(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills and functional evaluation; and
(2) The transition services (including courses of study) needed to assist the child in reaching those goals.
The Regulations continue,
(1) The public agency must invite a child with a disability to attend the child’s IEP team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under §300.320(b). (2) If the child does not attend the IEP team meeting, the public agency must take other steps to ensure that the child’s preferences and interests are considered. (3) To the extent appropriate, with the consent of the parents or a child who has reached the age of majority…the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.
IDEA 2004 requires that students are invited to their IEPs whenever it is anticipated that transition will be discussed. In the D/M SELPA IEP, the placement of transition goals prior to academic goals emphasizes the importance placed on transition planning driving each student’s IEP. The student’s course of study, agencies that may be involved in the student’s transition from school to a quality adult life, and transition programs that may be of assistance in meeting the student’s postsecondary goals are indicated. The D/M SELPA IEP form (D/M 68D) includes a survey of the student’s interests and preferences to be completed by the student with the assistance of parent(s) and teacher(s) as needed. If, for some reason, the student is unable to attend, this survey ensures that the student’s interests and preferences are considered. Present levels of performance are included with the intent of documenting and considering what transition services and activities the student has previously received or in which the student has previously participated. Transition goals are intentionally written in the words of the student to emphasize the importance of making sure that these goals are goals that the student developed. These postsecondary goals must be based on vocational assessment data and they must be measurable. Activities that lead to the attainment of each of the student’s postsecondary goals, how these activities will be measured and/or documented, and who is responsible for their completion are included for each goal. C.F.R. § 300.520. Beginning not later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has
Chapter 9 – Transition Services, Desert/Mountain SELPA As of 10/18/2019 Steering Committee Review/Adoption
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