Transition Services


What are Transition Services?

Definitions and Procedures:

Individual with Disabilities Education Act (IDEA) Transition

Individual Educational Plans (IEPs) have been a requirement of law since the passage of the Education for All Handicapped Children Act (EHA) known as Public Law 94-142 in 1975. Legislators added a new component (transition) to the EHA when the law was amended and renamed Individual with Disabilities Education Act (IDEA) in 1997. IDEA was promulgated to ensure that all children with disabilities are provided a free appropriate public education (FAPE) that includes specially designed instruction and needs, and to prepare the student for employment, post secondary education, adult services, independent living, and community participation.

The focus of transition at an Individual Educational Plan (IEP) conference is to develop a Transition IEP (TIEP) that promotes movement from school to post-school activities.  It is at that time where all components, discussion, and decision-making of the TIEP should lead to and support the desired post-school outcome statement and begin to result in a coordinated set of activities for a child with a disability that includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.

The term “transition services” means a coordinated set of activities for a child with a disability that:

Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation, and [602(34)(A)]
Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests. [602(34)(B)]

Secondary Transition FEDERAL Requirements (IDEA) in the 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 goals based upon age-appropriate transition assessment related to training, education, employment and if appropriate, independent living skills;
the transition services (including courses of study) needed to assist the child in reaching those goals;
an invitation to appropriate agencies to attend TIEP meeting, as needed, that is likely to pay for any transition services, or already is providing or paying for services; and
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, beginning no later than one year before the child reaches the age of majority under state law.

Secondary Transition STATE Requirements in the IEP:

State Board of Education Rule 6A-6.03028, Florida Administrative Code (FAC), Developmental of Individual Educational Plans for Students with Disabilities, requires transition services to be addressed in a student's IEP, transition services to be addressed in a student's IEP, "Beginning by the student's fourteenth birthday or younger if determined appropriate by the IEP team including the student and the student's parents should convene to write a statement of the student's desired post-school goals."

At 14 years of age, or during the 8th grade school year (whichever comes first), the transition statement is developed through a student oriented process and must be updated annually along with the entire IEP.
The statement must include whether the student is pursuing a course of study leading to a standard diploma or a special diploma.
The statement must include the student's transition service needs under the applicable components of the student's IEP that focuses on the student's course of study, such as participation in advanced placement courses, academy based programs, magnet programs, or vocational education program. Refer to Magnet Program Eligibility Requirements through the Schools of Choice and Parent Options Website. Most of these components reflect requirements for eligibility into academy, magnet or dual enrollment program, such as 8th grade students enrolling in Algebra I or Earth Space Science in order to meet eligibility for specific academy programs.
The statement must include instruction for the delivery of self-advocacy skills in order to assist the student to be able to actively and effectively participate in IEP meetings.
At 16 years of age, a statement of the student's course of study and an outcome statement that describes a direction and vision of the student's post-high school plans from the perspective of the student, parent, and team members. A statement of interagency responsibilities and needed linkages must be included. The statement should be updated annually and include:
activities in the areas of instruction, related services, community experience, the development of employment, and other post-school adult living objectives
acquisition of daily living skills and functional evaluations, if appropriate

Understanding Measurable Postsecondary Goals - Q and A

Why do we develop measurable postsecondary goals?

It is required under the reauthorization of Individuals with Disabilities Education Act 2004. The law went into effect on July 1, 2005.
Who needs to have measurable postsecondary goals and when is one developed?

Any student who will turn 14 during the timeframe of the IEP, or younger, if determined appropriate by the IEP team.
What is a measurable postsecondary goal?

A statement that articulates what the student would like to achieve after high school.
It is based on the student’s strengths, preferences and interests
It is based on age appropriate transition assessments
It is written for at least one of the following four areas:
Training – specific vocational or career field, independent living skill training, vocational training program, apprenticeship, OJT, job corps, etc.
Education – 4 year college or university, technical college, 2 year college, etc.
Employment – paid employment (competitive, supported, sheltered); non-paid employment (volunteer, in a training capacity); military, etc.
Independent Living Skills – adult living, daily living, independent living, financial, transportation, etc.

How is a measurable postsecondary goal written?

Use results-oriented terms such as “enrolled in”, “work” and descriptors such as “full time” or “part time”.  These goals require a timeline to make them measurable.
Training - Within three months, Bob will be enrolled part time in an emergency medical technician training program.
Education – Within a year, Donna will be enrolled full time at Western Community College and obtain an associate’s degree in computer networking.
Employment - Within a six months, Dave will work full time for the fire department, hospital or ambulance service.
Independent Living Skills – Within a year, Kim will live independently in her own apartment or home.

Transition Assessments

The purpose of a transition assessment is to provide information to develop and write practical, achievable measurable postsecondary goals and assist in the identification of transition services necessary in helping the student reach those goals.  Transition assessments must be conducted prior to the student reaching age 14 and prior to the development of the measurable postsecondary goals and transition services in the students’ IEP. For each of the postsecondary goal areas addressed in the student’s IEP there must be age-appropriate transition assessment information provided on the student’s needs, taking into account the student’s strengths, preferences, and interests regarding each postsecondary goal.  The assessment information can be documented in either in the IEP or in the student’s file.

Supported Employment

Supported employment is one aspect of this normalization process.  It is a process whereby people traditionally denied career opportunities due to the perceived severity of their disability are placed in jobs and provided long-term, ongoing support, for as long as needed.

Supported employment is defined as:

  Competitive work in an integrated work setting for individuals with the most severe disabilities:

For whom competitive employment has not traditionally occurred
Or for whom competitive employment has been interrupted or intermittent as a result of a severe disability and
Who because of the nature and severity of their disability, need intensive supported employment services and extended services after transition in order to perform such work.*

Supported employment has expanded the scope of traditional human service, embracing the business community, families, local communities, and the job seeker as the forces that drive the service.

(*as defined by the Rehabilitation Act Amendments of 1986 and 1992 (with revisions in 1994).   Referenced by U.S. Department of Labor, Office of Disability Employment Policy –

Supported Employment Staff

The Supported Employment Program reports to the Instructional Supervisor for Intellectual and Physical Disabilities and Transition Services.   The design and delivery of the Supported Employment Program services and products are facilitated by the Supported Employment Coordinator.  The Supported Employment Coordinator also organizes and structures the ongoing efforts of the Job Coaches.  Job Coaches are assigned to work in specific geographic areas across the district.Vivian Nunez, Supported Employment Coordinator can be contacted at

Job Coaches

Job Coaches provide direct support to students being served in the Supported Employment Program. Job coaches are currently hired as part-time employees.

Job Coaches Responsibilities:

Job screening through interviews, informal assessments, classroom observations, community based instruction (CBI) and community based vocational education (CBVE) observations
Finding suitable employment opportunities
Assisting students with applying and interviewing for a position
Training students at the job site
Providing on-going support to students
Exhibiting appropriate behaviors (appropriate interpersonal interactions with fellow workers)
Formally evaluating students on the following skills:
Being on time
Dressing appropriately/ Appearance
Following directions
Exhibiting appropriate behaviors (appropriate interpersonal interactions with fellow workers)
Redirecting easily



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