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Developing The Transition IEP

Printer-Friendly Version Purpose of the Transition IEP Planning Meeting Identify the student’s needs. Develop a formal transition plan. Target services to meet those needs. Monitor student progress. Provide parents with […]

Purpose of the Transition IEP Planning Meeting

  • Identify the student’s needs.
  • Develop a formal transition plan.
  • Target services to meet those needs.
  • Monitor student progress.
  • Provide parents with information and training.

Preparing for Transition Planning

  • Start planning early, ideally by age 14.
  • Learn how the disability may impact adulthood.
  • Focus on the future and upcoming changes.
  • Understand key terms like “transition services,” which involve skills for post-school life (education, employment, independent living).

Seven Steps to Transition

  1. Start with a Vision: Identify long-term goals for life after school.
  2. Identify Areas of Focus: Education, community, health, life skills, employment, relationships, and more.
  3. Assess Skills: Compare the student’s current abilities to future needs.
  4. Set Priorities: Reflect on student and family goals, school requirements, and available resources.
  5. Prepare for the IEP Meeting: Invite key participants, including the student, and plan the agenda.
  6. Develop the Transition Plan: Create measurable goals, list services, set timelines, and assign responsibilities.
  7. Monitor and Adjust: Track progress, modify goals as needed, and celebrate achievements.

Who is Involved in Transition Planning?

  • The student.
  • Parents and family.
  • Special education teacher(s).
  • General education teacher(s).
  • Related service providers (e.g., therapists).
  • Local Education Agency (LEA) representative.
  • Adult service providers (e.g., vocational rehab, support coordinators).

Helping Students Participate in the Meeting

  • Encourage the student to share their goals and interests.
  • Involve them in planning and leading the meeting.
  • Ensure their voice is heard, even if they don’t attend the meeting.

Transition Timeline

  • Start planning early (age 14).
  • Develop the transition plan in the IEP by age 16.
  • Prepare for rights transfer at age 18.
  • Review and adjust the plan annually.

Post-Transition Meeting

    • Implement the plan.
    • Monitor progress regularly.
    • Revise goals and services as needed.

Begin with the End in Mind!!!

Having a long-range vision for what the outcomes should be can help us to do better planning.  If we’re not sure what the vision is, the following steps can help!

  1. Identify Key Areas

    • Focus on important areas:
      • Education/Training
      • Community Involvement
      • Health
      • Life Skills
      • Social (Friends/Relationships)
      • Living Arrangements
      • Self-Determination
      • Recreation/Leisure
      • Employment (including “soft skills”)
      • Communication

    2. Assess Skills and Needs

    • Identify skills needed for each area.
    • Compare current skills to future demands.
    • Highlight gaps to address in the IEP.

    3. Prioritize Needs and Preferences

    • Have the student share their preferences, interests, and goals.
    • Family lists priorities based on values and concerns.
    • Teachers and professionals list priorities from assessments and observations.
    • Identify resources, programs, and services.

    4. Prepare for the IEP Meeting

    • Invite all participants, including parents, teachers, and service providers.
    • Schedule a mutually convenient meeting time.
    • Inform participants of the meeting’s purpose, time, and location.
    • Help the student prepare to participate or lead the meeting.
    • Ensure parents can provide input even if they can’t attend.

    5. Develop the Transition Plan

    • Keep the student’s long-term vision in mind.
    • Set priority outcomes and measurable goals (academic and functional).
    • Create short-term objectives for progress.
    • Assign responsibilities and timelines for each goal.
    • Confirm that all team members understand their roles.

    6. Implement and Monitor the Plan

    • Start providing services and supports.
    • Track progress toward goals and objectives.
    • Communicate regularly with team members.
    • Adjust goals or strategies if needed.

    7. Watch and Record Outcomes

    • Monitor progress continuously.
    • Review and revise the IEP annually or as needed.
    • Celebrate achievements and milestones.

