Improving transition from school to adult life for all individuals with
disabilities is both a national mandate and a district commitment. Recognizing
that education is a life-long pursuit, the district provides students
who are transitioning to adult life with an Individualized Education Plan
that includes a coordinated set of transitional activities, based on assessment
of the student's needs and preferences that will lead to the accomplishment
of their postsecondary goals. These services may include instruction,
related services, community experiences, employment, and, if appropriate,
functional vocational evaluation and daily living skills instruction.
While transition planning typically begins at age 15, so that a transition
plan is in place as a part of the IEP before the student turns 16, planning
can and should begin much earlier. Special Education professionals work
with the student and family to develop an Individual Transition Plan which
includes transition goals based on assessment and is designed to assist
the student to reach long-term student outcomes through a coordinated
set of activities.
Vocational preference inventories, aptitude tests, observations, work
samples, classroom course work, STAR testing results, and student interviews
could be used as part of the transition assessment. This assists the team
to determine postsecondary goal areas and develop a course of study to
enable the student to work towards his/her postsecondary outcomes. This
information is brought to each annual/transition IEP meeting for transition-age
Prior to the transition IEP meeting the appropriate notification should
be sent to all required team members. The IEP Meeting Notice includes
a box indicating that the purpose of the meeting is transition planning.
This box should be checked. The transition meeting can be held in conjunction
with the annual and/or triennial IEP review(s). Required team members
to be invited include the following:
- The student must be invited to participate in this meeting; however,
if the student is not present, those who know the student well should
contribute information on the student's behalf. Active student involvement
in all aspects of the transition planning process is imperative.
- The parent(s)/guardian(s) need to be informed of the purpose of this
meeting so that they can fully participate. As with any other IEP, they
also must be informed of their right to bring anyone else to the meeting
who has specific knowledge of the child. This could include coaches,
tutors, family members etc.
- With the consent of the parents or the consent of the student who
has reached age 18, the district must invite a representative of a local
agency that is responsible for providing or paying for transition services.
At the transition meeting, the information that has been gathered is considered
by the IEP team, along with the strengths of the child, the concerns of
the parent, the results of the most recent evaluations, and the needs
of the child for academic, developmental and functional skills. The IEP
team may also determine that further age appropriate assessment, including
a functional vocational evaluation, is required in order to identify appropriate
- At least one postsecondary goal is identified for education/training,
and an additional goal is identified addressing the student's future
employment. These goals must address the IEP team's expectations for
what the student will be doing after exiting with a diploma or aging
out of special education upon turning 22 years of age.
- If needed, another postsecondary goal for independent living skills
can be added. The team should consider an independent living skills
goal particularly for students who have deficits in functional skills.
Measurable Postsecondary Goals (MPG) begin with a time frame, use results
oriented terms and detailed descriptors. Some MPG examples include:
- After high school graduation, Jeremy will enroll in a Veterinary Technician
training program at Diablo Valley College.
- Following completion of a cosmetology course, Tina will be employed
as a hair stylist at her mother's salon.
Upon completing school at age 22, Jane will live in a group home and
participate to the maximum extent possible in her daily routines, making
choices using technology.
Once measurable postsecondary goals are identified, the IEP team begins
the task of determining what transition services or activities are required
for the student to achieve the goals. The transition IEP team must consider
three separate elements: (1) course of study, (2) measurable annual goals,
and (3) transition services and activities designed to address measurable
1. Course of Study: The IEP team will look at the course of study required
for the student to achieve the postsecondary goal. If the goal requires
a high school diploma, the team will determine what courses are required
for granting the diploma. If specific prerequisites are required for the
student to prepare for postsecondary training or education, the team will
write those prerequisites into the course of study.
2. Measurable Annual Goals: The IEP team will examine the goals proposed
for the student's annual IEP and make sure that they contribute to the
student's progress toward his postsecondary outcomes. Areas of need identified
by the IEP team that are not addressed in the annual academic IEP goals
should be addressed with specific transition goals.
3. Transition Services designed to address postsecondary outcomes. The
IEP team will determine which related services and activities will be
necessary to address the student's MPG's. These services should be listed
in the "Services" section of the annual IEP form. Some transition
services and activities, including mentoring, college awareness, career
exploration, travel training, work experience, apprenticeship program,
and vocational counseling are more appropriately listed on the Individual
Transition Plan (ITP).
The IDEA states that "Transition is a coordinated set of activities."
To ensure effective and quality transition services, service providers
at the school level must be actively involved with community resources.
Collaboration is essential. Documentation of collaboration is required.
The Individual Transition Plan form lists the person or agency responsible
for each of the transition activities and services. A progress report
on these activities is required whenever an IEP review is conducted. If
some aspect of the ITP was not completed due to the failure of a community
agency to participate, the IEP team must identify alternative strategies
to provide the services.
At the conclusion of the student's school career, the district is required
to provide a "Summary of Performance" to the student. It must
include a description of the student's academic achievement and functional
performance, with recommendations on how to assist the student in meeting
the postsecondary goals. At this time, if it hasn't been done before,
the school should request a permanent address for the student, as data
on the student's achievement of his measurable postsecondary goals will
need to be collected one year after the student exits the school with
a diploma or at age 22. This data must be reported to the CDE on the CASEMIS
[34 CFR 300.321(b)(1) and (3)] [20 U.S.C. 1414(d)(1)]
[34 CFR 300.321(b)(1) and (3)] [20 U.S.C. 1414(d)(1)]
[34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]
[34 CFR 300.305(e)(3)] [20 U.S.C. 1414(c)(5)(B)(ii)]
Click here to download and print "Procedures Guide-Secondary