Transition planning is a process that requires a partnership among the student, family, and school district and, as appropriate, other agencies that can provide transition activities to help students with disabilities move from school to adult life.

Transition Services means a coordinated set of activities for a student with a disability designed to improve their academic and functional achievement to facilitate the student's movement from school to post school activities.

Transition planning and services are designed to prepare a student with a disability to achieve their post-secondary goals related to living, learning and earning within the community, beginning with the first individualized education program (IEP) to be in effect when the student turns age 15 (and at a younger age, if determined appropriate).

The IEP must include measurable postsecondary goals based on the student’s preferences and interests as they relate to transition from school to post-school activities.

Postsecondary goals identify the student’s long-term goals for living, learning, and working as an adult.

The student’s IEP should include goals, services and activities to incrementally prepare the student to achieve his/her measurable postsecondary goals. Information to develop a student’s measurable postsecondary goals should be obtained using a variety of formal and/or informal methods which may vary from student to student.

These include, but are not limited to vocational assessments, assessment of postsecondary education skills, interviews with the student and/or parent, strength-based assessments, and teacher observations. 

Measurable Postsecondary Goals

The IEP must include measurable postsecondary goals based on the student’s preferences and interests as they relate to transition from school to post-school activities in the areas of: 

• employment (e.g., integrated competitive employment);

• postsecondary education and training (e.g., career and technical education and training, continuing and adult education, college); and

• when appropriate, independent living skills (e.g., adult services, independent living or community participation).

Postsecondary goals identify the student’s long-term goals for living, learning, and working as an adult.

The student’s IEP should include goals, services and activities to incrementally prepare the student to achieve his/her measurable postsecondary goals.

Information to develop a student’s measurable postsecondary goals should be obtained using a variety of formal and/or informal methods which may vary from student to student.

These include, but are not limited to vocational assessments, assessment of postsecondary education skills, interviews with the student and/or parent, strength-based assessments, and teacher observations. 

Coordinated Set Of Activities

The coordinated set of activities to facilitate the student’s movement from school to post-school activities must be based on the student's strengths, preferences, and interests and include needed activities in the following areas: 

• 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 provision of a functional vocational evaluation

The coordinated set of activities summarizes in one place in the IEP how the student’s transition needs that are identified in the present levels of performance are being addressed comprehensively across all of these areas.

Activities are not required for all areas but must be considered by the committee on special education (CSE) and documented in the student’s IEP. 

Student Exit Summary

Federal regulations require school districts to provide a student with a disability with a summary of the student’s academic achievement and functional performance, which must include recommendations on how to assist the student in meeting his or her postsecondary goals.

This Student Exit Summary must be provided to a student whose eligibility for special education services terminates due to graduation from secondary school with a regular diploma or due to exceeding the age eligibility for a free appropriate public education (FAPE) under State law.

This includes students exiting school with a local or Regents diploma, the Skills and Achievement Commencement Credential, and students exiting with the CDOS Commencement Credential as their only existing credential.

It is recommended that students with disabilities exiting with a High School Equivalency Diploma also be provided this summary.

The purpose of the Student Exit Summary is to provide the student with a written report that provides essential information to consider as the student transitions from secondary school. 

Transition Resources and Links

ACCES-VR
Find assistance to achieve and maintain employment and to support independent living through training, education, rehabilitation, and career development.

OPWDD

The New York State Office of People With Developmental Disabilities (OPWDD) provides families with a variety of services like respite, family reimbursement, recreation, counseling, training and support.

OPWDD Front Door information
Find information on the Office for People with Developmental Disabilities to see if your student would be eligible for additional services.

Think College Search
The only directory of its kind, Think College Search features information on 328 postsecondary education programs for students with intellectual disability.

Self Direction Services Information - InTheDriversSeat.org

Transition Requirements and Guideline as per the New York State Education Department (NYSED)