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				'<div style=\"text-align:center;\"><b>Age 16</b></div>* Review the previous Transition IEP. <br>* Provide the parent(s) with a notice indicating that the purpose of the meeting is the consideration of post-secondary goals and transition services, that the students will be invited to attend, and identify any agencies that will be invited to send representatives.* Invite an agency likely to provide or pay for any transition services. Only those agencies that may provide or pay for needed transition services based on the individual student needs must be invited. (Consent is required in order for the school to invite agencies.) Others may be invited at parent/district discretion. The decision as whether to invite a particular agency to participate in an IEP meeting is left to the school and parent/student.<br>* Note strengths, preferences, interests of what the student wants in the areas of instruction, related services, community experiences, employment, and post-school adult living<br>* Document whether the student is pursuing a course of study leading to a standard or to a special diploma (review annually).<br>* Develop measurable postsecondary goals based on age-appropriate transition assessment in the following areas: Education or training; Employment; Independent living (as needed)<br>* If no transition services are needed in any of the required transition services activity areas, develop a statement to that effect and include the basis upon which the determination was made.<br>* If one or more agency representatives are invited to send representatives to the Transition IEP meeting do not do so, document other steps taken to obtain their participation.<br>* If a participating agency responsible for transition services, other than the school district, fails to provide the transition services described in the IEP, the school district should reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the student set out in the IEP.<br>*Consideration of the need for instruction in self-determination must be addressed in the transition components through goals, short-term objectives, benchmarks, or through services on the IEP.<br><br> *<i>The Answer section to earlier ages should also be reviewed to assure all necessary activities have been addressed.</i>',
				'What is Transition?',
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