                  |
| > 2003;    |                  |        |        |                  |
| > the      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  follow-up |                  |        |        |                  |
| >          |                  |        |        |                  |
|  practicum |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| > held     |                  |        |        |                  |
| > during   |                  |        |        |                  |
| > Project  |                  |        |        |                  |
| > Year 3.  |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **O      |                  |        |        |                  |
| utcomes:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   Each   |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     ten    |                  |        |        |                  |
|     local  |                  |        |        |                  |
|     school |                  |        |        |                  |
|            |                  |        |        |                  |
|  districts |                  |        |        |                  |
|            |                  |        |        |                  |
|  submitted |                  |        |        |                  |
|            |                  |        |        |                  |
|    actions |                  |        |        |                  |
|     plans  |                  |        |        |                  |
|            |                  |        |        |                  |
| specifying |                  |        |        |                  |
|     the    |                  |        |        |                  |
|            |                  |        |        |                  |
|    area(s) |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|   planning |                  |        |        |                  |
|     they   |                  |        |        |                  |
|     would  |                  |        |        |                  |
|     focus  |                  |        |        |                  |
|     on     |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     regard |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|   changing |                  |        |        |                  |
|     local  |                  |        |        |                  |
|            |                  |        |        |                  |
|   district |                  |        |        |                  |
|            |                  |        |        |                  |
| practices. |                  |        |        |                  |
|     A      |                  |        |        |                  |
|            |                  |        |        |                  |
|    content |                  |        |        |                  |
|            |                  |        |        |                  |
|   analysis |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     action |                  |        |        |                  |
|     plans  |                  |        |        |                  |
|            |                  |        |        |                  |
|  submitted |                  |        |        |                  |
|     by the |                  |        |        |                  |
|     ten    |                  |        |        |                  |
|     LEAs   |                  |        |        |                  |
|     was    |                  |        |        |                  |
|            |                  |        |        |                  |
| conducted. |                  |        |        |                  |
|     The    |                  |        |        |                  |
|     course |                  |        |        |                  |
|            |                  |        |        |                  |
|  practicum |                  |        |        |                  |
|     was    |                  |        |        |                  |
|            |                  |        |        |                  |
|    planned |                  |        |        |                  |
|     to     |                  |        |        |                  |
|     assist |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     LEAs   |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     impl   |                  |        |        |                  |
| ementation |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     action |                  |        |        |                  |
|     plans. |                  |        |        |                  |
|            |                  |        |        |                  |
| -   A      |                  |        |        |                  |
|            |                  |        |        |                  |
|    content |                  |        |        |                  |
|            |                  |        |        |                  |
|   analysis |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     action |                  |        |        |                  |
|     plans  |                  |        |        |                  |
|            |                  |        |        |                  |
|  submitted |                  |        |        |                  |
|            |                  |        |        |                  |
|  indicated |                  |        |        |                  |
|     that   |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     course |                  |        |        |                  |
|            |                  |        |        |                  |
|    content |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     course |                  |        |        |                  |
|            |                  |        |        |                  |
|   delivery |                  |        |        |                  |
|     need   |                  |        |        |                  |
|     to be  |                  |        |        |                  |
|            |                  |        |        |                  |
|    revised |                  |        |        |                  |
|     to     |                  |        |        |                  |
|     enable |                  |        |        |                  |
|     LEAs   |                  |        |        |                  |
|     to     |                  |        |        |                  |
|     focus  |                  |        |        |                  |
|     on one |                  |        |        |                  |
|            |                  |        |        |                  |
|   specific |                  |        |        |                  |
|     aspect |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|  planning. |                  |        |        |                  |
|     A      |                  |        |        |                  |
|     det    |                  |        |        |                  |
| ermination |                  |        |        |                  |
|     was    |                  |        |        |                  |
|     made   |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|    develop |                  |        |        |                  |
|     three  |                  |        |        |                  |
|     ins    |                  |        |        |                  |
| tructional |                  |        |        |                  |
|            |                  |        |        |                  |
|    modules |                  |        |        |                  |
|     during |                  |        |        |                  |
|     the    |                  |        |        |                  |
|            |                  |        |        |                  |
|  2003-2004 |                  |        |        |                  |
|     school |                  |        |        |                  |
|     years. |                  |        |        |                  |
|     These  |                  |        |        |                  |
|            |                  |        |        |                  |
|    modules |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     focus  |                  |        |        |                  |
|     on     |                  |        |        |                  |
|            |                  |        |        |                  |
|  community |                  |        |        |                  |
|     based  |                  |        |        |                  |
|     in     |                  |        |        |                  |
| struction, |                  |        |        |                  |
|     career |                  |        |        |                  |
|            |                  |        |        |                  |
|  awareness |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     pos    |                  |        |        |                  |
| tsecondary |                  |        |        |                  |
|            |                  |        |        |                  |
|  outcomes, |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     sel    |                  |        |        |                  |
| f-advocacy |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|   self-det |                  |        |        |                  |
| ermination |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***c.    |                  |        |        |                  |
| > New      |                  |        |        |                  |
| > Jersey   |                  |        |        |                  |
| > State    |                  |        |        |                  |
| > I        |                  |        |        |                  |
| mprovement |                  |        |        |                  |
| > Grant -  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Promoting |                  |        |        |                  |
| > Student  |                  |        |        |                  |
| > Sel      |                  |        |        |                  |
| f-Advocacy |                  |        |        |                  |
| > through  |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > Centers  |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > I        |                  |        |        |                  |
| ndependent |                  |        |        |                  |
| >          |                  |        |        |                  |
| Living:*** |                  |        |        |                  |
| > During   |                  |        |        |                  |
| > NJSIG    |                  |        |        |                  |
| > Project  |                  |        |        |                  |
| > Years 1  |                  |        |        |                  |
| > and 2    |                  |        |        |                  |
| > (        |                  |        |        |                  |
| 8/01-7/03) |                  |        |        |                  |
| > NJOSEP   |                  |        |        |                  |
| > co       |                  |        |        |                  |
| llaborated |                  |        |        |                  |
| > with the |                  |        |        |                  |
| > New      |                  |        |        |                  |
| > Jersey   |                  |        |        |                  |
| > Division |                  |        |        |                  |
| > of       |                  |        |        |                  |
| >          |                  |        |        |                  |
| Vocational |                  |        |        |                  |
| > Reha     |                  |        |        |                  |
| bilitation |                  |        |        |                  |
| > Services |                  |        |        |                  |
| >          |                  |        |        |                  |
|  regarding |                  |        |        |                  |
| > the      |                  |        |        |                  |
| >          |                  |        |        |                  |
| parameters |                  |        |        |                  |
| > of a     |                  |        |        |                  |
| > Notice   |                  |        |        |                  |
| > of Grant |                  |        |        |                  |
| > O        |                  |        |        |                  |
| pportunity |                  |        |        |                  |
| > (NGO),   |                  |        |        |                  |
| > focused  |                  |        |        |                  |
| > on       |                  |        |        |                  |
| >          |                  |        |        |                  |
| increasing |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > number   |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > students |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > di       |                  |        |        |                  |
| sabilities |                  |        |        |                  |
| > prepared |                  |        |        |                  |
| > to       |                  |        |        |                  |
| >          |                  |        |        |                  |
| transition |                  |        |        |                  |
| > from     |                  |        |        |                  |
| > school   |                  |        |        |                  |
| > to adult |                  |        |        |                  |
| > life. In |                  |        |        |                  |
| >          |                  |        |        |                  |
|  addition, |                  |        |        |                  |
| > a NJSIG  |                  |        |        |                  |
| > staff    |                  |        |        |                  |
| > repr     |                  |        |        |                  |
| esentative |                  |        |        |                  |
| > attended |                  |        |        |                  |
| > several  |                  |        |        |                  |
| > of the   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Statewide |                  |        |        |                  |
| > I        |                  |        |        |                  |
| ndependent |                  |        |        |                  |
| > Living   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Council's |                  |        |        |                  |
| > monthly  |                  |        |        |                  |
| > meetings |                  |        |        |                  |
| > to gain  |                  |        |        |                  |
| > f        |                  |        |        |                  |
| amiliarity |                  |        |        |                  |
| > with the |                  |        |        |                  |
| > issues   |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > concerns |                  |        |        |                  |
| > of the   |                  |        |        |                  |
| > Centers  |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > I        |                  |        |        |                  |
| ndependent |                  |        |        |                  |
| > Living   |                  |        |        |                  |
| > as they  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  pertained |                  |        |        |                  |
| > to the   |                  |        |        |                  |
| > d        |                  |        |        |                  |
| evelopment |                  |        |        |                  |
| > of the   |                  |        |        |                  |
| > grant.   |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **       |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
| >          |                  |        |        |                  |
| > NJOSEP   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  developed |                  |        |        |                  |
| > the NGO, |                  |        |        |                  |
| > The      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Promoting |                  |        |        |                  |
| > Sel      |                  |        |        |                  |
| f-Advocacy |                  |        |        |                  |
| > I        |                  |        |        |                  |
| nitiative, |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > prepared |                  |        |        |                  |
| > it for   |                  |        |        |                  |
| > issuance |                  |        |        |                  |
| > to the   |                  |        |        |                  |
| > CILs by  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  September |                  |        |        |                  |
| > 2003,    |                  |        |        |                  |
| > with a   |                  |        |        |                  |
| > response |                  |        |        |                  |
| > due date |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > December |                  |        |        |                  |
| > 2003,    |                  |        |        |                  |
| > and an   |                  |        |        |                  |
| > a        |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| > contract |                  |        |        |                  |
| > date of  |                  |        |        |                  |
| > April    |                  |        |        |                  |
| > 2004.    |                  |        |        |                  |
+------------+------------------+--------+--------+------------------+
| **4.      |                  |        |        |                  |
| Projected  |                  |        |        |                  |
| Targets:** |                  |        |        |                  |
|            |                  |        |        |                  |
| Increased  |                  |        |        |                  |
| capability |                  |        |        |                  |
| of NJOSEP  |                  |        |        |                  |
| to collect |                  |        |        |                  |
| and        |                  |        |        |                  |
| analyze    |                  |        |        |                  |
| p          |                  |        |        |                  |
| ost-school |                  |        |        |                  |
| outcome    |                  |        |        |                  |
| data of    |                  |        |        |                  |
| students   |                  |        |        |                  |
| with       |                  |        |        |                  |
| di         |                  |        |        |                  |
| sabilities |                  |        |        |                  |
| and        |                  |        |        |                  |
| n          |                  |        |        |                  |
| ondisabled |                  |        |        |                  |
| youth as a |                  |        |        |                  |
| result of  |                  |        |        |                  |
| the NJDOE  |                  |        |        |                  |
| d          |                  |        |        |                  |
| evelopment |                  |        |        |                  |
| of a       |                  |        |        |                  |
| student    |                  |        |        |                  |
| database.  |                  |        |        |                  |
|            |                  |        |        |                  |
| As         |                  |        |        |                  |
| e          |                  |        |        |                  |
| stablished |                  |        |        |                  |
| in the     |                  |        |        |                  |
| NJSIG      |                  |        |        |                  |
| Project    |                  |        |        |                  |
| E          |                  |        |        |                  |
| valuation: |                  |        |        |                  |
|            |                  |        |        |                  |
| -          |                  |        |        |                  |
|  Increased |                  |        |        |                  |
|     par    |                  |        |        |                  |
| ticipation |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|   decision |                  |        |        |                  |
|     making |                  |        |        |                  |
|     in the |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|   planning |                  |        |        |                  |
|            |                  |        |        |                  |
|    process |                  |        |        |                  |
|     among  |                  |        |        |                  |
|     youth  |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     di     |                  |        |        |                  |
| sabilities |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     their  |                  |        |        |                  |
|            |                  |        |        |                  |
|  families. |                  |        |        |                  |
|            |                  |        |        |                  |
| -          |                  |        |        |                  |
|  Increased |                  |        |        |                  |
|     use of |                  |        |        |                  |
|            |                  |        |        |                  |
|   self-det |                  |        |        |                  |
| ermination |                  |        |        |                  |
|     skills |                  |        |        |                  |
|     in     |                  |        |        |                  |
|     their  |                  |        |        |                  |
|     daily  |                  |        |        |                  |
|     lives  |                  |        |        |                  |
|     among  |                  |        |        |                  |
|     youth  |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     dis    |                  |        |        |                  |
| abilities. |                  |        |        |                  |
|            |                  |        |        |                  |
| -          |                  |        |        |                  |
|  Increased |                  |        |        |                  |
|     co     |                  |        |        |                  |
| ordination |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|  services, |                  |        |        |                  |
|            |                  |        |        |                  |
|  including |                  |        |        |                  |
|     i      |                  |        |        |                  |
| nteragency |                  |        |        |                  |
