Local Guidelines Transition
Directions for completing Dec 4 (2a):
Complete the beginning and ending dates of the IEP along with student identifying
Transition: At ages 14 and 15, complete Sections A, B and C (p.1). At age 16
and above, complete Sections A, B, C, and D (pp. 1-2).
On the IEP (DEC-4 p1, II D) indicate that transition services are “stated in the IEP”.
Indicate which people provided information about student needs, preferences
and interests and indicate how information for developing post-school goals and
needed transition activities was obtained. The student should ALWAYS be
included. Formal and/or informal means of gathering information may be
used. Any documentation should be attached to the transition form or
placed in the student’s EC file.
Beginning at age 14 and reviewed annually, write the student’s post-school
outcome goals for each of the three domains: Employment, Education/Training,
and Independent Living. All areas MUST be addressed.
Check one of the options provided and update annually.
Indicate which high school course of study (College/University Prep, College
Tech Prep, Career Prep, or Occupational Prep) the student is following. If the
student is not following one of the four pathways, then check the space
“student is following extensions of the standard course of study and pursuing
a graduation certificate”. Only students with significant cognitive disabilities
will not be following one of the four courses of study. The IEP Team will make
If the student is in middle school, indicate if s/he is following North Carolina
Standard Course of Study (NCSOS) or an extension of NCSOS. PACE
students are following the NCSOS. Only those students with significant
cognitive disabilities will not be following the NCSOS. The IEP Team will
make these determinations.
Beginning at age 16 (or younger if determined appropriate by the IEP Team)
and reviewed annually, a statement of needed transition services and activities
must be developed based on student needs, preferences, and interests. The
transition service needs should focus on the student’s course of study and
address desired post-school outcomes. The statement should relate directly to
the student’s goals beyond secondary education and show how planned studies
are linked to these goals. For example, a student interested in exploring a
career in computer science may have a statement of transition needs connected
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Local Guidelines Transition
to technology coursework. Another student’s statement of transportation
training is important for future independence in the community. Select the
needed transition services for each of the seven areas that must be considered
by the IEP Team (Instruction, Related Services, Community Experiences,
Employment, Adult Living Skills, and if deemed appropriate, Daily Living and
Functional Vocational Evaluation). List the transition needs/activities of the
student for each area. If an area (e.g. Daily Living Skills) is not a needed
transition area, then leave the space blank. Indicate the agency / person(s)
responsible for delivering these services and the anticipated completion date
Goals and objectives/benchmarks for transition services that involve skill
development MUST be addressed as part of the IEP utilizing the DEC-4 (2
of 4) goal page of the IEP.
Note: Students MUST be invited to any IEP Team meeting where Transition
Services are to be considered. Any community agency representatives that may be
responsible for providing Transition Services must also be invited.
Post-Secondary Goals - Area Definitions
Post-Secondary Goal - An outcome that occurs after the student has exited high
school or is no longer eligible for services. This MUST be observable and
Note: A post-secondary goal is NOT the process of pursuing or moving toward a
Education/Training - Enrollment in community or technical college (2-yr.
program), college or university (4-yr. program), or compensatory education
program. Training such as Adult Basic Education, General Education Development
(GED), short-term employment training programs (e.g. Job Corp, Workforce
Investment Act), vocational technical school (less than a 2-yr. program) is also
Employment - Defined as competitive, supported, or sheltered.
Competitive: Employment in the competitive labor market (full or part-time), in
an integrated setting, with compensation at or above minimum wage. Involves
minimal to no job coaching or support.
Supported: Competitive work in integrated work settings in which the individual
is working toward competitive work. Involves a high level of job coaching or
Sheltered: “An accredited occupationally-oriented facility, including a work
activities center, operated by a private nonprofit agency which, except for its
administrative and support staff, employs disabled persons certified under
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special provisions of federal minimum wage laws by the Wage and Hour
Division, US Dept. of Labor” (65 Del. Laws, c.74, § 1.).
Independent Living - Skills or tasks in the areas of home maintenance, personal
care, leisure/recreation, and community participation that contribute to successful
independent functioning in adulthood.
The Seven Major Categories of Transition Services
Instruction - Includes, but is not limited to, goals and objectives related to
meeting the academic requirements for the student’s chosen course of study,
career technical education, college entrance preparation, employability skills
training, social skills training, and self-determination skills training.
Related Services - Includes, but is not limited to, occupational and physical
therapy, speech therapy, rehabilitation counseling, special transportation,
orientation and mobility training, travel training, and other professional supports.
Community Experiences - Includes, but is not limited to, community work
experiences, recreation / leisure activities, tours of post-secondary educational
settings, residential and community tours, volunteering, and community services
Employment - Includes, but is not limited to, career planning, job shadowing,
guidance counseling, interest / skill inventories, job placement, job training,
Adult Living Skills - Includes, but is not limited to, registering to vote, filing
taxes, renting a home, personal home management (e.g. budgeting, scheduling).
Daily Living Skills - Includes, but is not limited to, self-care training, health /
wellness training, independent living training, and money management (e.g.
Functional Vocational Evaluation - Includes situational work assessments, work
samples, work adjustment programs, aptitude tests, and job tryouts.
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