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NOTE: All documents on this page are listed in pdf format.
- Secondary Transition for Students with Disabilities
Key Components for Secondary Transition Planning
Student Participation:
Beginning not later than the first IEP developed during the student's ninth grade year or upon turning 16 years of age, whichever comes first, the student must be invited to all IEP meetings where transition will be discussed.
The IEP team must actively involve the student in developing his or her IEP. If the student does not attend, steps must be taken to ensure that the student’s strengths, preferences, interests, and vision are considered as part of the IEP development. The IEP will clearly outline what the student wants to do when he or she has completed high school, how they want to live (e.g., independently, with family, in a group home), and how they want to take part in the community (e.g., transportation, recreation, etc.).
Agency Participation:
When IEP meetings involve transition planning, the school district must invite a representative of any other agency likely to be responsible for providing or paying for transition services. If the agency representative did not attend, the IEP team should document their input. Agencies include, but are not limited to, Department of Rehabilitation Services, Department of Human Services, higher education institutions, Workforce, independent living centers, and Employment Security Commission. A statement of interagency responsibilities and linkages is included in the IEP, when appropriate.
Postsecondary Goals:
Beginning not later than the first IEP developed during the student's ninth grade year or upon turning 16 years of age, whichever comes first, the IEP must include appropriate measurable post-secondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills.
To assist schools in developing appropriate and meaningful transition plans for young adults with disabilities that not only assist the young adult in meeting his or her postsecondary goals, but also help maintain compliance with federal regulations, there are several resources available. The National Secondary Transition Technical Assistance Center (NSTTAC), a United States Department of Education (USDE), Office of Special Education Programs (OSEP) funded center, has developed several resources to aid IEP teams in developing transition plans. Several helpful resources have been provided below; however, additional resources may be found on the NSTTAC Web site at http://www.nsttac.org, under the heading "Indicator 13."
| Education Annual Goals | Education/Training Examples | Employment Annual Goals | |
| Independent Living Postsecondary Goals |
Secondary Transition Services:
Beginning not later than the first IEP developed during the student's ninth grade year or upon turning 16 years of age, whichever comes first, the IEP must include the transition services (including courses of study) needed to assist the student in reaching the post-secondary goals.
- Oklahoma IEP Form-Transition Services Plan-Course of Study
- Course of study: The student's course of study, which must be updated annually, should relate directly to the student's post-secondary goals (e.g., family and consumer science classes, instruction in daily living skills, functional math, and community-based work experience, math coursework through Algebra II, industrial arts classes, college preparation courses, etc.). The course of study statement should address the classes, experiences, and activities that will be meaningful to the student's future, motivate the student to complete his or her education, and support post-school outcomes.
- Transition Services: The student's needed transition services are part of a long-range plan that coordinates the last years of high school (or earlier when appropriate) 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 post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation. The IEP team must indicate the services that will be provided to the student through implementation of the IEP (e.g., instruction, community experiences, employment and other post-school adult living objectives, daily living skills, and/or functional vocational evaluation, if appropriate).
Transfer of Rights
Procedural safeguard rights associated with IDEA transfer to the student at the age of majority, which is 18 years of age. The student’s IEP team should inform the student and parent on or before the 17th birthday that this change will occur. Change of rights may also occur when a 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.
Summary of Performance
The school district must provide a Summary of Performance (SOP) to students who are graduating from high school with a regular diploma, or to students who are leaving high school due to exceeding the age of eligibility for a free appropriate public education (end of school year in which they turn 21). The SOP includes a summary of the student’s academic achievement and functional performance, progress toward meeting post-secondary goals, and recommendations on how to assist the student in meeting post-secondary goals. Mention of any modifications or accommodations that will enable the student to meet his or her goals is instrumental in continuing the student’s success.
| Student Summary of Performance (SOP), OSDE Form 11 |