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"Fed Reg" (Federal Regulations) Resources
(Fed Reg) Definition of "Transition Services"-34 CFR §300.29 "(a) As used in [Part B], "transition services" means a coordinated set of activities for a student with a disability that: "(1) Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; "(2) Is based on the individual student's needs, taking into account the student's preferences and interests; and "(3) Includes: (i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and functional vocational evaluation. "(b) Transition services for students with disabilities may be special education, if provided as specially designed instruction or related services, if required to assist a student with a disability to benefit from special education. " Statement of Transition Services Needs-34 CFR §300.347(b)(1) "The IEP must include . . . [f]or each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, a statement of the transition services needs of the student under the applicable components of the student's IEP that focuses on the student's courses of study (such as participation in advanced-placement courses or a vocational education program);" Statement of Needed Transition Services-34 CFR §300.347(b)(2) "The IEP must include . . . for each student with a disability beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages."
"The IEP for each child with a disability must include . . . a statement of the child's present levels of educational performance, including "(i) How the child's disability affects the child's involvement and progress in the general curriculum (i.e., the same curriculum as for nondisabled children); or "(ii) For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities;"
"The IEP for each child with a disability must include . . . a statement of measurable annual goals, including benchmarks or short-term objectives, related to "(i) Meeting that child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum (i.e., the same curriculum as for nondisabled children), or for preschool children, as appropriate, to participate in appropriate activities; and "(ii) Meeting each of the child's other educational needs that result from the child's disability;"
"The IEP for each child with a disability must include . . . a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child "(i) To advance appropriately toward attaining the annual goals; "(ii) To be involved and progress in the general curriculum in accordance with 34 CFR §300.347(a)(1) and to participate in extracurricular and other nonacademic activities; and "(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;"
"The IEP for each child with a disability must include . . . an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in 34 CFR §300.347(a)(3);" "The IEP for each child with a disability must included . . . a statement of any individual modifications in the administration of State or district-wide assessments of student achievement that are needed in order for the child to participate in the assessment;" If Child Will Not Participate in State or District-wide Assessment-34 CFR §300.347(a)(5)(ii) "If the IEP team determines that a child with a disability will not participate in a particular State or district-wide assessment of student achievement (or part of an assessment), the IEP must include a statement of "(A) Why that assessment is not appropriate for the child; and "(B) How the child will be assessed;"
"The IEP for each child with a disability must include . . . the projected date for the beginning of the services and the modifications described in 34 CFR §300.347(a)(3), and the anticipated frequency, location, and duration of those services and modifications;"
"The IEP for each child with a disability must include . . . a statement of how the child's progress toward the annual goals described in 34 CFR §300.347(a)(2) will be measured;" How Parents Will Be Informed of Their Child's Progress-34 CFR §300.347(a)(7)(ii) "The IEP for each child with a disability must include . . . a statement of how the child's parents will be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their nondisabled children's progress, of "(A) Their child's progress toward the annual goals; and "(B) The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year."
"In a State that transfers rights at the age of majority, beginning at least one year before a student reaches the age of majority under State law, the student's IEP must include a statement that the student has been informed of his or her rights under Part B of the Act, if any, that will transfer to the student on reaching the age of majority, consistent with 34 CFR §300.517."
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