Section 4
Resources
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Transition Standards Checklist
Student Name: _____________________________________ SSID # ____________ Date of Birth ____________________
Date student turns 16 ______________ Date student turns 17 ______________ Date student turns 18 ______________
Approximate date of annual IEP review ________________________
Student currently 15 but will turn 16 during the year the annual IEP will be in effect
IEP must include the following:
IEP Team
Comments
____Appropriate measureable
postsecondary goals based upon age
appropriate transition assessments related
to training, education, employment, and
where appropriate, independent living skills.
____Student must be invited if discussing
postsecondary goals and/or transition
services. If the student does not attend the
meeting, the district must take other steps
to ensure that the student’s preferences and
interests are considered when developing
postsecondary goals and transition
services.
IEP team should include student and, if
appropriate & with parent consent, an
agency rep.
____Any transition services need to assist
the child in reaching those post secondary
goals.
____The course of study needed to assist
the child in reaching those post secondary
goals
____When appropriate, and with consent of
the parents, district must invite a
representative of any participating agency
that is likely to be responsible for providing
or paying for transition services.
Student currently 16 but will turn 17 during the year the annual IEP will be in effect
IEP must include the following:
Following documents must be provided
at IEP meeting & documented on the IEP
Comments/Dates
____Appropriate measureable
postsecondary goals based upon age
____Copy of the Procedural Safeguards to
IEP team should include student and, if
appropriate & with parent consent, an
3
appropriate transition assessments related
to training, education, employment, and
where appropriate, independent living skills.
____Any transition services need to assist
the child in reaching those post secondary
goals.
the student
agency rep (see above).
____Notice to student that rights will
transfer at age of majority
____Notice to parent that rights will transfer
at age of majority
____The course of study needed to assist
the child in reaching those post secondary
goals
Student currently 17 but will turn 18 during the year the annual IEP will be in effect
IEP must include the following:
Following documentation must be
provided on the date student turns 18
Comments/Dates
____Appropriate measureable
postsecondary goals based upon age
appropriate transition assessments related
to training, education, employment, and
where appropriate, independent living skills.
____Notice to student that rights have
transferred to the student***
***Exceptions
____Any transition services need to assist
the child in reaching those post secondary
goals.
____The course of study needed to assist
the child in reaching those post secondary
goals

____Notice to parent that rights have
transferred to the student

Recommend that district provide copy of
adult student procedural safeguards (18-21)
to student and parents.
Date notice must be sent:

If the Probate Court has ruled the child
is incapacitated to make educational
decisions and has appointed a guardian
to exercise those rights.
If the student is a ward of the state, the
Juvenile Court may appoint a surrogate
parent to exercise the student’s special
education rights.
Student to whom rights have transferred
may request that a surrogate parent be
appointed to exercise the student’s
special education rights. Student may
revoke request for surrogate at any time.
4
Student is 18 years or older
IEP must include the following:
Confirm the following documentation
was sent to student and parent on
student’s 18th birthday:
Comments/Dates
____Appropriate measureable
postsecondary goals based upon age
appropriate transition assessments related
to training, education, employment, and
where appropriate, independent living skills.
____Notice to student that rights have
transferred to the student
See exceptions above.
____Notice to parent that rights have
transferred to the student
Date notice was sent:
____Any transition services need to assist
the child in reaching those post secondary
goals.
____The course of study needed to assist
the child in reaching those post secondary
goals
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Additional information on Graduation and Drop out:

Cohort Graduation Rate Policy and Technical Manual
http://www.ode.state.or.us/wma/policy/accountability/cohortpolicytechnicalmanual
.pdf

Training: http://www.ode.state.or.us/wma/policy/accountability/cohort-webex-45-10.ppt

Cohort graduation rate: http://www.ode.state.or.us/search/page/?id=2644

Ten year history of drop out http://www.ode.state.or.us/search/page/?id=1
Additional information on Transition Services
 NSTTAC Indicator 13 Checklist http://www.nsttac.org/pdf/checklistb.pdf
Additional information on Post School Outcomes:
 Transition Community Network District Resources
http://www.tcntransition.org/districtResources.php

