IEP Transition Procedures
Teacher Transition Page - click here for teacher Transition Plan Writing Resources
Summary of Performance - click to access information regarding the summary of performance required for students whose eligibility under special education terminates due to graduation with a regular diploma, or due to exceeding the age of eligiblity.
Transition is the movement from school to post school environments. It should include the skills necessary for the student to be successful in education, employment, and independent living after completion of high school. Transition requires support from multiple sources for the student and his/her family to make choices, develop connections, and access services.
Transition plans must be included in the IEP beginning not later than the first IEP to be in effect when the student begins ninth grade or turns 16, or younger if determined appropriate by the IEP team and is updated annually thereafter.
The student should be involved in the transition components of the IEP and should be invited to this portion of the IEP meeting. If the student does not attend the IEP meeting, the school system must take other steps including verbal and written input to ensure that the student’s preferences and interests are considered before developing the transition aspects of the IEP. It should also be noted that the parent and student should be aware of other agencies that must be invited to help with successful transition planning.
The IEP must include:
- (1) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills, and
- (2) the transition services (including course of study) needed to assist the child in reaching those goals. Course of study should focus on instructional and educational classes and experiences that will assist the student to prepare for transition from secondary education to postsecondary life and a regular high school diploma. It should relate directly to the student’s post secondary outcome goals and show how the planned course of study is linked to these goals. The course of study should be meaningful to the student’s future and motivate the student to reach successful post school outcomes.