|            |                  |        |        |                  |
|  linkages, |                  |        |        |                  |
|            |                  |        |        |                  |
|    focused |                  |        |        |                  |
|     on     |                  |        |        |                  |
|     p      |                  |        |        |                  |
| ost-school |                  |        |        |                  |
|            |                  |        |        |                  |
|  outcomes. |                  |        |        |                  |
+------------+------------------+--------+--------+------------------+
| **5.      |                  |        |        |                  |
| Future     |                  |        |        |                  |
| Activities |                  |        |        |                  |
| to Achieve |                  |        |        |                  |
| Projected  |                  |        |        |                  |
| Targets/   |                  |        |        |                  |
| Results:** |                  |        |        |                  |
|            |                  |        |        |                  |
| NJOSEP     |                  |        |        |                  |
| will       |                  |        |        |                  |
| implement  |                  |        |        |                  |
| the        |                  |        |        |                  |
| activities |                  |        |        |                  |
| listed     |                  |        |        |                  |
| below      |                  |        |        |                  |
| between    |                  |        |        |                  |
| July 1,    |                  |        |        |                  |
| 2003 and   |                  |        |        |                  |
| June 30,   |                  |        |        |                  |
| 2004 to    |                  |        |        |                  |
| achieve    |                  |        |        |                  |
| the State  |                  |        |        |                  |
| Goal,      |                  |        |        |                  |
| P          |                  |        |        |                  |
| erformance |                  |        |        |                  |
| I          |                  |        |        |                  |
| ndicators, |                  |        |        |                  |
| and        |                  |        |        |                  |
| Targets:   |                  |        |        |                  |
|            |                  |        |        |                  |
| **I.       |                  |        |        |                  |
| P          |                  |        |        |                  |
| ost-School |                  |        |        |                  |
| Data       |                  |        |        |                  |
| Collection |                  |        |        |                  |
| and        |                  |        |        |                  |
| A          |                  |        |        |                  |
| nalyses:** |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***a.    |                  |        |        |                  |
| > NJDOE    |                  |        |        |                  |
| > Student  |                  |        |        |                  |
| > Da       |                  |        |        |                  |
| tabase:*** |                  |        |        |                  |
| > It is    |                  |        |        |                  |
| > a        |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| > that the |                  |        |        |                  |
| > initial  |                  |        |        |                  |
| > pilot of |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > NJDOE    |                  |        |        |                  |
| > student  |                  |        |        |                  |
| > database |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| > i        |                  |        |        |                  |
| mplemented |                  |        |        |                  |
| > during   |                  |        |        |                  |
| > the      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  2003-2004 |                  |        |        |                  |
| > school   |                  |        |        |                  |
| > year.    |                  |        |        |                  |
| > NJOSEP   |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > continue |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > p        |                  |        |        |                  |
| articipate |                  |        |        |                  |
| > in       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  planning, |                  |        |        |                  |
| > imple    |                  |        |        |                  |
| mentation, |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
| evaluation |                  |        |        |                  |
| > meetings |                  |        |        |                  |
| >          |                  |        |        |                  |
|  regarding |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > pilot    |                  |        |        |                  |
| > results  |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > dete     |                  |        |        |                  |
| rminations |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > future   |                  |        |        |                  |
| > actions. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| >          |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   The    |                  |        |        |                  |
|     NJDOE  |                  |        |        |                  |
|            |                  |        |        |                  |
|   database |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     i      |                  |        |        |                  |
| ncorporate |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     data   |                  |        |        |                  |
|     re     |                  |        |        |                  |
| quirements |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|    NJOSEP. |                  |        |        |                  |
|            |                  |        |        |                  |
| **II.      |                  |        |        |                  |
| Compliance |                  |        |        |                  |
| with       |                  |        |        |                  |
| Secondary  |                  |        |        |                  |
| Transition |                  |        |        |                  |
| Requi      |                  |        |        |                  |
| rements:** |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***a.    |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Continued |                  |        |        |                  |
| > Co       |                  |        |        |                  |
| ordination |                  |        |        |                  |
| > of       |                  |        |        |                  |
| >          |                  |        |        |                  |
| Monitoring |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Technical |                  |        |        |                  |
| > Assi     |                  |        |        |                  |
| stance:*** |                  |        |        |                  |
| > 121      |                  |        |        |                  |
| > local    |                  |        |        |                  |
| > school   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  districts |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > p        |                  |        |        |                  |
| articipate |                  |        |        |                  |
| > in the   |                  |        |        |                  |
| > local    |                  |        |        |                  |
| > school   |                  |        |        |                  |
| > district |                  |        |        |                  |
| > self-    |                  |        |        |                  |
| assessment |                  |        |        |                  |
| > process  |                  |        |        |                  |
| > during   |                  |        |        |                  |
| > the      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  2003-2004 |                  |        |        |                  |
| > school   |                  |        |        |                  |
| > year.    |                  |        |        |                  |
| > Repre    |                  |        |        |                  |
| sentatives |                  |        |        |                  |
| > from the |                  |        |        |                  |
| > district |                  |        |        |                  |
| > steering |                  |        |        |                  |
| >          |                  |        |        |                  |
| committees |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > p        |                  |        |        |                  |
| articipate |                  |        |        |                  |
| > in       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  technical |                  |        |        |                  |
| >          |                  |        |        |                  |
| assistance |                  |        |        |                  |
| > sessions |                  |        |        |                  |
| >          |                  |        |        |                  |
|  conducted |                  |        |        |                  |
| > by the   |                  |        |        |                  |
| > Bureau   |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > Program  |                  |        |        |                  |
| > Acco     |                  |        |        |                  |
| untability |                  |        |        |                  |
| > and the  |                  |        |        |                  |
| > Bureau   |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > Program  |                  |        |        |                  |
| > D        |                  |        |        |                  |
| evelopment |                  |        |        |                  |
| > relative |                  |        |        |                  |
| > to the   |                  |        |        |                  |
| > iden     |                  |        |        |                  |
| tification |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
| correction |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > non-c    |                  |        |        |                  |
| ompliance. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| >          |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   As a   |                  |        |        |                  |
|     result |                  |        |        |                  |
|     of the |                  |        |        |                  |
|            |                  |        |        |                  |
|  technical |                  |        |        |                  |
|            |                  |        |        |                  |
| assistance |                  |        |        |                  |
|            |                  |        |        |                  |
|  sessions, |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     121    |                  |        |        |                  |
|     LEAs   |                  |        |        |                  |
|     par    |                  |        |        |                  |
| ticipating |                  |        |        |                  |
|     in the |                  |        |        |                  |
|     self-  |                  |        |        |                  |
| assessment |                  |        |        |                  |
|            |                  |        |        |                  |
|    process |                  |        |        |                  |
|     will   |                  |        |        |                  |
|            |                  |        |        |                  |
| accurately |                  |        |        |                  |
|            |                  |        |        |                  |
|   identify |                  |        |        |                  |
|     areas  |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|   strength |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     areas  |                  |        |        |                  |
|     in     |                  |        |        |                  |
|     need   |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     i      |                  |        |        |                  |
| mprovement |                  |        |        |                  |
|            |                  |        |        |                  |
|   relative |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|  Secondary |                  |        |        |                  |
|            |                  |        |        |                  |
| Transition |                  |        |        |                  |
|     req    |                  |        |        |                  |
| uirements, |                  |        |        |                  |
|            |                  |        |        |                  |
|  resulting |                  |        |        |                  |
|     in the |                  |        |        |                  |
|            |                  |        |        |                  |
| correction |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     non-   |                  |        |        |                  |
| compliance |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|   improved |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|  services. |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***b.    |                  |        |        |                  |
| > Ve       |                  |        |        |                  |
| rification |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > Impl     |                  |        |        |                  |
| ementation |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > I        |                  |        |        |                  |
| mprovement |                  |        |        |                  |
| > Plan     |                  |        |        |                  |
| > Acti     |                  |        |        |                  |
| vities:*** |                  |        |        |                  |
| > NJDOE    |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > conduct  |                  |        |        |                  |
| > ve       |                  |        |        |                  |
| rification |                  |        |        |                  |
| > a        |                  |        |        |                  |
| ctivities, |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > include  |                  |        |        |                  |
| > desk     |                  |        |        |                  |
| > audits   |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > on-site  |                  |        |        |                  |
| > visits,  |                  |        |        |                  |
| > to       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  determine |                  |        |        |                  |
| > whether  |                  |        |        |                  |
| > i        |                  |        |        |                  |
| mprovement |                  |        |        |                  |
| > plan     |                  |        |        |                  |
| >          |                  |        |        |                  |
| activities |                  |        |        |                  |
| > have     |                  |        |        |                  |
| > been     |                  |        |        |                  |
| > i        |                  |        |        |                  |
| mplemented |                  |        |        |                  |
| > and have |                  |        |        |                  |
| > resulted |                  |        |        |                  |
| > in       |                  |        |        |                  |
| >          |                  |        |        |                  |
| compliance |                  |        |        |                  |
| > with     |                  |        |        |                  |
| >          |                  |        |        |                  |
| transition |                  |        |        |                  |
| > re       |                  |        |        |                  |
| quirements |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > improved |                  |        |        |                  |
| >          |                  |        |        |                  |
| transition |                  |        |        |                  |
| > services |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > students |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > dis      |                  |        |        |                  |
| abilities. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| >          |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   As a   |                  |        |        |                  |
|     result |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     impl   |                  |        |        |                  |
| ementation |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     these  |                  |        |        |                  |
|     ve     |                  |        |        |                  |
| rification |                  |        |        |                  |
|     a      |                  |        |        |                  |
| ctivities, |                  |        |        |                  |
|     NJOSEP |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     be     |                  |        |        |                  |
|     able   |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|  determine |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     extent |                  |        |        |                  |
|     to     |                  |        |        |                  |
|     which  |                  |        |        |                  |
|     LEAs   |                  |        |        |                  |
|     have   |                  |        |        |                  |
|            |                  |        |        |                  |
|  corrected |                  |        |        |                  |
|     non-   |                  |        |        |                  |
| compliance |                  |        |        |                  |
|     in     |                  |        |        |                  |
|     those  |                  |        |        |                  |
|     areas  |                  |        |        |                  |
|            |                  |        |        |                  |
|    related |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|  Secondary |                  |        |        |                  |
|     T      |                  |        |        |                  |
| ransition. |                  |        |        |                  |
|            |                  |        |        |                  |
| > **c.     |                  |        |        |                  |
| > *NJOSEP* |                  |        |        |                  |
| > *Data    |                  |        |        |                  |
| > E        |                  |        |        |                  |
| nhancement |                  |        |        |                  |
| > Grant:   |                  |        |        |                  |
| >          |                  |        |        |                  |
| ***NJOSEP, |                  |        |        |                  |
| > through  |                  |        |        |                  |
| > its Data |                  |        |        |                  |
| > E        |                  |        |        |                  |
| nhancement |                  |        |        |                  |
| > Grant,   |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > develop  |                  |        |        |                  |
| > a data   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  warehouse |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > m        |                  |        |        |                  |
| onitoring, |                  |        |        |                  |
| >          |                  |        |        |                  |
|  complaint |                  |        |        |                  |
| > inve     |                  |        |        |                  |
| stigation, |                  |        |        |                  |
| > and due  |                  |        |        |                  |
| > process  |                  |        |        |                  |
| > data     |                  |        |        |                  |
| >          |                  |        |        |                  |
|  including |                  |        |        |                  |
| > the      |                  |        |        |                  |
| >          |                  |        |        |                  |
| compliance |                  |        |        |                  |
| > i        |                  |        |        |                  |
| nformation |                  |        |        |                  |
| > for the  |                  |        |        |                  |
| > area of  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Secondary |                  |        |        |                  |
| > T        |                  |        |        |                  |
| ransition. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| >          |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   As a   |                  |        |        |                  |
|     result |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     Data   |                  |        |        |                  |
|     E      |                  |        |        |                  |
| nhancement |                  |        |        |                  |
|     Grant, |                  |        |        |                  |
|     NJOSEP |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     have a |                  |        |        |                  |
|     data   |                  |        |        |                  |
|     system |                  |        |        |                  |
|     that   |                  |        |        |                  |
|     will   |                  |        |        |                  |
|            |                  |        |        |                  |
| facilitate |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     iden   |                  |        |        |                  |
| tification |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
| statewide, |                  |        |        |                  |
|            |                  |        |        |                  |
|  regional, |                  |        |        |                  |
|            |                  |        |        |                  |
|    county, |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|   district |                  |        |        |                  |
|     level  |                  |        |        |                  |
|     areas  |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     need   |                  |        |        |                  |
|            |                  |        |        |                  |
|  regarding |                  |        |        |                  |
|     the    |                  |        |        |                  |
|            |                  |        |        |                  |
|  provision |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     FAPE,  |                  |        |        |                  |
|            |                  |        |        |                  |
|  including |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     area   |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|  Secondary |                  |        |        |                  |
|     T      |                  |        |        |                  |
| ransition. |                  |        |        |                  |
|            |                  |        |        |                  |
| **III.     |                  |        |        |                  |
| Program    |                  |        |        |                  |
| Imp        |                  |        |        |                  |
| rovement** |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***a.    |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Continued |                  |        |        |                  |
| > S        |                  |        |        |                  |
| ponsorship |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > Student  |                  |        |        |                  |
| >          |                  |        |        |                  |
| Leadership |                  |        |        |                  |
| > Confe    |                  |        |        |                  |
| rences:*** |                  |        |        |                  |
| > NJOSEP   |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > conduct  |                  |        |        |                  |
| > 6        |                  |        |        |                  |
| > regional |                  |        |        |                  |
| > student  |                  |        |        |                  |
| >          |                  |        |        |                  |
| leadership |                  |        |        |                  |
| > c        |                  |        |        |                  |
| onferences |                  |        |        |                  |
| >          |                  |        |        |                  |
|  scheduled |                  |        |        |                  |
| > for May  |                  |        |        |                  |
| > 2004.    |                  |        |        |                  |
| > The      |                  |        |        |                  |
| > c        |                  |        |        |                  |
| onferences |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > continue |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > provide  |                  |        |        |                  |
| > training |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > guidance |                  |        |        |                  |
| > to       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  students, |                  |        |        |                  |
| > parents, |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > school   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  personnel |                  |        |        |                  |
| > in the   |                  |        |        |                  |
| > areas of |                  |        |        |                  |
| > sel      |                  |        |        |                  |
| f-advocacy |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > legal    |                  |        |        |                  |
| > rights   |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > respon   |                  |        |        |                  |
| sibilities |                  |        |        |                  |
| >          |                  |        |        |                  |
|  featuring |                  |        |        |                  |
| > pre      |                  |        |        |                  |
| sentations |                  |        |        |                  |
| > by youth |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > young    |                  |        |        |                  |
| > adults   |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > dis      |                  |        |        |                  |
| abilities. |                  |        |        |                  |
| > Repre    |                  |        |        |                  |
| sentatives |                  |        |        |                  |
| > from the |                  |        |        |                  |
| > Centers  |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > I        |                  |        |        |                  |
| ndependent |                  |        |        |                  |
| > Living   |                  |        |        |                  |
| > involved |                  |        |        |                  |
| > in the   |                  |        |        |                  |
| > NJSIG    |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Promoting |                  |        |        |                  |
| > Student  |                  |        |        |                  |
| > Advocacy |                  |        |        |                  |
| >          |                  |        |        |                  |
| Initiative |                  |        |        |                  |
| > (III c.  |                  |        |        |                  |
| > below)   |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > p        |                  |        |        |                  |
| articipate |                  |        |        |                  |
| > in the   |                  |        |        |                  |
| > c        |                  |        |        |                  |
| onference, |                  |        |        |                  |
| >          |                  |        |        |                  |
|  expanding |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > par      |                  |        |        |                  |
| ticipating |                  |        |        |                  |
| >          |                  |        |        |                  |
|  agencies. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| >          |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   As a   |                  |        |        |                  |
|     result |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     par    |                  |        |        |                  |
| ticipation |                  |        |        |                  |
|     in the |                  |        |        |                  |
|            |                  |        |        |                  |
|    Student |                  |        |        |                  |
|            |                  |        |        |                  |
| Leadership |                  |        |        |                  |
|            |                  |        |        |                  |
| conference |                  |        |        |                  |
|     there  |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     be     |                  |        |        |                  |
|            |                  |        |        |                  |
|  continued |                  |        |        |                  |
|            |                  |        |        |                  |
|   increase |                  |        |        |                  |
|     in the |                  |        |        |                  |
|     number |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     LEAs   |                  |        |        |                  |
|     that   |                  |        |        |                  |
|     i      |                  |        |        |                  |
| ncorporate |                  |        |        |                  |
|     sel    |                  |        |        |                  |
| f-advocacy |                  |        |        |                  |
|     into   |                  |        |        |                  |
|     their  |                  |        |        |                  |
|     ins    |                  |        |        |                  |
| tructional |                  |        |        |                  |
|            |                  |        |        |                  |
|  programs, |                  |        |        |                  |
|     as a   |                  |        |        |                  |
|            |                  |        |        |                  |
|  component |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|  secondary |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|  planning. |                  |        |        |                  |
|     This   |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     be     |                  |        |        |                  |
|            |                  |        |        |                  |
|  evidenced |                  |        |        |                  |
|     in the |                  |        |        |                  |
|     number |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     LEAs   |                  |        |        |                  |
|     that   |                  |        |        |                  |
|     apply  |                  |        |        |                  |
|     to     |                  |        |        |                  |
|     have   |                  |        |        |                  |
|            |                  |        |        |                  |
|   students |                  |        |        |                  |
|     r      |                  |        |        |                  |
| epresented |                  |        |        |                  |
|     at the |                  |        |        |                  |
|            |                  |        |        |                  |
| conference |                  |        |        |                  |
|     as     |                  |        |        |                  |
|            |                  |        |        |                  |
|   workshop |                  |        |        |                  |
|     p      |                  |        |        |                  |
| resenters. |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***b.    |                  |        |        |                  |
| > New      |                  |        |        |                  |
| > Jersey   |                  |        |        |                  |
| > State    |                  |        |        |                  |
| > I        |                  |        |        |                  |
| mprovement |                  |        |        |                  |
| > Grant -  |                  |        |        |                  |
| >          |                  |        |        |                  |
| Transition |                  |        |        |                  |
| > Co       |                  |        |        |                  |
| ordination |                  |        |        |                  |
| >          |                  |        |        |                  |
| Competency |                  |        |        |                  |
| > P        |                  |        |        |                  |
| roject:*** |                  |        |        |                  |
| > NJOSEP   |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > continue |                  |        |        |                  |
| > col      |                  |        |        |                  |
| laborating |                  |        |        |                  |
| > with its |                  |        |        |                  |
| > NJSIG    |                  |        |        |                  |
| > partner, |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > Boggs    |                  |        |        |                  |
| > Center,  |                  |        |        |                  |
| > UMDNJ,   |                  |        |        |                  |
| > to       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  implement |                  |        |        |                  |
| > the      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  practicum |                  |        |        |                  |
| > for the  |                  |        |        |                  |
| > ten LEAs |                  |        |        |                  |
| > that     |                  |        |        |                  |
| > pa       |                  |        |        |                  |
| rticipated |                  |        |        |                  |
| > in the   |                  |        |        |                  |
| > course   |                  |        |        |                  |
| > focused  |                  |        |        |                  |
| > on the   |                  |        |        |                  |
| > co       |                  |        |        |                  |
| ordination |                  |        |        |                  |
| > of       |                  |        |        |                  |
| >          |                  |        |        |                  |
| transition |                  |        |        |                  |
| >          |                  |        |        |                  |
|  services. |                  |        |        |                  |
| > In       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  addition, |                  |        |        |                  |
| > three    |                  |        |        |                  |
| > ins      |                  |        |        |                  |
| tructional |                  |        |        |                  |
| > modules  |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  developed |                  |        |        |                  |
| > focusing |                  |        |        |                  |
| > on three |                  |        |        |                  |
| >          |                  |        |        |                  |
| components |                  |        |        |                  |
| > of       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  secondary |                  |        |        |                  |
| > t        |                  |        |        |                  |
| ransition: |                  |        |        |                  |
| > commu    |                  |        |        |                  |
| nity-based |                  |        |        |                  |
| > in       |                  |        |        |                  |
| struction, |                  |        |        |                  |
| > career   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  awareness |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > pos      |                  |        |        |                  |
| tsecondary |                  |        |        |                  |
| >          |                  |        |        |                  |
|  outcomes, |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > sel      |                  |        |        |                  |
| f-advocacy |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  self-dete |                  |        |        |                  |
| rmination, |                  |        |        |                  |
| > serving  |                  |        |        |                  |
| > as the   |                  |        |        |                  |
| > basis    |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > future   |                  |        |        |                  |
| > pr       |                  |        |        |                  |
| ofessional |                  |        |        |                  |
| > d        |                  |        |        |                  |
| evelopment |                  |        |        |                  |
| > focused  |                  |        |        |                  |
| > on the   |                  |        |        |                  |
| > co       |                  |        |        |                  |
| ordination |                  |        |        |                  |
| > of       |                  |        |        |                  |
| >          |                  |        |        |                  |
| transition |                  |        |        |                  |
| >          |                  |        |        |                  |
|  services. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| > O        |                  |        |        |                  |
| utcomes:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   As a   |                  |        |        |                  |
|     result |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     par    |                  |        |        |                  |
| ticipation |                  |        |        |                  |
|     in the |                  |        |        |                  |
|     NJSIG  |                  |        |        |                  |
|            |                  |        |        |                  |
| Transition |                  |        |        |                  |
|     Co     |                  |        |        |                  |
| ordination |                  |        |        |                  |
|            |                  |        |        |                  |
| Competency |                  |        |        |                  |
|            |                  |        |        |                  |
|    Project |                  |        |        |                  |
|     there  |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     be an  |                  |        |        |                  |
|            |                  |        |        |                  |
|  increased |                  |        |        |                  |
|     number |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     ins    |                  |        |        |                  |
| tructional |                  |        |        |                  |
|     staff  |                  |        |        |                  |
|            |                  |        |        |                  |
|   involved |                  |        |        |                  |
|     in     |                  |        |        |                  |
|            |                  |        |        |                  |
|   planning |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|  providing |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|   services |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     inc    |                  |        |        |                  |
| orporating |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|   relevant |                  |        |        |                  |
|            |                  |        |        |                  |
|    content |                  |        |        |                  |
|     into   |                  |        |        |                  |
|     course |                  |        |        |                  |
|            |                  |        |        |                  |
|   content. |                  |        |        |                  |
|            |                  |        |        |                  |
| -   By the |                  |        |        |                  |
|     end of |                  |        |        |                  |
|     NJSIG  |                  |        |        |                  |
|     Year 3 |                  |        |        |                  |
|            |                  |        |        |                  |
|    (8/04), |                  |        |        |                  |
|     three  |                  |        |        |                  |
|     ins    |                  |        |        |                  |
| tructional |                  |        |        |                  |
|            |                  |        |        |                  |
|    modules |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     be     |                  |        |        |                  |
|            |                  |        |        |                  |
|  developed |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     in     |                  |        |        |                  |
| corporated |                  |        |        |                  |
|     in     |                  |        |        |                  |
|            |                  |        |        |                  |
|  personnel |                  |        |        |                  |
|     d      |                  |        |        |                  |
| evelopment |                  |        |        |                  |
|            |                  |        |        |                  |
| activities |                  |        |        |                  |
|     in     |                  |        |        |                  |
|     order  |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|   increase |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     co     |                  |        |        |                  |
| ordination |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|   services |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|    improve |                  |        |        |                  |
|            |                  |        |        |                  |
|  students' |                  |        |        |                  |
|     p      |                  |        |        |                  |
| ost-school |                  |        |        |                  |
|            |                  |        |        |                  |
|  outcomes. |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***c.    |                  |        |        |                  |
| > New      |                  |        |        |                  |
| > Jersey   |                  |        |        |                  |
| > State    |                  |        |        |                  |
| > I        |                  |        |        |                  |
| mprovement |                  |        |        |                  |
| > Grant -  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Promoting |                  |        |        |                  |
| > Student  |                  |        |        |                  |
| > Sel      |                  |        |        |                  |
| f-Advocacy |                  |        |        |                  |
| > through  |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > Centers  |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > I        |                  |        |        |                  |
| ndependent |                  |        |        |                  |
| >          |                  |        |        |                  |
| Living:*** |                  |        |        |                  |
| > Through  |                  |        |        |                  |
| > this     |                  |        |        |                  |
