Requirements

Beginning at age 14 and updated annually, the IEP must include a statement of the transition service needs of the student that focus on the student’s courses of study (such as participation in advanced placement courses or a vocational education program).

Beginning at age 15 (and younger if appropriate) the IEP must include a statement of the needed transition services including a statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of services and activities that promote movement from school to post-school opportunities, or both, before the student leaves the school setting. The IEP must include those transition services/activities in each of the following areas as appropriate to the needs of the individual student:

• instruction,
• related services,
• employment and other post-school adult living objectives,
• community living experiences,
• activities of daily living, if appropriate, and
• functional vocational assessment, if appropriate.

What are transition services?

Transition services means a coordinated set of activities for a student with a disability, designed within an outcome-oriented process, that promotes movement from school to post-school activities. Post-school activities include, but are not limited to:

• post-secondary education,
• vocational training,
• integrated competitive employment (including supported employment),
• continuing and adult education,
• adult services,
• independent living or community participation.

Transition services should be those that assist the student to reach his or her projected post-school outcomes.

What information should a Committee use to determine a student’s needed transition services?

The coordinated set of activities must be based on the individual student’s needs, taking into account the student’s preferences and interests. To determine the transition services the student needs, the Committee should consider the student’s most recent evaluation information including vocational assessment, teacher recommendations, annual reviews, student aptitudes and accomplishments, parent concerns and student goals.

What is the purpose of transition planning and transition programs and services?

Transition planning focuses attention on how the student's educational program can be planned to help the student make a successful transition to his or her goals for life after high school, including:

• providing instruction and courses of study that are meaningful to the student's future and will motivate the student to complete his or her education;
• teaching students the skills and knowledge needed in adult life (including career development and occupational skills); and
• providing contacts (linkages) with adult agencies to provide a smooth transition.

Statement Of Needed Transition Services

The statements of needed transition services, developed in consideration of the student’s needs, preferences and interests, should specify the particular activity or service and the participating agency (i.e., the school district or another agency) providing the service. The beginning date for the service should be provided if the date of initiation is different than the date of initiation for the IEP.

Instruction

The IEP must identify any instruction and/or specific courses that the student might need to prepare the student for post-school living. Instruction could include specific general and/or special education course instruction, career and technical education, or advanced placement course(s); and/or instruction to learn a particular skill (e.g., instruction in problem solving skills, how to use public transportation, how to use a particular assistive technology device, how to balance a checkbook, etc.).

Related services

The IEP must identify any related services (e.g., rehabilitation counseling services; job coach; school social work; orientation and mobility services) the student may need as a transition service to support the student in attaining the projected post-school outcomes. (Related services recommended as a transition activity must also be documented under the IEP section "Special Education Program/Services").

Employment, other post-school adult living objectives

The IEP must identify what services or activities the student needs to prepare him or her for employment and to assist the student in meeting other post-school adult living objectives (e.g., participation in a work experience program; assistance with completing college or employment applications; practice in interviewing skills; travel training).

Community experiences

The IEP must indicate if a student needs to participate in community-based experiences or learn to access community resources (e.g., after school jobs, use of public library, community recreational activities) to achieve his or her projected post-school outcomes.

Activities of daily living

If appropriate to the needs of the student, the IEP must indicate the services or activities that will assist the student in activities of daily living skills (e.g., dressing, hygiene, self-care skills, self-medication).

Functional vocational assessment

The IEP must indicate if the student will need a functional vocational assessment as a transition service or activity. A functional vocational assessment is an assessment to determine a student’s strengths, abilities and needs in an actual or simulated work setting or in real work sample experiences.

What is the definition of a participating agency?

Participating agency means a State or local agency, other than the public agency responsible for a student’s education, which is financially and legally responsible for providing transition services to the student.

When an agency agrees to provide a service, the IEP must include the service and the implementation date of the service if it is different than the implementation date of the IEP.

What if the participating agency fails to provide services as planned?

If a participating agency fails to provide agreed-upon transition services contained in the student’s IEP, the district responsible for the student’s education must, as soon as possible, initiate a meeting to identify alternative strategies to meet the transition objectives, and if necessary, revise the student’s IEP.

Quality Indicators

• Are based on individual needs and correspond to careers and real life skills.
• Are based on assessment information including vocational assessment.
• Promote movement from school to post-school employment, education, and community living.
• Focus on the student’s strengths, interests and abilities.
• Assist the student to realize the projected post-school outcomes.
• Address instruction and courses of study beginning at age 14.
• Address instruction, related services, community experiences and preparation for employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation beginning at age 15.
• Reflect involvement and connections with general and career and technical education programs as well as post-school supports and programs.
• Are developed with students and parents as active participants.
• Clearly identify the responsibilities of the school district and other agencies.

• Transition Services: A Planning and Implementation Guide – July 1994
• Transition Services Web Site - http://www.vesid.nysed.gov/specialed/transition/home.html  
• Effective Models in Transition Planning for Students with Disabilities, Videotape, April 2002

See Attachment 5

Coordinated Set of Transition Activities (School to Post School)

• For students ages 14 and older, courses of study (i.e., instructional activities and educational experiences) to meet transition needs:
• For students beginning at age 15 (and younger if deemed appropriate) needed transition services/activities in each area:

Coordinated Set of Transition Activities

Activity

School District/Agency Responsible

Date

Resource room to address organization strategies

Home district

10/14/02

Counseling services

Home district

10/14/02

Development of Employment/Other Post-School Adult Living Objectives

Resume development; interview skills; application completion

Youth Career Support Services, Inc.

3/1/03

3 community experiences with job coaching - florist; retail; landscaping

Youth Career Support Services, Inc.

1/3/03

NA

Situational assessment with job experiences

Youth Career Support Services, Inc.

1/3/03