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Resources for writing a compliant Transition IEP

  • Please use these Transition IEP resources well in advance of the IEP
  • Resources are divided up into sections for students on Diploma Track and Certificate Track (including YAS and Life Skills)
  • Each section has links to appropriate assessments and transition materials.
  • Exploring this section will help you to develop a compliant IEP for each student

Transition Assessments

At the top of the page, the students age is indicated at the beginning and ending dates of the IEP.

Transition age

Things to Know:

List each assessment given, and the date completed. Leave all previous assessments as a history of what has been given. You may re-order them using the Position Column.

Transition Assessments

Requirements for Writing Transition Summary of Findings:


Writing the Summary of Transition Findings:

Independent Living

Download a pdf from the state with some FAQs about Independent Living, including examples you can use.

If the answer is "Yes", (in other words, there IS evidence of sufficient skills), then you must explain why/how you determined this within your discussion of age-appropriate findings.

Independent Living Skills

  • Cite evidence from a transition assessment and/or discussion with the parent and student. Write a complete summary to describe what specific skills the student can do.
  • If the student is older (e.g., junior) and it was determined previously (e.g., 8th grade) that the student had sufficient skills and an ILS postsecondary goal was not needed, then you can retain the original statement and update the information. The evidence must be present to be compliant. For example in 8th grade it was written, “Based on the Planning for Community Life Worksheet, Felix has typical developing skills in the area of money management, purchasing, grooming and hygiene, daily living skills and mobility as compared to his typical peers. His parents will provide the needed supports after high school." In a subsequent IEP, you might add: "During his sophomore year, Felix joined the band and yearbook club and continues to exhibit age-appropriate life skills."

If the answer is “No” (in other words, there is NO evidence of sufficient skills), you must write an Independent Living Goal.

Post secondary goals

Independent Living

Some of the following sample goals were adapted from the Children’s Administration Division of Children and Family Services, Life Skills Inventory: Independent Living Skills Assessment Tool.


Post secondary goals must be written to occur AFTER high school and must be career based.

The "I will" statements MUST be measurable. (Measurable statements can be answered with "Yes" or "No").

These statements should incorporate what the student has indicated as his/her desire.

Even if you feel the student's goal is unrealistic (I want to join the NBA), make sure a transition activity is developed that will help them obtain solid information to inform their decisions (try out for the high school basketball team, research an NBA player).


Regarding Employment after high school, I will:

  • participate in job development services and/or community rehabilitation program to assist me with obtaining competitive employment.
  • obtain full-time or part-time work in the retail industry with supports.
  • obtain competitive employment in the field of my interest.
  • get a job// working with animals//in the field of technology//in a beauty shop//in the NBA//in the music industry...

Here are some examples for students who are more significantly cognitively impaired:

  • participate in employment services.
  • obtain a job based on my interests and support needs with the proper supports.
  • obtain a job based on my interests and support needs after completing the necessary training.
  • obtain employment in a supported environment.
  • obtain supports from an adult agency to work toward a career through volunteering and job shadowing.
  • work at                                (e.g., the public library checking materials in and out using the electronic scanning system, shredding, etc.) with the support from an adult provider that will lead to employment.


Transition Education

Regarding Education and Training after high school, I will:

  • participate in training to improve my work skills on my job.
  • participate in career classes and counseling.
  • enroll in postsecondary eduction//in my field of interest//in a veterinary training program//in cooking school//in cosmetology classes//in a commercial driving school//...

Here are some examples for students who are more significantly cognitively impaired:

  • participate in a program designed to provide rehabilitative and vocational training with medical and therapeutic supports
  • participate in a center based program designed to teach daily living skills along with community and social integration.
  • participate in a center based program with an adult curriculum, receiving services to increase my stamina and mobility to prepare me for work. (Use this option for students who will be attending YAS)

Notice that both options regarding post secondary goals require that you discuss them at the conference.

transition goals update

Transition Services/Activities

When you click ADD a Transition Service you will see:

Add Transition Services

You can add narrative, and which areas will be supported.

The school must be one of the responsible parties for each Transition service/activity.

  • You may list others (i.e. Parent, Student) in addition to school personnel.

For examples of what you might use for a description, click the links below.

You must address each Transition area. While one service may address more than one area, make sure that all are included.

Services/activities should correlate with information garnered from current Transition Assessments must be based on individual students needs, taking into account:

    • strengths
    • preferences
    • interests
Other possible Transition Activities:

Referral to Vocational Rehabilitation

      • The Referral to Vocational Rehabilitation can be made at any time, but services will not start until after the student leaves school
      • Add the referral as a Transition activity during the student's junior or senior year of high school

The date of completion defaults to the ending date of the IEP, but can be altered (only by shortening it-length of service cannot be longer than the ending date of the IEP).

Transition Services

Documentation of presentation of Adult Services Material.

Download Taking the Next Step Manual / Spanish Version Print the manual out back to back for a total of about 15 pages.

Document the discussion of transition information including community services available after high school and transfer of rights at the age of 18. Make sure the parents know that if the student will not be able to assume legal guardianship at age 18 they will have to seek guardianship through the court system. You should give them "So, You're Going to be 18"

Here is some language that may be helpful:

  • A copy of ‘Taking the Next Step’ was presented to the family. This publication describes agencies, programs and services available to individuals with disabilities.
  • (Student) will turn 18 during this IEP period.  The case conference committee discussed transfer of rights information with the family (date), and presented a copy of "So, You're Going to be 18".
  • You may include the website address for Taking the Next Step if you like. Copy and paste into the documentation field: