• Every Transition Need must have a corresponding Coordinated Activity.
     
    At least one Transition Need (but all ideally) must be addressed through a measurable Annual Goal.

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    The Individual Education Plan (IEP) for transition age students must include a statement of the transition service needs of the student that focuses on the student’s courses of study, taking into account the student’s strengths, preferences and interests, as they relate to transition from school to post-school activities. The Committee identifies the coursework (e.g., Regents classes, career and technical education courses) the student will be enrolled in to achieve the student’s desired post-school goals. 

    Transition Needs

    In consideration of present levels of performance, transition service needs of the student that focus on the student's courses of study, taking into account the student’s strengths, preferences and interests as they relate to transition from school to post-school activities: 

    Needs          

    Lisa needs to:

    ·develop self-advocacy, time management, computer and independent travel skills.

    ·be able to complete job application forms independently.

    ·learn appropriate work habits when supervisor is not present.

    ·develop community leisure skills.

    Courses of study
    Lisa plans to go to college for animal care.  Beyond the required curriculum for a regular diploma, she needs to take courses that include animal biology and computer word processing. To provide job exploration and skill development, her courses of study should include career and technical education courses in veterinary science.
     
     
    Source: New York State Department of Education Individual Education Plan (IEP) Guidebook