| > multi    |                  |        |        |                  |
| > year     |                  |        |        |                  |
| > grant    |                  |        |        |                  |
| > program, |                  |        |        |                  |
| > students |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > dis      |                  |        |        |                  |
| abilities, |                  |        |        |                  |
| > families |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > school   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  personnel |                  |        |        |                  |
| > par      |                  |        |        |                  |
| ticipating |                  |        |        |                  |
| > in the   |                  |        |        |                  |
| >          |                  |        |        |                  |
| transition |                  |        |        |                  |
| > planning |                  |        |        |                  |
| > process  |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > increase |                  |        |        |                  |
| > their    |                  |        |        |                  |
| >          |                  |        |        |                  |
|  awareness |                  |        |        |                  |
| > of and   |                  |        |        |                  |
| > i        |                  |        |        |                  |
| nvolvement |                  |        |        |                  |
| > in the   |                  |        |        |                  |
| > Centers  |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > I        |                  |        |        |                  |
| ndependent |                  |        |        |                  |
| > Living   |                  |        |        |                  |
| > (CILs)   |                  |        |        |                  |
| > sel      |                  |        |        |                  |
| f-advocacy |                  |        |        |                  |
| > training |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  technical |                  |        |        |                  |
| >          |                  |        |        |                  |
| assistance |                  |        |        |                  |
| > program. |                  |        |        |                  |
| > Each CIL |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > focus on |                  |        |        |                  |
| > teaching |                  |        |        |                  |
| > students |                  |        |        |                  |
| > to: (a)  |                  |        |        |                  |
| > access   |                  |        |        |                  |
| > post     |                  |        |        |                  |
| -secondary |                  |        |        |                  |
| >          |                  |        |        |                  |
| education, |                  |        |        |                  |
| > e        |                  |        |        |                  |
| mployment, |                  |        |        |                  |
| > housing, |                  |        |        |                  |
| > r        |                  |        |        |                  |
| ecreation, |                  |        |        |                  |
| > medical  |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > other    |                  |        |        |                  |
| > federal, |                  |        |        |                  |
| > state,   |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > local    |                  |        |        |                  |
| >          |                  |        |        |                  |
|  community |                  |        |        |                  |
| > services |                  |        |        |                  |
| > and (b)  |                  |        |        |                  |
| > apply    |                  |        |        |                  |
| > self     |                  |        |        |                  |
| -advocacy, |                  |        |        |                  |
| >          |                  |        |        |                  |
|  self-dete |                  |        |        |                  |
| rmination, |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  self-help |                  |        |        |                  |
| > skills   |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
| strategies |                  |        |        |                  |
| > in       |                  |        |        |                  |
| > pursuit  |                  |        |        |                  |
| > of adult |                  |        |        |                  |
| > i        |                  |        |        |                  |
| ndependent |                  |        |        |                  |
| > living   |                  |        |        |                  |
| > goals.   |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| > O        |                  |        |        |                  |
| utcomes:** |                  |        |        |                  |
| >          |                  |        |        |                  |
| > NJOSEP   |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > analyze  |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > CILs'    |                  |        |        |                  |
| > progress |                  |        |        |                  |
| > report   |                  |        |        |                  |
| > i        |                  |        |        |                  |
| nformation |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > evaluate |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > eff      |                  |        |        |                  |
| ectiveness |                  |        |        |                  |
| > of the   |                  |        |        |                  |
| > p        |                  |        |        |                  |
| artnership |                  |        |        |                  |
| > with the |                  |        |        |                  |
| > CILs     |                  |        |        |                  |
| > through  |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > NJSIG    |                  |        |        |                  |
| >          |                  |        |        |                  |
| evaluation |                  |        |        |                  |
| > to       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  determine |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > extent   |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > which:   |                  |        |        |                  |
|            |                  |        |        |                  |
| -   there  |                  |        |        |                  |
|     has    |                  |        |        |                  |
|     been   |                  |        |        |                  |
|     an     |                  |        |        |                  |
|            |                  |        |        |                  |
|   increase |                  |        |        |                  |
|     in the |                  |        |        |                  |
|     number |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|   students |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     dis    |                  |        |        |                  |
| abilities, |                  |        |        |                  |
|            |                  |        |        |                  |
|  families, |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     school |                  |        |        |                  |
|            |                  |        |        |                  |
|  personnel |                  |        |        |                  |
|     who    |                  |        |        |                  |
|     are    |                  |        |        |                  |
|     aware  |                  |        |        |                  |
|     of and |                  |        |        |                  |
|     use    |                  |        |        |                  |
|     the    |                  |        |        |                  |
|            |                  |        |        |                  |
|  resources |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|   services |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     New    |                  |        |        |                  |
|     Jersey |                  |        |        |                  |
|            |                  |        |        |                  |
|    Centers |                  |        |        |                  |
|     for    |                  |        |        |                  |
|     I      |                  |        |        |                  |
| ndependent |                  |        |        |                  |
|            |                  |        |        |                  |
|    Living; |                  |        |        |                  |
|            |                  |        |        |                  |
| -   par    |                  |        |        |                  |
| ticipation |                  |        |        |                  |
|     in the |                  |        |        |                  |
|     CILs'  |                  |        |        |                  |
|     self   |                  |        |        |                  |
| -advocacy, |                  |        |        |                  |
|            |                  |        |        |                  |
|  self-dete |                  |        |        |                  |
| rmination, |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|  self-help |                  |        |        |                  |
|            |                  |        |        |                  |
| activities |                  |        |        |                  |
|            |                  |        |        |                  |
|   resulted |                  |        |        |                  |
|     in     |                  |        |        |                  |
|            |                  |        |        |                  |
|   students |                  |        |        |                  |
|     with   |                  |        |        |                  |
|            |                  |        |        |                  |
|   disabili |                  |        |        |                  |
| ties': (a) |                  |        |        |                  |
|            |                  |        |        |                  |
|  increased |                  |        |        |                  |
|            |                  |        |        |                  |
|  knowledge |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|    rights, |                  |        |        |                  |
|     respon |                  |        |        |                  |
| sibilities |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     reso   |                  |        |        |                  |
| urces; (b) |                  |        |        |                  |
|            |                  |        |        |                  |
|  increased |                  |        |        |                  |
|     use of |                  |        |        |                  |
|     self   |                  |        |        |                  |
| -advocacy, |                  |        |        |                  |
|            |                  |        |        |                  |
|  self-dete |                  |        |        |                  |
| rmination, |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|  self-help |                  |        |        |                  |
|     skills |                  |        |        |                  |
|     in     |                  |        |        |                  |
|     their  |                  |        |        |                  |
|     daily  |                  |        |        |                  |
|     lives; |                  |        |        |                  |
|            |                  |        |        |                  |
|    and (c) |                  |        |        |                  |
|            |                  |        |        |                  |
|  increased |                  |        |        |                  |
|     par    |                  |        |        |                  |
| ticipation |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|   decision |                  |        |        |                  |
|     making |                  |        |        |                  |
|     in the |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|   planning |                  |        |        |                  |
|            |                  |        |        |                  |
|    process |                  |        |        |                  |
|     with   |                  |        |        |                  |
|            |                  |        |        |                  |
|   specific |                  |        |        |                  |
|     regard |                  |        |        |                  |
|     to     |                  |        |        |                  |
|     post   |                  |        |        |                  |
| -secondary |                  |        |        |                  |
|            |                  |        |        |                  |
| resources, |                  |        |        |                  |
|            |                  |        |        |                  |
|  services, |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|  linkages; |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
| -   the    |                  |        |        |                  |
|     NJDOE  |                  |        |        |                  |
|     p      |                  |        |        |                  |
| artnership |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     the    |                  |        |        |                  |
|     CILs   |                  |        |        |                  |
|     has    |                  |        |        |                  |
|     c      |                  |        |        |                  |
| ontributed |                  |        |        |                  |
|     to the |                  |        |        |                  |
|            |                  |        |        |                  |
|    State's |                  |        |        |                  |
|            |                  |        |        |                  |
|   capacity |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|    respond |                  |        |        |                  |
|     to the |                  |        |        |                  |
|     needs  |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|   students |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     dis    |                  |        |        |                  |
| abilities, |                  |        |        |                  |
|     school |                  |        |        |                  |
|            |                  |        |        |                  |
|  personnel |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|   families |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
| facilitate |                  |        |        |                  |
|     the    |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|   students |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     di     |                  |        |        |                  |
| sabilities |                  |        |        |                  |
|     from   |                  |        |        |                  |
|     school |                  |        |        |                  |
|     to     |                  |        |        |                  |
|     adult  |                  |        |        |                  |
|     life.  |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***d.    |                  |        |        |                  |
| >          |                  |        |        |                  |
| Transition |                  |        |        |                  |
| > News     |                  |        |        |                  |
| letter*:** |                  |        |        |                  |
| > As part  |                  |        |        |                  |
| > of the   |                  |        |        |                  |
| > NJSIG    |                  |        |        |                  |
| > p        |                  |        |        |                  |
| artnership |                  |        |        |                  |
| > with the |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Statewide |                  |        |        |                  |
| > Parent   |                  |        |        |                  |
| > Advocacy |                  |        |        |                  |
| > Network  |                  |        |        |                  |
| > (SPAN),  |                  |        |        |                  |
| > a        |                  |        |        |                  |
| >          |                  |        |        |                  |
| newsletter |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| > di       |                  |        |        |                  |
| sseminated |                  |        |        |                  |
| > twice a  |                  |        |        |                  |
| > year to  |                  |        |        |                  |
| > local    |                  |        |        |                  |
| > school   |                  |        |        |                  |
| >          |                  |        |        |                  |
| districts, |                  |        |        |                  |
| > parent   |                  |        |        |                  |
| > groups   |                  |        |        |                  |
| > and the  |                  |        |        |                  |
| > SPAN     |                  |        |        |                  |
| > m        |                  |        |        |                  |
| embership, |                  |        |        |                  |
| >          |                  |        |        |                  |
|  regarding |                  |        |        |                  |
| >          |                  |        |        |                  |
|  effective |                  |        |        |                  |
| >          |                  |        |        |                  |
| transition |                  |        |        |                  |
| >          |                  |        |        |                  |
| practices. |                  |        |        |                  |
| > Two      |                  |        |        |                  |
| > drafts   |                  |        |        |                  |
| > have     |                  |        |        |                  |
| > been     |                  |        |        |                  |
| >          |                  |        |        |                  |
|  submitted |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > NJOSEP   |                  |        |        |                  |
| > for      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  editorial |                  |        |        |                  |
| > review   |                  |        |        |                  |
| > and will |                  |        |        |                  |
| > be       |                  |        |        |                  |
| > di       |                  |        |        |                  |
| sseminated |                  |        |        |                  |
| > during   |                  |        |        |                  |
| > Winter / |                  |        |        |                  |
| > Spring   |                  |        |        |                  |
| > NJSIG    |                  |        |        |                  |
| > Project  |                  |        |        |                  |
| > Year 3   |                  |        |        |                  |
| > (3/04,   |                  |        |        |                  |
| > 6/04).   |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| >          |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   As a   |                  |        |        |                  |
|     result |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     dis    |                  |        |        |                  |
| semination |                  |        |        |                  |
|     of the |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|     n      |                  |        |        |                  |
| ewsletters |                  |        |        |                  |
|     to     |                  |        |        |                  |
|     school |                  |        |        |                  |
|            |                  |        |        |                  |
|  personnel |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|   families |                  |        |        |                  |
|            |                  |        |        |                  |
|   involved |                  |        |        |                  |
|     in the |                  |        |        |                  |
|            |                  |        |        |                  |
|  education |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|   students |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     dis    |                  |        |        |                  |
| abilities, |                  |        |        |                  |
|     there  |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     be     |                  |        |        |                  |
|            |                  |        |        |                  |
|  increased |                  |        |        |                  |
|            |                  |        |        |                  |
|  awareness |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     si     |                  |        |        |                  |
| gnificance |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|     re     |                  |        |        |                  |
| quirements |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|   planning |                  |        |        |                  |
|     for    |                  |        |        |                  |
|     p      |                  |        |        |                  |
| ost-school |                  |        |        |                  |
|            |                  |        |        |                  |
|  outcomes. |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***e*.   |                  |        |        |                  |
| > *Program |                  |        |        |                  |
| > D        |                  |        |        |                  |
| evelopment |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > Students |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > S        |                  |        |        |                  |
| ignificant |                  |        |        |                  |
| > Disabi   |                  |        |        |                  |
| lities*:** |                  |        |        |                  |
