Slide 10: Coordinated Set of Transition Activities
At this point in the development of an IEP, the Committee must again consider the student’s transition from school to post-school living.
Transition services focus on improving the academic and functional achievement of the student with a disability in order to facilitate the student’s movement from school to post-school activities.
Beginning with 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 must include a statement of needed transition services.
For effective transition planning, the CSE first identifies the student’s measurable post-secondary goals and transition needs. It then recommends annual goals that prepare the student to meet those post-secondary goals. The CSE also considers the student’s transition needs in its recommendations for special education programs and/or services.
In this next section of the IEP, the coordinated set of transition activities is documented in the areas of:
Community experiences, and
Development of employment and other post-school adult living objectives.
and, and if appropriate, address:
Acquisition of daily living skills, and
The need for a functional vocational assessment.
This section of the IEP must also include a statement of the responsibilities of the school district and/or the participating agency(s), if applicable, for the provision of those transition activities.
Districts may remove this section of the IEP for younger students (e.g., elementary-age students). However, this section must appear in IEPs for middle and secondary-age students; although the Coordinated Set of Transition Activities only needs to be completed beginning with the first IEP to be in effect when the student turns age 15 (or younger if deemed appropriate).