For students who will be turning 14 or entering into the 9th grade (or earlier if determined necessary by the CCC), the case conference committee (CCC) develops a Transition IEP to help the student begin working on the skills the student needs to meet his/her goals for after high school. Transition goals may include:
• Going to school at a university, community college, or vocational/technical school,
• Participating in on-the-job training,
• Getting a specific job or exploring specific career options,
• Applying for adult services from a state or community agency, and/or
• Living independently.
When the CCC is going to make decisions about the student’s goals for what s/he will do after high school or about what the student needs in order to meet those goals, the student must be invited to the CCC meeting. The parent(s) decides if the student will attend the CCC meeting until the student legally becomes an adult (turns 18 years of age). If the student does not attend the meeting, someone from the school must talk to the student to gather information on the student’s likes and what he/she would like to do after high school.
In order to develop an appropriate Transition IEP for the student, the school must collect data and information on the student that can be used to help plan for his/her life after high school. The collection of data on the student’s postsecondary expectations is referred to as age appropriate transition assessments. Age appropriate transition assessments are used to: identify the student’s strengths, preferences, and needs; assist in identifying appropriate postsecondary goals related to training, education, employment, and (if appropriate) independent living skills. They also help identify transition services needed to assist the student in reaching his/her postsecondary goals. Age appropriate transition assessments can be an informal assessment, such as an interview with the student, or a formal assessment, such as a verbal or written test on career readiness. The CCC must use all of the information from the age appropriate assessments when developing the student’s Transition IEP.
ADDITIONAL COMPONENTS OF A TRANSITION IEP
A Transition IEP is very similar to the IEP for younger students, but the main focus is to prepare the student for accomplishing his/her personal goals for when s/he leaves high school. In addition to the things that must be included in any IEP (see the section on Individualized Education Programs), a Transition IEP includes:
• Information from age appropriate transition assessments on the student’s strengths, preferences, and interests;
• Measurable postsecondary goals (goals for “after high school”) related to training, education, employment, and (if appropriate) independent living skills;
• Annual goals which are reasonably designed to enable the student to meet their postsecondary goals;
• Courses of study (e.g., classes) that the student needs to take while in high school to reach his/her postsecondary goals;
• Documentation of whether the student will work on a high school diploma or a certificate of completion;
• The transition services needed to help him/her reach the postsecondary goals;
• The names of the individuals or agencies who will provide the transition services; and
• Documentation that the CCC reviewed information and provided information to the parent(s) on the kinds of adult services available through the state or local community, if appropriate.