Transition planning (34 CFR 300.43) is a results-oriented process that coordinates activities to help students with disabilities move from school to post-school settings—such as further education, vocational training, employment, and independent living. It is tailored to each student’s unique needs, strengths, and interests, and includes instruction, related services, community experiences, and skill development (e.g., daily living and vocational skills). When done well, it promotes positive outcomes in college, career, and life. DOE Postsecondary Guide (2020)
1️⃣ What is Transition Planning? The first step is the collection of data.
Transition planning is the continuous process of:
Collecting transition assessment data throughout the year.
Analyzing/Interpreting the data to identify the student’s strengths, needs, preferences, and interests (SPIN).
Determining measurable postsecondary goals in the areas of education, training, employment, and, when appropriate, independent living.
Identifying aligned transition activities, services, and the course of study that will help the student progress toward those goals in the upcoming year based on their current skills and needs.
Documenting findings in the PLAAFP and recording the transition services, activities, and course of study in the IEP to reasonably enable the student to meet their measurable postsecondary goals.
In short, you are analyzing transition assessment results to develop measurable postsecondary goals and then aligning transition services and activities to support those goals. Based on this information, annual goals are written and connections to community agencies are made to ensure students have the supports and opportunities needed for postsecondary success.
Assessments are completed and collected throughout the year to identify, confirm and deepen an understanding of a student’s strengths, preferences, interests, and needs (SPIN).
Assessments must be age-appropriate formal and informal assessments
Assessments Identify a student's career and life readiness.
They confirm or redirect the student's "idea" of the future as realistic and plausible.
They are the supporting evidence to support the Measurable Postsecondary Goals which guide instruction, the course of study, transition activities, and annual goals therefor they must be uploaded into VAIEP.
Informal and Formal Assessments should be used.
Career Inventories, Self-Determination Scales, Holistic Transition Assessments, Behavior Scales/Living Scales, Interviews/Observations are typical informal assessments
MPGs evolve annually based on the student’s maturing preferences, interests, strengths, and needs.
MPG must be measurable, specific, realistic, attainable, aligned with the student’s data and growth trajectory, and occur after exiting high school.
Ensure the student’s Course of Study (academic and extracurricular pathway) is aligned with their postsecondary goals based on the area of focus (Employment, Education, Training, and Independent Living).
COS includes all relevant coursework, vocational pathways, and extracurricular activities available to all students.
Collaboration with counselors in planning this comprehensive academic journey.
Upload to VA IEP the student's Academic Career Plan in support of the Course of Study, should note-see ACP in COS
Transition services focus on instruction, community experiences, employment, daily living activities, and other supports tailored to individual student needs.
When transitional work based learning activities are awarded, please note that the IEP team may need to reconvene to consider a temporary reduction in academic service minutes.
Services must be aligned and built on the knowledge and skills acquired from the previous year for postsecondary goal attainment. This means: the team must consider last year's transition activities to ensure growth and progression toward the postsecondary goals:
9th Grade: Introduction to Healthcare Careers
Activity: Explore various healthcare careers through a series of guest speakers. (This introduces them to the field of nursing and other healthcare professions, setting a foundational understanding of the industry.)
10th Grade: Basics of Patient Care
Activity: Have interactive discussions and demonstrations on the importance of hygiene, privacy, and helping others feel comfortable in uncomfortable situations. (Learning about the basics of patient care.)
11th Grade: Communication Skills
Activity: Practice through classroom activities that emphasize listening, empathy, and clear communication. (Develop communication skills crucial for any healthcare setting.)
12th Grade: Understanding Healthcare Settings
Activity: Visit local healthcare facilities or have virtual tours to see the environment and understand the workflow. (This helps them visualize where and how the roles they've learned about are applied in real-world settings.)
This framework aims to progressively build the students' knowledge, skills, and real-world experience, preparing them effectively for a nursing education and career.
