[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-535581-105":59,"doc-detail-535581-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","transition-services-idea-2004-smart-iep-annual-goals","Transition Services - IDEA 2004 & SMART IEP Annual Goals","","Transition services defined under IDEA 2004 are presented as a results-oriented process that improves academic and functional achievement and supports movement from school to post-school activities. The regulation and statute clarify that services address unique needs and prepare students for further education, employment, and independent living through instruction, related services, community experiences, vocational evaluation, and skill acquisition. The material also outlines post-secondary goal areas, SMART IEP annual goal principles, course-of-study guidance, handling planning uncertainty at 14½, and an explicit compliance checklist.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/transition-services-idea-2004-smart-iep-annual-goals/535581/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/transition-services-idea-2004-smart-iep-annual-goals/535581.png","ImageObject",300,407,{"name":92,"@type":93},"Fahsai","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does IDEA 2004 describe as the purpose of transition services?","Question",{"text":112,"@type":113},"Transition services are designed as a results-oriented process focused on improving the academic and functional achievement of a child with a disability to facilitate movement from school to post-school activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the main components included in transition services?",{"text":117,"@type":113},"Transition services include instruction, related services, community experiences, development of employment and other post-school adult living objectives, acquisition of daily living skills, and a functional vocational evaluation.",{"name":119,"@type":110,"acceptedAnswer":120},"How are SMART IEP annual goals defined in this material?",{"text":121,"@type":113},"SMART IEP annual goals use Specific, Measurable, Achievable, Realistic/Relevant, and Time-limited criteria to clarify what students should accomplish and how progress will be known.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},535581,1791743988,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81,"preview_page_count":4},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","IDEA 2004 discusses the purpose of transition services as “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 post-school activities” (IDEA 2004, Part B, 34 CFR §300 .43(a)(1) and 20 U.S.C. 1415 §614(d)(1)(A)(bb)(viii) .  \nThe Regulation released August 14, 2006 and Statute also clarify the purpose of transition services as being “designed to meet (students’) unique needs and prepare them for further education, employment, and independent living”(§300 . 1(a)) . These services Include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, the acquisition of daily living skills, and a functional vocational evaluation.  \nPost-secondary Goals  \nEducation  \nCommunity College  \nUniversity/College  \nTechnical/Trade/Vocational School/other Training  \nField Training  \nApprenticeship  \nOn-the-job Training  \nJob Corp Employment  \nPaid Employment  \nCompetitive (full or part-time) Supported  \nNon-Paid Employment Volunteer Training Capacity  \nMilitary Independent Living  \nHealth/Safety  \nFinancial/Income  \nTransportation/Mobility  \nSocial Relationships  \nRecreation/Leisure  \nSelf-advocacy/Future Planning  \nTransition Services  \nInstruction  \nRelated Services Community Experiences  \nDevelopment of Employment and other post-school objectives  \nAcquisition of Daily Living Skills or the provision of a functional vocational evaluation.  \nLinkages to Outside Agencies  \nPost-secondary Goal Formula from NSTTAC*  \nUpon completion of high school the student will After high school the student will  \nAfter graduation the student will      \nbehavior where/how  \n*National Secondary Transition Technical Assistance Center  \nSMART IEP Annual Goals  \nSpecific: What do you want to accomplish?  \nMeasurable: How will you know when you have accomplished your goals?  \nAchievable: How can the goals be accomplished?  \nRealistic/Relevant: Are the goals worth working hard to accomplish? Time limited: When will the goals be accomplished?  \nCourse of Study  \n1. Academic courses may be Core, Applied, and/or Functional.  \n2. Selected courses need to relate specifically to interests/postsecondary goals.  \n3. Courses that are needed to meet graduation requirements.  \n4. Course titles are required to be delineated according to the district/school course description manual. Courses should show a progression towards meeting the student’s transition goals.  \nWhat if students do not know what they want to do at age 14½?  \nA student aged 14½ to 16 might focus more on assessment and experiences that will assist the student to explore areas of interest and determine/narrow down post-school goals, rather than focusing on services related to specific employment and a post-school living plan. The post-school goals may relate to a general employment category or career cluster (information technology, education/teaching, business, public safety, human services, etc. ) rather thana specific career.  \nA student aged 16 to 18 will identify a tentative career and will create an actionable career plan to attain it.  \nMeeting Compliance  \nIn order to meet 100% compliance, answers to the following items  \nmust be yes.  \n1. Does the IEP include  \nmeasurable post-secondary goals that will occur after highschool in the areas of education and/or training, employment, and independent living?  \n2. Are the post-secondary goals in education and/or training, employment, and independent living updated annually?  \n3. Is there evidence that the measurable post-secondary goals were based on age-appropriate transition assessments for education and/or training, employment, and independent living?  \n4. Are there transition services in the IEP that will reasonably enable the student to meet his/her postsecondary goals?  \n5. Does the IEP/transition plan include a course of study that wi","cbCailAZfYgxdScr","https://ap.wps.com/l/cbCailAZfYgxdScr","pdf",67843,"English","# Post-secondary Goals\n## Education\n## Community College\n## University/College\n## Technical/Trade/Vocational School/Other Training\n## Field Training and Apprenticeship\n## On-the-job Training and Job Corp Employment\n## Employment and Employment Training\n## Military\n## Independent Living\n## Health/Safety, Finance, Transportation, Social Relationships\n## Recreation/Leisure\n## Self-advocacy/Future Planning\n# Transition Services Components\n## Instruction\n## Related Services\n## Community Experiences\n## Employment Development and Post-school Objectives\n## Daily Living Skills and Functional Vocational Evaluation\n## Linkages to Outside Agencies\n# Post-secondary Goal Formula from NSTTAC\n# SMART IEP Annual Goals\n## Specific\n## Measurable\n## Achievable\n## Realistic/Relevant\n## Time-limited\n# Course of Study\n## Course Types and Progression\n## Alignment to Interests and Graduation Requirements\n# Planning When Students Do Not Know by Age 14½\n# Meeting Compliance Checklist","[{\"question\":\"What does IDEA 2004 describe as the purpose of transition services?\",\"answer\":\"Transition services are designed as a results-oriented process focused on improving the academic and functional achievement of a child with a disability to facilitate movement from school to post-school activities.\"},{\"question\":\"What are the main components included in transition services?\",\"answer\":\"Transition services include instruction, related services, community experiences, development of employment and other post-school adult living objectives, acquisition of daily living skills, and a functional vocational evaluation.\"},{\"question\":\"How are SMART IEP annual goals defined in this material?\",\"answer\":\"SMART IEP annual goals use Specific, Measurable, Achievable, Realistic/Relevant, and Time-limited criteria to clarify what students should accomplish and how progress will be known.\"}]","Transition Services - IDEA 2004 & SMART IEP Annual Goals | PDF",1791600688]