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i. A statement of the student’s strengths, interests, and preferences;
ii. Identification of a course of study and related strategies and/or activities that:
(1) Are consistent with the student’s strengths, interests, and preferences; and
(2) Are intended to assist the student in developing or attaining
postsecondary goals related to training, education, employment, and, if
appropriate, independent living;
iii. As appropriate, a description of the need for consultation from other agencies
that provide services for individuals with disabilities including, but not limited
to, the Division of Vocational Rehabilitation Services in the Department of
Labor and Workforce Development; and
iv. As appropriate, a statement of any needed interagency linkages and
responsibilities;
12. Beginning with the IEP in place for the school year when the student will turn age 16,
or younger if deemed appropriate by the IEP team, a statement consisting of the
elements set forth in (e)11 above and appropriate measurable postsecondary goals
based upon age-appropriate transition assessments related to training, education,
employment, and, if appropriate, independent living, and the transition services
including a course of study needed to assist the child in reaching those goals.
i. The transition services for a student with a disability, as defined in IDEA,
shall consist of a coordinated set of activities that is designed within a results-
oriented process, that is focused on improving the academic and functional
achievement of the student with a disability to facilitate the student’s
movement from school to post-school activities, including postsecondary
education, vocational education, integrated employment (including supported