| > NJOSEP   |                  |        |        |                  |
| > is       |                  |        |        |                  |
| >          |                  |        |        |                  |
| organizing |                  |        |        |                  |
| > a cadre  |                  |        |        |                  |
| > of       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  technical |                  |        |        |                  |
| >          |                  |        |        |                  |
| assistance |                  |        |        |                  |
| >          |                  |        |        |                  |
|  providers |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > support  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  districts |                  |        |        |                  |
| > in       |                  |        |        |                  |
| > program  |                  |        |        |                  |
| > d        |                  |        |        |                  |
| evelopment |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > students |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > s        |                  |        |        |                  |
| ignificant |                  |        |        |                  |
| > dis      |                  |        |        |                  |
| abilities. |                  |        |        |                  |
| > A        |                  |        |        |                  |
| >          |                  |        |        |                  |
|  component |                  |        |        |                  |
| > of this  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  technical |                  |        |        |                  |
| >          |                  |        |        |                  |
| assistance |                  |        |        |                  |
| >          |                  |        |        |                  |
|  addresses |                  |        |        |                  |
| > the      |                  |        |        |                  |
| >          |                  |        |        |                  |
| transition |                  |        |        |                  |
| > needs of |                  |        |        |                  |
| > students |                  |        |        |                  |
| > by       |                  |        |        |                  |
| > focusing |                  |        |        |                  |
| > on the   |                  |        |        |                  |
| > a        |                  |        |        |                  |
| cquisition |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > gene     |                  |        |        |                  |
| ralization |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > skills,  |                  |        |        |                  |
| >          |                  |        |        |                  |
| processes, |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > routines |                  |        |        |                  |
| > learned  |                  |        |        |                  |
| > through  |                  |        |        |                  |
| > commu    |                  |        |        |                  |
| nity-based |                  |        |        |                  |
| > in       |                  |        |        |                  |
| struction. |                  |        |        |                  |
| > The      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  technical |                  |        |        |                  |
| >          |                  |        |        |                  |
| assistance |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  initiated |                  |        |        |                  |
| > by 2/04. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| >          |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   As a   |                  |        |        |                  |
|     result |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|  technical |                  |        |        |                  |
|            |                  |        |        |                  |
| assistance |                  |        |        |                  |
|            |                  |        |        |                  |
|    focused |                  |        |        |                  |
|     on     |                  |        |        |                  |
|            |                  |        |        |                  |
|    program |                  |        |        |                  |
|     d      |                  |        |        |                  |
| evelopment |                  |        |        |                  |
|     for    |                  |        |        |                  |
|            |                  |        |        |                  |
|   students |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     dis    |                  |        |        |                  |
| abilities, |                  |        |        |                  |
|     there  |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     be     |                  |        |        |                  |
|            |                  |        |        |                  |
|  increased |                  |        |        |                  |
|     opp    |                  |        |        |                  |
| ortunities |                  |        |        |                  |
|     for    |                  |        |        |                  |
|            |                  |        |        |                  |
|   students |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|    acquire |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
| generalize |                  |        |        |                  |
|            |                  |        |        |                  |
|    skills, |                  |        |        |                  |
|            |                  |        |        |                  |
|    process |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|   routines |                  |        |        |                  |
|     needed |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|   function |                  |        |        |                  |
|     within |                  |        |        |                  |
|            |                  |        |        |                  |
|  community |                  |        |        |                  |
|            |                  |        |        |                  |
|  settings. |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***f.    |                  |        |        |                  |
| > Sel      |                  |        |        |                  |
| f-Advocacy |                  |        |        |                  |
| > Publi    |                  |        |        |                  |
| cation**:* |                  |        |        |                  |
| > NJOSEP   |                  |        |        |                  |
| > is in    |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > process  |                  |        |        |                  |
| > of       |                  |        |        |                  |
| >          |                  |        |        |                  |
| developing |                  |        |        |                  |
| > a        |                  |        |        |                  |
| > p        |                  |        |        |                  |
| ublication |                  |        |        |                  |
| > focused  |                  |        |        |                  |
| > on       |                  |        |        |                  |
| > sel      |                  |        |        |                  |
| f-advocacy |                  |        |        |                  |
| > that     |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| > made     |                  |        |        |                  |
| >          |                  |        |        |                  |
|  available |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > general  |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > special  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  education |                  |        |        |                  |
| > teachers |                  |        |        |                  |
| >          |                  |        |        |                  |
| throughout |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > state.   |                  |        |        |                  |
| > The      |                  |        |        |                  |
| > p        |                  |        |        |                  |
| ublication |                  |        |        |                  |
| > is       |                  |        |        |                  |
| > activity |                  |        |        |                  |
| > focused  |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > user     |                  |        |        |                  |
| > friendly |                  |        |        |                  |
| > sample   |                  |        |        |                  |
| > lesson   |                  |        |        |                  |
| > plans    |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
| activities |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > address  |                  |        |        |                  |
| > a broad  |                  |        |        |                  |
| > range of |                  |        |        |                  |
| > students |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > dis      |                  |        |        |                  |
| abilities. |                  |        |        |                  |
| > The      |                  |        |        |                  |
| > p        |                  |        |        |                  |
| ublication |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > include  |                  |        |        |                  |
| > s        |                  |        |        |                  |
| ubmissions |                  |        |        |                  |
| > from New |                  |        |        |                  |
| > Jersey   |                  |        |        |                  |
| > prac     |                  |        |        |                  |
| titioners. |                  |        |        |                  |
| > This     |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > help     |                  |        |        |                  |
| > teachers |                  |        |        |                  |
| > have a   |                  |        |        |                  |
| > shared   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  ownership |                  |        |        |                  |
| > of the   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  material. |                  |        |        |                  |
| > The      |                  |        |        |                  |
| > chapters |                  |        |        |                  |
| > address: |                  |        |        |                  |
| > Self-    |                  |        |        |                  |
| Awareness; |                  |        |        |                  |
| > Self     |                  |        |        |                  |
| -Advocacy; |                  |        |        |                  |
| > IEP      |                  |        |        |                  |
| > De       |                  |        |        |                  |
| velopment; |                  |        |        |                  |
| > Post     |                  |        |        |                  |
| -Secondary |                  |        |        |                  |
| >          |                  |        |        |                  |
| Education; |                  |        |        |                  |
| > Commu    |                  |        |        |                  |
| nity-Based |                  |        |        |                  |
| > In       |                  |        |        |                  |
| struction; |                  |        |        |                  |
| >          |                  |        |        |                  |
| Employment |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
| Resources. |                  |        |        |                  |
| > The      |                  |        |        |                  |
| > finished |                  |        |        |                  |
| > p        |                  |        |        |                  |
| ublication |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| > made     |                  |        |        |                  |
| >          |                  |        |        |                  |
|  available |                  |        |        |                  |
| > through  |                  |        |        |                  |
| > internet |                  |        |        |                  |
| > access   |                  |        |        |                  |
| > as well  |                  |        |        |                  |
| > as hard  |                  |        |        |                  |
| > copy.    |                  |        |        |                  |
| > This     |                  |        |        |                  |
| > p        |                  |        |        |                  |
| ublication |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > also be  |                  |        |        |                  |
| > used to  |                  |        |        |                  |
| > help     |                  |        |        |                  |
| >          |                  |        |        |                  |
| strengthen |                  |        |        |                  |
| > on-site  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  technical |                  |        |        |                  |
| >          |                  |        |        |                  |
| assistance |                  |        |        |                  |
| > to       |                  |        |        |                  |
| >          |                  |        |        |                  |
| districts, |                  |        |        |                  |
| >          |                  |        |        |                  |
|  providing |                  |        |        |                  |
| > a focus  |                  |        |        |                  |
| > on       |                  |        |        |                  |
| > program  |                  |        |        |                  |
| > de       |                  |        |        |                  |
| velopment. |                  |        |        |                  |
| > A first  |                  |        |        |                  |
| > draft of |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > p        |                  |        |        |                  |
| ublication |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| > reviewed |                  |        |        |                  |
| > by June  |                  |        |        |                  |
| > 2004 and |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > final    |                  |        |        |                  |
| > product  |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| > ready    |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > dis      |                  |        |        |                  |
| semination |                  |        |        |                  |
| > to LEAs  |                  |        |        |                  |
| > by       |                  |        |        |                  |
| > December |                  |        |        |                  |
| > 2004.    |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| >          |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   As a   |                  |        |        |                  |
|     result |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     dis    |                  |        |        |                  |
| semination |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     Sel    |                  |        |        |                  |
| f-Advocacy |                  |        |        |                  |
|     Pu     |                  |        |        |                  |
| blication, |                  |        |        |                  |
|     there  |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     be     |                  |        |        |                  |
|            |                  |        |        |                  |
|  increased |                  |        |        |                  |
|     focus  |                  |        |        |                  |
|     on     |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|   relevant |                  |        |        |                  |
|     ins    |                  |        |        |                  |
| tructional |                  |        |        |                  |
|            |                  |        |        |                  |
|  material, |                  |        |        |                  |
|            |                  |        |        |                  |
|    setting |                  |        |        |                  |
|     p      |                  |        |        |                  |
| ost-school |                  |        |        |                  |
|            |                  |        |        |                  |
|   outcomes |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|  following |                  |        |        |                  |
|     a      |                  |        |        |                  |
|     course |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     study  |                  |        |        |                  |
|            |                  |        |        |                  |
|    related |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|    desired |                  |        |        |                  |
|     p      |                  |        |        |                  |
| ost-school |                  |        |        |                  |
|            |                  |        |        |                  |
|  outcomes. |                  |        |        |                  |
|            |                  |        |        |                  |
| **IV.      |                  |        |        |                  |
| I          |                  |        |        |                  |
| nteragency |                  |        |        |                  |
| Coord      |                  |        |        |                  |
| ination:** |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***a.    |                  |        |        |                  |
| > Sel      |                  |        |        |                  |
| f-Directed |                  |        |        |                  |
| > Su       |                  |        |        |                  |
| pports**:* |                  |        |        |                  |
| > Agency   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  directors |                  |        |        |                  |
| > from     |                  |        |        |                  |
| > Special  |                  |        |        |                  |
| >          |                  |        |        |                  |
| Education, |                  |        |        |                  |
| >          |                  |        |        |                  |
| Vocational |                  |        |        |                  |
| > Rehab    |                  |        |        |                  |
| ilitation, |                  |        |        |                  |
| > Dev      |                  |        |        |                  |
| elopmental |                  |        |        |                  |
| > Di       |                  |        |        |                  |
| sabilities |                  |        |        |                  |
| > and The  |                  |        |        |                  |
| > Boggs    |                  |        |        |                  |
| > Center,  |                  |        |        |                  |
| >          |                  |        |        |                  |
| University |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > Medicine |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Dentistry |                  |        |        |                  |
| > of New   |                  |        |        |                  |
| > Jersey   |                  |        |        |                  |
| > have     |                  |        |        |                  |
| > convened |                  |        |        |                  |
| > a        |                  |        |        |                  |
| >          |                  |        |        |                  |
| Directors' |                  |        |        |                  |
| > Forum to |                  |        |        |                  |
| > c        |                  |        |        |                  |
| ollaborate |                  |        |        |                  |
| > on the   |                  |        |        |                  |
| > d        |                  |        |        |                  |
| evelopment |                  |        |        |                  |
| > of a     |                  |        |        |                  |
| > pilot    |                  |        |        |                  |
| > project  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  regarding |                  |        |        |                  |
| > sel      |                  |        |        |                  |
| f-directed |                  |        |        |                  |
| > supports |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > youth in |                  |        |        |                  |
| > t        |                  |        |        |                  |
| ransition. |                  |        |        |                  |
| > The      |                  |        |        |                  |
| > pilot    |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| > rolled   |                  |        |        |                  |
| > out      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  initially |                  |        |        |                  |
| > in 5 of  |                  |        |        |                  |
| > the 21   |                  |        |        |                  |
| > counties |                  |        |        |                  |
| > in New   |                  |        |        |                  |
| > Jersey   |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > focus on |                  |        |        |                  |
| > app      |                  |        |        |                  |
| roximately |                  |        |        |                  |
| > 50       |                  |        |        |                  |
| > students |                  |        |        |                  |
| > between  |                  |        |        |                  |
| > the ages |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > 16-21.   |                  |        |        |                  |
| > The      |                  |        |        |                  |
| > purpose  |                  |        |        |                  |
| > of the   |                  |        |        |                  |