Addressing Concerns

  • If you have concerns about services or placements for your child, focus on their needs.
  • Work with the team to find solutions that meet those needs.
  • Always try to resolve issues at the lowest level first.
  • If needed, you can pursue mediation or a due process hearing for resolution.
  • For more help, refer to the “Parents as Partners in the IEP Process” handbook or contact the Utah Parent Center.

Who Is Involved in Transition Planning?

Transition planning works best when a team collaborates effectively. The key members include:

  • The Student – Their input is essential to the plan.
  • Parents and Family – They can provide insight and support.
  • Special Education Teacher – At least one teacher who knows the student’s needs.
  • Regular Education Teacher – At least one teacher familiar with the student’s abilities.
  • Related Service Providers – Specialists like speech or occupational therapists, if needed.
  • LEA Representative – A representative from the Local Education Agency.
  • Adult Service Providers (if applicable):
    • Vocational Rehabilitation Counselor
    • Support Coordinator (e.g., DSPD case managers)

This team works together to create a plan that supports the student’s transition to adulthood.

Key Points About Transition IEP Meetings:

Student Involvement

  • Students Must Be Invited: The school (LEA) must invite the student to their IEP meeting if the goal is to discuss post-secondary plans and transition services.
  • If Students Can’t Attend: The school must still ensure the student’s preferences and interests are included in the plan.
  • Agency Participation: With parental or adult-student consent, representatives from agencies providing transition services should also be invited.

Rights at Age 18

  • Informed Before Turning 18: One year before reaching 18, students and parents must be informed about rights that will transfer to the student under IDEA.
  • Adult Students’ Rights:
    • Can make decisions about their education and IEP independently.
    • May choose to involve parents or advocates for support.
  • Notices to Parents and Students: Both must be notified of all rights and meetings under IDEA rules.

Student’s Role in Planning

  • Critical Input: Students’ goals and dreams drive the transition plan.
  • Increased Commitment: When students have a say, they are more motivated to follow the plan and work towards their future.

Team Members and Collaboration

  • Essential Team: Schools, families, students, and professionals work together. Participants may include:
    • Regular and special education teachers
    • Counselors and vocational educators
    • Social workers, psychologists, and other specialists
  • Invitations: Schools help the student send meeting invitations. It’s courteous to inform all participants in advance.

Creating a Positive Team Dynamic

  • Unified Goal: The team should focus on creating a meaningful, satisfying, and independent future for the student.
  • Honest Participation: Every team member must stay committed and avoid negative feelings or hidden agendas.


People to Invite to the Transition IEP Meeting

Fill in the blanks with the names of the appropriate individuals.
Family Members:
_______________________________________       ____________________________________
_______________________________________       ____________________________________
Teachers:
_______________________________________       ____________________________________
Other School Personnel:
_______________________________________       ____________________________________
Vocational Rehabilitation Counselor:
_______________________________________       ____________________________________
Community Agency Representatives (DSPD, Mental Health, Independent Living):
_______________________________________       ____________________________________
_______________________________________       ____________________________________
Current or Prospective Employer:
_______________________________________       ____________________________________
It may also be appropriate to have a Vocational Rehabilitation Counselor attend. The services provided by Utah’s Division of Rehabilitation Services exist to assist eligible individuals with disabilities to prepare for and engage in gainful employment.  Among their services are: assessment, career guidance, counseling and placement, acquisition of assistive technology and medical or other services if necessary, interpreter and reader services, occupational licenses, tools, etc., and, a variety of training programs.  More information about Vocational Rehabilitation services can be obtained from the Utah Parent Center.
When appropriate, representatives of community programs like residential specialists, mental health workers, and support coordinators with the Division of Services for People with Disabilities are included.  Any adult agency that has services that link school experiences with realistic employment and independent living opportunities should be encouraged to send a representative.  Prospective or current employers may be invited as well.
When you have prioritized her needs from your perspective and invited those who need to attend the IEP meeting to address them, you are ready to map the course fo her to move from the school system to adulthood.

