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Adoption Date: 9/23/2008
7000 - Students


Beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age, if determined appropriate), and updated annually, the student's IEP must include:


a)     A statement of the student's needs taking into account the student's strengths, preferences and interests as they relate to transition from school to post-school activities;


b)     Appropriate measurable postsecondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills;


c)     A statement of transition service needs that focuses on the student's courses of study, such as participation in advanced-placement courses or a vocational educational program;


d)    Needed activities to facilitate the student's movement from school to post-school activities, including instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, acquisition of daily living skills and functional vocational evaluation; and


e)     A statement of the responsibilities of the District and participating agencies, when applicable, for the provision of such services and activities, before the student leaves the school setting, that promote movement from school to post-school opportunities.


In accordance with the Code of Federal Regulations, the district must invite a child with a disability to attend the child's CSE meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals.  If the child does not attend the CSE meeting, the district must take other steps to ensure that the child's preference and interests are considered. To the extent appropriate, with the consent of the parent or a child who has reached the age of majority, the district must also invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.


As defined by the Commissioner's Regulations, transition services means a coordinated set of activities for a student with a disability, designed within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate movement from school to post-school activities. Post-school activities include, but are not limited to, post-secondary education, vocational training, integrated competitive employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities must be based on the individual student's needs, taking into account the student's strengths, preferences and interests and shall include needed activities in the following areas:


         a)    Instruction;

         b)    Related services (the term "related services" does not include a medical device that is  surgically implanted, the optimization of the device's functioning (e.g. mapping), maintenance of, or the replacement of such device);


         c)    Community experiences;


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


         e)    When appropriate, acquisition of daily living skills and functional vocational evaluation.




Individuals with Disabilities Education Improvement Act of 2004 [Public Law 108-446 Section 614(a)]

Individuals with Disabilities Education Act (IDEA), 20 United States Code (USC) Sections 1400 et seq.

34 Code of Federal Regulations (CFR) Sections 300.321, 300.343, 300.347 and 300.348

Education Law Section 4401

8 New York Code of Rules and Regulations (NYCRR) Sections 200.1(qq), 200.1(fff), 2004.(d)(2)(ix), and


Policy References:
Refer also to Policy #7617 – Declassification of Students with Disabilities

Policy Cross References: