TO:

FROM: Thomas B. Neveldine (Signature)

SUBJECT: Policy Regarding Including Long-Term Adult Outcome Statements on Individualized Education Programs (IEPS) for Transition-Age Students

Consistent with policy of the New York State Board of Regents and the State Education Department, projected long-term adult outcome statements must be included in Individualized Education Programs (IEPS) for all students with disabilities ages 15 and older. Such statements are also required for younger students, if determined appropriate by the Committee on Special Education (CSE). The IEP for these students must include desired long-term adult outcome statements as the basis for determining the coordinated activities to promote the student's movement from school to post-school opportunities. In addition, the statements must be reviewed and updated as part of the annual review process.

Long-term adult outcomes are defined in the publication, Transition Services: A Planning and Implementation Guide (July 1994):

"Long-term adult outcomes = Long-term adult outcome statements in the IEP will reflect the student's employment, postsecondary education, and community living aspirations. Options may include the post-school activities listed in the transition services definition: i.e., . . . including postsecondary education, vocational training, competitive integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. Outcomes should be specific to each student's unique needs, preferences, and interests. "

The inclusion of long-term adult outcome statements in the IEP documents that the planning activities undertaken to develop the IEP reflect the Federal and State legislative and regulatory intent of the definition that "transition services..... (are) designed within an outcome oriented process..... taking into account the student's preferences and interests. . . " (8NYCRR 200.1 (rr); 34 CFR 300.18). The Secretary of Education interprets that "outcome" refers to the results or intended effect of the activities on the student (Notes to 34 CFR 300.18).

The long-term adult outcome statements provide focus for all individuals involved in planning and implementing the transition programs and services in the IEP: the school, the student, the student's family and any participating agency. The statements provide the basis for determining needed activities that will promote the student's movement from school to postschool activities. They also provide the basis for discussion with appropriate community agencies regarding their contributions to the student's transition process.

The long-term adult outcome statements are intended to acknowledge the student's preferences and interests and should be expressed in terms of the student's aspirations for the future. Once the statements are established, annual goals and objectives and other activities can be developed to help the student incrementally develop skills, experiences and contacts with resources, as needed, to work toward the long-term vision. The outcome statements can be general or specific since they will be amended, as appropriate, to reflect the student's ability to narrow general interests to specific directions concerning post-school plans. For example, when Maria first begins to participate in the transition planning process, her long-term adult outcome would tend to be broad in scope stating, "Maria wishes to work in the technology field. " . Later, after some work experiences in her transition program, it would become more specific, "Maria hopes to attend college to study engineering. "

The long-term adult outcome statements are not intended to be either a guarantee or promise by the school district that any student will achieve exactly what the Committee on Special Education and the student envision. However, it is the school district's responsibility to provide instruction and activities that will assist a student to acquire skills related to the long term adult outcome statements included in his or her IEP.

Assuring that this required component of the transition planning process is fully implemented will provide significant benefit to students with disabilities and their families. If you have any questions regarding this aspect of the IEP planning process, please contact the Special Education Regional Office in your area or the Office for Vocational and Educational Services for Individuals with Disabilities at (518) 474-5548.