services as defined by the Pennsylvania Department of Education, Bureau of
Special Education, and July 1, 2008 Chapter 14 State Regulations:
“a coordinated set of activities for a student with a disability that is designed to be within a results oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation that is based on the individual student’s needs taking into account the student’s strengths, preferences, and interests.”
Transition is required to be addressed for students
age 14 and older, or younger if determined appropriate by the Individualized
Education Plan (IEP) team.
**Note: Students who will turn 14 within the year of
the current IEP must have transition addressed. It is NOT acceptable to wait until AFTER the student has past the 14th
information will include student input and voluntary input by parent/guardian
which will be gained by the special educator including any and all parties who
hold legal guardianship of a student under the age of 21, if possible and
staff members, including the members of the IEP team, shall be accountable to
assure each youth with a disability receives:
Transition planning and development with appropriate implementation
Monitoring of transition services and goals
services, if requested
Coordinated adult services
Types of assessments include formal and informal
the use of standardized instruments to obtain necessary information.
2. Informal- information gathered from a wide variety
of sources including situational assessment and interviews with the student,
parents/guardians/surrogates, related service providers, vocational educators,
and other individuals working with the student.
TRANSITION ON THE IEP:
the cover or signature page, the student needs to sign, if he/she attends
Present Levels of Academic Achievement and Functional Performance must contain the name of the instrument/survey, date, and a summary of the transition information explaining interests, preferences, and plans. This is also the place to record information gained from the parents’ survey regarding their input.
the student is 17-18 years old, the OVR or other agency connections should be
address including the date of the sent invitation to the representative.
Transition Grid has three main sections:
Independent Living Skills
are to be completed stating a future goal. If the student is not sure, the goal
should state that, but the rest of the grid still needs completed.
“Courses of Study” box must be completed with the students current course
“Service/Activity” box will contain bulleted programs, events or
activities that will be scheduled and helpful for that student to reach his
future goal (College fair, OVR presentation, work experience, senior project,
and extracurricular related activities).
Independent Living goal should be addressed for each student, as well as either
the Postsecondary Goal or Employment Goal, at minimum. It is possible to
address all three areas for certain students who may be planning to work and
attend college at the same time.
One measurable annual goal is needed for the IEP
relating to Transition. There is a Yes/No category for Measurable Annual Goal
at the end (extreme right) of each of the three main sections on the grid. Only
one yes is required per IEP. Place that measurable annual transition goal in
Section V of the IEP. Progress monitoring is completed on that goal.
section may contain transition information if the IEP team has determined a
need for supplemental aids and services regarding transition
The ESY section may contain transition
information if special circumstances establish that there is a need (summer job
TRANSITION ON THE EVALUATION REPORT/RE-EVAL:
the student is 14 years old, or going to turn 14 within the life of the document, it must contain transition
information (information is to be included at age 11 or 12 if the student will
turn 14 before the next evaluation report is due including at least interests
Information Reviewed: (number 2) is the appropriate place for the information
gained from surveys and interviews with the parent in paragraph form under as
it requests any information by the parent.
of Need for Additional Data: (section ii) is the correct place to insert the
student information gained from survey, interviews, or assessment tools or it
can be placed under Section 1 #4 Current Classroom Based Assessments.
transition is not in the current report due to young age and you want to do a waiver
for the next cycle and if student will turn 14 in that next cycle, you CANNOT waive the report. The correct
procedure for this situation is to:
1. Issue a
permission to re-evaluate
transition information from the parent and student
place transition information in the report
parents and review information
5. Conduct IEP within appropriate timeline if due