What it is
Transition plans are a required component of Individual Education Plans (IEPs). Students on IEPs who are 14 years of age and older require a transition plan as part of their IEP to plan for post-secondary activities, except for students who are solely identified with giftedness. Students with Autism Spectrum Disorders (ASD), and other students who need support with changes, will also have a transition plan to prepare for daily transitions, between activities or locations, as their specific needs indicate. Transition plans can be utilized for students to help them cope with change.
Strategies
• Develop transition plans with a team consisting of teachers, special education teacher, educational workers, administrator, parent/guardian, and especially the student.
• Utilize non-teacher professional reports and suggestions.
• Revise throughout the school year, typically at reporting periods or as dictated by changes in student needs.
• Include specific steps/plans with deadlines and strategies.
• Consider supporting the transition plan with alternative curriculum expectations that teach needed social skills related to post-secondary goals.
Resources
Resources
Ministry Resources
Daily Transition Strategies
Transition to Kindergarten Strategies
Elementary to Secondary Transition Strategies
Secondary to Post-Secondary Transition Strategies
Blank IEP Transition PlanPDF
Example IEP Transition Plan: CareerPDF
Example IEP Transition Plan: CollegePDF
By the time kids turns 16, their IEP must include a transition plan. A transition plan helps kids prepare for life after high school. They’ll have one whether they’re continuing their education or going straight into the workforce.
Some states start this process as early as middle school. No matter when it starts in your state, expect the plan to change over time, as kids learn more about what the future could hold.
Transition plans vary widely in how they’re set up, and in how long and detailed they are. Some might be as short as a few paragraphs. Others might be a few pages. But all plans must include the following:
- A description of a student’s strengths and interests
- Measurable goals for after high school (including school, work, and independent living, if needed)
- Services to help kids achieve those goals
No matter what format a transition plan comes in, it should include all three of these areas. By law, kids have to be involved in creating this plan.
Two of the printables here are samples of the language and format a school might use — one for college-bound students, the other for career-bound students.
The other is a blank version to fill in with things you think should be in the plan you’re working on. You don’t need to use the school’s language or format. Just write down your ideas. You can use this worksheet during conversations with your child or student and the IEP team about planning for the future.
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About the author
About the author
Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.
Reviewed by
Reviewed by
Jenn Osen-Foss, MAT is an instructional coach, supporting teachers in using differentiated instruction, interventions, and co-planning.
Sarah will graduate with a regular high school diploma and plans to attend a 4-year college to major in a field related to writing.
Sarah’s NH IEP transition plan
Jamarreo will graduate with a regular high school diploma and plans to attend a community college to obtain a welding certificate.
Jamarreo’s transition plan
National exemplars
The National Technical Assistance Center on Transition (NTACT) developed case study collection with a cross-section of gender, ages, and disability categories. Note that you may have to set up a free account to view the case studies.
Several of the case studies contain examples and non-examples of measurable postsecondary goals and annual goals.
Allison has a specific learning disability in reading comprehension and written expression, and organizational challenges. She would like to attend a four-year college and major in child development.
Allison’s case study
Lilly has severe multiple mental and physical disabilities who likes to be around people. She receives specially designed instruction with an alternate curriculum in a separate school setting.
Lilly’s case study
Lissette is a 20 year old student with Down Syndrome and plans to complete a certificate program in food service.
Lissette’s case study
Alex is a 17 year old student with autism spectrum disorder who would like to continue working in the business department of an office supply store, and may need employment supports.
Alex’s case study
Chris is a 19 year old senior with emotional disturbance and a moderate hearing loss. He has interests in welding and auto body.
Chris’s case study
Aaliyah is a 17 year old sophomore with a mild to moderate hearing loss detected in third grade.
Aaliyah’s case study
Jamal is a 16 year old sophomore with cerebral palsy and an orthopedic impairment. He would like to become a lawyer.
Jamal’s case study
Connor is an 18 year old senior with a profound hearing loss. He would like to attend a 4-year college and become a graphic designer.
Connor’s case study
Sean is a 15 year old sophomore with a specific learning disability in mathematics and language processing. He’s interested in diesel mechanics.
Sean’s case study
Middle School
NTACT also offers two exemplars for middle school students.
Tyler is 13 years old and in 7th grade, with a specific learning disability in reading comprehension and written expression.
Tyler’s case study
Carla is almost 14 years old and in 8th grade, with a moderate intellectual disability.
Carla’s case study