Providing appropriate services
IDEA 2004 does not require that school districts be held accountable for the attainment of postsecondary goals. While the stated measurable postsecondary goals are required components of transition planning, there are numerous mediating factors that occur after high school that can positively or negatively affect an adult's achievement of those goals.
There are seven steps to providing appropriate transition services:
- Age-appropriate transition assessment
Use transition assessments to determine the student's individual strengths, needs, preferences and interests.
Document the effect of the student’s disability on transition services. Also, update progress toward meeting the postsecondary goals and update transition assessment.
- Postsecondary goals
Identify the student's postsecondary goals in the areas of training or education, employment and, when appropriate, independent living.
- Course of study
Identify the classes needed to support the student in achieving postsecondary goals.
- Statement of transition services
Identify the transition services required to assist the student in achieving postsecondary goals.
- Measurable annual goals
Develop measurable annual goals needed to support the student in achieving postsecondary goals.
Identify special education and related services that will assist the student in achieving postsecondary goals.