IDEA '97 Transition Requirements: A Guide

Contents | Section II | Section IV

BACKGROUND

In 1990, IDEA specified that transition services must be addressed in the IEP of each student 16 years of age and older, or younger if the IEP team considered it appropriate. IDEA ‘97 and the implementing regulations maintained this requirement and reinforced it with a new transition provision for students 14 years of age (or younger, if appropriate). This new provision, along with the previous transition provision, makes it clear that part of the IEP planning, discussion and decision-making must focus on designing and implementing an educational program and experiences that prepare students for adult life. Additionally, schools must assist students and families in identifying, coordinating and linking them to any needed post-school services, supports or programs before the student exits the school system.

Many districts and educators have had difficulty in the development, writing and implementation of the transition provisions in IEPs for students with disabilities. Some of the difficulty stems from a lack of understanding of exactly "what" must be done, as well as a clear understanding of "how" to do transition planning through the IEP process.

This section describes suggested improvements in the IEP process. Appendix A of this document provides a sample IEP.

Scroll down the page or select the links below to go to the content of this section:

Suggested Improvements to the IEP Process The Participants and their Roles How People Talk at IEP Meetings Thinking about the IEP Timeframe Reliance on an IEP Form Connecting all Parts of the IEP Steps and Sequence of the IEP Discussion, Planning and Decision Making Suggested IEP Meeting Steps and Sequence Suggested Step One: Identifying the student's post-school desired goals or vision. Suggested Step Two: Describing the Student's Present Levels of Educational Performance (PLEP). Suggested Step Three: Designing a Statement of Transition Service Needs. Suggested Step Four: Designing a Statement of Needed Transition Services. Suggested Step Five: Determining Annual Goals and Short-term Objectives or Benchmarks. SUMMARY SUGGESTED ACTIVITIES BEFORE, DURING, AND AFTER THE IEP MEETING Before the IEP meeting During the IEP meeting After the IEP meeting

The entire IEP for every student, beginning at least by 14 years of age, becomes future-directed, goal-oriented, and based upon the student's preferences, interests and needs.

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In order to do effective transition planning and address the transition requirements in the IEP, a number of implementation improvements will likely be needed. These improvements may involve adjustments in:

• Who is actively involved (expanded IEP team members and roles).
• How people talk at the IEP meetings (focus on student strengths, preferences, and interests; do not focus only on deficits).
• The timeframe of the IEP (long range thinking with annual commitments).
• Reliance on the IEP form (a change from transition being a separate piece of the IEP or event to transition being an integral part of the IEP development).
• Steps in the IEP process (what needs to be discussed and decided).

Each of these suggested improvements is discussed in detail below.

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IDEA ‘97 may require some different thinking about the role of participants in the IEP meeting process. The following selected persons are required to be part of the IEP development. Suggested roles are listed as well.

Student:

• Participate actively in all discussions and decisions.
• Communicate his or her preferences and interests (e.g., what he or she wants to do after completing school).
• Communicate his or her strengths; areas where help is needed; how she or he is doing in classes and community experiences; what accommodations, modifications and supports are needed for the student's success in school and in the community.
• Take part in his or her IEP development; some students may lead their own IEP meetings. This participation will likely require coaching, training and practice.

Parent (and if desired, the family):

At least one of the student’s Special Education Teachers (or, if appropriate, Related Services Providers):

• Provide information on the student’s strengths, past achievements and progress on the current IEP.
• Provide strategies for effectively teaching the student, including appropriate accommodations and/or modifications so the student can successfully access the general curriculum.
• Suggest courses of study and educational experiences that relate to the student’s preferences and interests and that provide a foundation and skills to help the student achieve his or her desired post-school goals.
• Identify needed related services.
• Provide appropriate input into transition service needs and post-school agencies, services and/or supports and incorporate those into the IEP (the statement of transition service needs and the statement of needed transition services).
• Link students and parents to the appropriate post-school services, supports or agencies before the student leaves high school.
• Coordinate all the people, agencies, services or programs in the transition planning.

LEA Representative:

• Support the special and general education staff.
• Allocate the necessary resources to ensure that the IEP is implemented.

At least one of the student’s Regular Education Teachers (if the child is, or may be, participating in the regular education environment):

• Assist in planning the courses of study in the general curriculum that will assist the student in achieving his or her desired post-school goals.
• Assist in identifying and providing needed modifications, adaptations and support for school personnel to assist the student in the regular education setting and on state- and district-wide assessments.
• Assist in identifying and providing needed positive behavioral strategies or interventions to assist the student in regular education setting.

