Planning for your child’s transition from high school and public education is a life-long process. Every IEP meeting should be focused on the future and what the adult world has to offer and will require. Unfortunately, many times transition planning is just another checkbox or part of the IEP that needs to completed to comply with federal and state laws. As the parent, you can help ensure that transition planning is just as vital and important to your child’s IEP as measurable goals and objectives.
Transition planning is an integral part of the overall IEP and is not a separate document or a separate process. It should not be an afterthought after the rest of the IEP has been created. Transition planning should guide the creation of the rest of the IEP. Transition services are a coordinated set of activities that promote movement from school to such post-school activities as post-secondary education, vocational training, employment, adult services, independent living, and community participation. They must be based on the individual student’s needs & take into account his or her preferences and interests. Transition services must include instruction, community experiences, and development of employment and other post school adult living objectives. If appropriate, daily living skills and functional vocational evaluation may also be included.
According to IDEA §300.320, the IEP must:
- Be based upon completed, age appropriate, transition assessments.
- Include coordinated, measurable, annual, postsecondary goals(this is an outcome, not a process-the outcomes of these postsecondary goals will occur after your child leaves high school.
- Include transition services (including courses of study) needed to assist your child in reaching those goals.
In addition effective September 1, 2018, transition planning for students must address and include the following:
1) the use and availability of appropriate opportunities to assist the student in developing decision-making skills
2) supports and services that foster the student’s independence and self-determination, including a supported decision-making agreement.
No later than the child’s 16th birthday a transition plan must be included in the IEP outlining post-secondary goals, independent living skills goals, and transition services needed in order for the goals to be accomplished. In some states like Texas and New Hampshire, beginning when the child is age 14 (or younger, if appropriate), the IEP must address (within the applicable parts of the IEP) what the child needs to take to reach his or her post-secondary goals. The transition services are services needed to help the child prepare for leaving school. Transition services outlined in IDEA state that the IEP must include appropriate measurable, post-secondary goals based upon age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills. Also, it must include the a course of study needed to assist the child in reaching those goals. The child must be an active participant in the transition process in order for his or her likes, dislikes, strengths, and needs to be considered when developing this plan. A statement of transition services needs must also be included in each of the child’s subsequent IEPs. Remember, students begin planning their high school courses of study in their 7th or 8th grade year in order to ensure they have the right courses needed to go on to college or work. It should not be any different for students with disabilities.
Remember transition planning & services includes the following:
Post-Secondary Goals-The post-secondary goals should be measurable for intended outcomes one year after they graduate from high school (Indicator 14).
Course of Study-A course of study is a current description of coursework and/or activities to achieve the student’s desired post-school goals, from the student’s current to anticipated exit year. The course of study must align with the postsecondary goals.
Coordination of Services-The law (CFR §300.43) says transition services must be in the form of a coordinated set of activities for a student with a disability that is designed to be results-oriented, is focused on improving the academic and functional achievement of the student, is designed to facilitate the student’s movement from school to post-school activities, is based on the student’s individual needs, takes into account the student’s strengths, preferences and interests, includes instruction, related services, community experiences and the development of employment and post-school adult living objectives, and when appropriate, can include acquisition of daily living skills and functional vocational evaluation. Daily living skills are not necessarily appropriate for every student.
Age of Majority/Guardianship & Alternatives-Age of majority is the legal age established by state law at which a person is no longer a minor and has the right and the responsibility to make certain legal choices that adults make. The IDEA (Individuals with Disabilities Education Act) affords parents certain rights to ensure their participation in the educational process for their child with disabilities. Beyond Guardianship: Toward Alternatives That Promote Greater Self Determination https://ncd.gov/sites/default/files/NCD_Guardianship_Report_Accessible.pdf
Graduation-Graduation is a term that is typically defined as the completion of high school. Local school districts and state laws determine requirements for earning a high school diploma.
Graduation Options-Schools are allowed to modify graduation standards for individual students through the IEP team. The team has the authority to set graduation standards for students with disabilities. This authority exceeds any district or building policy or procedure. The team needs to discuss accommodations and modifications in the areas of required courses and testing. Any
accommodations or modifications that are decided upon by the team should be written into the student’s IEP.