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How Does the IEP Address the Student’s

Transition Needs?

n order for transition services to be provided by the
I local school district, they must be documented in the
student’s IEP. The Transition Plan can help to identify the
transition services needed by the student, specifically
using the student’s postsecondary goals and their
disability-related needs.
There needs to be a clear link between the student’s
annual IEP goals and postsecondary goals. The Transition
Plan should document the student’s disability-related
skills that require IEP goals and/or related services. It is
important to remember that the IEP is a legal document
guaranteeing services to the student. This discussion may
generate IEP goals/objectives based on the student’s
disability-related needs and postsecondary goals that
should be incorporated into the student’s IEP.
Transition planning is an ongoing process throughout the
high school years, and all IEP goals/objectives should be
reviewed and updated or changed on an annual basis.

What Are Postsecondary Goals?
P
ostsecondary goals are measurable goals that focus on three specific areas:
1) Postsecondary Education/Training: Where and how is the student going to
continue to learn new skills after graduation?
2) Employment: Where is the student going to work or engage in productive
activities after graduation?
3) Independent Living: Where is the student going to live, and how are they
going to access adult services and participate in community activities and
civic engagement, including voting and adult healthcare?
These are long-term goals that will be achieved by the student after
leaving high school. They need to be appropriate to the student’s needs
and based on age-appropriate transition assessment. The IEP team must
be able to measure progress toward these goals, which are part of a
student’s IEP beginning at age 14 and need to be reviewed annually
until the student graduates or turns 21.

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