Other Appropriate Agency Personnel (if determined by the agency or the parent to have special knowledge or expertise):

• Provide information about services and eligibility criteria for community or adult services and supports (e.g., college support services and financial aid, vocational rehabilitation services, family services, social security work incentives).
• Help explain the differences between the entitlement of school programs and eligibility of adult services.
• Assist in identifying community or adult services that may assist the student in achieving his or her post-school goals.
• Assist the student and his or her family in application processes for supports and services at colleges, training institutions, or adult services, as appropriate.
• Alert families and the school to potential waiting lists for services.
• As appropriate, provide services to the student prior to exiting the school system.

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How people talk at the IEP meetings is very important. The discussion of present levels of performance should focus especially on the student's strengths in addition to his or her deficits and weaknesses. The strengths are the building blocks upon which success is achieved. How we talk about a student's strengths is critical, especially with the student in attendance and actively participating in his or her IEP development. This focus will be discussed further in the IEP meeting steps described below.

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Generally, the IEP is an annual commitment to the student and family for services and supports the school will provide that year. However, in order to address the transition requirements, IEP teams must think and plan beyond a single year. The law requires that, beginning at age 14 (or younger, when appropriate), the IEP team connect the student’s annual goals and objectives to the courses of study that will prepare students for what they hope to do after high school. It is impossible to do this type of long-range educational program planning if the IEP team limits its thinking and planning to only one year in the future. The same holds true for the required statement of needed transition services beginning at age 16, or younger, if appropriate. Early and long-range planning are critical in order for the student to receive many post-school programs or services, whether that be support services in college or residential services from an adult provider. Students and families are often faced with meeting eligibility requirements that entail much paperwork and time. For some adult and community services, there are long waiting lists. Early, thoughtful planning will help ensure that the student will receive needed services in a timely manner when he or she exits the school system.

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Sometimes IEP teams feel driven by the IEP form or format. Some IEP forms are not conducive to following the process described below. At times IEP teams start at the top of page 1, then move to page 2, and so on. Many IEP forms place the transition pieces in the middle, at the end, or even as an attachment to the IEP form. This practice promotes the concept that transition is a separate event in the IEP discussion and decision making. IEP teams would do well to understand that beginning no later than age 14 the concept of transition should be integral to the discussions and decisions within the entire IEP. Ideally, the IEP meeting should begin with the identification of the student's post-school desired goals or vision. Discussion of the present levels of educational performance (PLEP), the statement of transition service needs (courses of study), the statement of needed transition services, annual goals and short-term objectives or benchmarks, should follow the identification of the student's desired goals or vision. Following this process in the discussion, planning and decision-making promotes the concept that the student’s preferences and interests should be the foundation for all the IEP decisions. This process also reinforces the concept that all parts of the IEP are interrelated.

IEP teams who have created IEP forms following this suggested sequence of discussion and decision-making points have found much greater success in effectively addressing the transition pieces and the entire IEP.

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In addition to changes in IEP participants, how people talk at IEP meetings, the timeframe for thinking about transition, and the reliance on an IEP form, there will also likely need to be a change in one's thinking about the components of the IEP. The components of the IEP - the present levels of educational performance (PLEP), transition statements, least restrictive environment, related services, participation in general curriculum, annual goals, short-term objectives/benchmarks, etc.- are interrelated and connected. Beginning at least by 14 years of age, the IEP should be heavily influenced by transition planning to prepare the student for adult life. If transition planning is to be effective, all of the discussion and decision-making in the IEP meeting must result in a comprehensive, coordinated program that brings the parts of the IEP together to prepare young people for the adult world.

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IEP teams may also need to consider changes in the steps and sequence of the IEP meeting (i.e., what is discussed and decided and the flow of those discussions and the decision making). It may be helpful to understand the limits of the IEP process often used in the past. Many IEP teams followed a sequence of events similar to the sequence depicted in Figure 1 - IEP OF THE PAST.

Generally, this sequence has been one where, after introductions, reports were shared and tests or other assessment goals were presented. The reports were summarized and the discussions made up the bulk of the information referred to as the student's present levels of educational performance (PLEP). Much of this discussion focused on the student’s deficits or problems. Following this discussion, the IEP team would then focus on developing annual goals and short-term objectives. The annual goals and short-term objectives typically responded directly to the problems or deficits identified in the PLEP. Often, transition was something discussed after the PLEP, annual goals, and short-term objectives. In many instances, transition was seen and presented as a separate event and considered something "in addition" or "an attachment" to the IEP.

