What's New

FAQ December 2018

December 19th, 2018

Dear Parent Consultant:
My son, Aiden, will be 16 in January. At his last Planning and Placement Team (PPT) meeting, the team mentioned that because of his age it is time to begin transition planning. They mentioned filling out the transition planning section (page 6 in Connecticut) of the Individualized Education Program (IEP) document. What does “transition planning” mean, and where do we begin?

Thanks,
Aiden’s Mom

Dear Aiden’s Mom:
The Individuals with Disabilities Education Improvement Act (IDEA 2004) outlines transition planning for students receiving special education services under an IEP “beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the team…” The IEP must contain postsecondary goals in the areas of postsecondary education or training, employment, and independent living, if appropriate for the student. It is important to begin by understanding a student’s needs related to transitioning to adult life. This information is gathered through a variety of evaluations and assessments (formal and informal) and can even be gathered through observation, interviews with the student, family, and teachers, and situational and environmental assessments, to name a few. The information gathered from these assessments should then be reported in the Present Levels of Academic Achievement and Functional Performance section of the student’s IEP (pages 4 & 5 in Connecticut) and used to create postsecondary goals, measurable annual goals and objectives, and the transition services and activities that will help the student achieve their goals.