Team Members and Responsibilities

Members of the IEP team

Students are the most important people involved in transition. They should be as actively engaged as possible in all aspects of their transition process. At age 16+ if the student does not attend a meeting where the purpose is the consideration of post-secondary goals, documentation must be present that the student’s preference and interests related to transition services were considered at the IEP meeting. The student's IEP transition plan must be based on his or her individual needs, choices, and preferences with goals that reflect what the student is interested in doing now and what he or she will want and need when high school is finished.
Parents know their child better than anyone else and will be the one constant factor throughout their child's transition from school to adulthood. Their commitment to the IEP transition team is the key to making their child's transition to adult living a successful one. They bring a wealth of information about their child, which has great significance when developing a plan for transition.
IDEA requires at least one special education teacher or provider of the child to be a member of the IEP transition team.
Unless excused in writing, a regular education teacher of the student who is knowledgeable about the curriculum.
Individual who is qualified to provide or supervise the provision of special education, is knowledgeable about the general curriculum, and is knowledgeable about the availability of resources of the public agency. Must have the authority to commit agency resources to implement the IEP and ensure that whatever services are set out in the IEP will not be vetoed at a higher administrative level with the agency.

The student's IEP should include any needed transition services from outside agencies. Adult agencies whose services link school experiences with employment, future education or training, and independent living opportunities should be invited to IEP transition meetings. This is a critical component of transition planning. Many public and private agencies that offer adult services have eligibility criteria and waiting lists. The procedures used in each adult service system differ from school procedures. Some services from these agencies can begin before the student graduates. A smooth transition to adult services is more likely to occur if representatives from adult agencies are included in the transition IEP as early as possible.

Local Agencies

o Central Missouri Regional Office-Department of Mental Health

o Boone County Family Resources

o Services for Independent Living

o Burrell Behavioral Health

o Vocational Rehabilitation Services

o Easter Seals

o Alternative Community Training

o More Group

o Job Point

The Transition IEP

The Plan Explained

Beginning in 9th grade, students will also be invited to participate in their IEP meetings. Additionally, with parental permission or permission from a student who has reached the age of majority, a representative from any agency that is likely to be responsible for providing or paying for any transition service(s) must be invited to the IEP meeting.

The strengths of the child: This section discusses the strengths of the student and how they relate to the child’s post-secondary goals.

How the child’s disability affects his/her involvement and progress in the general education curriculum; or for preschool children, participation in age-appropriate activities: (For students with transition plans, consider how the child’s disability will affect the child’s ability to reach his/her post-secondary goals (what the child will do after high school).

Concerns of the parent/guardian for enhancing the education of the child: This section will document the parent/guardian’s expectations for the student after the student leaves high school.

Changes in current functioning of the child since the initial or prior IEP: This section of the IEP will include the statement(s) of the student’s present levels of academic achievement and functional performance and how changes in the child’s current functioning will impact the child’s ability to reach his/her post-secondary goals.

Pre-Employment skills such as: attendance, work habits, daily living skills, even school and community activities if applicable may be listed.

If the student has taken classes in his career interest area this information may be stated in this section. Volunteer and/or Work experience information and skills may also be reported here that support a student’s Post-secondary goal may also be reported.

Results of the transition services/activities that have taken place in the last IEP cycle should be recorded here.

If the student is being referred to an outside agency during this IEP, with parent permission, this can be stated. If the parent or student who has reached the age of majority does not grant permission for an agency to be invited to the meeting this should be noted in this section.

Formal or Informal age appropriate transition assessments:

The student’s post-secondary goal and services must be based upon age-appropriate formal or informal transition assessment(s). This section will contain information used to determine whether there was or was not a concern in the post-secondary goal area of independent living.

FORMAL: Evaluation Report

INFORMAL: used within the classroom and incorporated into curriculum

MO-Connection: https://mocis.intocareers.org/materials/portal/home.html

• Online tool to help students explore and develop a plan to achieve their post-secondary goals.

• Determine skills & interests

• Explore careers

• Create an education plan

• Search for colleges & training opportunities

• Find a job

Brigance Transition Skills Inventory

Assesses independent living, employment, and additional post-secondary skills to support transition planning for middle- and high-school students.

Becker Work Adjustment Profile

The Becker Work Adjustment Profile helps evaluate work habits, attitudes, and skills important for job readiness, work adjustment, and job employability. It may be suitable for workers and trainees who are physically, intellectually or learning disabled, have a mental health diagnosis, or are economically disadvantaged.

Life-Course Portfolio: http://www.lifecoursetools.com

The Life Course Framework was created BY FAMILIES to help individuals and families of all abilities and all ages develop a vision for a good life, think about what they need to know and do, identify how to find or develop supports, and discover what it takes to live the lives they want to live.

Interviews with Student

Annual goal(s) will identify which postsecondary domain(s) ((Education/Training, Employment and Independent Living (if appropriate)) is being supported
Form C: Post-Secondary Transition Plan

Using information gained from age-appropriate transition assessment this plan is developed considering the individual student’s needs, preferences, and interests. The plan must include measurable postsecondary goal(s) that cover education/training, employment, and as needed, Independent Living. In addition, transition services that will reasonably enable the student to meet their postsecondary goal(s) will be listed and the responsible person/agency identified.

The course of study is a multi-year description of coursework from the student’s current year to anticipated exit year that is designed to help achieve the student’s desired post-secondary goal(s).
Beginning not later than one year before the student reaches the age of majority the IEP must include a statement that the student has been informed of the student’s rights under IDEA that will transfer to the student upon reaching the age of majority.
For a student whose special education eligibility terminates due to graduation with a regular diploma, or due to exceeding the age of eligibility, the local education agency will provide the student with a summary of the student’s academic achievement and functional performance, which includes recommendations on how to assist the child in meeting the child’s postsecondary goals. These recommendations do not imply that any individual who qualified for special education in high school will automatically qualify for services in the postsecondary education or the employment setting. Postsecondary settings will continue to make eligibility decisions on a case-by-case basis.