Suggested IEP Meeting Steps and Sequence

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In order to implement the changes noted above, a suggested IEP process for transition age students is illustrated in Figure 2 -IEP OF THE PRESENT/FUTURE.

The IEP process is intended to result in a comprehensive coordinated program reflecting the IEP team's vision beyond one year and beyond just preparing students for graduation.

To put this suggested process into practice, a 5-step IEP meeting process is described below. This process is designed to focus and coordinate the IEP planning, discussion and decision-making toward preparation for the adult world. The steps in this process are interrelated, not separate events, and even build upon the others. Generally, this sequence also eliminates transition plan meetings or forms.

The IEP process is intended to result in a comprehensive, coordinated program reflecting the IEP team's vision beyond one year and beyond just preparing students for graduation. The IEP is also the public education agency’s commitment to providing the student with needed supports and services for the next year within the context of a longer view and planning for adulthood. The IEP team takes a longitudinal view of where the student would like to end up and then backtracks to see what will be needed along the way. This perspective will likely make the IEP a more dynamic, useful tool. In order to increase the likelihood of post-school success, this type of planning needs to:

• Beginning by age 14 (or younger, when appropriate), identify and plan for the courses of study and educational experiences the student will be taking and engaging in while in school.
• Beginning by age 16, (or younger, when appropriate):
  • Design and implement a coordinated plan for post-school adult life based on what the student wants to do, how he or she wants to live, and how he or she wants to take part in the community.
  • Identify, arrange for and coordinate any anticipated needed post-school services, programs and supports to help the student achieve what it is he or she wants to do post-school before he or she leaves the school setting.

In this proposed schema, transition becomes an "outcome-oriented process." The entire IEP for every student, beginning at least by 14 years of age, becomes future-directed, goal-oriented and based upon the student’s preferences, interests and needs. The IEP team needs to take a longitudinal view of where the student would like to end up and then build an IEP that will help the student get there.

Suggested Step One: Identifying the student’s post-school desired goals or vision.

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IDEA ’97 defines transition services as follows: 

"(a) As used in this part [34 CFR Part B], transition services means a coordinated set of activities for a student with a disability that-

(1) Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

"(2) Is based on the individual student's needs, taking into account the student's preferences and interests; and

"(3) Includes-

(i) Instruction;

(ii) Related services;

(iii) Community experiences;

(iv) The development of employment and other post-school adult living objectives; and

(v) If appropriate, acquisition of daily living skills and functional vocational evaluation.

"(b) Transition services for students with disabilities may be special education, if provided as specially designed instruction, or related services, if required to assist a student with a disability to benefit from special education." (34 CFR §300.29)

A suggested first step in the IEP process is the identification of the student's desired post-school goals or visions for life after high school. This step addresses these questions:

• 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.)?

The desired post-school goals or visions are based upon the student's preferences, needs and interests--what he or she wants to do and how he or she wants to live after high school. These may not be the desired goals or visions that the educational professionals hold for the student, but rather are those goals, dreams, interests and aspirations held by the student.

For many young adults with disabilities, it could be said that "they don't know what they want to do at an early age" or "they are not realistic." Below are suggestions for dealing with these common concerns:

"Not knowing what one wants to do:"

• Students need to experience and see how academic studies relate to possible future careers. Many young adults, regardless of whether they have a disability, do not know what they want to do after high school. That is precisely why students, beginning at an early age, should be encouraged to talk about possible future life roles. Students need to be given numerous opportunities to try out various roles and future life options in real life settings. They need to experience academic studies related to careers. All across the nation students are gaining these important connections through "School-to-Work" or "School-to-Career" programs. All students need these experiences, but they are especially critical for students with disabilities.
• The student and IEP team should start planning early, but at least by the ages required in IDEA ’97, for life after high school. Elementary students need to start thinking about the activities at which they excel and what interests them. Students and families need to be engaged in talking about, and planning for, post-school goals early to increase the chance of keeping students meaningfully engaged in school.
• Leaving this issue to the "last minute" almost assures the many students will not receive needed educational and post-school programs, experiences or services. Students who have not had appropriate high school coursework, educational experiences related to their post-school goals and transition planning are less likely to experience meaningful post-school goals (Colley & Jamison, 1998).

