One of the most critical components of the Individualized Education Program (IEP), the transition plan helps students with disabilities move from school to post-school activities.

This process focuses on post-secondary outcomes, including education, employment, and independent living.

The U.S. Department of Education's Office of Special Education Programs (OSEP) gathers annual data from each state education agency to monitor compliance with these mandates, focusing on Indicator 13 in the States' Annual Performance Report for Part B.

What is an IEP Transition Plan?

An IEP transition plan is a formal document within the IEP that outlines a student’s goals and services to prepare them for life after high school.

It is legally required under the Individuals with Disabilities Education Act (IDEA) for students with disabilities starting at age 16; the mandated age for transition planning and services is younger than 16 in many states and territories.

The transition plan includes goals related to:

• Post-secondary education or vocational training
• Employment and career development
• Independent living (if applicable)

The transition plan should be personalized based on the student’s strengths, interests, and needs, and it is developed collaboratively by the student, parents, educators, and other relevant stakeholders.

Components of an IEP Transition Plan

1. Post-Secondary Goals

These goals focus on what the student wants to do after high school. The goals must be measurable and based on age-appropriate transition assessments. Examples include attending college, entering a vocational program, or gaining employment.

2. Transition Services

This section lists the ‘specific services and supports’ the student will need to achieve their post-secondary goals. Services might include vocational training, job shadowing, career counseling, and independent living skills development.

3. Course of Study

The IEP transition plan should outline the students' planned courses to ensure they align with their goals. For example, if the student aims to attend college, the course of study might focus on academic preparation, while for a vocational goal, the focus might be on technical education.

4. Annual IEP Goals

These are the yearly objectives that the student must work towards to meet their long-term post-secondary goals. These should be specific, measurable, and directly related to the transition objectives.

5. Student Involvement

Special educators should encourage students to express their interests, preferences, and aspirations to ensure the plan is personalized and motivating.

IEP Transition Plan Examples

IEP Transition Plan Example 1: Student A – Pursuing Vocational Training in Carpentry

Post-Secondary Goal

Student A will attend a vocational training program in carpentry at a local technical school.

Transition Services

• Enroll in a carpentry vocational program.
• Participate in job shadowing with a local carpenter.
• Receive assistance with applying for vocational programs and scholarships.

Course of Study

• Focus on hands-on electives like woodworking and shop classes.
• Participate in math courses tailored to measuring and basic geometry, essential for carpentry.

Annual IEP Goals

• By the end of the year, Student A will demonstrate competency in using basic carpentry tools safely.
• Complete a project requiring measurement and planning, and achieve a score of  80% or higher.

Student Involvement

Student A expressed a strong interest in carpentry and enjoys working with tools. He is motivated by real-world projects and actively participates in discussions about his goals.

IEP Transition Plan Example 2: Student B – Preparing for Independent Living and Supported Employment

Student: Student B has autism and requires social communication and daily living skills support.

Post-Secondary Goal

Student B will live independently with support services and work part-time in a supported employment setting.

Transition Services

• Participate in life skills training focused on daily living activities such as cooking, budgeting, and personal hygiene.
• Work with a job coach to explore supported employment opportunities, such as at a local grocery store.
• Learn how to use public transportation through community-based instruction.

Course of Study

• Enroll in life skills classes focused on daily living and community access.
• Participate in vocational skills classes, focusing on job readiness and communication skills in the workplace.

Annual IEP Goals

• By the end of the school year, Student B will be able to independently complete daily tasks such as preparing simple meals and managing a weekly budget.
• Student B will complete a work placement in a supported environment, such as assisting in stocking shelves at a grocery store.

Student Involvement

Student B expressed interest in working and living with some level of independence. He actively participates in life skills training and enjoys hands-on activities like cooking and budgeting.

IEP Transition Plan Example 3: Student C – Entering a Supported Employment Program

Student: Student C has Down syndrome and thrives in structured environments with clear routines.

Post-Secondary Goal

Student C will work part-time in a supported employment program, such as at a local retail store.

Transition Services

Work with a job coach to identify supported employment opportunities.

• Participate in a school-based work experience program to develop job skills.
• Receive support with communication skills for the workplace, such as greeting customers and following instructions.

Course of Study

• Focus on functional academics, including money management, time management, and following multi-step directions.
• Participate in social skills training to improve communication and interaction with co-workers and customers.

Annual IEP Goals

• By the end of the year, Student C will complete a school-based job placement and demonstrate workplace skills such as time management and following directions.
• Student C will improve communication skills, including greeting customers and asking for help by the end of the year.

Student Involvement

Student C enjoys working in structured environments and expressed interest in working at a retail store. He actively participated in job shadowing experiences and enjoys interacting with others in work settings.

Example 4: Student D – Pursuing a Career in Digital Media and Photography

Student: Student D has a visual impairment but is passionate about digital media and photography.

Post-Secondary Goal

Student D will attend a community college to study digital media and photography to work as a freelance photographer.

Transition Services

• Participate in a summer photography program tailored for students with visual impairments.
• Work with a vocational rehabilitation counselor to access technology and tools for photography, such as screen readers and adaptive camera equipment.
• Receive mobility training to navigate college campuses and photography workspaces independently.

Course of Study

• Enroll in photography and digital media classes that align with career goals.
• Participate in assistive technology training to improve access to digital tools and software.

Annual IEP Goals

• By the end of the school year, Student D will complete a digital media project using adaptive technology, demonstrating proficiency in editing and creating visual content.
• Student D will learn to navigate a college campus independently with the help of mobility training.

Student Involvement

Student D has expressed a strong interest in pursuing a photography career and has actively explored tools and resources that will support her visual impairment in this field. She is motivated by the opportunity to turn her passion into a career.

Strategies for Developing Effective IEP Transition Plans

i. Use Age-Appropriate Transition Assessments

Assess the student’s skills, interests, and needs through vocational evaluations, career inventories, or informal interviews. Use these results to create meaningful and personalized post-secondary goals.

ii. Promote Student-Centered Planning

Allow students to take ownership of their transition plan by helping them articulate their goals and preferences for life after high school. Encourage them to voice their ideas and actively participate in planning their future.

iii. Involve Community Resources

Collaborate with local businesses, vocational programs, and community agencies that can offer students work-based learning experiences or job training. These partnerships can provide real-world exposure and valuable skills development.

iv. Focus on Functional Skills

Transition plans should emphasize practical, functional skills like time management, financial literacy, and problem-solving. These skills are essential for adult success, especially for students planning to live independently.

v. Set Clear, Measurable Goals

Create specific and measurable goals in every transition plan to track progress. Apply SMART goals for clarity and accountability.

vi. Collaborate with Families

Engage families in transition planning, as parents offer valuable insights into their child’s needs and aspirations. Their support plays a key role in achieving goals beyond the school environment.