1. Are designated 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. Are based on the individual student’s needs, taking into account the student’s preferences and interests; and 3. Include: i. Instruction ii. Related services; iii. Community experiences; iv. The development of employment and other post-school adult living; and v. If appropriate, acquisition of daily living skills and functional vocational evaluation. 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. 1. A statement of the transition service needs to prepare the student for adult living beyond high school addressing the student’s courses of study. 2. An identification of needed agency responsibilities and connections. 3. Evidence of an annual review of the plan. Documentation of student progress toward the completion of their IEP goals must be provided for to parents of students receiving special education services as frequently as it is provided for students in general education. 1. A statement of how the student’s parents/guardians will be routinely informed of progress towards IEP goals. 2. A statement regarding the extent to which progress is sufficient to enable the student to achieve the goals by the end of the year. 3. Indications that the course of study will or will not lead to the receipt of a high school diploma. Parents/guardians must be included in any process designing supports and services for their child.
Chapter 4 – Instructional Planning and the IEP, Desert Mountain SELPA As of 04/18/2025 CAHELP Steering Committee Review
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