IEP Form – Transition Services

Beginning not later than the first IEP, to be in effect when the child turns 16, or younger if determined appropriate by the IEP team.

 

1.            California High School Exit Exam:

·         Enter the date and score on the ELA and Math section of the CAHSEE and indicate if the student passed or failed.

·         Discuss the student’s participation in the CAHSEE, including his or her need for accommodations or modifications. Discuss the need for submitting a waiver if a modification is used.

·         If the student will be taking the CAPA, check the appropriate box to indicate that the student would not be participating in CAHSEE.

·         If the student is outside the testing group (before grade 10 or younger than 15 and ungraded), check the appropriate box.

 

2.      Transfer of Rights: On or before the student’s 17th birthday, explain that he and/or she will assume all special education rights and protections upon turning 18 (unless a conservator has been appointed by the court). Review the Notice of Procedural Safeguards with the student. Have the student and parent sign this section.

 

3.      Passed Algebra: Indicate if the student passed Algebra and the date. If the student will be graduating with a Certificate of Completion, check appropriate box.

 

4.      Credits: Update the credits the student has earned, which courses are required for graduation, and additional courses related to goals, graduation, and/or vocational interests.

 

   Educational Benefit Reminder  

o        Is the transition plan developed in accordance with the student’s post-school preferences, interests, and goals?

o        Are there measurable postsecondary goals, based on age appropriate transition assessments, that address education/training, employment, and where appropriate, independent living skills?

o        Are appropriate transition services (including courses of study) and responsible persons/agencies specified?

o        Are the transition services designed to be within a results-oriented process that is focused on improving academic and functional achievement of the student?

o        Are additional vocational and/or transition assessments required?

o        Is the transition plan designed to facilitate the student’s movement from school to post- school activities, including postsecondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living, and community participation?

 

 

[Excerpted from the State SELPA IEP Manual, July 2009. For the 2008-2009 form set.]