Secure district site for data entry, web based interview forms, and
district reports https://district.ode.state.or.us/apps/login/

National Post School Outcomes Center (NPSO)
http://www.psocenter.org/index.html

The National Secondary Transition Technical Assistance Center
(NSTTAC) http://www.nsttac.org/

National Dropout Prevention Center for Students with Disabilities
(NDPC-SD http://www.ndpc-sd.org/

Technical Assistance ALLIANCE for Parent Centers (PACER)
http://www.pacer.org/
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8
Providing Appropriate Services for
Students with Disabilities Ages 18-21
Secondary transition should be a seamless process from high school to the next step in life. The
purpose of this technical assistance document is to outline a clear process to assist high school
IEP teams in making decisions regarding secondary transition services for students with
disabilities ages 18-21. The focus is to inform where school district responsibilities begin and
end, and where the responsibilities of other agencies such as the Brokerages and the Office of
Vocational Rehabilitation Services (OVRS) begin.
A district must admit an otherwise eligible person who has not yet attained 21 years of age if the
person is receiving special education services and has not yet received a regular high school
diploma. ORS 339.115(2)(b)
A Free Appropriate Public Education (FAPE) is determined by the IEP team who designate the
individualized educational program and required hours of specially designed instruction and
related services for the student. FAPE is not the same as instructional hours or average daily
membership (ADM). Below is further information regarding FAPE, instructional hours, and
ADM, including the associated OAR/ORS. Applicable citations are included at the end of this
discussion.
FAPE:
As per ORS 339.115, the State must provide a free appropriate public education to all qualified
resident students. As per OAR 581-015-2040(1), districts “must provide special education and
related services to all resident school-age children with disabilities, except as provided in OAR
581-015-2045.” However, it is up to the IEP team to determine what constitutes FAPE for a
student with a disability. FAPE may consist of a full day of academic classes, or a part-time
enrollment in a transition program, or a combined transition program that includes both
instructional time and work study, or any other appropriate program for the student as
determined by the IEP team.
Transition services are defined in 34 CFR 300.43 and OAR 581-015-2000(38). Transition
services may include instruction, related services, community experiences, the development of
employment and other post school adult living objectives, and if appropriate, acquisition of daily
living skills and functional vocational evaluations. Transition services “may be special
education, if provided as specially designed instruction, or a related service, if required to assist
a child with a disability to benefit from special education.” See 34 CFR 300.34 for a detailed
definition of related services.
Various Scenarios for Transition Age Students Receiving FAPE.
Program
Groupings
All academic courses at the high
school – gen ed & special ed
Life Skills program for students
below the age of 19
Special ed courses
Classroom setting
Daily Instructional
Hours
7.0
FTE for
ADM
1.0
Classroom setting
7.0
1.0
Classroom setting
3.0
0.5
9
Program
Groupings
3 hrs gen/special ed & 4 hrs work
study
3 hrs gen/special ed & 4 hrs
employment (OVRS or brokerage)*
4 hrs gen/special ed & 4 hrs
employment
District secondary transition
program
District transition program
District transition program
Home instruction
Classroom & work
settings
Classroom & work
settings
Classroom & work
settings
Large group
Daily Instructional
Hours
7.0
Intermediate group
Small group
One to one instruction
FTE for
ADM
1.0
3.0
0.5
4.0
1.0
6.0
1.0
4.5
3.0
1.0
1.0
1.0
1.0
*Supported/integrated employment that is paid for or provided by OVR or the brokerages is
NOT included in the determination of FTE or the provision of FAPE. FTE means “full time
equivalent”; 1.0 FTE indicates full-time and 0.5 FTE is considered part-time.
Notice that hours of instruction are not directly correlated to FTE or FAPE.
INSTRUCTIONAL HOURS: As per OAR 581-022-1620, school districts are required to provide
a minimum number of hours of instructional programs to students. The rule establishes that
high school schedules must show a minimum of 990 hours of available instruction in grades 912. The number of hours students will participate in high school classes will vary; students are
not required to enroll in 990 hours of instruction. The district can include hours for staff
development, pupil transportation, or emergency school closures due to weather/facility failures
as part of the 990 hours. Only 960 hours are required for 12th graders to allow for early release
for graduation.
School Districts must:

Provide a minimum of 990 hours of instructional programs in grades 9-12.

