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.

If the student is of transition age, users should select “IEP - Transition (13+)” as the IEP type when creating the IEP.

Information pertaining to the Transition Assessment(s)/Data Sources used is entered at the beginning of the Post-School Considerations section of the Transition (13+) IEP.

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.)?

In Enrich IEP, IEP teams will address transition through the following steps:

• Provide a narrative for Student interests and Preferences





• 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-School Education/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.
  
  
  • Career Employment Goal - paid (competitive, supported, sheltered), unpaid, non-employment, etc.
  
  
  • Independent Living Skills Goal – adult living, daily living, independent living, financial, transportation, etc.
  
  
  
  
  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 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)
  
  In Enrich IEP, the user will specify any other agencies invited to the IEP meeting when completing the Notice of Meeting, and provide the parent with the Outside Agency Permission. 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 form.
  
  
  


• Select the SC Career Cluster from the dropdown provided.
  
  
  


• Select the appropriate course of study from the drop down menu. 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 user will select the applicable HIGH SCHOOL Course of Study.
  
  

  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. Replaces GCS Occupational Credential. Available for students entering 9th grade for the first time in the 2018-2019 school year.
  Functional Academic and Occupational	Middle school students on modified curriculum. Middle school students on Alternate Achievement Standards. High school students in the GCS Occupational Credential High school students on Alternate Achievement Standards
  Not Applicable for Grades PK-4	Course of Study is not applicable for grades PK-4
  Standard Course of Study Toward a GED	*Please contact your Special Education Specialist prior to selecting this Course of Study.*

  
  
  


• 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?
  
  
  


• Select the High School Projected Outcome from the dropdown menu and indicate the Month/Year of anticipated graduation/exit. This must be determined for any student of transition age (student will turn 13 or older during the effective dates of the IEP).
  
  Note: Upon the student graduating with the Employability Credential, the Individualized Education Program (IEP) team must complete a Summary of Performance (SOP) and a Prior Written Notice (PWN). The SOP and PWN (Other Relevant Factors section) should include a statement conveying that the student plans to exit high school before earning a high school diploma, but that he or she may return to school to meet his or her postsecondary goals, work on functional skills, or earn a high school diploma until their twenty-first birthday (34 C.F.R. Section 300.530(d).
  
  

  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 entering 9th grade for the first time in the 2018-2019 school year and all subsequent school years.	Students working on Alternate Achievement Standards. OR Students who have reached age 21 and have not met requirements for either a diploma or credential.

  
  
  



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.



• Indicate any transition services that are applicable for this IEP.
  
  
  

To continue to the next step in the IEP Process: Age of Majority, click Next below.