Describing transition services

Light bulb PRACTICE TIP

IEP teams shouldn't be overly concerned with "what goes where." The critical issue is whether the team included all the needed activities and supports following the process of developing an IEP with transition services that are individualized, based on transition assessment data, aligned with other components of the IEP and had involvement from the student, parent, school and, as appropriate, other agencies.

Specific statements that describe the transition services, activities, strategies and responsibilities are necessary to assist the student in achieving his or her postsecondary goals. Development of transition services must use the information identified by the transition assessment.

 

The IEP must specify:

 

  • Activities or strategies related to measurable postsecondary goals
    What is the service to be provided? What activities or strategies are planned to address the student's identified needs?
  • Date to implement
    What date does the team plan implement the activity?
  • Person or agency arranging or providing services
    What agency will be responsible for providing the services?  You may identify a person by their title but not their name.

 

Statement of Transition Services: Coordinated Activities/Strategies

 

Instruction

Activities that are needed for the student to achieve his or her postsecondary goals related to education. For example, exploring educational options or obtaining information about admissions, tuition assistance and disability services. This could apply to any type of postsecondary education.

 

Instruction could also include broad curricular areas of needed coursework, educational experiences or skill training that the student needs to prepare for postsecondary instruction or training.

 

Related services

Activities that address related service needs that will continue beyond school. These activities should connect the student and parent to the service, support, program or agency before the student leaves the district. This area is not for specifying the needed related services for the current IEP term. That is to be addressed in other sections of the IEP. However, it could address current related services that are needed to access transition activities.

 

Community experiences

Services generally provided outside of the school building which encourage and prepare the student for participation in the community. These may include social, recreational, leisure, shopping, banking, transportation and other opportunities.

 

Employment

Activities that are needed for the student to achieve his or her postsecondary goals related to employment. For example, development of employability skills, job seeking, career exploration, job shadowing or supervised work experience.

 

Adult living

Generally thought of as activities adults do periodically such as getting a driver's license, voting, looking for housing, filing taxes or obtaining insurance.

 

Daily living skills, when appropriate (if appropriate)

Generally thought of as activities adults do every day such as preparing meals, caring for clothing, maintaining a residence, personal hygiene, shopping or accessing transportation.

 

Functional vocational evaluation (if appropriate)

A specific evaluation process that provides information about job or career interests, aptitudes and skills. Information is gathered by situational assessments in the setting where the job or task is performed. Can include formal or informal measures and should be practical.


Accessibility
Anchorage School District website accessibility and nondiscrimination notice. The Anchorage School District is an equal opportunity provider.