Students need to be given numerous opportunities to try out various roles and future life options in real life settings.

"Being realistic:"

• Not being realistic about possible career or life choices is not unique to students with disabilities. Many young people dream about possible future careers and lives that include playing in the NBA or NFL, or being a test pilot or a glamorous model. That type of dreaming is part of being an adolescent and young adult and may, in fact, be actualized for some young people with proper cultivation of skills, abilities and opportunities. Young people need to be encouraged to go on to college or further training. They need to learn about options for financial aid and supports available at colleges and universities.
• The role of educators is to help students "find their dreams"-- to provide opportunities to discover for themselves what they can do, cannot do, or could possibly do with further education or training. Schools and families need to provide students, early and throughout their school career, with programs and experiences that allow multiple opportunities to try-out careers and life experiences based on their expressed interests. Through well-designed experiential community exploration and work-based or school-to-career activities many youth with disabilities will discover for themselves what is, and is not, realistic.

Suggested Step Two: Describing the Student’s Present Levels of Educational Performance (PLEP).

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IDEA ‘97 requires that, among other elements, the IEP include:

"A statement of the child's present levels of educational performance, including how the child's disability affects the child's involvement and progress in the general curriculum (i.e., the same curriculum as for nondisabled children)." (34 CFR §300.347(a)(1)(i))

The student’s PLEP gives the IEP team a picture of how the student performs at the time of the IEP development. There are several significant improvements in practice that will likely be needed in describing the student’s PLEP.

1. The student must be invited to the IEP meeting by age 14 (or younger, if appropriate). Whether the student attends the meeting or not, his or her needs, interests and preferences must be considered. If the student does not attend the IEP meeting, the school must take other steps to ensure that the student’s interests, preferences and needs are considered. The IEP meeting provides an opportunity to teach the student to identify both strengths and areas where supports, services, adaptations or modifications are needed. The student's active involvement is a form of acquiring self-advocacy and self-determination skills which are critical to future success as an adult. Many schools are teaching students to be active members of the IEP team, and in fact, to lead their own IEP meeting. Excellent resources are available to teachers and families to teach students these important skills. See the Reference and Resource List in this document. Also see Appendix B in this document for sample letters inviting the student to the IEP meeting.
   
2. IDEA ‘97 further emphasizes the role parents play in providing information to the IEP team. In many instances, parents may be the best source of information in helping the IEP team understand the skills the student has or requires in order for the student to achieve his or her post-school goal or vision. For instance, standard assessments or tests may not provide information on a student’s level of personal independence. Parents may be an excellent source for that type of information and enhance the planning and decision-making for future educational programming or post-school services or supports.
   
3. As mentioned previously, how people talk at the IEP meeting is critical. The PLEP should focus on the student’s strengths as well as identifying relevant deficits and weaknesses. The context for the PLEP discussion is based upon the student's desired post-school goal or vision. It is important to know where the student is functioning in relation to where he or she wants to go and what he or she wants to do beyond school. The information in the PLEP can be used to identify appropriate accommodations and modifications in regular education courses and educational experiences and on state and district-wide assessments. Knowledge about these accommodations will be valuable for the student in seeking services in further education, training and employment beyond high school. Discussion in the PLEP should move beyond "qualification for eligibility for special education" to identification of the supports and services a student needs to achieve his or her desired post-school goals.

Using the context of long-range future planning presents some interesting challenges for IEP teams. IEP teams may discover they need information they have not traditionally obtained. They may also have to look at information they traditionally have reviewed from a different perspective. For instance, a student with a learning disability may express that she is interested in going to college and that she wants to live on her own. In addition to identifying the student's academic skills (e.g., strengths, weaknesses, needed accommodations and modifications), the IEP team may wish to consider the independent living skills and abilities of the student. This does not necessarily mean formal testing must be conducted. The student and family could provide needed information for future educational and adult life planning as well as information to assist in linking the student to any needed post-school services, supports and/or programs.

Suggested Step Three: Designing a Statement of Transition Service Needs.

