This video goes over the form used when your child is undergoing the transition stage (usually starting at age 16) of the Individualized Education Program (IEP). This section will only cover the differences between the transition version of the IEP form and the regular version.
The first difference in forms (as well as in the actual IEP meeting) will be the presence of a representative from a vocational rehabilitation, developmental disability, collegial, or other kind agency that will help your child with the transition process. Most of the time, the school will invite such a representative to the meeting, but if you have a specific agency in mind, you can invite your own representative.
The second difference will be the presence of your child, who, at the age of 16, can now be involved in making their own decisions about their future. It’s important that your child’s voice be heard at transition meetings, because their interests and strengths should play a role in determining what they do after high school, whether it’s school or work.
Another part of the form that will change during the transition stage is the “Measurable Annual Goals” section. This section will still be largely focused on measuring your child’s academic progress, but once the transition stage begins, you’ll begin seeing more vocational and post-secondary goals added, so that your child can prepare for their life after graduation.
The method in which progress is reported will also change. Along with the regular report detailing your child’s academic progress, you will likely receive a report from your child’s employer (if they have one) as well. This will let you know how your child is doing in the work environment, and if anything will be necessary to accommodate them there.
A new page with the section “Transition Options,” will be added to the regular report. This section has the lion’s share of the planning for your child’s transition. It should lay out exactly what the IEP team has decided on for the transition, and what services will be provided to reach the transition goals. If you were at the IEP transition meeting, you should generally agree with the plan listed, but if you have any questions about the plan, or would like to make changes, feel free to call an advocate or Legal Aid of Nebraska.
You should also see a number of changes to the “Statement of Special Education and Related Services” section. These changes will mostly involve how and where certain services are provided to accommodate for the transition stage. For example, if any aids or services (like a guide dog) now need to be provided at work as well as school, this section should list that.