2. Revise requirements for the content of IEPs relating to transition services.

Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include:

• Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and
• The transition services (including courses of study) needed to assist the child in reaching those goals.

[34 CFR 300.320(b)] [20 U.S.C. 1414(d)(1)(A)(i)(VIII)(aa) and (bb)]

1. At what age does your state require transition planning? Is it at the same age as the federal requirement of 16 or younger?



2. What contributions and/or concerns might students, parents and educators express, given that, post-secondary transition goals do not have to be addressed on the IEP until the child is 16 years of age, or younger if appropriate?



3. Given that IDEA 2004 provides that IEPs include post-secondary goals based upon assessment related to training, education, employment, and where appropriate, independent living skills what are the implications when implementing this provision?



4. What types of agencies and institutions might be invited to attend a transition meeting? How are appropriate agencies identified, and who decides what agencies will be involved?



5. What are some examples of measurable post-secondary goals? How does your district plan to develop and address them in the IEP process?



6. What skills and/or knowledge might educators and other stakeholders need in order to provide students the supports necessary to access and succeed in the academic curriculum?
   

1. What polices and procedures might schools put in place to highlight the importance of transition planning?



2. What steps can be taken to encourage the active participation of students, families, and educators in transition planning? What resources and training might be helpful for students and families to understand the implications of transition before their child reaches age 18 or the age of majority as determined by state guidelines?



3. What steps can be taken by your district to ensure that appropriate transition planning has been completed and is being implemented by the first IEP when the student reaches age 16 , or younger if appropriate?



4. How might the IEP team proactively address transition planning for students who have yet to turn 16 (i.e. college bound student or a student pursuing a vocation and needing certain courses as early as 9th grade)? What steps might be taken by the IEP team in aligning course work with transition outcomes prior to age 16?



5. What are some age-appropriate transition assessments that might be useful in developing measurable post-secondary goals? How might such assessments be used in the IEP development process?



6. What procedures might be put in place to support collaboration between the families, schools, and other agencies which support transition from school to adulthood?



7. In order to address specific transition services, how will the district work with families to encourage the identification of and consent to invite appropriate agencies or institutions to the IEP team meeting?
   
   These questions were developed by the following stakeholders working together:
   
   Role: Family Member
   Location: Arizona
   
   Role: Special Education Administrator
   Location: California
   
   Role: Teacher
   Location: Colorado
   
   Role: Educational Consultant
   Location: Florida
   
   Role: Special Education Administrator
   Location: Georgia
   
   Role: Higher Education
   Location: Indiana
   
   Role: General Education Administrator
   Location: Illinois
   
   Role: Teacher
   Location: South Carolina
   
   Role: Family Member
   Location: Wisconsin