2.1: Overview of the Transition Process

Throughout "Part 2: Building the Transition IEP" we will be following this roadmap and covering each step, so you can feel more comfortable and prepared as you build the Transition IEP with your child.

The Purpose of the IEP: Preparing for Life After High School

The main goal of an Individualized Education Program (IEP) is to help students prepare for life after high school. This includes education, employment, and independent living. Once a student reaches transition age (usually 16, but earlier in some states), their IEP must include a transition plan—a roadmap that outlines the skills, experiences, and supports they need to reach their post-high school goals.

What Is Transition Planning?

Transition planning is a legally required part of the IEP. It ensures students with disabilities have the tools to succeed after graduation. Instead of just focusing on what a student can do right now, transition planning helps identify what they could achieve with the right instruction, training, and support. The process should be flexible—students may change their goals over time, and that’s okay!

Key Parts of a Transition IEP:

  1. Assessments – Every year, the student should complete age-appropriate assessments that look at their training, education, employment, and independent living skills. These assessments help determine the best postsecondary goals.
  2. Postsecondary Goals – The IEP must include clear, measurable goals for life after high school in three areas:
    1. Training/Education
    2. Employment
    3. Independent living (if needed)
  3. Annual IEP Goals – These are the steps the student needs to take while still in high school to achieve their long-term goals.
  4. Progress Monitoring – The IEP team must track progress toward these goals. If the student isn’t making progress, the plan should be adjusted.
  5. Supports and Services – The transition plan must list all supports needed to help the student succeed, including:
    1. Special education services
    2. Career and job training
    3. Community experiences
    4. Life skills training
  6. Student Involvement – The student must be invited to their IEP meetings and be actively involved in planning their future.
  7. Outside Agencies – When appropriate, outside organizations (such as vocational rehab services or adult disability support agencies) should be involved in the IEP planning process.
  8. Agreement on Responsibilities – The IEP must clearly state who is responsible for providing and/or paying for different transition services.

Why Transition Planning Matters

Transition planning isn’t just an extra step—it’s the most important part of the IEP during the high school years. It ensures students have a clear plan to move from high school to adulthood. Schools must provide free, appropriate public education (FAPE) during the transition years, while also helping students develop long-term goals and the skills to achieve them.

Making Sure Schools Follow the Law

Under IDEA (Individuals with Disabilities Education Act), schools must include transition planning in the IEP for students aged 16 and older. Indicator 13 is a federal requirement that ensures transition goals are clear, measurable, and based on assessments. Families can use tools like the National Technical Assistance Center on Transition (NTACT) checklist to ensure their district is meeting legal requirements.

The Bottom Line:

The IEP is not just about high school—it’s about setting students up for a successful future. Transition planning should not be an afterthought, and families should work closely with schools to ensure the plan reflects the student’s potential and goals.

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