Required Components of the

Transition IEP

Dr. Misty McDowell SPD-550 Grand Canyon University

October 3, 2017
 Welcome
Agenda:

1. What is transition?

2. Why is it important?

3. What is required in the transition IEP?

What is Transition?
 Transition is . . .
Transition = Plan for Adult Life

 Planning for after high school

 Created for each student individually

 Focused on meeting individual needs and goals

Transition = Future Focused Education

(Stanberry, 2016)
 Transition is . . .

The time that a student is shifting from high school,

to adult life
We need to consider:
Career

Schooling

Military

Bills

Vocational Skills

Life Skills . . . . . .
(Stanberry, 2016)
Why is Transition Important?
 Transition Importance
Transition is planning for the future.

 How will the student survive?

 Can they care for them self?

 Do they need continuing services?

Do they have what they need to start working or

transfer to school?
 Transition Importance

Transition Planning is Require by Law!

* IDEA 2004*

(Bateman, n.d.)
 What are the required
Components of a Transition
IEP?
 Required in Transition

A. Transition Assessment

Age appropriate
must include: training, education, employment,

independent living skills

Summary of results, which includes strengths,

interests, preferences
Used to determine goals, needs, and courses of

study
(Arizona Department of Education,
2017) and (NSTTAC,2012)
 Required in Transition

B. Measurable Post Secondary Goals

Need to include training, education, employment,

independent living skills
Post secondary goals:

appropriate

measurable

based on transition assessment

(Arizona Department
of Education, 2017)
and (NSTTAC,2012)
 Required in Transition

C. Transition Activities / Coordinated

Set of Activities:

Based on transition assessment

Created with the IEP team

May address: education, employment

vocational sills, daily living skills,

community services (Arizona Department
of Education, 2017)
and (NSTTAC,2012)
 Required in Transition
D. Courses of Study

Outlines graduation requirements

Adjusted to meet/match post secondary

goals
Additional opportunities: may be how a

course supports a post-secondary goal,

may be programs outside of school
(Arizona Department of Education,
2017) and (NSTTAC,2012)
 Required in Transition

E. Annual Goals

Annual goals must be connected to post

secondary goals
Based on present levels of performance,

skills, and needs

(Arizona Department of Education,

2017) and (NSTTAC,2012)
 Critical to Remember

Each transition plan and its components need to be

specific to each individual student and his/her needs.

 Student needs to be an active participant.

 Family plays a key role in this process.

Transition Takes a Team!

 the IEP. Retrieved from:
http://www.wrightslaw.com/info/trans.legal.ba
teman.htm
Resources
National Secondary Transition Technical
Assistance Center (NSTTAC). (2012).
NSTTAC Indicator 13 Checklist Form A.
Retrieved
from:http://www.Transitionata.org/sites/defaul
t/files/transiontionplanning

Parent Information Network (2010).

Transition Planning Checklist.
Stanberry, Kristin. (2016). Transition Planning for Students with IEP's. Retrieved from: