Transition and the IEP

From Part 200, 200.4: Procedures for referral, evaluation, individualized education program (IEP) development, placement and review

Section 200.4(d)(2)(ix) Transition services. For those students beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age, if determined appropriate), and updated annually, the IEP shall, under the applicable components of the student's IEP, include:

  • a. under the student's present levels of performance, a statement of the student's needs, taking into account the student's strengths, preferences and interests, as they relate to transition from school to post-school activities as defined in section 200.1(fff) of this Part;
  • b. appropriate measurable postsecondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills;
  • c. a statement of the transition service needs of the student that focuses on the student's courses of study, such as participation in advanced-placement courses or a vocational education program;
  • d. needed activities to facilitate the student's movement from school to post-school activities, including instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, acquisition of daily living skills and functional vocational evaluation;
  • e. a statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of such services and activities that promote movement from school to post-school opportunities, or both, before the student leaves the school setting.
  • f. 200.4(d)(2)(ix) [...those students beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age, if determined appropriate) and updated annually...] under the student's present levels of performance, a statement of the student's needs, taking into account the student's strengths, preferences and interests, as they relate to transition from school to post-school activities as defined in section 200.1(fff) of this Part;

Helpful Websites:

Forms: Student Information Summary and Individualized Education Program (IEP) contains examples of IEP content related to transition planning and services.

Guide to Quality Individualized Education Program (IEP) Development and Implementation, issued by the New York State Education Department, provides technical assistance to de7velop instructionally relevant and legally correct IEPs.

Monitoring Protocol Secondary Transition Individualized Education Program(IEP) Review for Students with Disabilities School District Self Review Monitoring Protocol - Revised March 2011. Secondary Transition Individualized Education Program(IEP) Review for Students with Disabilities (Indicator 13).

Transition Planning and Services for Students with Disabilities
New York State Education Department has developed this policy brief, Transition Planning and Services for Students with Disabilities, to remind Committees on Special Education and school districts of their specific responsibilities under federal and State law and regulations to provide appropriate transition planning and services for students with disabilities.