Provide a Free Appropriate Public Education for eligible students with disabilities

Determine the number of instructional hours the student receives when
calculating ADM (full time or half time)
AVERAGE DAILY MEMBERSHIP (ADM): ADM is the measure that indicates the average
number of students in membership on any given day during the reporting period. For students
in full-time programs, the ADM of the student is calculated as their FTE times the share of the
full school year that they were enrolled. Students who participate more than half the day are
given and FTE of 1.0. Students who participate for a half-day or less are given an FTE of 0.5.
For students in part-time programs, the ADM of the student based on the number of
instructional hours the student receives and may vary based on the instructional model. The
districts are not required to provide or fund an educational program that exceeds 1.0 FTE.
10
The following information is taken from the Student Accounting Manual 2009-2010 School Year:

The hours that a student is in a work study program that is supervised by the district are
included in the student’s program hours.

If a student is released for work during school hours and the district assumes no
responsibility for the time involved, that time may not be counted as participation
in the full-day program for purposes of determining the student's FTE. - OAR 581023-0006(5)(B)

Each day a student who attends three hours of class in school and has four
hours of supervised work-study earns an FTE of 1.0. A student who takes three
hours of classes in school and leaves for a job on their own earns an FTE of 0.5.
The ADM accounting manual also includes the following cautionary note:
Note: OAR 581-022-1620 relates to required instructional time for the school calendar.
Do not confuse the method of counting hours contained in that rule with the method of
determining FTE for full time programs contained in OAR 581-023-0006. OAR 581-0221620 has no bearing on student accounting.
If the district has established a separate transition program then ADM is determined by both the
FTE for each student and the size of the group in which the instruction is delivered.

For large group instruction (class of 16 or more), six hours of large group instruction is
the equivalent of one day for ADM purposes

For intermediate group instruction (6-15), four and one-hours of intermediate group
instruction is the equivalent of one day.