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IDEA ‘97 requires that the IEP must include: 

"For each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, a statement of the transition service needs of the student under the applicable components of the student’s IEP that focuses on the student’s courses of study (such as participation in advanced-placement courses or a vocational education program)." (34 CFR §300.347(b)(1))

By 14 years of age (or younger, if the IEP team deems it appropriate), the IEP must contain a "statement of transition service needs." The courses of study may include required, elective, advanced placement, modified or specially designed courses, as well as other educational experiences in the school or the community. These "courses of study" are determined in the context of the student's desired post-school goals, strengths, functioning levels and need for accommodations and modifications. Once the IEP team determines the student’s desired post-school goals and how the student currently performs, it can design an educational program or courses of study to help the student achieve his or her desired post-school goals.

The "statement of transition service needs" generally includes the following concepts:

• The IEP team identifies the required courses leading to graduation or completion of a school program, and ensures that courses and other educational experiences move the student toward his or her desired post-school goals (e.g., employment, further education, training, independent living, etc.).
• Long range educational planning for the courses of study and educational experiences is conducted for ALL students with disabilities beginning no later than 14 years of age and reviewed annually. Each year a student’s IEP team reconsiders the student’s desired post-school goals and aligns the courses of study with those desired goals.
• The requirement for the "statement of transition service needs" is intended to augment and enhance the "statement of needed transition services", not replace it.
• The context for the "statement of transition service needs" is the relationship between the student's post-school vision and the student's present levels of performance. The decisions regarding the courses of study should relate directly to how the student is functioning and what he or she wants to do post-school.

Actively involving students in the planning of their course of study could motivate them to remain in school.

To illustrate the process leading to the "statement of transition service needs," consider the educational planning generally engaged in with college freshmen. Typically, each freshman meets with an advisor to develop a four-year educational plan. This plan is an attempt to help the student meet required core courses and those needed for completing a major. If college students do not develop a long range educational plan early, or if they simply plan courses they will take on a yearly basis, they may never complete a program of study, never graduate, or at best, graduate on an extended five or six year plan. The same need for long range educational planning exists for all students with disabilities, beginning by 14 years of age (or younger, if appropriate). If a long-range educational plan is not developed early, the student could end up not graduating or graduating without the courses and experiences needed for adult life, further training or employment. Actively involving students in the planning of their courses of study could motivate them to remain in school. Involving students in this discussion and decision making may help students understand that the courses they are taking in school have a direct relationship to achieving what they want to do beyond school.

Suggested Step Four: Designing a Statement of Needed Transition Services.

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Addressing the statement of needed transition services (at least by age 16, but may be earlier if the IEP team determines it is appropriate), does not negate the requirement for the IEP team to review and revise, as appropriate, the student's statement of transition service needs (courses of study). In other words, the IEP team continues to review annually the courses of study as described above and adds the following: 

"The IEP must include….For each student beginning at age of 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages." (34 CFR §300.347(b)(2))

"As used in this part, transition services means a coordinated set of activities for a student with a disability that-;

"(1) Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

"(2) Is based on the individual student’s needs, taking into account the student’s preferences and interests; and

"(3) Includes-;

(i) Instruction;

(ii) Related services;

(iii) Community experiences;

(iv) The development of employment and other post-school adult living objectives; and

(v) If appropriate, acquisition of daily living skills and functional vocational evaluation." (34 CFR §300.29(a))

In identifying a coordinated set of activities, the IEP team, including the student and parent as key members, may find it helpful to answer the following questions:

• What services, supports or programs does this student currently need?
• What services, supports or programs will this student need in order to achieve his or her desired post-school goals and to ensure success as the student enters the adult world?
• Is the student linked to the needed post-school services, supports or programs before he or she leaves the school setting?

The "statement of needed transition services" generally includes the following concepts:

1. Developing an "outcome-oriented" plan for adult life that addresses, plans for and coordinates, from age 16 (or younger, if appropriate) through the last years of school, what the student will learn while in school and do following graduation or upon leaving school.

2. Making sure that this long-range thinking and the resulting IEP is based on the student's needs, preferences and interests regarding his or her desired post-school activities.

3. Designing a program with a coordinated set of activities addressing each of the following areas:

• Instruction the student needs to receive in specific areas to complete needed courses, succeed in the general curriculum and gain needed skills.
  
• Related services the student may need to benefit from special education while in school. Generally, the IEP team should also begin to consider related service needs the student may have as he or she enters the adult world. If related services will be needed beyond school, the IEP should identify, as appropriate, linkages to adult agencies or providers before the student leaves the school system.
  
• Community experiences that are provided outside the school building or in community settings. Examples could include community-based work experiences and/or exploration, job site training, banking, shopping, transportation, counseling and recreation activities.
  
• Employment or other post-school adult living objectives the student needs to achieve desired post-school goals. These could be services leading to a job or career or those that support activities done occasionally such as registering to vote, filing taxes, renting a home, accessing medical services, filing for insurance or accessing adult services such as Social Security Income (SSI).
  
• If appropriate, acquisition of daily living skills. Daily living skills are those activities that adults do every day (e.g., preparing meals, budgeting, maintaining a home, paying bills, caring for clothes, grooming, etc.).
  
• If appropriate, functional vocational evaluation. This is an assessment process that provides information about job or career interests, aptitudes and skills. Information may be gathered through situational assessment, observation, or formal measures and should be practical. The IEP team could use this information to refine services outlined in the IEP.
  
  It is NO LONGER required to write a statement justifying why any the above activities (i.e., instruction, community experiences, employment, or other post-school adult living objectives) is NOT addressed in the IEP. However, the IEP team will need to consider each of these areas when developing the statement of needed transition services. Consideration for each of the areas helps ensure that the statement is comprehensive and that students will be linked to the post-school services, supports and programs they need.

4. Including appropriate individuals from outside of the school system in the development and implementation of the IEP, "at the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate." (34 CFR §300.344 (a)(6)) Further, "the public agency also shall invite a representative of any other agency that is likely to be responsible for providing or paying for transition services." (34 CFR §300.344 (b)(3)(i))

5. Specifying, if appropriate, interagency responsibilities or any needed linkages to access and acquire services or supports needed to achieve the statement of needed transition services in the IEP.

The statement of needed transition services becomes a "coordinated set of activities" as intended by IDEA '97.

This longer range view of transition planning also helps the IEP team understand that, in order to put this plan into place, education cannot do, provide or pay for everything that may be needed by a student. IEP teams should also identify the roles and responsibilities of other agencies or institutions, the student and parents. When all of these individuals discuss, plan and agree on what needs to happen, who will be responsible and how the proposed activities will be implemented, the statement of needed transition services becomes a "coordinated set of activities" as intended by IDEA '97.

Figure 2 demonstrates there should always be a relationship between all of the steps and decision points in the IEP process. This schematic may serve as a blueprint for planning a coordinated set of activities to assist the student achieve what he or she wants to do after he or she completes school.

Thinking about, and developing, the statement of needed transition services as a coordinated set of activities helps the IEP team conceptualize and understand that this statement leads to a bigger picture: a long-range plan for adulthood.

The discussion, planning and decision-making should result in activities and strategies in the "statement of needed transition services" that:

• Reflect and lead toward achieving the student’s desired post-school goals.
• Are based on the student's needs, interests and preferences.
• Identify, in broad terms, those long range activities in each of the transition planning areas that will be necessary to help the student achieve his or her post-school goals.
• Identify who will provide, be responsible for and pay for each activity.
• Identify the dates or school year in which each activity will be addressed and prioritize those activities to be addressed for the coming year.
• Demonstrate how, when all of the activities are combined, there is coordination among all responsible parties.
• Ensure that students and parents are aware of, and linked to, needed post-school services, programs and supports before the student exits the school system.

Both the "statement of transition service needs", beginning at least by age 14, and the "statement of needed transition services", beginning at least by age 16 are critical planning pieces of the IEP. These statements help ensure that every student will have a better chance of completing school and achieving his or her desired post-school goals. They also help ensure that students are linked to, and will receive, needed post-school supports, services or programs.

Suggested Step Five: Determining Annual Goals and Short-term Objectives or Benchmarks.

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In addition to the other elements, IDEA ’97 requires that the IEP include:

" (2) A statement of measurable annual goals, including benchmarks or short-term objectives, related to-

(i) Meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum (i.e., the same curriculum as for non-disabled children), or for preschool children, as appropriate, to participate in appropriate activities; and

(ii) Meeting each of the child's other educational needs that result from the child's disability." (34 CFR §300.347(a))

The statement of needed transition services is a comprehensive plan showing a "coordinated" set of activities in which other people and agencies have responsibilities. Figure 3 depicts a decision-making process that may be used for setting annual goals. Only those activities that are the direct responsibility of special education providers require annual goals and short-term objectives or benchmarks. For example, an IEP team may determine that one of the activities in the "coordinated set of activities" will be career exploration in the community. The annual goal on the IEP may reflect what the student will achieve as a result of this activity, e.g., "the student will keep a log of jobs observed, specific tasks and needed skills."

