• This framework applies to children for whom transition services is included as part of the IEP.

"Transition services" means a coordinated set of activities for a child with a disability that:

• Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's 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; and

• Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and includes:

• Instruction;

• Related services;

• Community experiences;

• The development of employment and other post-school adult living objectives; and

• If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

If the child does not attend the ARD COMMITTEE MEETING where transition services are discussed (as set forth in the ARD COMMITTEE MEMBERSHIP framework), the local educational agency (LEA) must take other steps to ensure the child's preferences and interests are considered.

DEVELOPMENT OF POSTSECONDARY GOALS

The ARD committee must develop appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to:

• Training;

• Education;

• Employment; and

• Where appropriate, independent living skills.

DEVELOPMENT OF A COORDINATED SET OF ACTIVITIES

Transition services may be special education, if provided as specially designed instruction, or a related service, if required to assist the child with a disability to benefit from special education as described in the SUPPLEMENTARY AIDS AND SERVICES, SPECIAL EDUCATION, RELATED SERVICES framework.

The ARD committee must determine transition services (including courses of study) needed to assist the child in reaching those postsecondary goals.

• Appropriate child involvement in the child's transition to life outside the public school system;

• If the child is younger than 18 years of age, appropriate parental involvement in the child's transition;

• If the child is at least 18 years of age, appropriate parental involvement in the child's transition, if the parent is invited to participate by the adult student or the LEA;

• A functional vocational evaluation;

• Any postsecondary education options;

• Employment goals and objectives;

• Independent living goals and objectives;

• If the child is at least 18 years of age, the availability of age-appropriate instructional environments; and

• Appropriate circumstances for referring a child or the child's parents to a governmental agency for services.

• Identify alternative strategies to meet the transition objectives set out in the IEP.

When the child reaches the age of 18, the LEA must comply with the ADULT STUDENT framework.