This section shows where transition planning is documented within the Massachusetts IEP and how each part connects to postsecondary goals, graduation planning, and coordination with adult agencies. Transition planning is not a single page; it is reflected throughout the entire IEP. Each section contributes to preparing the student for life after high school.
Purpose / Key Information: This section captures the student’s long-term goals and dreams for adult life—such as future plans for education or training, employment, and independent living. It reflects what the student hopes to do after high school and what’s most important to them.
Connection to Transition Planning: The vision statement is the foundation for all transition planning. It helps the team build an IEP that supports the student’s goals and turns their ideas for the future into action steps.
Purpose / Key Information: Describes the student’s current strengths and needs in areas such as academics, behavior, social-emotional skills, and communication. This information comes from classroom performance, evaluations, teacher and family input, and assessments like MCAS.
Connection to Transition Planning: Gives the team a clear understanding of where the student is right now. This helps set meaningful goals and identify the supports and services that will help the student move toward their education, work, and independent living goals.
💡 Note: All of the sections below are part of the Postsecondary Transition Planning Page in the IEP. Together, they give a complete picture of how the team supports each student’s path from school to adult life.
Purpose / Key Information: This page is included in every IEP for students age 14 and older. It focuses on planning for life after high school and brings together information about goals, classes, services, and supports that will help each student prepare for adult life.
Connection to Transition Planning: This page connects what students are learning in school to their future plans for education, work, and community life. It helps families, students, and staff stay on the same page about next steps.
Purpose / Key Information: This chart describes the student’s current strengths, preferences, interests, and needs in three key areas:
education or training
employment
community or independent living
The information comes from transition assessments, student input, and team discussions.
Connection to Transition Planning: It gives a clear picture of where the student is right now in each area, helping the team set goals and choose activities that build the skills needed for adult life.
Purpose / Key Information: Shows which parts of the IEP include transition information, such as the goals, accommodations, service grid, or other notes.
Connection to Transition Planning: Helps the IEP team see that transition planning isn’t just one page, it’s woven throughout the student’s whole IEP.
Purpose / Key Information: Lists when the student is expected to finish high school and what type of completion document they will receive, such as a diploma or certificate of attainment.
Connection to Transition Planning: Helps everyone plan backward from the student’s expected exit date to be sure needed supports and agency connections are in place before graduation.
Purpose / Key Information: Outlines the classes and learning experiences the student will complete to earn their chosen diploma or certificate. It also shows their current progress toward those requirements.
Connection to Transition Planning: Ensures the student’s coursework matches their post-school goals: whether that’s college, career training, or entering the workforce.
Purpose / Key Information: Lists the community or adult service agencies that are helping the student prepare for adult life and identifies the school staff member who will stay in touch with each agency.
Connection to Transition Planning: Encourages collaboration between the school and community partners like MassAbility, DDS, or DMH, so services continue smoothly after high school.
Purpose / Key Information: Explains that when a student turns 18, educational decision-making rights transfer from the parent or guardian to the student. The school provides written notice to both the student and parent one year before this happens.
Connection to Transition Planning: Helps students and families prepare for the responsibilities that come with becoming an adult and making their own educational decisions.
Purpose / Key Information: Once a student turns 18, this section records how they want to make educational decisions—on their own, by sharing with a trusted adult, or by delegating those decisions. If a court has appointed a guardian, that information is listed here.
Connection to Transition Planning: Supports each student in making choices about their own learning and independence while ensuring the right supports are in place.
Purpose / Key Information: For students who are within two years of finishing school, this section shows whether a referral (called a 688 referral) has been made to adult service agencies and which agency will receive it.
Connection to Transition Planning: Makes sure there is a smooth handoff from school to adult services so that supports continue without interruption after graduation.
After the transition pages, the IEP continues with several sections that show how the school will support the student’s goals day-to-day.
Purpose / Key Information: Lists the supports and changes that help the student participate and learn successfully in school. Accommodations are adjustments to how a student learns or shows what they know (like extra time or visual aids). Modifications change what a student is expected to learn (for example, reducing the length or complexity of assignments).
Connection to Transition Planning: Ensures that the supports a student receives in school also build the skills they’ll need for future education, employment, and community life.
Purpose / Key Information: Describes the specific skills or knowledge the student will work on during the year. Each goal is based on the student’s needs and includes clear criteria to measure progress.
Connection to Transition Planning: Annual goals often connect directly to the student’s transition needs—for example, improving communication for the workplace or increasing independence in daily routines.
Purpose / Key Information: Shows what services the student will receive, who will provide them, and how often. Services may include academic instruction, related services (like speech or occupational therapy), or community-based learning experiences.
Connection to Transition Planning: Includes transition services such as career exploration, travel training, or community experiences that help the student move toward postsecondary goals.
Purpose / Key Information: A space for the IEP team to include any extra details that support the student’s program—such as notes from discussions, family input, or unique considerations not captured in other sections.
Connection to Transition Planning: Allows the team to record important context or plans that help make the transition process more individualized and coordinated.
Together, these sections show how transition planning is built into every part of the IEP—from the student’s vision and present levels to their services and goals—helping to create a coordinated plan for life after high school.
Transition planning begins at age 14 and is updated every year.
Transition services appear in multiple parts of the IEP, not just one page.
The student’s vision guides all goals, coursework, and services.
The IEP Team, including the student and family, reviews progress and adjusts plans annually.
Community partnerships and agency connections help ensure continuity beyond high school.