Special Education Policies and Procedures Volume V: Secondary Transition


For children fourteen (14) years of age (or younger if determined appropriate by the IEP Committee), SBE Policy 7219 requires school districts to determine each child’s postsecondary goals in the areas of employment, education or training, and, where appropriate, independent living based on age-appropriate assessments. The Policy further defines transition services as a set of coordinated activities designed to be within a results-oriented process, focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities. These post-school activities may include, but not be limited to postsecondary education, vocational education, integrated employment, supported employment, continuing and adult education, adult services, independent living or community participation. The services must be based on the individual child’s needs and take into account the child’s strengths, preferences and interests. The IEP Committee is further required to develop a coordinated set of activities in the areas of instruction to promote the movement of a child from school to postsecondary adult living. These activities should include community experiences, activities that promote the development of employment and other post-school adult living skills and, if appropriate, activities that promote the acquisition of daily living skills (IDEA, 2004).

State Policies & Initiatives: 
  • Department of Education
  • School-to-Work Transition
Date Enacted: