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Transition services are a coordinated set of activities for a student which promote movement from public schools to post-school activities. The transition process is outcome-based, leading to post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and/or community participation consistent with the informed choice of the individual.
State Department of Education policies and procedures require that all identified special education students and students with physical disabilities, aged 16 and over, shall be referred by the LEA to the Department of Rehabilitation Services (DRS).
The IEP team must actively involve the student in developing his/her IEP to be in effect during his/her ninth grade year or upon turning 16 years of age, whichever comes first. Translation services must be based on the individual student’s needs, taking into account the student’s preferences and interests. Transition planning will include, where appropriate, services in the following areas:
- Employment and other post-school adult living objectives, including job skill training
- Acquisition of daily living skills and a functional vocational evaluation
- Supported employment services can be initiated during the final graduating semester of high school.
- Community services
Transition planning is a student-centered, team-supported effort. Outside transition specialists must be pre-authorized by the parents when invited to attend the IEP meeting.
The transition planning “team” may consist of:
- Special, regular, and/or vocational education teachers
- Transition specialist
- Other school staff, as appropriate, (school psychologist, counselor, social worker, job coach)
- Community and/or adult service agency providers
- Post-secondary representatives
Summary of Performance (SOP) must be provided by the LEA to students who are graduating from high school with a regular diploma, or to students who are leaving high school due to exceeding the age of eligibility for a free appropriate public education (end of school year in which they turn 21). The SOP includes a summary of the student’s academic achievement and functional performance, progress toward meeting post-secondary goals, and recommendations on how to assist the student in meeting these goals. Modifications and/or accommodations should be listed that will enable the student to meet his/her goals and are instrumental in continuing the student’s success.
Course of study: The student’s course of study, which must be updated annually, should relate directly to the student’s post-secondary goals (e.g., family and consumer science classes, instruction in daily living skills, functional math, and community-based work experience, math coursework through Algebra II, industrial arts classes, college prep courses, etc).
The course of study statement must address the classes, experiences, and activities that will be meaningful to the student’s future, motivate the student to complete his/her education, and support post-school outcomes.
Transfer of Rights: Procedural safeguard rights associated with IDEA transfer to the student at the age of majority, which is 18 years of age. The student’s IEP team should inform the student and parents on or before the 17th birthday that this change will occur. Change of rights may also occur when a student gets married or becomes legally emancipated.
The IEP must plan ahead, and assist the student and parents in understanding and prepare for the transfer of rights that will occur.