Page 21 - Special Education One Sheets

Transition Planning

Beginning not later than the first IEP to be in effect when the child turns 16 (or younger if determined appropriate by the IEP
team) an IEP must include:
> Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training,
education, employment, and, if appropriate, independent living skills; and
> The transition services (including courses of study) needed to assist the child in reaching those goals.
(34 C.F.R. § 300.320 (b).)

What are Transition Services?
> A coordinated set of activities
> Designed to improve achievement
• academic
• functional
> To facilitate the movement of the pupil from school to post-school activities through
• postsecondary education
• vocational education
• integrated employment, including supported employment
• continuing and adult education
• adult services
• independent living, or
• community participation
> Based upon the pupil’s
• strengths
• preferences
• interests
> Including
• instruction
• related services
• community experiences
• the development of employment
• the development of post-school adult living objectives
• daily living skills, if appropriate
• a functional vocational evaluation, if appropriate
(20 U.S.C. § 1401(34); Ed. Code, § 56345.1)

Goals
> Must include measurable postsecondary goals in the areas of training, education, and employment, and, as determined
appropriate by IEP team, independent living skills. (34 C.F.R. § 300.320(b).)
> Goals relating to training and education may overlap. Goals relating to employment must be separate from those relating
to training and education. (Questions and Answers on Secondary Transition, 57 IDELR 231 (OSERS 2011).)
> Ensure age-appropriate transition information, including impact of age and graduation. (Student v. Los Angeles Unified
Sch. Dist., OAH Case No. 2013050219.)

Transition Planning LozanoSmith.com