IEP Process

Transition

Beginning at age 13, and updated annually, the IEP must contain (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 appropriate courses of study, needed to assist the child in reaching the stated postsecondary goals; and (3) a statement of needed transition services for the child, including, when appropriate, a statement of the interagency responsibilities or any needed linkages.

Transition services needs must be discussed for students age thirteen and older during the effective dates of the IEP. Transition services will be discussed for younger students if the parent(s) or the IEP Team determine it is appropriate.

The LEA must conduct age-appropriate transition assessment at a minimum in the areas of education/training, employment, and, where appropriate, independent living. The purpose of transition assessment is to provide information to develop and write practical, achievable measurable postsecondary goals and assist in the identification of transition services necessary in helping the student reach those goals. Transition assessment must be conducted prior to the student reaching age 13 and prior to the development of the measurable post-secondary goals and transition services in the student's IEP. For each postsecondary goal there must be evidence that at least one age-appropriate transition assessment was used to provide information on the student’s needs, strengths, preferences, and interests regarding postsecondary goals.

Case managers gather the information needed to understand student needs, taking into account strengths, preferences, and interests through career awareness and exploration activities and a variety of formal and informal transition assessments. These assessments should seek to answer questions such as:

• What does the student want to do beyond school (e.g., further education or training, employment, military, continuing or adult education, etc.)?


• Where and how does the student want to live (e.g., dorm, apartment, family home, group home, supported or independent)?


• How does the student want to take part in the community (e.g., transportation, recreation, community activities, etc.)?

• Assessments


• Student interests and Preferences: The Parent/Student Input should contain a narrative describing the student’s interests and preferences.


• Post-Secondary Measurable Goals:Measurable postsecondary goals are different from measurable annual goals in that they measure an outcome that occurs after a student leaves high school. A measurable annual goal measures the progress of the student while in school. However, it is important to note that for each post-secondary goal, there must be an annual goal included in the IEP that will help the student make progress toward the stated post-secondary goal.
  
  Measurable postsecondary goals should be stated in a way that can be measured as “yes, it was achieved” or “no, it was not achieved. The statement needs to indicate what the student “will” do after graduating or completing their secondary program rather than what the student “plans”, “hopes”, “wishes” or “wants” to do.
  
  The team will develop a measurable postsecondary goal(s) that address the area(s) of: training/education, employment, and when appropriate, independent living. See below for a description of each area:
  
  
  • Post-Secondary Educational/Training Goal – specific vocational or career field, independent living skill training, vocational training program, apprenticeship, on-the-job training, military, Job Corps, etc., or 4 year college or university, technical college, 2 year college, military, etc.
  
  
  • Employment Goal - paid (competitive, supported, sheltered), unpaid, non-employment, etc.
  
  
  • Independent Living Goal (if applicable) – adult living, daily living, independent living, financial, transportation, etc.
  
  
• Course of Study: Each IEP for a student with a disability (who will be 13 or older during the time period of the IEP) must also contain a description of the course of study needed to assist the student in reaching those goals. The courses of study must focus on improving the academic and functional achievement of the student to facilitate movement from school to post-school by describing the courses and/or educational experiences that are related to the student’s postsecondary goals. For students whose IEP spans a portion of both 8th and 9th grades, the course of study should reflect both the applicable middle school course of study and the applicable HIGH SCHOOL Course of Study.
  
  
  • Provide a statement describing the student's coursework. This must be related to the desired post-school outcome for the student. Describe any recommended courses to support postsecondary transition. The decisions regarding the Course of Study should relate directly to where the student is currently performing and what he or she wants to do after graduation. These should be drawn from the Individualized Graduation Plan for that student. The connection between the student’s postsecondary goals and the courses of study should be obvious. To address the courses of study, the team should ask:
    
    
    • Do the transition courses of study focus on improving the academic and functional achievement of the child to facilitate his or her movement from school to post-school?
    
    
    • Do the courses of study (and other educational experiences) align with the student’s postsecondary goals?
    
    

  Standard Middle School Course of Study	Students able to access the general education curriculum with accommodations.
  Standard Course of Study Toward a State High School Diploma	Students able to access the general education curriculum with accommodations.
  Standard Course of Study Toward a State High School Credential	Students on modified curriculum.
  Functional Academic and Occupational	Middle school students on modified curriculum. Middle school students on Alternate Achievement Standards. High school students on Alternate Achievement Standards
  Not Applicable for Grades PK-4	Course of Study is not applicable for grades PK-4

  
  
  
• Diploma Options: The diploma option and anticipated graduation/exit date must be determined for any student of transition age (student will turn 13 or older during the effective dates of the IEP).
  
  

  SC High School Diploma	SC High School Credential (Non-Diploma State Credential)	Certificate of Attendance (Non-Diploma District Certificate)
  Students able to access the general education curriculum with accommodations. Students pursuing Carnegie Units for graduation.	Students on modified curriculum. Replaces GCS Occupational Credential.	Students working on Alternate Achievement Standards. OR Students who have reached age 21 and have not met requirements for either a diploma or credential.

  
  
• Agency Information - Interagency Linkage: The IEP team must determine, to the extent appropriate, any other public agency that must be invited to the IEP meeting because they are likely to be responsible for providing or paying for transition services. The parents, or a student who is 18 years of age, must provide consent for the LEA to invite any outside agency to the IEP meeting (34 CFR § 300.321(b)(3)). Consent from the parent (or adult student) is required when inviting outside agencies to ensure the protection of confidentiality of information under the FERPA (Federal Register, August 14, 2006, p. 46672).
  
  The Case Manager must specify any other agencies invited to the IEP meeting when completing the Notice of Meeting, and provide the parent with the Outside Agency Permission form. Parental permission must be obtained prior to any exchange of information with these agencies and is documented on the Request to Release or Secure Confidential Information Authorization of Release form.

An Exit Option Acknowledgement form will print along with the IEP. This form should be provided to the parents and signed by the parents annually.

To continue to the next step in the IEP Process: Adult Students with Disabilities, click Next below.