IEP Transition Services in New York
When does IEP transition planning start in New York?
New York State requires transition planning to begin no later than the first IEP to be in effect when the student turns age 15, which is earlier than the federal IDEA requirement of age 16 (8 NYCRR §200.4(d)(2)(ix); 34 CFR §300.320(b)). The CSE may determine that transition planning should begin at a younger age if appropriate. The transition component of the IEP must include appropriate measurable postsecondary goals based upon age-appropriate transition assessments relating to training, education, employment, and where appropriate, independent living skills (8 NYCRR §200.4(d)(2)(ix)(a)). These goals must be updated annually. New York requires measurable postsecondary goals in three areas: education and training (including career and technical education, college, continuing and adult education), employment (including integrated competitive employment), and where appropriate, independent living and community participation (8 NYCRR §200.4(d)(2)(ix); NYSED IEP Form Directions). If independent living skills are not an identified need, that postsecondary goal is not required (NYSED IEP Q&A Guidance). New York initiates career assessment at age 12 with a Level 1 vocational assessment to determine vocational skills, aptitudes, and interests (8 NYCRR §200.4(b)(6)(viii)). The IEP must include a statement of transition service needs focusing on the student's courses of study, which are multi-year descriptions of coursework necessary to achieve the student's desired post-school goals (NYSED IEP Form Directions). A coordinated set of transition activities must be documented, including instruction, related services, community experiences, development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and provision of a functional vocational evaluation (8 NYCRR §200.4(d)(2)(ix); 34 CFR §300.320(b)(2)). The IEP must include a statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of services and activities (8 NYCRR §200.4(d)(2)(ix)(b)). With parental consent, the district must invite a representative of any participating agency responsible for providing or paying for transition services to the CSE meeting (8 NYCRR §200.4(d)(4)). If the purpose of the CSE meeting includes transition planning, the student must be invited; if the student does not attend, the district must ensure the student's preferences and interests are considered (8 NYCRR §200.4(d)(4)). New York offers multiple credential options for students with disabilities: the Regents diploma, Regents diploma with advanced designation, and local diploma (each requiring 22 units of credit), plus safety net options including a low pass safety net, compensatory safety net, and superintendent determination for students whose disabilities prevent demonstration of proficiency on State assessments (8 NYCRR §100.5). Alternative credentials include the Career Development and Occupational Studies (CDOS) Commencement Credential for students unable to meet diploma requirements, and the Skills and Achievement Commencement Credential for students with severe disabilities assessed through the NYSAA (8 NYCRR §100.6). Upon exiting school through graduation or aging out, the district must provide the student with a Summary of Performance (Student Exit Summary) that includes the student's academic achievement and functional performance, along with recommendations on how to assist the student in meeting postsecondary goals (8 NYCRR §200.4(c)(4); 34 CFR §300.305(e)(3)).
What New York Requires
Transition planning must begin no later than the first IEP in effect when the student turns age 15, earlier than the federal age 16 requirement (8 NYCRR §200.4(d)(2)(ix))
IEP must include measurable postsecondary goals in education/training, employment, and where appropriate independent living, based on age-appropriate transition assessments (8 NYCRR §200.4(d)(2)(ix)(a))
Career assessment (Level 1 vocational assessment) begins at age 12 to determine vocational skills, aptitudes, and interests (8 NYCRR §200.4(b)(6)(viii))
IEP must include a statement of transition service needs focusing on courses of study aligned with post-school goals (8 NYCRR §200.4(d)(2)(ix))
Coordinated set of transition activities must address instruction, related services, community experiences, employment objectives, daily living skills, and functional vocational evaluation as appropriate (8 NYCRR §200.4(d)(2)(ix); 34 CFR §300.320(b)(2))
IEP must include a statement of responsibilities of the school district and participating agencies for transition services (8 NYCRR §200.4(d)(2)(ix)(b))
Student must be invited to CSE meetings when transition is discussed; if absent, preferences and interests must still be considered (8 NYCRR §200.4(d)(4))
With parental consent, district must invite representatives of participating agencies responsible for transition services (8 NYCRR §200.4(d)(4))
Credential options include Regents diploma, local diploma (with safety net options), CDOS Commencement Credential, and Skills and Achievement Commencement Credential (8 NYCRR §100.5; §100.6)
Upon exit through graduation or aging out, district must provide a Summary of Performance with academic and functional levels and recommendations for postsecondary goals (8 NYCRR §200.4(c)(4))
Key Timelines
Transition planning begins no later than the first IEP in effect when the student turns age 15 (8 NYCRR §200.4(d)(2)(ix))
Level 1 career/vocational assessment required beginning at age 12 (8 NYCRR §200.4(b)(6)(viii))
Postsecondary goals and transition activities must be updated annually (8 NYCRR §200.4(d)(2)(ix))
Summary of Performance must be provided upon graduation or when the student exceeds age eligibility for FAPE (8 NYCRR §200.4(c)(4))