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As the school year progresses, the IEP should review the progress related to activities, achievements, and services toward all measurable postsecondary and IEP goals. Reviewing goals is necessary to ensure they are being met according to the timeline and still relevant to the student. The transition services must be reviewed so they are provided in a timely way and still …

If the vision for the future is the final destination, then the IEP can be considered the road map – and measurable postsecondary goals, transition services and annual goals are the vehicles to get you down the road. More Information Include the student in the development of the IEP and during the IEP meeting to ensure the focus is on …

The best way to do this is to give the student, their family, professionals, and others access to information needed to guide their vision for the future. Your transition assessment process is a great starting point for this process. Accumulating perspectives from people who know the student will provide a better picture of their future. A variety of people can …

IDEA requires that the IEP team invite outside agencies which may provide or pay for services for the student once they exit school. These services could include: vocational rehabilitation services, job development and job coaching, life skills training, mental health services, among others. Other requirements in IDEA 2004 related to the role of outside agencies that remain in effect include:(6) …

Courses of study focus on how the student’s educational experiences can be planned to support a successful transition to their future goals. This means creating a plan of study across the four years of high school that will support the student to develop the knowledge and skills needed to pursue their postsecondary goals. In helping the student plan the courses …

The IEP is like a road map for reaching the student’s and family’s vision for the future. This means a sufficient amount of time, energy, and planning must be given when developing a transition IEP. In Session 2 you will: Identify and understand the major components of the IEP for transition Review IEP components according to IDEA laws and regulations …

Poor outcomes were the original impetus for the transition requirements mandated in IDEA. Given the continued lower post-school outcomes, the importance of transition and IDEA is just as urgent as it was several decades ago. To summarize: Transition has been included in IDEA since 1990 because students with disabilities were graduating with poor post-school results. The transition requirements of IDEA …

According to IDEA 2004, transition services must be based upon “student needs, taking into account student strengths, preferences, and interests.” IDEA requires educators to focus on more than just needs. The inclusion of strengths makes a difference in how we think about transition planning! By taking a strengths-based approach, the student’s and family’s dreams for the future are at the center of the planning …