Transfer of Rights: In Arkansas, beginning not later than one year before a child reaches the age of majority under State law, age eighteen (18), except for a child with a disability who has been determined to be incompetent under state law, the child’s IEP must include a statement that the child has been informed of his or her rights under Part B of the Act, if any, that will transfer to the child on reaching the age of majority, consistent with 34 CFR 300.520 and §9.00 of these regulations.
☐ N/A for this IEP
☐ Date notification was given to the child and parent: _____________
T2. Transition Plan Information
| Initial Date of Transition Plan Development: | ___________ | Student’s Disability: | ___________ |
| Dates Plan was Reviewed (must be reviewed at least annually): | ___________ | ___________ | ___________ |
T3. Transition Assessment Information
List age appropriate transition assessments used annually in determining postsecondary goals and include year administered. For each year, multiple assessments may be listed.
| ASSESSMENT | Year(s) Provided |
|---|---|
1. Postsecondary Career/Employment Goal(s)
1) REQUIRED – Postsecondary Career/Employment Goal(s) (After high school, what kind of work will you do?):
After high school ____________ (student’s name/I) will: ____________________________
Transition Activities/Services that will help student move toward Career/Employment Goal Indicated Above:
| Activity/Service | Responsible Party’s Title | Semester/Year to be Implemented (e.g., Fall/’15) |
|---|---|---|
2. Postsecondary Education/Training Goal(s)
2) REQUIRED – Postsecondary Education/Training Goal(s) (After high school, what additional education and training will you receive? This education/training will be correlated to career/employment goals or independent living skill goals):
After high school ____________ (student’s name/I) will: ____________________________
Transition Activities/Services that will help student move toward Education/Training Goal Indicated Above:
| Activity/Service | Responsible Party’s Title | Semester/Year to be Implemented (e.g., Fall/’15) |
|---|---|---|
3) Postsecondary Independent Living Skills (ILS)/Community Participation Goal(s):
Before establishing a goal, make sure a variety of ILs are considered. Remember, the activities you include under the goal should be specific to supporting the student’s moving toward living independently.
After high school ____________ (student’s name/I) will: ____________________________
Transition Activities/Services that will help student move toward Independent Living Skills/Community Participation Goal Indicated Above:
| Activity/Service | Responsible Party’s Title | Semester/Year to be Implemented (e.g., Fall/’15) |
|---|---|---|
If there are no areas of deficit, include a statement indicating the student will maintain his or her current skills (as indicated in assessment results) to live independently.
Consider the need for outside agency participation, as well as the need to invite the agency to the IEP meeting. If agencies are providing services to students to promote movement toward goals, include those appropriate activities in the IEP.