Helping Students Participate in the IEP Process
Students who have not participated in their IEP meetings often view the IEP process with fear or mistrust.  They may perceive goals as being arbitrarily imposed.  Students who participate in the IEP process are more committed to working on the IEP goals. Here are steps to prepare a student to participate appropriately in their IEP process:
  1. Explain what the process is and obtain a commitment from the student to participate.
  2. Describe an IEP meeting and demonstrate how to participate by role-playing with the student.
  3. Help the student to do a self-inventory. Teach the student to plan for the conference just like you do.  The student could fill out a simple form that includes important information.
As part of the inventory, have the student list:
  • Learning strengths – list as many as possible.
  • Learning weaknesses, if there are a lot, help them prioritize and list the most important ones.
  • Goals and interests
  • School
  • Non-school
  • Long range (after graduation)
  • Learning instructional preferences
    • How do I learn best?  (e.g. listening, reading, doing)
    • What kind of group is best for me?  (e.g. large, small)
    • What kinds of tests are best for me? (e.g. written, untimed)
    • What kinds of study materials are best for me? (e.g. written, taped)
    • What kinds of aids help me?  (e.g. tape recorder, computer, calculator, friend taking notes for me, buddy)
  • For a secondary student, as a part of the inventory, you could use a chart (see the following example) listing goals she is willing to work on in each class or deficit area.
Class Area Skills Needed
for this Class		 Skills I Need to Improve
English Writing Sentences Using commas correctly
Being prepared Being prepared
Study Skills Skimming Outlining
Social Skills Accepting criticism appropriately Accepting criticism appropriately
  • Teach the student how to share information from the inventory appropriately.  Teaching the SHARE process is one method of helping students who need this skill.
    The SHARE Process
  • S = Sit up straight
  • H = Have a positive attitude
  • A = Active listening
  • R = Relax
  • E = Eye contact
  1. Have the student practice sharing the material.  (If this is done in a classroom situation, the students could do this as a group first and give each other feedback.)
  2. Obtain a commitment from the teacher and others attending the IEP to help the student participate actively.  Some suggestions for encouraging student participation are:
  • Establish the purpose and goals of the meeting
  • Ask the student relevant questions, such as asking them to talk about:
    • Strengths and weaknesses
    • Skills they want to improve
    • Goals for school
    • Career or vocational interests
    • Ways they learn best
    • Types of tests that are best
    • Etc…
  • Listen and attentively take notes.
  • Give the student plenty of time to think and respond.  This is crucial.
  • Use the information they provide.
  • Encourage questions and discussion.
  • Summarize the student’s goals and plans.
  • Keep eye contact with the student.  (Teachers usually tend to look at and talk to
    the parent, which is discouraging to the student.)
  • List at least three things they did right.
  • List one or two areas for improvement.

