These key secondary transition provisions lay the groundwork for quality transition planning:
Student invited to IEP meeting
The student must be invited to the IEP Team meeting when transition services are discussed.
Appropriate measurable postsecondary goals
Appropriate measurable postsecondary goals must be developed in the areas of training, education, employment, and, where appropriate, independent living skills.
Preference, interest, needs, strengths (PINS)
A student’s transition services must be based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests.
Measurable Annual IEP goals
Measurable annual IEP goal(s) related to the student’s transition services needs must be included in the IEP.
Courses of study
The courses of study statement should address the classes, experiences, and/or activities that will be meaningful to the student's future, motivate the student to complete their education, and support attainment of postsecondary goals.
Transition services
The student's needed transition services are part of a long- range plan that coordinates the last years of high school and the years immediately following high school. The services are focused on improving the academic and functional achievement of the student with a disability to facilitate movement from school to postschool activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.
IEP Goals, updated annually
The student’s IEP, including the other components listed here, must be updated annually.
Participating agencies
A representative of any participating agency who will be responsible for providing or paying for transition services will be invited to the IEP team meeting with the prior consent of the parent or student who has reached the age of majority.
Procedural Safeguards Transfer of Rights
The procedural safeguard rights associated with IDEA transfer to the student at the age of majority. In Oregon, the age of majority is 18, or when the student gets married or becomes legally emancipated. The IEP Team must plan ahead, and assist the student and the parent in understanding and preparing for the transfer of rights that will occur. There are two "points in time" associated with the transfer of rights:
- At least one year before student turns 18: The district must notify the student and the parent that rights will transfer at the age of majority. This notice must be provided and documented on the IEP that will be in effect when the student turns 17. A copy of the Notice of Procedural Safeguards must be given to the student at that time.
- When the student reaches the age of majority: The district must provide written notice to the student and parent at the time the student reaches the age of majority and rights transfer; districts may not wait until the next scheduled IEP meeting to provide such notice.
Notice of Proposed Transfer of Special Education Rights – English
Notice of Proposed Transfer of Special Education Rights – Spanish
Summary of Performance
The school district must provide a Summary of Performance to students who are graduating from secondary school with a regular diploma, or are leaving due to exceeding the age eligibility for a free appropriate public education (end of school year in which they turn 21). The Summary of Performance includes a summary of the academic achievement and functional performance, and recommendations on how to assist the student in meeting the student's postsecondary goals. IDEA 2004 does not explicitly require a Summary of Performance for students who are leaving school before the end of their entitlement period due to graduation with a modified diploma or another diploma or certificate. ODE recommends that school districts provide a Summary of Performance for these students also.
ODE Summary of Performance Template
Contact:
Shava Feinstein