According to IDEA, transition services means “a coordinated set of activities for a student with a disability that is designed within an outcome-oriented process that promotes movement from school to post-school activities.” Post-school activities include postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

The coordinated set of activities is based on the individual student’s needs, taking into account the student’s preferences and interests. The student’s needed transition services must be considered in the areas of instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate; the acquisition of daily living skills and functional vocational evaluation.

Agency collaboration is essential in developing effective Transition Individual Educational Plans (Transition IEPs) for students. Community transition teams and interagency agreements are effective strategies for developing and maintaining ongoing collaboration with key agencies in the community. Community transition teams are encouraged to develop resource materials designed to ensure that all Transition IEP team members are knowledgeable about agency services in their communities. Effective transition planning requires a coordinated effort on the part of families, students, school district personnel, and agency personnel. Each member of the Transition IEP team is needed to assist the student in making a successful transition from school to adult living.

IDEA requires that the need for transition services be considered in conjunction with the student’s Transition IEP, beginning no later than his or her 14th birthday and continuing through age 21 (student’s 22nd birthday or the year in which the student turns age 22). The Transition IEP process requires that students, with support from families, educators, and agency personnel, develop and implement a plan that prepares them for adult living. The need for transition services must be considered for all students with disabilities in conjunction with their Transition IEPs, rather than through a separate transition planning process.

The student must be invited to participate in his or her Transition IEP meeting conducted prior to the student’s 14th birthday and in each Transition IEP meeting held thereafter. If the student is unable to attend the meeting, the Transition IEP team must document how the student’s needs, preferences, and interests were considered. In order for the student’s participation to be meaningful, school district personnel are strongly encouraged to provide training for students and their families in self-determination skills (skills including self-awareness, self-advocacy, making choices, setting goals, solving problems, and taking action) and the Transition IEP process.

In addition, the Transition IEP incorporates:
• a vision statement of the student’s desired post-school outcome
• measurable annual goals and short-term objectives or benchmarks based priority educational needs that will assist the student with attaining his or her desired post-school outcome
• specific special education and related services to be provided
• the extent of participation in regular educational programs
• family and student participation
• agency linkages
• an evaluation plan for how progress toward the annual goals will be measured
• a statement of needed transition services in instruction, employment, community experience, post-school adult living, daily living skills (if appropriate), and functional vocational evaluation (if appropriate).

An effective practice for ensuring that the student’s needs, preferences, and interests are considered in all phases of transition planning is the development of a transition portfolio. The following information may be included in a transition portfolio:
• interest inventories
• self-determination and transition assessments
• work samples
• situational assessments
• documented results of interviews and student conferences
• career plan
• person-centered plan
• performance assessments from work experiences

The first step in developing a Transition IEP is the identification of a desired post-school outcome reflecting the student’s needs, preferences, and interests. It is strongly recommended that the outcome be reflected on the Transition IEP as a statement expressing the student’s dream or vision for life after graduation in the area of employment, postsecondary education, living arrangements, community participation, recreation and leisure, and social relationships. All other components of the Transition IEP should relate to the student’s desired post-school outcome.

The Transition IEP must include all required components of the IEP in addition to the transition services requirements. The specific Transition IEP requirements differ based upon the age of the student as described below:

Age 14 (on or before the student’s 14th birthday) and 15
• Review the previous IEP or Transition IEP.
• Invite the student to his or her Transition IEP meeting.
• Provide notice to parent of the Transition IEP meeting, indicating that the student will be invited to attend and the purpose of the meeting is the development of a statement of transition service needs.
• Develop a desired post-school outcome statement on the Transition IEP (update annually).
• Develop a statement on the Transition IEP of transition service needs that focuses on the student’s courses of study (update annually).
• Document whether the student is pursuing a course of study leading to a standard or to a special diploma (review and revise annually).
Note: This requirement must be addressed during the IEP or Transition IEP developed during the student’s 8th grade year or the Transition IEP developed during the year of the student’s 14th birthday, whichever occurs first.
• If the student does not attend the Transition IEP meeting, document other steps taken to ensure that the student’s needs, preferences, and interests were considered.
• If it is determined that agencies should be invited to the meeting, the notice inviting the parent must identify the agency representative(s) who will be invited to participate in the meeting. Written consent from the parents must be obtained prior to releasing written information contained in the student’s education record before, during, or after the Transition IEP meeting.

Age 16 (on or before the student’s 16th birthday) and Annually Thereafter
• Review the previous Transition IEP.
• Invite the student to the Transition IEP meeting.
• Invite any agency likely to provide or pay for any transition services to send a representative to the Transition IEP meeting.
• Ensure that the student’s parent has signed a release of information form prior to sharing personally identifiable information with agency representatives or inviting agency representatives to attend the Transition IEP meeting.
• Update desired post-school outcome statement on the Transition IEP.
• Update statement on the Transition IEP of transition service needs that focuses on the student’s courses of study.
• Develop a statement on the Transition IEP of needed transition services in the required transition services activity areas (i.e., instruction, related services, community experiences, employment, post-school adult living) and, if appropriate, daily living skills and functional vocational evaluation.
• If no services are identified in any of the required transition services activity areas, develop a statement to that effect and include the basis upon which the determination was made.
Note: While IDEA deleted this requirement, it remains a requirement in Florida State Board of Education [SBE] Rules.
• When appropriate, develop statement of agency responsibilities or any needed linkages.
• Review and if needed revise the diploma decision.
• If the student does not attend the Transition IEP meeting, document other steps taken to ensure that the student’s needs, preferences, and interests were considered.
• If one or more agencies invited to send representatives to the Transition IEP meeting do not do so, document other steps taken to obtain their participation.
• If an agency fails to provide transition services described in the Transition IEP, reconvene the Transition IEP team to identify alternative strategies to meet the student’s transition objectives.

Additional Requirements at Age 17
(on or before the student’s 17th birthday)
• Inform the parent and the student of the rights that will transfer to the student, at least one year prior to the student’s 18th birthday, during the Transition IEP.
• Document on the Transition IEP that parent and the student have been informed of the rights that will transfer to the student.

Additional Requirements at Age 18
(on or before the student’s 18th birthday)
• Provide the parent and student a notice regarding the transfer of rights when the student attains his or her 18th birthday.
• Provide the student’s parent with all notices required by IDEA.

Additional Requirements at Ages 19 – 21
• Provide the student’s parent with all notices required by IDEA.