| > pilot is |                  |        |        |                  |
| > to       |                  |        |        |                  |
| >          |                  |        |        |                  |
| strengthen |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > co       |                  |        |        |                  |
| ordination |                  |        |        |                  |
| > of adult |                  |        |        |                  |
| > service  |                  |        |        |                  |
| > agencies |                  |        |        |                  |
| > with     |                  |        |        |                  |
| >          |                  |        |        |                  |
|  education |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > ensure   |                  |        |        |                  |
| > a        |                  |        |        |                  |
| ppropriate |                  |        |        |                  |
| > services |                  |        |        |                  |
| > that a   |                  |        |        |                  |
| > student  |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > family   |                  |        |        |                  |
| > need and |                  |        |        |                  |
| > want     |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| > provided |                  |        |        |                  |
| > upon     |                  |        |        |                  |
| > g        |                  |        |        |                  |
| raduation. |                  |        |        |                  |
| > This     |                  |        |        |                  |
| >          |                  |        |        |                  |
| initiative |                  |        |        |                  |
| > is in    |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > d        |                  |        |        |                  |
| evelopment |                  |        |        |                  |
| > stage.   |                  |        |        |                  |
| > Initial  |                  |        |        |                  |
| > impl     |                  |        |        |                  |
| ementation |                  |        |        |                  |
| > is       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  projected |                  |        |        |                  |
| > for the  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  2004-2005 |                  |        |        |                  |
| > school   |                  |        |        |                  |
| > year.    |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| >          |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   As a   |                  |        |        |                  |
|     result |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     Sel    |                  |        |        |                  |
| f-Directed |                  |        |        |                  |
|            |                  |        |        |                  |
|   Supports |                  |        |        |                  |
|     I      |                  |        |        |                  |
| nitiative, |                  |        |        |                  |
|     there  |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     be     |                  |        |        |                  |
|            |                  |        |        |                  |
|  increased |                  |        |        |                  |
|     co     |                  |        |        |                  |
| ordination |                  |        |        |                  |
|            |                  |        |        |                  |
|    between |                  |        |        |                  |
|     adult  |                  |        |        |                  |
|            |                  |        |        |                  |
|    service |                  |        |        |                  |
|            |                  |        |        |                  |
|   agencies |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     local  |                  |        |        |                  |
|     school |                  |        |        |                  |
|            |                  |        |        |                  |
|  districts |                  |        |        |                  |
|     to     |                  |        |        |                  |
|     ensure |                  |        |        |                  |
|     a      |                  |        |        |                  |
| ppropriate |                  |        |        |                  |
|            |                  |        |        |                  |
|   services |                  |        |        |                  |
|     are    |                  |        |        |                  |
|            |                  |        |        |                  |
|   provided |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|   students |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     di     |                  |        |        |                  |
| sabilities |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     their  |                  |        |        |                  |
|            |                  |        |        |                  |
|   families |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|    support |                  |        |        |                  |
|            |                  |        |        |                  |
| attainment |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|    desired |                  |        |        |                  |
|     p      |                  |        |        |                  |
| ost-school |                  |        |        |                  |
|            |                  |        |        |                  |
|  outcomes. |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***b.    |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Statewide |                  |        |        |                  |
| > Training |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > Division |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > Dev      |                  |        |        |                  |
| elopmental |                  |        |        |                  |
| > Di       |                  |        |        |                  |
| sabilities |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Staff:*** |                  |        |        |                  |
| > As part  |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > efforts  |                  |        |        |                  |
| > to       |                  |        |        |                  |
| >          |                  |        |        |                  |
| strengthen |                  |        |        |                  |
| > i        |                  |        |        |                  |
| nteragency |                  |        |        |                  |
| > linkages |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > youth in |                  |        |        |                  |
| > t        |                  |        |        |                  |
| ransition, |                  |        |        |                  |
| > NJOSEP   |                  |        |        |                  |
| > is       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  currently |                  |        |        |                  |
| >          |                  |        |        |                  |
|  providing |                  |        |        |                  |
| > training |                  |        |        |                  |
| >          |                  |        |        |                  |
| throughout |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > state to |                  |        |        |                  |
| > intake   |                  |        |        |                  |
| > co       |                  |        |        |                  |
| ordinators |                  |        |        |                  |
| > and case |                  |        |        |                  |
| > managers |                  |        |        |                  |
| >          |                  |        |        |                  |
|  regarding |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > d        |                  |        |        |                  |
| evelopment |                  |        |        |                  |
| > of a     |                  |        |        |                  |
| > protocol |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > working  |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > local    |                  |        |        |                  |
| >          |                  |        |        |                  |
| districts. |                  |        |        |                  |
| > Through  |                  |        |        |                  |
| > this     |                  |        |        |                  |
| > process  |                  |        |        |                  |
| > district |                  |        |        |                  |
| >          |                  |        |        |                  |
|  personnel |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > have the |                  |        |        |                  |
| > o        |                  |        |        |                  |
| pportunity |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > develop  |                  |        |        |                  |
| > rel      |                  |        |        |                  |
| ationships |                  |        |        |                  |
| > with DDD |                  |        |        |                  |
| > pro      |                  |        |        |                  |
| fessionals |                  |        |        |                  |
| > to help  |                  |        |        |                  |
| >          |                  |        |        |                  |
| facilitate |                  |        |        |                  |
| >          |                  |        |        |                  |
| transition |                  |        |        |                  |
| > of youth |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > dis      |                  |        |        |                  |
| abilities. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| >          |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   As a   |                  |        |        |                  |
|     result |                  |        |        |                  |
|     of the |                  |        |        |                  |
|            |                  |        |        |                  |
|  Statewide |                  |        |        |                  |
|            |                  |        |        |                  |
|   Training |                  |        |        |                  |
|     of     |                  |        |        |                  |
|            |                  |        |        |                  |
|   Division |                  |        |        |                  |
|     of     |                  |        |        |                  |
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| elopmental |                  |        |        |                  |
|     Dis    |                  |        |        |                  |
| abilities, |                  |        |        |                  |
|     there  |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     be     |                  |        |        |                  |
|            |                  |        |        |                  |
|  increased |                  |        |        |                  |
|     i      |                  |        |        |                  |
| nvolvement |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     local  |                  |        |        |                  |
|     school |                  |        |        |                  |
|            |                  |        |        |                  |
|   district |                  |        |        |                  |
|     staff  |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     the    |                  |        |        |                  |
|            |                  |        |        |                  |
|   Division |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     Dev    |                  |        |        |                  |
| elopmental |                  |        |        |                  |
|     Dis    |                  |        |        |                  |
| abilities, |                  |        |        |                  |
|     as     |                  |        |        |                  |
|     part   |                  |        |        |                  |
|     of the |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|            |                  |        |        |                  |
|   process, |                  |        |        |                  |
|     in     |                  |        |        |                  |
|     order  |                  |        |        |                  |
|     to     |                  |        |        |                  |
|     ensure |                  |        |        |                  |
|     a      |                  |        |        |                  |
| ppropriate |                  |        |        |                  |
|            |                  |        |        |                  |
|   linkages |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     the    |                  |        |        |                  |
|            |                  |        |        |                  |
|  provision |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     a      |                  |        |        |                  |
| ppropriate |                  |        |        |                  |
|            |                  |        |        |                  |
|  services. |                  |        |        |                  |
|            |                  |        |        |                  |
| ***V.*     |                  |        |        |                  |
| Proposed   |                  |        |        |                  |
| Cer        |                  |        |        |                  |
| tification |                  |        |        |                  |
| Requi      |                  |        |        |                  |
| rements:** |                  |        |        |                  |
|            |                  |        |        |                  |
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| > *Revised |                  |        |        |                  |
| > Teaching |                  |        |        |                  |
| > Cer      |                  |        |        |                  |
| tification |                  |        |        |                  |
| >          |                  |        |        |                  |
| Code****:* |                  |        |        |                  |
| > Revised  |                  |        |        |                  |
| > special  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  education |                  |        |        |                  |
| > teacher  |                  |        |        |                  |
| > cer      |                  |        |        |                  |
| tification |                  |        |        |                  |
| > re       |                  |        |        |                  |
| quirements |                  |        |        |                  |
| > have     |                  |        |        |                  |
| > been     |                  |        |        |                  |
| > proposed |                  |        |        |                  |
| > to the   |                  |        |        |                  |
| > New      |                  |        |        |                  |
| > Jersey   |                  |        |        |                  |
| > State    |                  |        |        |                  |
| > Board of |                  |        |        |                  |
| >          |                  |        |        |                  |
| Education. |                  |        |        |                  |
| > These    |                  |        |        |                  |
| > re       |                  |        |        |                  |
| quirements |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > require  |                  |        |        |                  |
| >          |                  |        |        |                  |
| Department |                  |        |        |                  |
| > approved |                  |        |        |                  |
| > programs |                  |        |        |                  |
| > at a     |                  |        |        |                  |
| > college  |                  |        |        |                  |
| > or       |                  |        |        |                  |
| >          |                  |        |        |                  |
| university |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > include  |                  |        |        |                  |
| > a range  |                  |        |        |                  |
| > of 21 to |                  |        |        |                  |
| > 27       |                  |        |        |                  |
| > credit   |                  |        |        |                  |
| > hours of |                  |        |        |                  |
| > formal   |                  |        |        |                  |
| > i        |                  |        |        |                  |
| nstruction |                  |        |        |                  |
| > in       |                  |        |        |                  |
| > several  |                  |        |        |                  |
| > topics   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  including |                  |        |        |                  |
| > "        |                  |        |        |                  |
| Transition |                  |        |        |                  |
| >          |                  |        |        |                  |
|  planning, |                  |        |        |                  |
| > program  |                  |        |        |                  |
| > d        |                  |        |        |                  |
| evelopment |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > agencies |                  |        |        |                  |
| >          |                  |        |        |                  |
|  available |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > students |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > disa     |                  |        |        |                  |
| bilities." |                  |        |        |                  |
| > A        |                  |        |        |                  |
| > December |                  |        |        |                  |
| > 2003     |                  |        |        |                  |
| > adoption |                  |        |        |                  |
| > date is  |                  |        |        |                  |
| > an       |                  |        |        |                  |
| ticipated. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| >          |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   As a   |                  |        |        |                  |
|     result |                  |        |        |                  |
|     of the |                  |        |        |                  |
|            |                  |        |        |                  |
|    revised |                  |        |        |                  |
|            |                  |        |        |                  |
|    teacher |                  |        |        |                  |
|     cer    |                  |        |        |                  |
| tification |                  |        |        |                  |
|     req    |                  |        |        |                  |
| uirements, |                  |        |        |                  |
|            |                  |        |        |                  |
|    special |                  |        |        |                  |
|            |                  |        |        |                  |
|  education |                  |        |        |                  |
|            |                  |        |        |                  |
|   teachers |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     be     |                  |        |        |                  |
|            |                  |        |        |                  |
|   prepared |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|    address |                  |        |        |                  |
|            |                  |        |        |                  |
| transition |                  |        |        |                  |
|     re     |                  |        |        |                  |
| quirements |                  |        |        |                  |
|     as     |                  |        |        |                  |
|     part   |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     d      |                  |        |        |                  |
| evelopment |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|   delivery |                  |        |        |                  |
|     of     |                  |        |        |                  |
|     ins    |                  |        |        |                  |
| tructional |                  |        |        |                  |
|            |                  |        |        |                  |
|  programs. |                  |        |        |                  |
|            |                  |        |        |                  |
| > ***b.    |                  |        |        |                  |
| > New      |                  |        |        |                  |
| > Ce       |                  |        |        |                  |
| rtificate: |                  |        |        |                  |
| >          |                  |        |        |                  |
| Structured |                  |        |        |                  |
| > Learning |                  |        |        |                  |
| > Experie  |                  |        |        |                  |
| nce/Career |                  |        |        |                  |
| > O        |                  |        |        |                  |
| rientation |                  |        |        |                  |
| > Coord    |                  |        |        |                  |
| inator**:* |                  |        |        |                  |
| > Pending  |                  |        |        |                  |
| > before   |                  |        |        |                  |
| > the New  |                  |        |        |                  |
| > Jersey   |                  |        |        |                  |
| > State    |                  |        |        |                  |
| > Board of |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Education |                  |        |        |                  |
| > is a     |                  |        |        |                  |
| > proposal |                  |        |        |                  |
| > (under   |                  |        |        |                  |
