During the IEP meeting when transition is being considered

If the Transition Planning Tool is being used to capture information and planning elements, transfer the relevant information to the appropriate sections of the IEP document.

  • Discuss Future Planning
  • Review the future planning intentions and the child profile developed by the child and family. The team should discuss how these statements are used to develop immediate postsecondary goals that are informed by age-appropriate transition assessment data.
  • In subsequent meetings, the IEP team will review and update the future planning and child profile statements and update them as needed.
  • Review the Child Profile and Present Levels of Academic and Functional Performance

These separate elements of the IEP summarize the information and data available from the Evaluation Team Report (ETR) and the Transition Planning Tool (link to), including age-appropriate transition assessments, and other assessments - academic, behavioral, daily living, functional, adaptive, etc. They should:

  • Describe the child's academic achievement and progress in the general curriculum.
  • Describe how achievement and progress is impacted by the characteristics of the child's disability.
  • Describe previous supports and accommodations that have facilitated access to and progress in the general curriculum.
  • Describe previous supports and accommodations that have helped the child participate in other school-related activities, when applicable.
  • Determine which, if any, of these supports and accommodations provide the levels of independence and self-sufficiency the child will need to achieve the postsecondary plans.
  • Age Appropriate Transition Assessments

Review the summary of age-appropriate transition assessments related to postsecondary plans for employment, education or training, and when appropriate independent living.

In this multi-year transition planning process, the team will verify, update, and review the present levels and transition assessment data at least annually.

This information will:

  • identify, confirm, or update the proposed high school courses of study,
  • develop or modify the transition services needed to support the proposed courses of study,
  • not later than the IEP for age 16, develop, update, or confirm the appropriate, measurable postsecondary goals,
  • identify, confirm, or update the transition services to support those goals, and
  • identify, confirm, or update the annual IEP goals that support movement to the postsecondary goals.

Transition Planning for IEPs of children Age 14 or older during the time the IEP is in effect

  • Documenting Age 14 Statement
  • Proposed high school courses of study

Based upon immediate postsecondary plans from the future planning statement, and related to graduation, and other requirements, identify the courses of study the child proposes to take during high school, and document these in age 14 statement of the IEP. This should include general education courses and electives, as appropriate, and if necessary any significantly modified courses or functional curriculum appropriate to the child's needs

  • Transition services to support movement to postsecondary activities

Based upon immediate postsecondary plans from the future planning statement, and the proposed high school courses of study, list the transition services needed to assist the child in the attainment of those plans and to support the proposed courses of study identified in above (e.g., making coursework relevant to career path, providing supports and accommodations).

Document the transition services in appropriate section of the IEP, and use the Transition Quality Check or other resources to be sure the team has considered all the transition services needed to support movement to the postsecondary activities identified in Future Planning. (Transition Services are discussed later in this document.)

Transition Planning for IEPs of children Age 16 or older during the time the IEP is in effect

  • Measurable Postsecondary Goals: For the IEP in effect when the child reaches age 16 (or earlier if appropriate)

The IEP must have in place measurable postsecondary goals based upon age-appropriate transition assessments, and the transition services needed to support those goals. The measurable postsecondary goals should be established with the parents and child prior to the IEP meeting. All children must have postsecondary employment and education (or training) goals. Children must also have independent living goals when age appropriate transition assessments and other information document needs in this area.

For children with significant disabilities who may not be able to participate in either competitive or sheltered employment, the goal statement should indicate the scope of adult living activities appropriate for this child.

Document the postsecondary goals in as follows:

  1. Identify a measurable postsecondary education or training goal. Note the type of postsecondary education or training (e.g., full-time four-year college, on-the-job training while working, etc.).
  2. Identify a measurable postsecondary employment goal. Note whether it is full or part-time and the general field of work (e.g., full-time employment as an auto mechanic).
  3. If appropriate, identify a measurable independent living goal. Describe the type of independent living activity (e.g., living in an apartment with agency supports, enrollment in the YMCA, etc.).

Examples of appropriate, measurable postsecondary goals can be found at the National Secondary Transition Technical Assistance Center (NSTTAC) Indicator 13 training site.