For small group instruction (class of 2-5), three hours of small group instruction is the
equivalent of one day. OAR 581-023-006(7)(a)(b) For students receiving individual
instruction (tutorial) provided by licensed district staff, ADM is computed by dividing the
total number of hours of home instruction given (not to exceed five hours per week for a
single student) by 175 hours for the Annual ADM report. OAR 581-023-006(6)(b) &
(7)(d)
11
CITATIONS
RELEVANT OARs
OAR 581-022-1620 Required Instructional Time
(1) Each school district shall annually adopt and implement a school calendar which provides its students
at each grade level with the following minimum number of instructional hours:
(a) Grades 9-12 -- 990 hours;
(b) Grades 4-8 -- 900 hours;
(c) Grades 1-3 -- 810 hours;
(d) Grade K -- 405 hours;
(e) A district unable to meet minimums for a particular grade level, e.g., when Grade 9 is part of a 7-9
configuration, should utilize the request for a waiver process set forth in OAR 581-022-1920.
(2) There shall be no fewer than 265 consecutive calendar days between the first and last instructional
day of each school year at each grade level.
(3) No student shall be required to exceed the following number of instructional hours per day:
(a) Grades 9-12 -- 7 hours;
(b) Grades 4-8 -- 6.5 hours;
(c) Grades K-3 -- 6 hours.
(4) School assemblies, student orientations, testing, parent-teacher conferences, and other instructionally
related activities involving students directly may be included in the required instructional hours.
However, transportation to and from school, passing times between classes, noninstructional recess
and lunch periods shall not be included. Passing time is defined as those minutes between segments
of the program that are apparent in the school's daily schedule.
(5) When approved by a local school board, annual instructional hour requirements stated in section (1) of
this rule may be reduced as follows:
(a) Up to a total of 30 hours to accommodate staff development activities, pupil transportation
schedules, or other local program scheduling arrangements;
(b) Up to a total of 14 hours of emergency school closures due to adverse weather conditions and
facility failures.
(6) Student and staff activities related to the opening and closing of the school year, grade reporting,
program planning, staff meetings, and other classroom and building management activities shall not
be counted as instructional time or in the reductions provided for in subsection (5)(a) of this rule.
(7) For multiple shift programs, this rule applies to each shift (i.e., each student must have access to the
minimum annual required hours of instruction).
(8) The instructional time requirement for twelfth-grade students may be reduced by action of a local
school board for an amount of time not to exceed 30 hours of instructional time.
Stat. Auth.: ORS 326.011 & 326.051
Stats. Implemented: ORS 326.051
Hist.: EB 18-1996, f. & cert. ef. 11-1-96; ODE 25-2008, f. & cert. ef. 9-26-08
OAR 581-023-0006(5-7): ADM
(5) Membership and attendance accounting in instructional units scheduled to operate a full school day
shall be recorded as follows:
(a) A full-time equivalency (FTE) for each student on the active roll shall be determined. Students
participating in more than one-half of the full-day program shall be given an FTE of 1.0. Students
participating in one-half or less of the full-day program shall be given an FTE of .5. The FTE
computation of students placed in community college programs by the local school district shall
include time spent in the community college program:
(A) Kindergarten students shall be assigned an FTE of 1.0. The Department shall adjust
the total days membership of kindergarten students reflecting the permissible percentage
as stated in statute;
12
(B) Students participating in district supervised work-study programs may be credited as
1.0 FTE. If a student is released for work during school hours and the district assumes no
supervisory responsibility for the time involved, that time shall not be counted as
participation in the full-day program when determining the student's FTE.
(b) Membership of each student for the period shall be computed as follows: student FTE times
days present plus student FTE times days absent equals total days membership of the student.
The day upon which a student is marked as a withdrawal shall not be counted as a day of
membership. A student not scheduled to attend daily shall be marked present or absent only on
the days the student is scheduled to attend;
(c) Total days membership of the instructional unit shall be the total of days membership of all
students on the active roll of the instructional unit as computed in subsection (b) of this section.
The computation of total days membership of the instructional unit shall yield subtotals indicating
grade placement and resident/nonresident status of student membership;
(d) The Department shall compute the ADM and ADA of resident students, nonresident students,
and attending students for each instructional unit reporting and derive totals of such data for each
local school district in the state, subject to the following procedures:
(A) ADM is the total days membership of an instructional unit during a specific reporting
period divided by the number of days the instructional unit was in session during that
reporting period. The ADM of groups of instructional units having varying lengths of terms
shall be the sum of the ADMs obtained for the individual instructional units. If a district
school board adopts a class schedule that operates throughout the year under the
provisions of ORS 336.012 for all or any instructional units in the district, the computation
shall be made so that the resulting ADM will not be higher or lower than if the local board
had not adopted such a schedule;
(B) ADA is the total days attendance of an instructional unit during a specific reporting
period divided by the number of days the instructional unit was in session during that