3. Follow up after the IEP.  Help the student evaluate their participation.

These techniques can be used either in a classroom situation or with an individual student.  Research shows that when a student participates in her IEP, she likes it and feels important.  The student will bring up most of the real concerns and you can add the rest.  The student is usually quite accurate.  In addition, the teacher obtains insight into what the student thinks about their studies.
An added benefit of a student participating in the IEP is the building of self-esteem and commitment because the student feels like a partner in the process.
The “Helping Students Participate in the IEP Process” portion is based on notes from a lecture by Candace S. Bos and is used with her permission.  For more complete information on this topic, refer to “The Education Planning Strategy” by Anthony K. Van Reusen, Candace S. Bos, Jean B. Schumaker, and Donald D. Deshler.
What Must Be On A Transition IEP?
In addition to the contents that are required for all IEPs, IDEA requires additional content for a transition IEP, including:
  • Appropriate measurable post-secondary goals, including academic and functional goals, based upon age-appropriate transition assessments related to training or education, employment, and, where appropriate, independent living skills;
  • The transition services, including courses of study, needed to assist the student in reaching the student’s post-secondary goals.
  • The transition services, including courses of study, need to assist the student in reaching their post-secondary goals; and
  • All of the other items that are required for an IEP (as outlined in the Utah Special Education Rules).
Transition services and planning began as one of many ideas for increasing the quality of life for young adults with disabilities.  Today, transition from school to adult life is more than a nice idea; it is a requirement of the law.  The Individuals with Disabilities Education Act (IDEA) requires that transition services be included in every student’s transition-age IEP Transition, as outlined in the IDEA, requires a shift in thinking an planning from and ‘expert-based’ model to a model with the individual with a disability at its center.  The foundation of the plan needs to be a coordinated effort among the student, parents, schools, and adult service providers to achieve a desirable future for the individual.  The focus should always be the young adult’s vision of the future.
The law defines several of the key phrases:  “Transition services” means a coordinated set of activities for a student with a disability that is designed to be within an outcome oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’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.
The coordinated set of activities shall be based on the individual student’s needs, taking into account the student’s strengths, preferences, and interests; and shall include:
  • Instruction;
  • Related services;
  • Community experiences;
  • The development of employment and other post-secondary adult living objectives; and
  • If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.
Transition services are designed to be a results-oriented process that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’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.
For all students, when writing the IEP before the student turns 16 (or younger, when appropriate), the IEP team must:
  • Actively involve the student in his or her IEP development.
  • Base the IEP on the student’s needs, preferences, and interests.
  • Refine the student’s desired post-secondary goals.
  • Review the student’s transition services such as the courses of study or multi-year description of coursework, adjusting them as needed to achieve the student’s desired post-secondary goals.
To facilitate the development of the statement of the interagency responsibilities, “the public agency shall also invite a representative of any other agency that is likely to be responsible for providing or paying for transition services. If an agency invited to send a representative to a meeting does not do so, the public agency shall take other steps to obtain participation of the other agency in the planning of any transition services”.
Writing Measurable Postsecondary Goals
Measurable postsecondary goals are outcomes that occur after the person has left high school. They tell what a student WILL do (be enrolled in, attending, working at, etc.).
Some tips for writing measurable postsecondary goals:
  • Use results-oriented terms such as  “enrolled in”, “work”, “live independently”
  • Use measurable descriptions such as “full-time” and “part-time”
  • Begin the goal with “After high school . . .”
  • Goals can be broader to begin with and then refined and updated with each annual IEP as the student progresses.
  • Sometimes goals in education and employment can be combined.
  • Sometimes several goals are needed in one area.
Measurable postsecondary goals are required in three areas:
  • Training or education—specific vocational or career field, independent living skills training, vocational training program, apprenticeship, on-the-job training, Job Corps, four-year college or university, technical college, two-year college,  shorter vocational or technical program, etc.
  • Employment—paid (competitive, supported, sheltered); unpaid (volunteer, in a training capacity); military, etc.
  • Independent Living, where appropriate—adult living, daily living, independent living, financial, transportation, etc.
Sample Measurable Postsecondary Goals
14 year old student with a mild disability
  • Training/Education—After high school, Eric will get on the job training in an area related to dirt bike racing.
  • Employment—After high school, Eric will work full time with dirt bikes.
