INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM MEETINGS AND CHANGES TO THE IEP - Regulations

5. Revise requirements for when transition content must be included in an IEP meeting notice.

For a child with a disability 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, the notice required under 34 CFR 300.322(a)(1) (regarding an IEP meeting), among other things, must:
  • Indicate that a purpose of the meeting will be the consideration of the postsecondary goals and transition services for the child, in accordance with 34 CFR 300.320(b) and that the agency will invite the student; and
  • Identify any other agency that will be invited to send a representative.
[34 CFR 300.322(b)(2)]

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. Currently, at what age does transition planning begin in your district (state)?
    • Has your state revised the age requirement for transition content (from age 14 to age16), or are the requirements from the previous statute and regulations still in place?
    • What differences might this make in transition decisions and services for students?


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


  3. Are you aware of the local agencies involved with transition planning and services? What are those agencies and what services do they provide?


Application Questions

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


  2. What procedures might be put in place to ensure that these agencies are identified and invited to attend the IEP Transition meeting?


  3. What programs should be put in place ahead of time to ensure that students, parents, schools and agencies understand what is needed in order to transition from school to adulthood?


  4. What policies and procedures need to be in place to resolve any differences that may arise among the school, families, students, and other agencies about transition services?

    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: Service Provider
    Location: Kentucky

    Role: Teacher
    Location: South Carolina

    Role: Family Member
    Location: West Virginia

    Role: Family Member
    Location: Wisconsin