Secondary Transition

Idaho IEP Guidance Handbook, p. 39-48

In order to best meet IDEA and to prepare our students for post-secondary education, training, employment, and independent living, transition plans must be in place before a student’s 16th birthday. Beginning when the child is age 16 (or younger, if appropriate), the IEP must state what transition services are needed to help the child to prepare for leaving school.

Student Invitation
Beginning with the IEP that will be in effect when the student turns 16 (or any time transition will be discussed), the student must be invited to attend and should be encouraged to take a leadership role in his or her IEP meeting. Leading the IEP empowers students to take an active role in their education, learn about their disability, and learn how to advocate for accommodations that help them bridge some of the barriers of their disability.

• The IEP Team meeting invitation MUST include the student’s name or contain documentation that the student was invited prior to the IEP meeting.

• Inclusion of the student’s name listed on the meeting invitation only does not constitute an invitation.

Transfer of Rights
No later than the student’s 17th birthday, the IEP shall include a statement that the student and parent has been informed whether or not educational planning rights will transfer to the student on his or her 18th birthday, unless the IEP Team determines otherwise (see below). Transfer of educational rights results in the student’s ability to make final decisions regarding his or her education without a guardian. Documentation of this discussion should be indicated by parent/guardian signature within the student’s IEP.

It is advised that teams view guardianship as a continuum of supported decision-making. The school team is encouraged to provide any necessary data to the individual/family to help determine which aspects of the student’s life may need direct care or support. If the parent/guardian indicates they have guardianship rights, the school will need to request copies of documentation to be placed in the student’s cumulative file. As students gain educational planning rights, they should be encouraged to include their individual supports in IEP Team meetings and planning.

Basis for Denial of Transfer (Procedural Safeguards): During the IEP team meeting to discuss the transfer of rights, the IEP team will use the following as the basis for any denial of the transfer: 

1. Evaluation data, test results, written reports, teacher observation, education records, and parent input, including whether the parent intends to seek guardianship. 

2. Answers to the following questions: 

• Is the student capable of understanding his or her rights? 

• Is the student capable of exercising his or her rights? 

• Is the student capable of understanding the consequences and impact of his or her decisions?

Note: It is critical that the IEP Team consider the basis of Denial of Transfer thoroughly and extensively. Most students, except those that are significantly cognitively impaired, are capable of  making some or all of their educational decisions once the age of 18 is met. It is a HUGE decision by the IEP team to deny an adult student his/her individual educational rights and should not be made in haste. 

Transition Assessment Summary

The Assessment Summary for Transition Services Planning is used to maintain a cumulative record of assessments and needs, and should include:

• Name of assessments (authentic interviews with students may count as an assessment-must be identified as such).

• Date of assessments.

• Summary of assessment results.

• Assessments can measure many different skill areas depending on student’s interests and needs, such as; academic skills, emotional needs, behavior needs, social skills, mental health, health, interests, aptitudes, work behaviors, work skills, soft skills, environmental work place assessments, life skills, self-management and care, self-determination and/or study skills.

• Ideally, the team should identify and administer new and different assessments every year

Current Level of Performance for Postsecondary Goals and Transition Services:

Current Level of Performance for Postsecondary Goals and Transition Services planning needs to include a list and summary of:

• Strengths of the student as indicated by formal or informal transition assessments

• Needs of the student as indicated by formal or informal transition assessments

• Preferences of the student as indicated by formal or informal transition assessments, and

• Interests of the student as indicated by formal or informal transition assessments.

Examples:

• Nate completed Pre-Algebra during his 8th grade school year with a B-. He is enrolled in Algebra 1 and he is currently earning a B in that course (STRENGTHS).

• Nate has difficulty in reading fluency and comprehension. He needs to be able to advocate for himself by discussing his disability with his teachers and explaining why he needs accommodations when completing reading assignments. Nate currently has a gap between his reading fluency and comprehension and the ability to read college level texts (NEEDS).

• Nate enjoys science and does best with hands-on activities. All assessments point to his chosen occupation of medical assistant or nurse in the field of sports medicine (PREFERENCES).

• Nate spends his spare time playing soccer and hiking. He enjoys attending school sports events and plays (INTERESTS).

Post-Secondary Goals

Post-secondary goals in the transition plan represent overarching long-term goals in regard to what the student would like to pursue after graduation. These goals are broader and focus on development of skills that will increase the student’s success and opportunities after graduation, which differ from the IEP goals that are designed to help a student progress in the least restrictive educational environment.

Post-secondary goals outline what the student will be engaged in after leaving secondary school in the areas of education (required), training (required), employment/career (required), and independent living (considered at least once). Postsecondary Goals are developed based on information gathered through formal or informal age appropriate transition assessments (summarized in the preceding section), the student input and the present level of performance toward postsecondary goals.

Postsecondary Goal Formula

Within one year of completing high school, (Student name) will (goal).

Examples of Measurable and Observable Goals

• Education and Training: “Within one year of completing high school, Nate will be living independently and be attending Boise State’s Kinesiology program to study to be an athletic trainer.”

• Employment/Career: “Within one year of completing high school, Nate will be employed part time in the athletic department to fund living expenses.”

• Independent Living: “Within one year of completing high school, Nate will be living in a dorm or apartment on campus and be responsible for his own finances.”

Non-Examples

• "Jose wants to pursue a career in law enforcement."

• “Amanda will work with Voc Rehab to explore options for jobs after graduation.”

• “Marcus is in mechanics class now to learn how to work on engines.”

Postsecondary Goals in Contrast to Annual IEP Goals

Transition Activities

Transition activities are identified areas that will help enable the student to meet his or her identified Postsecondary Goals. Transition activities are required for all students in education/training, employment/career, and community participation.

The IEP Team must consider whether or not activities in the areas of independent living, adult services and related services would be beneficial in helping the student to meet his or her post school goals depending on their skills and level of need.

If the student is receiving related service, the student must have a transition activity provided by the related service provider.

Example student: Nate (activities for one IEP year)

Postsecondary Education/Training (required)

• The special education teacher will assist Nate in researching the eligibility requirements and services provided by the college disability access center.

Employment/Career (required)

• Nate will participate in career planning activities with his counselor.

Community Participation (required) 

• Nate will participate in volunteer activities through the YMCA or Boys and Girls Club.

Independent Living (IEP Team must consider)

• The Special Education teacher will teach Nate how to budget and plan his own finances.

Adult Services (IEP Team must consider)

• Nate will start the application process for vocational rehabilitation services.

High School Graduation Consideration

The IEP Team must consider all requirements necessary for graduation including credits, state assessments, college entrance exam, senior project, etc.

A student graduating from high school may fulfill graduation requirements by meeting one of the following:

• The student will meet regular high school graduation requirements, or

• The student will meet high school graduation requirements with adaptations as determined by the IEP Team.

If the student will not meet regular high school graduation requirements, the Team must describe what adaptations have been determined by the IEP Team and any long-term implications of those adaptations toward qualifying for future opportunities (e.g., college admission, military participation, employment).

The student’s anticipated graduation date must be listed. That date may be based upon:

• Completion of required coursework, or

• When they will terminate their public education (i.e., “age out” at the end of the semester in which they turn 21).

  • If a student's IEP team is likely to consider whether the student will continue their education in an 18-21 program beyond their class's graudation date, notify the Special Education Director as soon as this is known.

Course of Study

The IEP Team must also describe the student's course of study (9th-12th grades). Parent must be informed of the course of study and agree. A minimum of at least one course should directly be related to supporting post-school goals. 

Example: The student will meet regular high school graduation requirements. Anticipated completion of required coursework: (Month/Year)

Course of study: List the classes the student has taken/is likely to take each year.

College Entrance Exam

Each college entrance exam will have its own requirements for accommodations.

IEP Team Consideration - Student will take (select one): 

• SAT (State Funded)

• ACT

• Accuplacer

Accommodations for the SAT

If accommodations are needed for the SAT, they should be requested early on.

• School accommodations are NOT College Board Accommodations

• College Board approval of testing accommodations is required for every student prior to testing– even those who receive accommodations at school. The College Board’s request process can take up to seven weeks, so start early. Documentation of the student’s disability and need for specific accommodations is always required and must sometimes be submitted for College Board review. Visit the SSD site for information about the approval process. See the high school director or school counselor for information about SSD access.

All other aspects of the Secondary Transition IEP follow the same guidance as the standard IEP detailed on the IEP page.