For MPG-Education Goals: consider what skills and knowledge are needed to complete an advanced degree or course of study-Academic Executive, Vocational, and Independent Living Skills
For MPG-Training Goals: consider what skills and knowledge are needed to complete the training successfully-*Executive Functioning Skills.
For MPG-Independent Living Goals: Consider what skills and knowledge are needed to complete the task identified-*Self-determination Skills and Independent Living Skills.
Identify & Connect:
Existing agency connections are identified in the student's Special Education Profile in SIS.
Identify potential post-graduation agency connections (e.g., DARS, CSB, DBVI) that may support the student after graduation.
Begin discussions by age 14 and review annually.
Consent & Documentation
Always request consent to invite an outside agency.
DARS, CSB, and DBVI are recommended as the primary list of agencies to consider
If the parent/student consents-share the invite with the agency contact and note in PLAAFP.
If the parent declines, note in PLAAFP and attach the declined consent form.
If it is determined that the student will not need support from an outside agency after exiting high school, that determination must be reviewed and updated annually in the PLAAFP--in this instance, not consent invite is needed for compliance.
Information Sharing
Always ask the student, family, and IEP team if an outside agency may need to fund supports—and clearly explain what those services include.
Note this inquiry, explanations, and any decisions in the PLAAFP.
If no agency connection exists, include a formal activity to share available high school and post-graduation supports.
If the family declines further information or connection, document that in the PLAAFP.
Seamless Transition
Embed transition activities that align high school to adult services (DARS, SSA, CSB, DBVI) as needed.
For SSI recipients, ensure they understand benefit progression and age-of-majority redetermination.
Annual IEP goals should directly support postsecondary goals, helping students develop skills for college, careers, and independent living.
By simplifying the transition process by focusing on collaboration, alignment, and ongoing evaluation, teachers can ensure that students are prepared for life beyond high school.
8️⃣ Hold the Student-led Transition IEP Meeting
Invite all stakeholders—students, families, educators, and outside agencies—to the table for transition planning. It doesn’t all have to happen in one meeting; gather data through discussions and input across multiple settings.
Begin by age 14 or in the eighth grade, whichever is first
– Invite the student to every IEP meeting.-Required by Law! Ensure invite is in VAIEP and dated at least 48 hours prior to the meeting!
– Center discussions on their strengths, preferences, interests, and needs.Ensure everyone understand that this is a Transition IEP and Transition will be discussed- evident by checking the purpose box in VA EIP to read postsecondary transition in addition to annual review.- Required by Law
Empower students: Student-led IEPs
– Give students ownership of the agenda and goal-setting.
– Build self-determination and self-advocacy skills.
“Colleges report that many students arrive without a solid understanding of their disability and how to access supports. Student-led IEPs bridge that gap—empower them early!”
So, Let's walk through the development of each MPG. Click on the goal below to get started:
Transition IEP meeting reminders:
Year-round assessments should demonstrate that the student’s voice leads the IEP and shows growth.
Review past IEP transition goals/ activities and note growth in the PLAAFP.
Notify the student of the IEP Transition Meeting at least 48 hours in advance, as evident through the meeting notice in VA IEP.
Inform the student and family of their right to invite outside agencies for post-graduation support, and note the conversation in the PLAAFP and upload the consent request in VA IEP.
Want a deeper dive on each part of the transition plan? Click on the step below for generalized information on each step!
🚨Transition Alert: To ensure meaningful transition include the FULL IEP team! Who is on your student's table? You may think you are a small team, but you are not. Include your student's teachers, coaches, counselors, family members, and professionals. And, never forget the number one voice, the STUDENT!
Everyone should have a seat at the table!
Additional Professional Development Support in Assessments and Transition Planning
Preparing Students to Succeed in Two & Four-Year Colleges and Universities (NCWD Youth) (PDF)
WI Opening Doors to Postsecondary Education and Training: Planning for Life After High School (PDF)
Who Does What? Optimizing Employment Services and Supports Webinar
Transition Tennessee: Transition Assessment Module (Need to create a free account)
Professional Development- 5 pts- Postsecondary Transition: Changing the Outcomes
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