How to Write the Transition Section of an IEP

Transition services must be addressed no later than the first IEP that will be in effect when the child turns 16, according to the IDEA (in some states it starts earlier). The transition services must be updated annually with the child’s annual IEP, and it is important that IEP teams begin planning for a student’s lifelong outcomes.

What Should a Transition IEP Include

According to the IDEA, the Transition IEP must include:

(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 post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
(2) 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, 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.

All parts of a Transition IEP should relate to one another, making the plan clear and aligned with the student’s vision and goals.

The transition process begins with promoting experiences that help students gain self-awareness and self determination, both which align with the student’s understanding of their personal attributes, disability, achievements and values, and how their disability affects all aspects of their life.

As educators, our role is to guide students in exploring options for further education, employment, and independent living. We do this through comprehensive transition assessments (a minimum of 2, with one being formal) and exposing students to opportunities.

A well-developed Transition IEP:

prioritizes student voice and choice in planning their future
incorporates measurable, outcome-based goals that prepare students for education, employment, and independent living
ensures access to appropriate supports and community resources to facilitate a smooth transition, and
encourages collaboration among students, families, educators, and service providers.

Education in the Transition IEP

This may be the “easiest” section of the Transition IEP to write because we can write academic goals into the IEP based on current grade level content standards, aligning it with the student’s vision and goals. Academic goals do still have a huge benefit in Transition IEPs, so it’s important not to forgo them.

Here are a few websites to explore post-secondary educational opportunities:

Employment in the Transition IEP

Meaningful work experiences should be influenced by the results of a student’s transition assessments, vision and post-secondary goals. As a teacher, you will start this process by first thinking about how you can practice specific job skills at school or in the classroom. You’ll then work to generalize these skills into the community.

Soft skills are a great place to start, which are skills that all employees are expected to have regardless of where they work. Writing IEP goals for these skills might include interpersonal skills, communication skills, problem solving skills, time management, working collaboratively with others, having a positive attitude, and work ethic.

Here are a few websites to explore different careers:

Aside from searching online, there are other ways to learn information about career opportunities for students, including, but not limited to, job fairs and transition fairs, field trips, internships, or having job coaches or other professionals in the fields your students are interested in come present to the class.

Independent Living in the Transition IEP

Typically life skills and functional skills are only practiced in more self-contained classroom settings, or with students who have higher support needs; but that’s not to say that all students wouldn’t benefit from life skills education.

One of the biggest life skills we can teach our students is self advocacy, which is deeply tied to self-determination. When we explore opportunities for skill learning in the realm of self advocacy and self determination, we help students learn how to make their own choices, develop and set goals, solve problems, evaluate and make adjustments, and so much more. All of these skills are important for independent living.

Here are a few websites to explore different aspects and skills needed for independent living:

Final Checklist for a Strong Transition Section:

In addition to all of the parts of a non-transition IEP, add in all of the transition IEP requirements and paperwork, it’s a lot to work and get through. Here’s a general guideline for getting the transition IEP written:

Post-secondary goals are clear, specific, and measurable
Transition services and activities align with goals
Annual IEP goals support transition needs
Student and family participation is documented
Course of study reflects future career/education plans

The transition section of an IEP is a critical component that outlines the student’s post-secondary goals, services, and supports to help them successfully transition to life after high school. And high quality Transition IEPs are pivotal to providing students with equitable educational opportunities that help support them in their transition to post-school life.

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