  • Proposed Course work for High School

Based upon the Future Planning statement and the immediate postsecondary goals, the team should identify the courses the child proposes to take during high school that will prepare him or her for employment, education or training and/or independent living as an adult. This should include reference to general education courses and electives, as appropriate, and if necessary any significantly modified courses or functional curriculum to meet the child's needs. With the approval of the IEP team, this course work may change as interests and needs change, or courses become unavailable, or the child enrolls in another district.

Document the courses of study under the specific Measurable Postsecondary Goals in Step 5 of the IEP.

For children with significant disabilities, this statement may refer to specially designed instruction in math, language arts, etc., and in functional life skills or other instruction appropriate to earn the credits required for graduation.

These proposed courses of study may be modified and updated as necessary to reflect the current needs, strengths, and interests of the child. The proposed courses of study in the IEP do not have legally binding contract status. The LEA is bound to provide all the special education services, modifications, accommodations, and specially designed instruction identified for the child with disabilities, but they are not bound to provide the general education course work in the proposed courses of study.

  • Transition Services

Identify the transition services needed by the child that will support progress in the proposed courses of study and assist the child in the achievement of postsecondary goals. Transition services should be identified as they relate to child needs and future intentions, but need not include every category of service. Other agencies which are likely to be responsible or pay for services should be identified in this step. Transition services/activities may be addressed in the following areas:

  • Instruction: This refers to instruction not included in the child's course(s) of study. This service could include specific types of training that support transition to a postsecondary goal or goals. It might include areas such as self-determination and disability awareness, study skills training, or specific types of instruction such as occupational skill training or on-the-job training.
  • Community Experiences: Identify ways in which the child's classroom learning can be applied in actual authentic settings to provide experiential opportunities that prepare the child for postsecondary environments. For a college-bound child this might include taking actual college classes. For children planning to enter employment this should generally include community work experiences.
  • Related Services: Identify services that will enhance the child's ability to perform in current and future environments related to postsecondary goals and activities. This could include assistive technology, psychology, special education, rehabilitation counseling, and other professional services. (Related services for the coming school year are addressed in a different section of the IEP.)
  • Development of employment and Other Postsecondary Adult Living Objectives: Identify ways that the child can develop and make their career plans work such as the Individual Academic and Career Plan (IACP) of the Ohio Career Information System (OCIS) or other career planning and Age-Appropriate Transition Assessment approaches. Transition specialists and guidance counselors may also be helpful.
  • Daily living: Identify training or services related to activities adults do every day such as grooming, cooking, money skills, etc. This may include health training, home repair, home economics, travel training, independent living training, and money management.
  • Linkages with Adult Services: This includes referrals to Rehabilitation Services (Bureau of Vocational Rehabilitation - BVR), summer youth employment programs, mental retardation and developmental disability (DD) services, Social Security benefits, university/college disability services, and independent living centers. Be sure to obtain parental or child consent (at 18 or older) before involving these outside agencies.
  • Functional vocational evaluation is an assessment process for any child that provides information about career interests, aptitudes, and skills. This may include situational work assessments, work samples, interest inventories, aptitude tests, and job tryouts. The functional vocational evaluation is yet another form of an Age-Appropriate Transition Assessment.

Each transition service or activity must include: (a) a brief description of the service or activity, (b) the person or agency responsible, (c) the timelines for initiation and completion, and (d) reference to any annual IEP goals that support the service or activity. Schools should be aware that activities assigned to children or parents will become the responsibility of the school, if not completed by the family. If activities assigned to adult service agencies or other providers cannot be provided as planned, the IEP team will need to reconvene to develop other plans to provide the needed services.

It should be noted that schools ARE responsible for the services stated in the IEP; however, they ARE NOT responsible for the attainment of appropriate, measurable postsecondary goals listed in the transition component of the IEP. In other words, schools are not held accountable for a child's failure to get a job as an auto mechanic upon graduation, if that is the measurable postsecondary goal in employment. However districts are responsible for implementation of specific transition services, behavioral interventions, and progress on annual IEP goals that support the child's future planning to become an auto mechanic. As long as the school has provided the course(s) of study, implemented the annual IEP goals, and delivered the transition services and other services identified in the IEP, it has met its obligation.

Last Modified: 9/4/2013 9:00:08 AM