5E - Transition Services - April 2011 Revision

Note: This procedural directive was reviewed and revised in October 2012. We provide this revision for historic purposes only. Please refer to the current procedural Directive.

Albuquerque Public Schools shall integrate transition planning into the IEP process.  The Transition Services section of the IEP includes the results of transition assessment, the student’s post-secondary goals and course of study, and coordinated set of activities.  However, transition services also shall be incorporated throughout the IEP including in the annual goals, special education and related services.  (6.31.2.11(G) (2) NMAC)

When outside agency involvement is required in order for the student to make a successful transition, the IEP Team shall complete the Agency Collaboration and Responsibilities Transition Services Attachment form.

Albuquerque Public Schools believes that appropriate post-secondary transition planning for children with disabilities is essential.  (6.31.2.11(G) (2) NMAC)

When Transition Must Be Addressed as Part of the IEP

Transition services shall be addressed by the IEP Team beginning not later than the first IEP to be in effect when the child turns fourteen (14), or younger if determined appropriate by the IEP Team, and updated annually, thereafter.  (34 C.F.R. § 300.320(b); 6.31.2.11(G) (3) NMAC)

Post-Secondary Goals

The IEP shall include appropriate measurable post-secondary goals based upon age appropriate transition assessments related to:

  • Training;
  • Education;
  • Employment; and
  • Where appropriate, independent living skills.

(34 C.F.R. § 300.320(b) (1); 6.31.2.11(G) (3) (a) NMAC)

“The only area in which post-secondary goals are not required in the IEP is in the area of independent living skills.  Goals in the area of independent living are required only if appropriate.  It is up to the child’s IEP Team to determine whether IEP goals related to the development of independent living skills are appropriate and necessary for the child to receive FAPE.”  (71 Fed. Reg. 46668 (August 14, 2006))

“While including employment goals in the IEPs of some students with severe medical conditions and developmental needs may be upsetting to their parents, the IDEA does not provide an exception for this requirement based on the nature of the child's disability; and OSEP does not have the authority to waive this statutory requirement.  Therefore, the determination of what postsecondary goals to include on a child's IEP must be individualized and may not be based on whether the child has a severe medical condition and developmental needs.”  (OSEP Letter to Heath (August 21, 2009))

The student’s IEP must include coordinated and measurable annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals documented in the Transition Services section of the IEP.

Transition Services

The IEP shall include the transition services (including courses of study) needed to assist the child in reaching the child’s post-secondary goals.  (34 C.F.R. § 300.320(b) (2))  Please refer to the “Definitions” subsection of this procedural directive for additional information on what transition services include.

Transition services for children with disabilities may be:

  • special education, if provided as specially designed instruction; or
  • A related service, if required to assist a child with a disability to benefit from special education.

(34 C.F.R. § 300.43(b); 6.31.2.11(G) (2) (d) NMAC)

Notifying the Student of Rights That Will Transfer at Age of Majority

The IEP shall include a statement that the child has been informed of the child’s rights under the IDEA that will transfer to the child on reaching the age of majority.  Through TIENET, the IEP for each child with a disability in Albuquerque Public Schools automatically provides the following statement for all students age fourteen (14) and older:

When you turn 18, you will be responsible for signing consent forms and accepting or refusing services offered during your IEP Team meetings.  However, your parent (or guardian) will continue to receive Prior Written Notices of Actions proposed or rejected.

(6.31.2.11(G) (3) (c) NMAC)

Aging Out

Students eligible for special education services are entitled to a FAPE through age twenty-one (21).  If a student turns twenty-two (22) during the school year, the student shall be allowed to complete the school year.  If a student turns twenty-two (22) prior to the first day of the school year, the student shall no longer eligible to receive special education services.  (6.29.1.9(J) (13) (o) NMAC; 6.31.2.11(G) (6) NMAC)

Administrative Position: Chief Academic Officer

Department Director: Executive Director of Special Education

References

Legal Cross Ref.:

For more information about the legal references below, refer to the following sites:
  • 34 C.F.R. § 300.43
  • 34 C.F.R. § 300.320
  • 6.29.1.9 NMAC
  • 6.31.2.11 NMAC

Board Policy Cross Ref.:

Procedural Directive Cross Ref.:

Forms:

NSBA/NEPN Classification: IHBA

Introduced: April 1, 2011
Reviewed: April 12, 2011
Adopted: April 22, 2011

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