FLORIDA DEPARTMENT OF EDUCATION
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STATE BOARD OF EDUCATION
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John L. Winn
Commissioner of Education
F. PHILIP HANDY,
Chairman
T. WILLARD FAIR,
Vice Chairman
Members
DONNA G. CALLAWAY
ROBERTO MARTÍNEZ
PHOEBE RAULERSON
KATHLEEN SHANAHAN
LINDA K. TAYLOR
MEMORANDUM
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Contact Information:
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TO:
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District
Superintendents
Dr. Janet Adams
Assistant Superintendents for Instruction
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(850) 245-0478
Exceptional Student Education Administrators
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Janet.Adams@fldoe.org
K12: 2006-99
FROM:
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Cheri Pierson Yecke, Ph.D.
DATE:
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August 4, 2006
SUBJECT:
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REVISED - TRANSITION SERVICES FOR STUDENTS
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WITH
DISABILITIES
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The purposes of this memorandum are to clarify some of the requirements for and emphasize the
importance of transition services for students with disabilities, beginning no later than age 14. Educators
in Florida are working to ensure that students with disabilities attain high levels of achievement and
successfully transition from school to adult life. Transition services for youth with disabilities are
required by the Individuals with Disabilities Education Improvement Act (IDEA 2004) and its
implementing regulations, as well as Florida statute and State Board of Education rule. House Bill 7087
(A++), with its focus on the Florida Ready to Work Certification Program, further supports transition
planning for all students, including students with disabilities.
The term transition services, as defined in IDEA 2004, means a coordinated set of activities for a student
that is designed within a results-oriented process, focusing on improving the academic and functional
achievement of the student to facilitate the movement from school to postschool activities. Postschool
activities include postsecondary education, vocational education, integrated employment (including
supported employment), continuing and adult education, adult services, independent living, and
community participation. Transition planning involves ongoing collaboration among the student, the
family, educators, and agency personnel to meet each student’s transition needs. It focuses on the plans
and dreams a student has for his or her future. IDEA 2004 specifies that by age 16, the transition
individual educational plan (IEP) must include appropriate measurable, postsecondary goals based upon
age-appropriate transition assessment related to training, education, employment, and, where appropriate,
CHERI PIERSON YECKE, PH.D.
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CHANCELLOR, K-12 PUBLIC SCHOOLS
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325 W. GAINES STREET • SUITE 514 • TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org
Revised - Transition Services for Students with Disabilities
August 4, 2006
Page Two
independent living skills. In addition, the transition IEP must identify the transition services (including
courses of study) needed to assist the student in reaching his or her postsecondary goals.
According to Rule 6A-6.03028, Florida Administrative Code, “Development of Individual Educational
Plans for Students with Disabilities,” planning for transition services must be addressed as part of the
student’s IEP, beginning on or before the student’s 14
th
birthday. Persons who must be invited to the
transition IEP meeting include the student, his or her parents, and appropriate school personnel. This rule
also requires that the transition IEP team consider instruction or the provision of information in the area
of self-determination to assist the student to actively participate in his or her transition IEP meeting and
self-advocate, if appropriate.
Since transition planning is a multi-year process, and information is needed at various decision-making
points, it is helpful to provide information about agencies (e.g., brochures) to students and their families
beginning on or before the student’s 14
th
birthday. It is also important for the IEP team to consider
possible agency representatives to be invited to the transition IEP meeting that will be held on or before
the student’s 16
th
birthday. Any team member, including the student, the parent, educators, or others
present at the meeting, may suggest agencies to be invited to subsequent meetings.
Beginning by the student’s 16
th
birthday (or younger if determined appropriate by the transition IEP
team), the transition IEP must include a statement of needed transition services for the student including,
if appropriate, a statement of the interagency responsibilities or any needed linkages. To implement this
requirement, the school district shall invite representatives of any agencies that may be responsible for
providing or paying for agency services. If an agency invited to send a representative to a meeting does
not do so, the school district shall take other steps to obtain the participation of the agency in the planning
of any transition services.
The transition IEP team may begin transition planning with agency representatives earlier than age 16 for
some students, particularly those at risk of dropping out of school and students with significant
disabilities or complex needs. Additional information about transition requirements may be found in the
document,
Transition Planning for Students with Disabilities – A Guide for Families
, available at the
following Web site: http://www.firn.edu/doe/bin00014/pdf/trangide.pdf, or it can be ordered from the
Bureau of Exceptional Education and Student Services Clearinghouse Information Center, (850) 245-
0477.
A state-level agreement to support the transition process for students with disabilities has recently been
signed by partner agencies, including the:
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Department of Education, Bureau of Exceptional Education and Student Services, Division of
Vocational Rehabilitation, and the Division of Blind Services
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Agency for Persons with Disabilities
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Florida Department of Health, Children’s Medical Services
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Department of Children and Families, Mental Health Program Offices
These agencies are working closely on initiatives to strengthen transition outcomes for students with
disabilities. This agreement, which was recently disseminated to exceptional student
education (ESE) and student services administrators and other transition stakeholders, serves as a model
for the development of local cooperative agreements between school districts and local agencies.
Revised - Transition Services for Students with Disabilities
August 4, 2006
Page Three
House Bill 7087 (A++) supports transition goals in various ways. Specifically, students will be required
to declare a high school major area of interest, which may target employment in a specific career field.
The Florida Ready to Work Certification Program will enhance the workplace skills of Florida’s students
to better prepare them for successful employment in specific occupations. The program is composed of:
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A comprehensive identification of workplace skills for each identified occupation
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A pre-instructional assessment that delineates a student’s mastery level on the specific
workplace skills
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A targeted instructional program limited to those identified workplace skills in which the
student is not proficient
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A certificate awarded to the student upon successful completion of the program
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A portfolio that delineates the skills demonstrated by the student as evidence of the student’s
preparation for employment
The Bureau of Exceptional Education and Student Services supports transition efforts in a variety of
ways, including the funding of two statewide transition projects. These projects provide technical
assistance and training, and develop resource materials to support transition efforts. Projects include the
Career Development and Transition Project (Transition Center) at the University of Florida and the
Transition to Independence Process (TIP) Project at the University of South Florida. Project Web sites
provide useful information about transition and may be accessed as follows:
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Transition Center http://www.thetransitioncenter.org
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TIP Project http://tip.fmhi.usf.edu
If you have questions or would like additional information regarding the provision of transition services,
please contact Dr. Janet Adams, Program Specialist, at (850) 245-0478 or Janet.Adams@fldoe.org.
CPY/mp
