Transition Services

The IEP that will be in effect when the student with a disability reaches the age of 16 ( or younger if determined appropriate by the IEP team), is to identify the transition services needed to assist the student in reaching measurable postsecondary goals. The transition services are to be a coordinated set of activities or strategies focused on improving the academic and functional achievement of the student and to facilitate movement from school to post-school activities. The IEP team is to consider and include in the IEP any potential services needed in the areas of instruction, related services, community experiences, employment, and when appropriate, daily living skills and the provision of a functional vocational evaluation, to support the student in reaching his or her postsecondary goals.

The IEP team, including the student and parent, may find it helpful to answer the following questions as the age 16 transition services are developed:

• What services, supports or programs does this student currently need? (For example, specially designed instruction, accommodations and modifications, related services, job coaching, special transportation etc.)
   

Then, based on what the student currently needs:

• What services, supports or programs will this student need in order to achieve his or her desired postsecondary goals and lead to success as the student leaves high school?


• Are linkages being made to the needed post-school services, supports or programs before the student leaves the school setting?


• Do the age 16 transition services include strategies to ensure students and parents are aware of, and connected to, needed post-school services, programs and supports before the student exits the school system?

The IEP must include transition services that:

• Identify potential activities and strategies that may be needed to help the student achieve his or her postsecondary goals.
   
• Demonstrate how, when all of the activities are combined, there is coordination among all responsible parties.
   
• The activities written in the IEP should indicate what the agencies are doing to assist the student and family in making the linkages necessary for post-school services, programs, and supports before the student exits school.
   
• Identify who will provide, be responsible for and pay for each activity, specifying, if appropriate, interagency responsibilities or any needed linkages to access and acquire services or supports needed to provide needed transition services in the IEP.
   

If a participating agency other than the school fails to provide a transition service as specified in the IEP, the school must reconvene the IEP team to identify alternative strategies to meet the transition activities set out for the student.