  • Independent Living—After high school, Eric will live in an apartment with friends.
  • Combined Training/Education and Employment—After high school, Eric will get on the job training whole working full time in an area related to dirt bike racing.
17 year old student with a mild disability
  • Training/Education—After high school, Sherry will enroll full time at Weber State University in the nursing program.
  • Employment—After high school, Sherry will work full time as a nurse.
20 year old student with a significant disability
  • Independent Living—After completion of school, I/ Lance will live with my mother and continue to take part in community activities like bowling, going to church and visiting friends and family.
  • Training/Education—After completion of school, I/Lance will attend the XYZ Center and receive training on work behaviors and skills.
  • Employment—After completion of school, I/Lance will be employed in a sheltered environment at the XYZ Center
18 year old student with a moderate or significant disability
  • Independent Living—After completion of school, I/William will live with my brother and take part in community social and recreational activities.
  • Training/Education—After completion of school, I/William will attend ADAPT and receive vocational skills training.
  • Employment—After completion of school, I /William will work at ADAPT in the supported employment program.
18 year old student with a mild or moderate disability
  • Training/Education—After high school, I/David will get on-the-job training to become a farmer.
  • Employment—After high school, I/David will work full time as a farmer.
20 year old student with a moderate disability
  • Independent Living—I/Courtney will live in a group home with other friends or roommates.  I will need assistance with buying food, caring for myself, and doing work around the house.
  • Education/Training—I will receive on-the-job training at Pick N Save.
  • Employment—I will work part time in a grocery store like Pick N Save.
  • Community Participation (not required)—I will be involved in my church and spend time with other people in Brookfield.  I will go shopping in different stores.  I like working outside by raking leaves and picking up sticks.
  • Recreation and Leisure (not required)—I will join Special Olympics, go to baseball, football, and basketball games.  I will play soccer, basketball, football, and baseball/softball with my friends.  I like to watch movies and read store ads.
This information on writing measurable post-secondary goals is used with permission from Ed O’Leary. Summarized from information given at the Utah Transition Conference, April 3, 2008.  © Utah Parent Center
Meeting to Develop the Transition Plan
The best way to start the meeting is with introductions.  It would be fitting for your son to make the introductions or ask the individuals to introduce themselves.  When it is your turn, it would be helpful to remind everyone how important it is to succeed in developing a long-range plan so your son will have a meaningful life after leaving school.
The first step in developing a plan is to select and agree on priority outcomes. This will lead to a statement of long-range goals for at least the next three to five years.  In the case of students at risk of dropping out of school, it may be beneficial to develop a transition plan before age 14, when warranted. Realistic goals will be selected after reviewing the present level of educational performance along with your son’s strengths and interests.
Based on the desired outcomes, the team can identify any barriers that exist and select strategies to overcome them.  This is also the time to identify opportunities available for him.  Written annual goals will specify ways to overcome the barriers and maximize his use of existing opportunities.  Needed services and available resources, along with specific activities and experiences to help him reach the goals will be noted.
In addition to long-range goals and annual goals, the written transition IEP will include short-term objectives for those students who will be participating in alternate assessments.
While preparing to leave the meeting, express anticipation of successful outcomes and appreciation to all the participants.  They will be valuable allies in the weeks, months, and years ahead.
By developing good working relationships with team members, your student’s plan has a higher likelihood of succeeding.  His written plan must also specify how different agencies will work together to provide needed services.
The final step is confirming with team members to assure that they understand their responsibilities and agree to them.  The “Transition Timeline” can help you keep track of what is needed to smooth the transition process.
When SHOULD A Transition Timeline Be Developed?
A transition timeline for your student should be set up beginning not later than the first IEP to be in effect when the student is 16 (such as a meeting conducted when the student is 15 years old), or younger if determined appropriate by the IEP team, and should be updated annually.  Notice of the transition IEP meeting must:
  • Indicate that a purpose of the meeting will be the consideration of the post-secondary goals and transition services for the student; and
  • Indicate that the LEA will invite the student; and
  • Identify any other agency that will be invited, with the consent of the parents or student age 18 or older, to send a representative.
Transition Planning Timeline
Student Age Action Needed* By Whom By When
10 – 16
  • Include social skills, communication, functional math and reading, self-help, and self-advocacy skills on IEPs.
  • Develop and use a plan to increase independence at home.
  • Participate in U-PASS assessment.
16