| > N.J.A.C. |                  |        |        |                  |
| > 6A:9,    |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Licensing |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > Pr       |                  |        |        |                  |
| ofessional |                  |        |        |                  |
| >          |                  |        |        |                  |
| Standards) |                  |        |        |                  |
| > to       |                  |        |        |                  |
| > create a |                  |        |        |                  |
| > new      |                  |        |        |                  |
| > c        |                  |        |        |                  |
| ertificate |                  |        |        |                  |
| > for      |                  |        |        |                  |
| >          |                  |        |        |                  |
| Structured |                  |        |        |                  |
| > Learning |                  |        |        |                  |
| >          |                  |        |        |                  |
| Experience |                  |        |        |                  |
| > (S       |                  |        |        |                  |
| LE)/Career |                  |        |        |                  |
| > O        |                  |        |        |                  |
| rientation |                  |        |        |                  |
| > Coo      |                  |        |        |                  |
| rdinators. |                  |        |        |                  |
| > If       |                  |        |        |                  |
| > adopted  |                  |        |        |                  |
| > by the   |                  |        |        |                  |
| > State    |                  |        |        |                  |
| > Board of |                  |        |        |                  |
| >          |                  |        |        |                  |
| Education, |                  |        |        |                  |
| > this     |                  |        |        |                  |
| > c        |                  |        |        |                  |
| ertificate |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| > required |                  |        |        |                  |
| > for      |                  |        |        |                  |
| > teachers |                  |        |        |                  |
| > to serve |                  |        |        |                  |
| > in the   |                  |        |        |                  |
| > capacity |                  |        |        |                  |
| > as       |                  |        |        |                  |
| > co       |                  |        |        |                  |
| ordinators |                  |        |        |                  |
| > of       |                  |        |        |                  |
| > career   |                  |        |        |                  |
| >          |                  |        |        |                  |
| awareness, |                  |        |        |                  |
| > career   |                  |        |        |                  |
| > e        |                  |        |        |                  |
| xploration |                  |        |        |                  |
| > and/or   |                  |        |        |                  |
| > career   |                  |        |        |                  |
| > o        |                  |        |        |                  |
| rientation |                  |        |        |                  |
| > SLEs in  |                  |        |        |                  |
| > non      |                  |        |        |                  |
| -hazardous |                  |        |        |                  |
| > o        |                  |        |        |                  |
| ccupations |                  |        |        |                  |
| > in any   |                  |        |        |                  |
| > career   |                  |        |        |                  |
| > cluster, |                  |        |        |                  |
| >          |                  |        |        |                  |
|  excluding |                  |        |        |                  |
| >          |                  |        |        |                  |
| vocational |                  |        |        |                  |
| -technical |                  |        |        |                  |
| >          |                  |        |        |                  |
|  training, |                  |        |        |                  |
| > c        |                  |        |        |                  |
| ooperative |                  |        |        |                  |
| >          |                  |        |        |                  |
|  education |                  |        |        |                  |
| > e        |                  |        |        |                  |
| xperiences |                  |        |        |                  |
| > and      |                  |        |        |                  |
| > appr     |                  |        |        |                  |
| enticeship |                  |        |        |                  |
| >          |                  |        |        |                  |
|  training. |                  |        |        |                  |
| > P        |                  |        |        |                  |
| reviously, |                  |        |        |                  |
| >          |                  |        |        |                  |
|  districts |                  |        |        |                  |
| > were not |                  |        |        |                  |
| > able to  |                  |        |        |                  |
| > identify |                  |        |        |                  |
| > app      |                  |        |        |                  |
| ropriately |                  |        |        |                  |
| >          |                  |        |        |                  |
|  certified |                  |        |        |                  |
| > staff to |                  |        |        |                  |
| > work     |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > students |                  |        |        |                  |
| > with     |                  |        |        |                  |
| > di       |                  |        |        |                  |
| sabilities |                  |        |        |                  |
| > in       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  community |                  |        |        |                  |
| > work     |                  |        |        |                  |
| > s        |                  |        |        |                  |
| ituations; |                  |        |        |                  |
| >          |                  |        |        |                  |
| therefore, |                  |        |        |                  |
| > many     |                  |        |        |                  |
| > students |                  |        |        |                  |
| > were not |                  |        |        |                  |
| > able to  |                  |        |        |                  |
| > receive  |                  |        |        |                  |
| > needed   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  services. |                  |        |        |                  |
| > This new |                  |        |        |                  |
| > cer      |                  |        |        |                  |
| tification |                  |        |        |                  |
| > will     |                  |        |        |                  |
| > remove   |                  |        |        |                  |
| > the      |                  |        |        |                  |
| > barrier  |                  |        |        |                  |
| > to       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  districts |                  |        |        |                  |
| > so more  |                  |        |        |                  |
| > students |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| > able to  |                  |        |        |                  |
| > receive  |                  |        |        |                  |
| > career   |                  |        |        |                  |
| > e        |                  |        |        |                  |
| xploration |                  |        |        |                  |
| > and/or   |                  |        |        |                  |
| > career   |                  |        |        |                  |
| > o        |                  |        |        |                  |
| rientation |                  |        |        |                  |
| > as part  |                  |        |        |                  |
| > of their |                  |        |        |                  |
| > IEP. A   |                  |        |        |                  |
| > December |                  |        |        |                  |
| > 2003     |                  |        |        |                  |
| > adoption |                  |        |        |                  |
| > date is  |                  |        |        |                  |
| > an       |                  |        |        |                  |
| ticipated. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| >          |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   As a   |                  |        |        |                  |
|     result |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     new    |                  |        |        |                  |
|     c      |                  |        |        |                  |
| ertificate |                  |        |        |                  |
|     for a  |                  |        |        |                  |
|            |                  |        |        |                  |
| Structured |                  |        |        |                  |
|            |                  |        |        |                  |
|   Learning |                  |        |        |                  |
|            |                  |        |        |                  |
|    Experie |                  |        |        |                  |
| nce/Career |                  |        |        |                  |
|     O      |                  |        |        |                  |
| rientation |                  |        |        |                  |
|     Co     |                  |        |        |                  |
| ordinator, |                  |        |        |                  |
|     there  |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     be     |                  |        |        |                  |
|            |                  |        |        |                  |
|  increased |                  |        |        |                  |
|     opp    |                  |        |        |                  |
| ortunities |                  |        |        |                  |
|     for    |                  |        |        |                  |
|            |                  |        |        |                  |
|   students |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     di     |                  |        |        |                  |
| sabilities |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|    receive |                  |        |        |                  |
|     career |                  |        |        |                  |
|     e      |                  |        |        |                  |
| xploration |                  |        |        |                  |
|     and/or |                  |        |        |                  |
|     career |                  |        |        |                  |
|     o      |                  |        |        |                  |
| rientation |                  |        |        |                  |
|     as a   |                  |        |        |                  |
|            |                  |        |        |                  |
|  component |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     IEP in |                  |        |        |                  |
|            |                  |        |        |                  |
|   relation |                  |        |        |                  |
|     to     |                  |        |        |                  |
|     e      |                  |        |        |                  |
| stablished |                  |        |        |                  |
|     p      |                  |        |        |                  |
| ost-school |                  |        |        |                  |
|            |                  |        |        |                  |
|  outcomes. |                  |        |        |                  |
|            |                  |        |        |                  |
| **VI.      |                  |        |        |                  |
| Graduation |                  |        |        |                  |
| Requi      |                  |        |        |                  |
| rements**: |                  |        |        |                  |
|            |                  |        |        |                  |
| > **a.     |                  |        |        |                  |
| > *Career  |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Education |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  Consumer, |                  |        |        |                  |
| > Family,  |                  |        |        |                  |
| > and Life |                  |        |        |                  |
| > Skills   |                  |        |        |                  |
| > or       |                  |        |        |                  |
| >          |                  |        |        |                  |
| Vocational |                  |        |        |                  |
| -Technical |                  |        |        |                  |
| >          |                  |        |        |                  |
| Education: |                  |        |        |                  |
| > *        |                  |        |        |                  |
| **N.J.A.C. |                  |        |        |                  |
| > 6A:8-5   |                  |        |        |                  |
| .1(a)1i(9) |                  |        |        |                  |
| >          |                  |        |        |                  |
| introduces |                  |        |        |                  |
| > a new    |                  |        |        |                  |
| >          |                  |        |        |                  |
| graduation |                  |        |        |                  |
| > r        |                  |        |        |                  |
| equirement |                  |        |        |                  |
| > for at   |                  |        |        |                  |
| > least    |                  |        |        |                  |
| > five     |                  |        |        |                  |
| > credits  |                  |        |        |                  |
| > in       |                  |        |        |                  |
| > career   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  education |                  |        |        |                  |
| > and      |                  |        |        |                  |
| >          |                  |        |        |                  |
|  consumer, |                  |        |        |                  |
| > family,  |                  |        |        |                  |
| > and life |                  |        |        |                  |
| > skills,  |                  |        |        |                  |
| > or       |                  |        |        |                  |
| >          |                  |        |        |                  |
| vocational |                  |        |        |                  |
| -technical |                  |        |        |                  |
| >          |                  |        |        |                  |
|  education |                  |        |        |                  |
| >          |                  |        |        |                  |
|  effective |                  |        |        |                  |
| > with the |                  |        |        |                  |
| >          |                  |        |        |                  |
|  2004-2005 |                  |        |        |                  |
| > grade    |                  |        |        |                  |
| > nine     |                  |        |        |                  |
| > class.   |                  |        |        |                  |
| >          |                  |        |        |                  |
| Transition |                  |        |        |                  |
| > relevant |                  |        |        |                  |
| >          |                  |        |        |                  |
| curriculum |                  |        |        |                  |
| > will be  |                  |        |        |                  |
| > able to  |                  |        |        |                  |
| > be       |                  |        |        |                  |
| >          |                  |        |        |                  |
|  addressed |                  |        |        |                  |
| > through  |                  |        |        |                  |
| > these    |                  |        |        |                  |
| > new      |                  |        |        |                  |
| >          |                  |        |        |                  |
| graduation |                  |        |        |                  |
| > req      |                  |        |        |                  |
| uirements. |                  |        |        |                  |
| > This     |                  |        |        |                  |
| >          |                  |        |        |                  |
| regulation |                  |        |        |                  |
| > became   |                  |        |        |                  |
| >          |                  |        |        |                  |
|  effective |                  |        |        |                  |
| >          |                  |        |        |                  |
|  11/03/03. |                  |        |        |                  |
| >          |                  |        |        |                  |
| > **A      |                  |        |        |                  |
| nticipated |                  |        |        |                  |
| >          |                  |        |        |                  |
| Outcome:** |                  |        |        |                  |
|            |                  |        |        |                  |
| -   As a   |                  |        |        |                  |
|     result |                  |        |        |                  |
|     of the |                  |        |        |                  |
|     Career |                  |        |        |                  |
|            |                  |        |        |                  |
|  Education |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|  Consumer, |                  |        |        |                  |
|            |                  |        |        |                  |
|    Family, |                  |        |        |                  |
|     and    |                  |        |        |                  |
|     Life   |                  |        |        |                  |
|     Skills |                  |        |        |                  |
|     or     |                  |        |        |                  |
|            |                  |        |        |                  |
| Vocational |                  |        |        |                  |
|            |                  |        |        |                  |
|  Technical |                  |        |        |                  |
|            |                  |        |        |                  |
|  Education |                  |        |        |                  |
|            |                  |        |        |                  |
| graduation |                  |        |        |                  |
|     req    |                  |        |        |                  |
| uirements, |                  |        |        |                  |
|     there  |                  |        |        |                  |
|     will   |                  |        |        |                  |
|     be     |                  |        |        |                  |
|            |                  |        |        |                  |
|  increased |                  |        |        |                  |
|     opp    |                  |        |        |                  |
| ortunities |                  |        |        |                  |
|     for    |                  |        |        |                  |
|     all    |                  |        |        |                  |
|            |                  |        |        |                  |
|  students, |                  |        |        |                  |
|            |                  |        |        |                  |
|  including |                  |        |        |                  |
|            |                  |        |        |                  |
|   students |                  |        |        |                  |
|     with   |                  |        |        |                  |
|     dis    |                  |        |        |                  |
| abilities, |                  |        |        |                  |
|     to     |                  |        |        |                  |
|            |                  |        |        |                  |
|    receive |                  |        |        |                  |
|     i      |                  |        |        |                  |
| nstruction |                  |        |        |                  |
|            |                  |        |        |                  |
|    related |                  |        |        |                  |
|     to     |                  |        |        |                  |
|     es     |                  |        |        |                  |
| tablishing |                  |        |        |                  |
|     and    |                  |        |        |                  |
|            |                  |        |        |                  |
|  achieving |                  |        |        |                  |
|     p      |                  |        |        |                  |
| ost-school |                  |        |        |                  |
|            |                  |        |        |                  |
|  outcomes. |                  |        |        |                  |
+------------+------------------+--------+--------+------------------+
| **6.      |                  |        |        |                  |
| Projected  |                  |        |        |                  |
| Timelines  |                  |        |        |                  |
| and        |                  |        |        |                  |
| Re         |                  |        |        |                  |
| sources:** |                  |        |        |                  |
|            |                  |        |        |                  |
| See Number |                  |        |        |                  |
| 5 above.   |                  |        |        |                  |
+------------+------------------+--------+--------+------------------+