reporting period. The ADA of groups of instructional units having varying lengths of terms
shall be the sum of the ADAs obtained for the individual instructional units. If a district
school board adopts a class schedule that operates throughout the year under the
provisions of ORS 336.012 for all or any instructional units in the district, the computation
shall be made so that the resulting ADA will not be higher or lower than if the local board
had not adopted such a schedule.
(6) Students enrolled in programs operating less than the full school day and nonpublic school students
attending public schools part time shall be accounted for as follows:
(a) The ADM of students enrolled in schools under provisions of ORS 336.135 and students
enrolled in nonpublic schools or taught by private teacher or parent under ORS 339.035 shall be
computed by multiplying total hours of instruction given all students during the reporting period by
.167 and dividing the product by 73 for the July 1 to December 31 cumulative report and by 175
for the June 30 annual report;
(b) The ADM of students receiving tutorial instruction provided by licensed district staff shall be
computed by dividing total number of hours of tutorial instruction given (not to exceed 5 hours per
week for a single student) by 73 for the July 1 to December 31 cumulative report and by 175 for
the June 30 annual report;
(c) The computation of ADM for each less than full-time program listed shall yield subtotals for
resident and nonresident students;
(d) The ADM of students enrolled in less than full-time programs shall be reported to the
Department for the period ending December 31 and for the year ending June 30.
(e) No more than five day's membership may be claimed for any student enrolled in any
combination of programs during a one-week period.
(f) Kindergarten ADM will be adjusted by the Department to reflect the permissible percentage as
stated in statute.
(7) A student enrolled in a public school district and receiving instruction in the district's comprehensive
planned K-12 curriculum consistent with OAR 581-022-1210 and who is individually placed by the school
district in an alternative education program under ORS 336.635 shall be accounted for as follows:
13
(a) The ADM of students enrolled in alternative programs scheduled to operate a full school day
may be computed either on the basis of membership (section (5) of this rule) or on the basis of
actual attendance (section (7)(b) of this rule);
(b) Equivalent ADM of students enrolled in alternative programs scheduled to operate less than
full time shall be computed as follows:
(A) Equivalent ADM of students enrolled in large group instruction shall be computed by
multiplying total hours of instruction given all students during the reporting period by a
factor of .167 and dividing the product by 73 for the July 1 to December 31 period
cumulative report and by 175 for the June 30 annual report;
(B) Equivalent ADM of students enrolled in intermediate group instruction shall be
computed by multiplying the total hours of instruction given all students during the
reporting period by a factor of .222 and dividing the product by 73 for the July 1 to
December 31 period cumulative report and by 175 for the June 30 annual report;
(C) Equivalent ADM of students enrolled in small group instruction shall be computed by
multiplying the total hours of instruction by a factor of .333 and dividing the product by 73
for the July 1 to December 31 period cumulative report and by 175 for the June 30 annual
report;
(D) Equivalent ADM of students receiving individual instruction shall be computed by
multiplying the total number of hours of tutorial instruction given by a factor of 1.0 and
dividing the product by 73 for the July 1 to December 31 period cumulative report and by
175 for the June 30 annual report;
(E) Case management services (not limited to student contact) may be counted as large
group instruction and constitute up to ten percent of equivalent ADM if specifically
authorized by contract with the resident school district;
(F) Documented time in supervised work experience programs, supervised community
service activities and supervised independent study, if performed as a part of the
instructional programs designed to fulfill the student's educational goals, may be counted
as large group instruction;
(G) Over any 20-day period, no more than 20 equivalent membership days may be
claimed for any student receiving a combination of instructional services under paragraph
(7)(b)(A), (B), (C) or (D) of this rule. Equivalent membership days for any student is equal
to the hours of instruction given multiplied by the factor appropriate for the size of the
instructional group.
OAR 581-015-2040: Free Appropriate Public Education (FAPE) and Age Ranges
(1) School districts must provide special education and related services to all resident school-age children
with disabilities, except as provided in OAR 581-015-2045. "School-age children" are children who have
reached five years of age but have not yet reached 21 years of age on or before September 1 of the
current school year.
(2) An otherwise eligible person whose 21st birthday occurs during the school year is eligible for FAPE for
the remainder of the school year.
(3) The requirements of this rule also apply to children with disabilities who have been suspended or
expelled from school in accordance with OAR 581-015-2410 to 581-015-2440.
(4) For purposes of this rule, residency is determined in accordance with ORS chapter 339.
Stat. Auth.: ORS 343.055
Stats. Implemented: ORS 343.041, 339.115, 34 CFR 300.101
Hist: ODE 3-2000, f. & cert. ef. 2-1-00; Renumbered from 581-015-0600, ODE 10-2007, f. & cert. ef. 4-2507
OAR 581-015-2000(38) Definitions
(38) "Transition services" means a coordinated set of activities for a student with a disability that:
(a) Is designed to be within a results-oriented process, that is focused on improving the academic and