  • Initiate transition planning as part of the IEP process by age 15 (last IEP before age 16).
  • Identify vocational interests and abilities.
  • Include activities such as: career exploration, job sampling, and an introduction to vocational training.
  • Begin to identify community services that provide job training placements.
  • Prepare a job placement file with references and a description of acquired skills.
  • Initiate application to adult service agencies with lengthy waiting lists (e.g. DSPD).
  • Participate in U-PASS assessment.
16 – 18
  • Contact appropriate adult service programs.
-Postsecondary education/training
-Social Security Administration
-Residential or independent living services
-Vocational Rehabilitation
-Recreation/leisure
  • Participate in UBSCT assessment.**
17 – 18+
  • Begin to consider and research guardianship.
  • Take ACT or SAT tests and complete college applications for postsecondary training.
  • Participate in UBSCT assessment.**
18+
  • Continue annual review and update of transitional IEP.
  • Establish needed health benefits.
  • Develop long-term financial support plan (e.g. SSI)
*IEP Transition Plan is to be reviewed and updated at least annually.
**Beginning sophomore year.
+Depending on the existing disability, some students will have until at least their 22nd birthday to accomplish their transition goals.  (Ask your school district transition specialist for more information about Utah’s state requirements.
After the Meeting
As soon as a plan has been prepared, it is time to implement it.  Part of working th plan is collecting information on the progress being made.  It is important to communicate with all IEP team members as you monitor your daughter’s progress.  Keep a written log of telephone calls and face-to-face conversations which include the date, the name of the program, and the person contacted as well as a summary of the discussion.  Also keep copies of letters, notes, progress reports, homework assignments, IEPs, work performance reviews, and any other relevant records (e.g. testing results, medical reports, etc.).
It is very important to keep good records because it is impossible for you or any of the professionals working with your child to remember everything. There are so many details involved with planning your child’s future that it is important to keep the information that you are collecting organized and easily accessible.  There are many reasons you as a parent should keep track of important information about your child.  Some professionals may know part of what is going on with your child, but you are the only one that knows everything!  When you have a good record keeping system, all of the information is easily accessible and together.  It is very helpful to have a system in place that includes information pertaining to your child’s school services up to the current date.
NOTE: You may want to make duplicate files – one for you and for the student.
To help you remember the numerous details important for your student, refer to the timelines.  It identifies things which need to be done and when to do them.  It is meant to supplement the IEP and assure that progress is being made. Keep in mind the IEP must be reviewed at least annually.  If no review meeting is held, do not hesitate to contact the school.  Cooperate with them in scheduling a meeting of the team as soon as possible to review your daughter’s transition plan and IEP.  You may always request to reconvene as needed.
If goals or objectives are not being met, determine whether or not modifications are needed.  Request another meeting of the team if agreed upon services are not being provided or if strategies are not working.  Any concerns about services or placements must be expressed in terms of your daughter’s needs.  In the case of disagreement, it is best to negotiate with the team.  If negotiations break down, you have a right to mediation and a due process hearing.
Failure to Meet Transition Goals
If a participating agency, other than the LEA, fails to provide the transition services described in the IEP, the LEA must reconvene the IEP team to identify alternative strategies to meet the transition goals for the student set out in the IEP.
Nothing relieves any participating agency, including a State vocational rehabilitation agency, of the responsibility to provide or pay for any transition service that the agency would otherwise provide to students with disabilities who meet the eligibility criteria of that LEA.
If any public agency other than an educational agency is otherwise obligated or assigned responsibility to provide or pay for any services that are also considered special education or related services, the public agency must fulfill that obligation or responsibility, either directly or through contract or other arrangement or as provided in an interagency agreement.  Such services could include but are not limited to:
  • services relating to assistive technology devices,
  • assistive technology services,
  • related services, supplementary aids and services, and
  • transition services that are necessary for ensuring a FAPE to students with disabilities within the State.
If a public agency other than an educational agency fails to provide or pay for the special education and related services, the LEA must provide or pay for these services to the student in a timely manner.  The LEA is authorized to claim reimbursement for the services from the non-educational public agency that failed to provide or pay for these services and that agency must reimburse the LEA in accordance with the terms of the interagency agreement.
This content is taken from the Utah Parent Center handbook:
From NO Where to KNOW Where: A Parent Handbook for the Transition to
Adult Life.

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