Transition in the IEP

Transition planning is not a separate document; it is a set of required components within the IEP. Alabama requires transition to be addressed beginning not later than the first IEP in effect when the student turns 16, or earlier if the IEP Team determines it appropriate, and for every student entering 9th grade regardless of age. The components below must be reviewed and updated annually.

• IDEA, 20 U.S.C. §1401(34);  34 CFR §300.43, definition of transition services https://sites.ed.gov/idea/regs/b/a/300.43 

• 34 CFR §300.320(b), IEP transition content  https://sites.ed.gov/idea/regs/b/d/300.320 

• 34 CFR §300.321(b)(3), transition participants and agency invitation https://sites.ed.gov/idea/regs/b/d/300.321 

• Alabama Administrative Code, Rule 290-8-9-.05 (IEP), including its transition provisions

Required components.  For a student with transition in effect, the IEP must include appropriate measurable postsecondary goals based on age-appropriate transition assessments related to education or training, employment, and, where appropriate, independent living. It must also document the transition services, including courses of study, needed to assist the student in reaching those goals.

Meeting notices.   When a purpose of the meeting is consideration of postsecondary goals and transition services, the notice must state that purpose and must indicate that the student will be invited. A student who will turn 16 during the implementation of the IEP must be invited even if the student is 15 at the time of the meeting.

Team participation.   With prior consent of the parent (or the student, age 19 and older), the LEA must invite a representative of any agency likely to be responsible for providing or paying for transition services. If an invited agency representative does not attend, the meeting may proceed with the other required IEP Team members. If the student does not attend, the LEA must take other steps to ensure the student's preferences and interests are considered.

If an agency fails to deliver.   If a participating agency, other than the public agency, fails to provide agreed-upon transition services in the IEP, the public agency must reconvene the IEP Team as soon as possible to identify alternative strategies to meet the transition objectives. The LEA's responsibility ends when the student receives an Alabama High School Diploma or exceeds the age of eligibility for FAPE.

Annual data reminder.  ALSDE collects secondary transition data on all students age 16 or older, and on students who will turn 16 during the implementation year of the IEP. Complete the transition pages before exiting the IEP document in the state data system.

• Confirm the student's age/grade triggers: 16 during the IEP term, or entering 9th grade.

• Check that the meeting notice identifies the transition purpose and the student invitation.

• Document postsecondary goals, assessments, services, and courses of study in each required area.

• Obtain and document parental (or adult student) consent before inviting agency representatives.

• Transition pages completed for the first time after the student turns 16, instead of in the first IEP in effect at 16

• Meeting notice that does not indicate the transition purpose or the student invitation

• Agency representatives invited without documented parent or adult-student consent

• Annual review held without updating postsecondary goals and transition services

SES Policies and Procedures  https://www.alabamaachieves.org/special-education/policies-and-procedures/: Mastering the Maze, Process 4 (Annual IEP), IEP Transition pages and Annual Transition Goal pages.