functional achievement of the student to facilitate the student's movement from school to post school
14
activities, including postsecondary education, vocational education, integrated employment (including
supported employment), continuing and adult education, adult services, independent living, or
community participation;
(b) Is based on the individual student's needs, taking into account the student's preferences and
interests; and
(c) Includes:
(A) Instruction;
(B) Related services;
(C) Community experiences;
(D) The development of employment and other post school adult living objectives; and
(E) If appropriate, acquisition of daily living skills and functional vocational evaluation; and
(d) May be special education, if provided as specially designed instruction, or related services, if
required to assist a student with a disability to benefit from special education.
RELEVANT ORS--ADMISSION OF STUDENTS:
ORS 339.115 Admission of students; waiver; denial.
(1) Except as provided in ORS 339.141, authorizing tuition for courses not part of the regular school
program, the district school board shall admit free of charge to the schools of the district all persons
between the ages of 5 and 19 who reside within the school district. A person whose 19th birthday occurs
during the school year shall continue to be eligible for a free and appropriate public education for the
remainder of the school year. A district school board may admit nonresident persons, determine who is
not a resident of the district and fix rates of tuition for nonresidents.
(2)(a) A district must admit an otherwise eligible person who has not yet attained 21 years of age prior to
the beginning of the current school year if the person is:
(A) Receiving special education and has not yet received a high school diploma as described
in ORS 329.451 (2); or
(B) Receiving special education and has received a modified diploma, an extended diploma
or an alternative certificate as described in ORS 329.451.
(b) A district may admit an otherwise eligible person who is not receiving special education and who has
not yet attained 21 years of age prior to the beginning of the current school year if the person is shown to
be in need of additional education in order to receive a high school diploma.
RELEVANT FEDERAL IDEA REGULATIONS
§ 300.34 Related services.
(a) General. Related services means transportation and such developmental, corrective, and other
supportive services as are required to assist a child with a disability to benefit from special education, and
includes speech-language pathology and audiology services, interpreting services, psychological
services, physical and occupational therapy, recreation, including therapeutic recreation, early
identification and assessment of disabilities in children, counseling services, including rehabilitation
counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes.
Related services also include school health services and school nurse services, social work services in
schools, and parent counseling and training.
(b) Exception; services that apply to children with surgically implanted devices, including cochlear
implants.
(1) Related services do not include a medical device that is surgically implanted, the optimization of that
device’s functioning (e.g., mapping), maintenance of that device, or the replacement of that device.
(2) Nothing in paragraph (b)(1) of this section—
(i) Limits the right of a child with a surgically implanted device (e.g., cochlear implant) to receive
related services (as listed in paragraph (a) of this section) that are determined by the IEP Team to
be necessary for the child to receive FAPE.
15
(ii) Limits the responsibility of a public agency to appropriately monitor and maintain medical
devices that are needed to maintain the health and safety of the child, including breathing,
nutrition, or operation of other bodily functions, while the child is transported to and from school or
is at school; or
(iii) Prevents the routine checking of an external component of a surgically implanted device to
make sure it is functioning properly, as required in § 300.113(b).
(c) Individual related services terms defined. The terms used in this definition are defined as follows:
(1) Audiology includes—
(i) Identification of children with hearing loss;
(ii) Determination of the range, nature, and degree of hearing loss, including referral for medical or
other professional attention for the habilitation of hearing;
(iii) Provision of habilitative activities, such as language habilitation, auditory training, speech reading
(lipreading), hearing evaluation, and speech conservation;
(iv) Creation and administration of programs for prevention of hearing loss;
(v) Counseling and guidance of children, parents, and teachers regarding hearing loss; and
(vi) Determination of children’s needs for group and individual amplification, selecting and fitting an
appropriate aid, and evaluating the effectiveness of amplification.
(2) Counseling services means services provided by qualified social workers, psychologists, guidance
counselors, or other qualified personnel.
(3) Early identification and assessment of disabilities in children means the implementation of a formal
plan for identifying a disability as early as possible in a child’s life.
(4) Interpreting services includes—
(i) The following, when used with respect to children who are deaf or hard of hearing: Oral
transliteration services, cued language transliteration services, sign language transliteration and
interpreting services, and transcription services, such as communication access real-time translation
(CART), C-Print, and TypeWell; and
(ii) Special interpreting services for children who are deaf-blind.
(5) Medical services means services provided by a licensed physician to determine a child’s medically
related disability that results in the child’s need for special education and related services.
(6) Occupational therapy—
(i) Means services provided by a qualified occupational therapist; and
(ii) Includes—