+-----------------------------------------------------------------------+
| #######                                                               |
+-----------------------------------------------------------------------+

####### Tools for Cluster Area V -- Secondary Transition

** Potential Data Sources** (\* Critical Sources)

-   Post-school outcome data \*

-   State performance goals and indicators

-   State policies and procedures implementing transition requirements,
    including youth incarcerated in adult correctional facilities

-   State monitoring system

-   State monitoring reports \*

-   Graduation and drop-out data \*

-   Exit data \*

-   State Transition Systems Change Data \*

-   Complaints/due process hearing data

-   Policy and procedures addressing access to and involvement of other
    transition services providers

-   Interagency agreements

-   Inter-district agreements

-   SEA representation on private sector councils, Boards, etc.

-   National Longitudinal Transition Study (NLTS), NLTS II \*

-   Model IEP meeting notice

-   State Improvement Grant (SIG) \*

-   General Supervision Enhancement Grant (GSEG) \*

** Resources that States can Access**

-   Results and Performance Accountability\
    The Fiscal Policy Studies Institute

> Mark Friedman, Director
>
> 7 Avenida Vista Grande #140
>
> Santa Fe, New Mexico 87508
>
> \(505\) 466-3284 Phone
>
> \(505\) 466-4413 Fax
>
> <rfpsi@aol.com>
>
> [www.resultsaccountability.com](http://www.resultsaccountability.com/)
>
> [www.raguide.org](http://www.raguide.org/)

-   National Center on Secondary Education and Transition (NCSET)

> University of Minnesota
>
> 6 Pattee Hall
>
> 150 Pillsbury Drive SE
>
> Minneapolis, MN 55455
>
> \(612\) 624-2097 Phone
>
> \(612\) 624-9344 Fax
>
> <nset@umn.edu> E-mail
>
> [http://www.ncset.org](http://www.ncset.org/)

-   National Dropout Prevention Center/Network (NDPC/N)

> Clemson University, 2009 Martin Street
>
> Clemson, SC 2931-15555
>
> \(864\) 656-2599 Phone
>
> \(864\) 656-0136
>
> <ndpc@clemson.edu>
>
> [http://www.dropoutprevention.org](http://www.dropoutprevention.org/)

-   National Center for Special Education Accountability Monitoring
    (NCSEAM)

> Human Development Center
>
> Louisiana State University Health Sciences Center
>
> 1100 Florida Avenue, Building 138
>
> New Orleans, LA 70119
>
> \(504\) 942-8215 Phone
>
> \(504\) 942-5900 TTY
>
> \(504\) 942-8305 Fax
>
> <acoulter@lsuhsc.edu> E-mail
>
> [http://www.monitoringcenter.lsuhsc.edu](http://www.monitoringcenter.lsuhsc.edu/)

-   Northeast Regional Resource Center (NERRC)

> Kristin Reedy, Director
>
> Learning Innovations at WestEd
>
> 20 Winter Sport Lane
>
> Williston, VT 05495
>
> \(802\) 951-8226 Phone
>
> \(802\) 951-8213 TTY
>
> \(802\) 951-8222 Fax
>
> <nerrc@aol.com> E-mail
>
> <nerrc@wested.org> E-mail
>
> http://www.wested.org/nerrc/

-   Mid-South Regional Resource Center (MSRRC)

> Ken Olsen, Director
>
> Interdisciplinary Human Development Institute
>
> University of Kentucky
>
> 1 Quality Street -- Suite 722
>
> Lexington, KY 40507
>
> \(859\) 257-4921 Phone
>
> \(859\) 257-2903 TTY
>
> \(859\) 257-4353 Fax
>
> <msrrc@uky.edu> E-mail
>
> http://www.ihdi.uky.edu/msrrc

-   Southeast Regional Resource Center (SERRC)

> Betty Beale, Director
>
> School of Education
>
> Auburn University Montgomery
>
> P.O. Box 244023
>
> Montgomery, AL 36124-4023
>
> \(334\) 244-3100 Phone
>
> \(334\) 244-3101 Fax
>
> <bbeale@edla.aum.edu> E-mail
>
> http://edla.aum.edu/serrc/serrc.html

-   Great Lakes Area Regional Resource Center (GLARRC)

> Larry Magliocca, Director
>
> Center for Special Needs Populations
>
> The Ohio State University
>
> 700 Ackerman Road, Suite 440
>
> Columbus, OH 43202-1559
>
> \(614\) 447-0844 Phone
>
> \(614\) 447-8776 TTY
>
> \(614\) 447-9043 Fax
>
> <daniels.121@osu.edu> E-mail
>
> [http://www.glarrc.org](http://www.glarrc.org/)

-   Mountain Plains Regional Resource Center (MPRRC)

> John Copenhaver, Co-Director
>
> Carol Massanari, Co-Director
>
> Utah State University
>
> 1780 North Research Pkwy, Ste. 112
>
> Logan, UT 84341
>
> \(435\) 752-0238 Phone
>
> \(435\) 753-9750 TTY
>
> \(435\) 753-9750 Fax
>
> <cope@cc.usu.edu> E-mail
>
> <http://www.usu.edu/mprrc>

-   Western Regional Resource Center (WRRC)

> Richard Zeller, Co-Director
>
> Caroline Moore, Co-Director
>
> 1268 University of Oregon
>
> Eugene, OR 97403-1268
>
> \(541\) 346-5641 Phone
>
> \(541\) 346-0367 TTY
>
> \(541\) 346-0322 Fax
>
> <wrrc@oregon.uoregon.edu> E-mail
>
> <http://interact.uoregon.edu/wrrc/wrrc.html>

-   WESTAT

> Marsha Brauen, Associate Director
>
> 1650 Research Boulevard
>
> Rockville, MD 20850
>
> \(301\) 738-3668 Phone
>
> \(310\) 294-4475 Fax

[^1]: Trend Data -- At least three years of data that show a line of
    general direction or movement.