The term “transition services” means a coordinated set of activities for a child with a disability that—

 

• 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, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
• Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and
• Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.
• Includes appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills;
• Includes transition services (including courses of study) needed to assist the child in reaching those goals;
• Begins not later that the first IEP to be in effect when the child is 16 years old, and updated annually thereafter.