·       IDEA defines transition services as coordinated set of activities that promote movement from school to post-school activities

·       Goals- based on the results of age-appropriate transition assessments, incorporate annual goals that are related to the student’s needs, ensure access to the general education curriculum and standards

·       Step 1: conduct and review transition-related assessments, step 2: write postsecondary goals, step 3: identify postsecondary goal skills and knowledge, step 4: identify student skill and knowledge baseline, step 5: conduct a gap analysis, step 6: identify state standards, step 7: write triangulated annual goals

This article provides helpful step by step information for how teachers can develop relevant and transition-focused IEPs. Transitions is a key part of a student’s IEP and it could mean higher education, workforce, or independent living. All of these things depend on the specific student’s ability and that is why it is important to follow the step so that the student can be on the right path for their future success. 

·       Level 1: students present info from transition plan, level 2: student explains ability and shared strengths/weaknesses and accommodations needed, level 3: Student leads the IEP conference including level 1 and 2

·       Results: students involved and contributed to meetings, students knew about their rights and accommodations, students gained increased self-confidence and self-advocacy, increase parental participation 

·       Keys to success- use language students can understand for goals and objectives, make sure you have student buy-in, time to prepare for meeting and monitor progress

Getting students involved in their own learning is a key component to their success. This idea can be applied to students with IEPs because they have the ability to take responsible for their own education. There are different levels that students can be involved which helps students of all different abilities. I plan on getting my students involved in leading their IEP meetings on some level to increase student’s self-advocacy and self-determination, as well as increase parental involvement.