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Transition Program

Improved outcomes for all students with Disabilities

ESD 105 believes that all support services, training opportunities, and programs must be connected and coordinated to best serve the region. Current data shows a need within the region to provide training, direct support, and higher education access for students with disabilities.

The Purpose of Individuals with Disabilities Education Act (IDEA):

To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. IDEA 34 CFR §300.1(a)

(34) Transition Services -The term 'transition services' means a coordinated set of activities for a student with a disability that—

(A) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(B) is based on the individual student's needs, taking into account the student's strengths, preferences, and interests;

(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.

Every state is required to report on their post-school outcomes to the Office of Special Education Programs. Positive post-school outcomes are included in the seventeen performance indicators that fall under the Individuals with Disabilities Education Act (IDEA is a federal statute pertaining to youth and young adults ages 3-21 who receive special education and/or related services.) These reports are designed to help states determine how well the responsibilities to students with disabilities are being met as defined by IDEA. The data in these reports is also used by schools and districts to inform systems-change.

Transition Indicators:

Indicator 13: Compliance 

  • Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age-appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition service needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.

Indicator 14: Post-School Outcomes

  • Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education or some other postsecondary education or training program or competitively employed or in some other employment within one year of leaving high school.

Each former student is counted in one category. The Office of Special Education Programs (OSEP) considers Higher Education to be the highest category, followed by competitive employment, other education/training, other employment, and no engagement.

If a survey respondent meets reporting requirements for multiple categories, they are counted in the highest category they qualify for. For example, if a former student was enrolled in higher education and competitively employed, they are reported in the higher education category only.

In late 2020, the Special Service Department leadership at ESD 105 utilized the Youth Council Institute (YCI) New Ways Self-Assessment Tool centered on equity, accessibility, and equality. This included Center for Change in Transition Services (CCTS) quality indicators for secondary transition. The results of this work indicate that the region is lagging behind with regard to inclusive educational and post-secondary opportunities for students with disabilities.

DDA Data shows that only 27% percent of the 2017 exiting Yakima County students, with developmental and intellectual disabilities, were connected to county employment services two years after school. This is lower than the state average of 50% of students being connected to services one year out from school. As a result, three areas of growth were identified:

(1) School-based Activities,

(2) Work-based Activities, and

(3) Family Involvement.

ESD 105 is committed to improving student outcomes by focusing specifically on the following areas:

  • Community based employment
  • Opportunities for post-secondary education and training, and
  • A focus on workforce development within the 105 region

If you are interested in learning more about our transition services, please contact the ESD 105 Special Education Department: 509-834-6816.


Pre-Employment Transition Services (PRE-ETS)

In collaboration with ESD105 Special Service Department, the Department of Vocational Rehabilitation (DVR) plays a critical role in providing a coordinated set of transition services and activities to students with disabilities so they can be ready to embark on achieving their employment goals for post-secondary success. 

ESD105’s contracted services will better equip students with the skills and knowledge needed to be successful in the 21st-century workforce. 


For more information, contact our Special Service Department at: 509-834-6816


Interagency Transition Network (ITN)

The Interagency Transition Network (ITN) was formed in 2019 to serve as the catalysts for enhancement in a comprehensive local system to share resources and time for maintaining compliance, continuous programmatic improvement activities, providing effective services, and improving transition services and outcomes for youth and families.

In partnership with community stakeholders, the goal of the ITN is to support every student with disabilities as they transition into adulthood and establish meaningful community engagement that honors individuality and personal choice.

  • ITN stakeholders strive to improve transition services and outcomes for youth and families by collaborating on sharing accurate and current information and knowledge on how to navigate systems.
  • Members understand that transition cannot be addressed by only one agency effectively. Collaboration between schools, adult agencies, and resources are necessary to meet the needs of our communities, specifically the rural and under-represented communities we serve in the central Washington region.

The Yakima County ITN is comprised of the following agencies and School Districts:

  • Parent to Parent, Children’s Village (Co-founder)
  • Division for Vocational Rehabilitation (DVR)
  • Division of Developmental Disabilities Administration (DDA)
  • Yakima Valley College
  • Trillium Employment Services
  • Educational Service District 105 (Co-founder)
  • PAVE
  • ENTRUST Community Services
  • Yakima County Health District

Representation for the following school districts:

  • Selah School District
  • West Valley School District
  • Yakima School District
  • Highland School District

Parents and self-advocates with disabilities attend ITN meetings as well. We welcome all interested in attending the ITN!

Our Focus: Academic Achievement

The following characteristics describe a transition network that is successfully addressing the element of academic achievement:

  • All youth are engaged in their learning in the classroom
  • Adults promote high academic and technical success
  • Workplace experiences support classroom learning
  • Multiple educational approaches address individual needs
  • Standards-based alternatives are available at all levels of education Career

Development The following characteristics describe a community that is successfully addressing the element of career development:

All youth are engaged in their learning in the workplace and community

  • Early employment exposure and experiences are provided
  • Quality work-based learning opportunities are in place
  • Community and workplace partners provide work and learning opportunities
  • Classroom learning supports career development

Transition Activities Timeline


In 2019, the Washington State Legislature provided students with multiple pathways to graduation by passing House Bill (HB) 1599(link is external). HB 1599 expands the ways Washington students show their readiness for their next step after high school. Building off a robust plan (High School and Beyond Plan) and quality instruction across core academic areas, completing a graduation pathway helps prepare students for what comes after high school graduation. It also signals to employers and postsecondary education/training institutions a student’s readiness for that step. 

Students with IEPs can access any of the graduation pathways to meet the pathway requirement. HB 1599 discontinues the use of the Certificate of Individual Achievement for all classes after the Class of 2021. Guidelines for Statewide Accountability Assessments outline the importance of setting high expectations for all students and provides guidance to IEP teams in how to determine the appropriate assessment option for each student.

Other statewide graduation requirements (a High School and Beyond Plan and the required high school credits) are applicable for the Class of 2021 and beyond, in addition to any locally determined graduation requirements.

Students with IEP's must have a transition plan, which is a component of the IEP, and a High School and Beyond Plan

OSPI Multiple Pathways to Graduation

Helpful Resources