Figure 3 - Annual Goals Process represents one way to think about developing a transition strategy for a student with a disability. The first column (All Activities) represents all of the activities in all planning areas (instruction, related services, community experiences, etc.) for the next several years. The second column (Activities for Next School Year) represents those activities that the IEP team prioritized for the coming school year.

The third column illustrates that, if the statement is truly a "coordinated" set of activities, responsibility for the activities will be shared by various people or agencies. Exactly which agencies have which responsibilities will depend on the services, supports or programs that will be necessary and appropriate to help the student achieve what it is he or she wants to do. Some of the activities may be the responsibility of the student and parents (e.g., contacting and scheduling visits to colleges, community colleges, post-secondary training programs, adult service providers, group homes, etc.), while some of the activities will clearly be the responsibility of the school or adult agencies

The fourth column of Figure 3 reflects that, for a majority of students, there will be activities that are the responsibility of both general education and special education. However, not every activity that is the responsibility of the school automatically becomes an annual goal on the IEP. The IEP team will make decisions about whether a particular activity that is the responsibility of the school constitutes a need for special education services and thus requires an annual goal on an IEP. These decisions must be made on a case-by-case basis by the IEP team. The last column shows that the annual goals are derived from the activities that special education has direct responsibility for providing.

The public agency staff does have the ongoing responsibility for oversight of all of the activities in the IEP. On at least an annual basis, the IEP team may repeat these five suggested steps as a part of reviewing the entire IEP.

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The process of incorporating transition into the IEP generally requires that educators and families formulate and implement a program that prepares each student with disabilities for the adult world. In the IEP planning process, schools must, for every student with a disability beginning at 14 years of age (or younger, if appropriate) include a statement of transition service needs. Beginning no later than age 16 (or younger, if appropriate) a statement of needed transition services must be included. These statements are the basis for developing a student's educational program and long-range plan for adult life. These statements must coordinate the courses of study with a program that links the student to any needed post-secondary education, services or programs that will support the student’s continued preparation for adult life.

Below is a set of suggested activities before, during and after the IEP meeting to ensure that transition planning:

• Is outcome-oriented.
• Is driven by student needs, interests and preferences.
• Includes appropriate courses of study.
• Identifies instruction; community experiences; related services; employment and adult living objectives; and, if appropriate, daily living skills and functional vocational evaluation.
• Identifies other agencies that may be responsible for providing or paying for needed services.
• Identifies, coordinates, and links students and families to needed post-school services, supports or programs.

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Before the IEP meeting

1. Assist students and parents to determine needs, preferences and interests related to life after high school. Encourage parents to actively participate in the IEP meeting. Assess student needs, preferences and interests.

2. Formally invite the student to participate in the IEP process and meeting.

3. Provide written notice of the IEP meeting to parents, students and outside agencies. If parents choose not to attend, document attempts to involve them.

4. If the student chooses not to attend the IEP meeting, use other means to gather and share information about his or her needs, interests and preferences.

5. If an invited agency chooses not to attend the IEP meeting, use other means to ensure their participation in the planning and decision making regarding transition services. Document these efforts and include them in the IEP.

During the IEP meeting

 6. Actively involve the student and parents in the IEP meeting. Review the student's present levels of performance. Focus on the student's strengths, needs, interests and preferences to guide the development of:

• An outcome-oriented post-school vision statement or goals.
• At least by age 14, a statement of transition service needs that specifies the courses of study in which the student will be involved through graduation with a regular diploma or until reaching the maximum age for special education.
• At least by age 16, a statement of needed transition services to achieve the student's desired post-school goals through a coordinated set of activities including:
  • Instruction
    Related services
    Community experiences
    Employment and other adult living objectives
    Daily living skills and functional vocational evaluation, if appropriate
• Annual goals and objectives for the coordinated set of activities that are part of special education services for the current school year.
• Agreement of who will provide and/or pay for the activities outlined in the statement of needed transition services. 

After the IEP meeting

7. Provide the instruction, experiences, supports and services outlined in the IEP.

8. Conduct follow-up activities to ensure the student is achieving the IEP goals, review the courses of study and transition services that have been provided, and plan for the coming years.

9. Assist the student and family by linking them to any needed post-school adult services, supports or programs.

10. Reconvene the IEP team to plan alternative strategies if the transition services are not provided as planned.

11. Conduct annual review.

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Contents | Section II | Section IV