(A) Improving, developing, or restoring functions impaired or lost through illness, injury, or
deprivation;
(B) Improving ability to perform tasks for independent functioning if functions are impaired or lost;
and
(C) Preventing, through early intervention, initial or further impairment or loss of function.
(7) Orientation and mobility services—
(i) Means services provided to blind or visually impaired children by qualified personnel to enable
those students to attain systematic orientation to and safe movement within their environments in
school, home, and community; and
(ii) Includes teaching children the following, as appropriate:
(A) Spatial and environmental concepts and use of information received by the senses (such as
sound, temperature and vibrations) to establish, maintain, or regain orientation and line of travel
(e.g., using sound at a traffic light to cross the street);
(B) To use the long cane or a service animal to supplement visual travel skills or as a tool for safely
negotiating the environment for children with no available travel vision;
(C) To understand and use remaining vision and distance low vision aids; and
(D) Other concepts, techniques, and tools.
(8)(i) Parent counseling and training means assisting parents in understanding the special needs of
their
child;
(ii) Providing parents with information about child development; and
(iii) Helping parents to acquire the necessary skills that will allow them to support the implementation of
their child’s IEP or IFSP.
(9) Physical therapy means services provided by a qualified physical therapist.
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(10) Psychological services includes—
(i) Administering psychological and educational tests, and other assessment procedures;
(ii) Interpreting assessment results;
(iii) Obtaining, integrating, and interpreting information about child behavior and conditions relating to
learning;
(iv) Consulting with other staff members in planning school programs to meet the special educational
needs of children as indicated by psychological tests, interviews, direct observation, and behavioral
evaluations;
(v) Planning and managing a program of psychological services, including psychological counseling
for children and parents; and
(vi) Assisting in developing positive behavioral intervention strategies.
(11) Recreation includes—
(i) Assessment of leisure function;
(ii) Therapeutic recreation services;
(iii) Recreation programs in schools and community agencies; and
(iv) Leisure education.
(12) Rehabilitation counseling services means services provided by qualified personnel in individual or
group sessions that focus specifically on career development, employment preparation, achieving
independence, and integration in the workplace and community of a student with a disability. The term
also includes vocational rehabilitation services provided to a student with a disability by vocational
rehabilitation programs funded under the Rehabilitation Act of 1973, as amended, 29 U.S.C. 701 et seq.
(13) School health services and school nurse services means health services that are designed to enable
a child with a disability to receive FAPE as described in the child’s IEP. School nurse services are
services provided by a qualified school nurse. School health services are services that may be provided
by either a qualified school nurse or other qualified person.
(14) Social work services in schools includes—
(i) Preparing a social or developmental history on a child with a disability;
(ii) Group and individual counseling with the child and family;
(iii) Working in partnership with parents and others on those problems in a child’s living situation
(home, school, and community) that affect the child’s adjustment in school;
(iv) Mobilizing school and community resources to enable the child to learn as effectively as possible
in his or her educational program; and
(v) Assisting in developing positive behavioral intervention strategies.
(15) Speech-language pathology services includes—
(i) Identification of children with speech or language impairments;
(ii) Diagnosis and appraisal of specific speech or language impairments;
(iii) Referral for medical or other professional attention necessary for the habilitation of speech or
language impairments;
(iv) Provision of speech and language services for the habilitation or prevention of communicative
impairments; and
(v) Counseling and guidance of parents, children, and teachers regarding speech and language
impairments.
(16) Transportation includes—
(i) Travel to and from school and between schools;
(ii) Travel in and around school buildings; and
(iii) Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide
special transportation for a child with a disability.
(Authority: 20 U.S.C. 1401(26))
§ 300.43 Transition services.
(a) Transition services means a coordinated set of activities for a child with a disability that—
(1) Is designed to be within a results oriented process, that is focused on improving the academic and
functional achievement of the child with a disability to facilitate the child’s movement from school to postschool activities, including postsecondary education, vocational education, integrated employment
(including supported employment), continuing and adult education, adult services, independent living, or
community participation;
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(2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and
interests; and includes—
(i) Instruction;
(ii) Related services;
(iii) Community experiences;
(iv) The development of employment and other post-school adult living objectives; and
(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.
(b) Transition services for children with disabilities may be special education, if provided as specially
designed instruction, or a related service, if required to assist a child with a disability to benefit from
special education.
(Authority: 20 U.S.C. 1401(34))
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