6. Changes the secondary transition requirements in the individualized education program (IEP).
  • Beginning not later than the first IEP to be in effect when the child is 16 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;
    • The transition services (including courses of study) needed to assist the child in reaching those goals; and
    • Beginning not later than one year before the child reaches the age of majority under state law, a statement that the child has been informed of the child’s rights under IDEA, if any, that will transfer to the child on reaching the age of majority under Section 615(m).

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. What are the implications of using transition planning to drive IEP development?

  2. How might IEP program planning for students pursuing graduation with a diploma versus students who opt for graduation with a certificate affect the development of academic and functional goals?

  3. What multiple measures represent best-practice to assess student progress and success?

  4. How might the inclusion of functional goals conflict with academic goals?
    • What is the best way to resolve this conflict?
    • In what ways can their dual inclusion on an IEP be beneficial?

  5. In what ways might students with disabilities be meaningfully involved in the development of their IEP and how can professionals help to promote that involvement?

  6. What are some examples of how to align functional/academic goals within the general curriculum?

  7. What is a “functional vocational” evaluation?

Application Questions

  1. What age-appropriate assessments might be useful in developing an IEP?

  2. While the special education provider develops and monitors the IEP goals, who else might share in the responsibility to ensure the academic and functional goals of students with disabilities are achieved?

  3. While post-secondary objectives are individualized for each student, what might be some ways to conceptualize a measurement system?

  4. Who are the staff members that might be involved in developing and providing transition services?

  5. How do we define, teach, and measure self-advocacy and self-determination?

    These questions were developed by the following stakeholders working together:

    Role: General education teacher
    Location: California

    Role: Parent
    Location: Virginia

    Role: Higher Education
    Location: Washington, DC

    Role: Policymaker
    Location: Virginia

    Role: Higher Education
    Location: Virginia