What is the Transition IEP?

Transition planning is an ongoing process. The Transition IEP or Transition Plan is where you, your child, and your child’s IEP team lay out the goals, objectives, activities, and services that will lead to reaching post-high-school goals.

In addition to academic goals (reading, math, science, etc.), Transition IEPs may cover the areas of vocational training (e.g., learning a trade, like plumbing); post-secondary education, (e.g., college or other schooling), employment, social skills (how they interact with a classmate, co-workers, etc.), and, if appropriate, independent living. The IEP should include how services will be provided and who will be involved, including community-based agencies.

All IEPs must include a statement of the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) which is the official IDEA language that requires schools to document at what level the student is functioning at the current time. The PLAAFP includes information from assessments; instructional needs; strengths, interests, and preferences; and parent and student input. Goals and objectives for the Transition Plan are based in part on the transition assessments and the PLAAFP and, of course, on the person-centered plan if you participate in that process.


In Virginia, the Transition Plan is a part of the regular IEP.
It is not a separate document.

Transition IEPs must include the following areas:

  • Measurable post-secondary goals based on age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills; and
  • Transition services, including courses of study needed to assist the child in reaching those goals.
  • A statement of interagency responsibilities or linkages, if appropriate, take place no later than age 16, or younger if determined by the IEP team.

Members of the transition team are the same people involved in the IEP process but may also include the school division or school-based transition coordinator if there is one.  You and your child can bring anyone they want who has some knowledge or expertise about  your child. This could be a family member, friend, neighbor, private provider, etc. Adult service providers may also be included in the Transition IEP meeting. This is strongly encouraged so that services can be coordinated as required under IDEA and state regulations.

Continue on for more information about Transition IEPs.

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