Creating a Service-Driven Pathway: Understanding Secondary IEP as a Process

IEPs have always included present levels of performance, but it is now essential to ensure these descriptions clearly reflect the student’s skills, strengths, interests, and needs as they relate to their Measurable Postsecondary Goals. 

When using the Colorado IEP forms, this may be found in the section Present Levels of Academic Achievement and Functional Performance (PLAAAFP) Including Input from Parent & Student. The youth’s present levels of performance and skills relevant to their postsecondary goals are found in the subsection where educators are asked to, Describe the age-appropriate transition assessment process used to develop the post-school goals; also referred to as the Secondary Transition Assessment Summary. 

The IEP must include postsecondary goals, and documentation must show these goals are reviewed at least once every 12 months. The only exception is the student’s initial Secondary Transition IEP, when no prior transition information exists to update or review. 

When writing the PLAAAFP, be sure to include: 

• A summary of the student’s current academic and functional skills, especially as they relate to their postsecondary goals (e.g., Education/Training, Employment, or Independent Living Skills). 
• Information about skill gaps or areas of need that should be considered when developing the student’s course of study, transition services and activities, and annual IEP goals. 
• A statement confirming that the postsecondary goals were reviewed and updated based on current transition assessment results. 

IDEA 2004 combined Transition Services and Course of Study into one component that is required to be part of the IEP. For Colorado purposes, these elements are divided into separate sections in the Colorado Secondary Transition IEP to best define practices and meet individualized student needs.  

What is the Course of Study? 

The Course of Study is a long-term educational plan that outlines the classes, work-based experiences, and other learning opportunities a student will participate in to help them reach their postsecondary goals. This includes not just core academic classes, but also things like career and technical education (CTE), internships, job shadowing, work-study programs, and community-based instruction.  

When completing the Colorado IEP forms, this may be found in the section postsecondary Transition Plan within the subsection labeled Planned Course of Study. 

Just like Measurable Postsecondary Goals, the Course of Study can start out broad and be refined over time as the student’s interests and goals become clearer. In the early stages, it might focus on the student meeting graduation requirements or preparing for a specific pathway, such as college, vocational training, or Secondary Transition programming for students staying in school until age 21. 

However, the Course of Study must go beyond graduation requirements. It should include classes and experiences that directly support the student’s post-school vision, interests, and preferences. For example, a student interested in culinary arts might take a cooking elective, participate in a school-based enterprise, or intern at a local restaurant. 

It’s important that the Course of Study is rigorous and flexible to give the student a strong foundation to change direction if their goals shift. For instance, a student who originally did not plan to attend college should still have access to courses that keep that door open in case they change their mind. 

What are Transition Services and Activities? 

Transition Services are the specific activities, steps, and supports a student needs to prepare for life after high school. These services are designed to help students move toward their Measurable Postsecondary Goals. Under IDEA 2004, Transition Services must be part of a coordinated, results-oriented process. That means they should be intentionally planned and clearly connected to the student’s goals for the future. 

IDEA 2004 requires IEP teams to include Transition Service needs in the areas of instruction, related services, community experiences, employment and other adult living and post school objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. The IEP team must also decide who is responsible for what services as some may require linkages to outside agencies or be the responsibility of the youth and/or family, when appropriate.  

Instruction as a Transition Service 

This category includes coursework, educational experiences, and skill-building activities designed to prepare students for college, training programs, or other postsecondary learning opportunities. These instructional supports should be directly connected to the student’s postsecondary goals. 

Key instructional areas to consider: 

• Instruction and learning opportunities to practice self-advocacy skills (e.g., speaking up in class, participating in IEP meetings, communicating with employers or adult service providers) 
• Instruction towards annual goal skillsets 
• Instruction on disability awareness, communication skills, and understanding when and how to self-disclose 
• Instruction in organizational skills and strategies 
• Instruction in study skills and time management techniques 
• Instruction for test-taking and note-taking strategies 
• Instruction about the special education process and how IEPs work 
• College research and exploration, including application steps and program fit 
• Instruction about legal rights and responsibilities after high school 
• Activities to help students understand their learning style, personal strengths, and areas where they may need support 

These instructional components provide the foundation students need to navigate learning environments and advocate for themselves in postsecondary settings. 

Related Services Through a Secondary Transition Lens 

The term Related Services can have different meanings in special education, which can sometimes be confusing during Secondary Transition planning. 

In the IEP, Related Services (such as speech-language therapy, occupational therapy, or physical therapy) are provided to help students meet their IEP goals and access the general curriculum. 

When discussing related services within Secondary Transition planning, however, the focus shifts to helping students prepare for the supports they may need after high school. This includes identifying services, building connections, and teaching students how to access and navigate adult systems of support. 

Key Secondary Transition-related activities to consider in this area: 

• Connecting the student with adult service providers (e.g., Division of Vocational Rehabilitation, Case Management Agencies) 
• Locating support services such as note-taking assistance, tutoring, coaching, mentoring, or reader services 
• Evaluation of, access to, and instruction in the use of assistive technology 
• Educating students about their own health care needs 
• Teaching students how to navigate the adult health care system 
• Supporting students in understanding and using the mental health care system 
• Discussing guardianship options or alternatives, including supported decision-making 
• Connecting students and families with resources like Supplemental Security Income (SSI) or Medicaid 

These activities ensure students and families are informed and connected to the supports they'll need to live, learn, and work as independently as possible after high school. 

What and Where in the IEP 

When competing the Colorado IEP forms, this information may be found in the section Postsecondary Transition Plan, with the subsection labeled Transition Services and Activities, and are organized into the following categories: 

1. Education/Instruction and Related Services 
   Examples may include academic instruction, skill-building, specific accommodations/modifications, and related services 

2. Career/Employment and Other Post-School Adult Living Objectives 
   Examples may include the focus on career exploration, job skills training, work-based learning and adult living preparation  

3. Community Experiences 
   Examples include opportunities that cover meaningful participation in the community, including using transportation, accessing public services, engaging in recreation/leisure activities, and building social and functional skills in real-world settings. 

4. If appropriate, Daily Living Skills and/or Functional Vocational Evaluation 

• Daily Living Skills: Identifies the skills a student needs to live as independently as possible and guides instruction to build those abilities. 
• Functional Vocational Evaluation: Assesses a student’s work-related strengths and needs to inform career planning and employment supports. 

The Overall View of Secondary Transition Services and Activities 

Think of Secondary Transition Services and Activities as the student’s action plan; the skills they need to learn, the experiences they need to have, and the connections they need to make. These services must be: 

• Specific to the individual student 
• Coordinated across team members and agencies 
• Focused on what adults (not the student) will provide 
• Inclusive of special education, general education, related services, other agency supports, and family involvement, as appropriate 

TIP! When determining what Transition Services and Activities are needed, consider the following guiding questions related to the student’s postsecondary goals: 

What would anyone who wanted to be or do (insert the student’s postsecondary goal) need to: 

• Be able to do? 
• Have in terms of skills? 
• Have in terms of abilities? 
• Know how to do? 
• Have already accomplished or experienced? 
• Have in terms of education or training? 
• Enjoy doing? 

Once all Secondary Transition Services and Activities and activities are identified, the IEP team should determine: 

• who is responsible,  
• when each activity will take place, and  
• where it will happen.  

This includes identifying whether the activity will occur in a general education setting, special education classroom, work-based site, community location, or other relevant environment. 

Transition planning is a shared responsibility. Everyone on the team (including educators, families, and outside agencies) plays a role in supporting the student. Keep in mind that a transition plan is a long-range plan, so not all services or activities need to occur within the current IEP year. 

Activities assigned to special education staff should be reflected in the IEP as annual goals and/or objectives. These goals are what the school district is directly responsible for helping the student achieve during the IEP year. 

By clearly outlining who does what, when, and where, the IEP team creates a coordinated plan that supports meaningful progress toward the student’s postsecondary goals.  

When Services Fall Outside the School's Responsibility 

During Secondary Transition planning, the IEP team may identify student needs that the school is not responsible for meeting, such as services typically provided by outside agencies or supports the family is expected to coordinate. In these cases, the team should help the student and family identify and connect with appropriate resources or agencies that can support those needs. 

It’s important to understand that if another person or agency (including the student or parent) is listed as responsible for a Secondary Transition service but does not follow through, the school district is not required to provide that service in their place. However, the school is responsible for reconvening the IEP team to explore other ways to help the student receive or access that service. 

Sometimes teams may feel unsure about including outside services in the transition plan because they’re concerned about being held accountable if others don’t follow through. Under IDEA 2004, the law is clear: schools are not responsible for delivering services assigned to other agencies or individuals. Their responsibility is to ensure coordination, revisit the plan if something falls through, and support the student in finding alternative options. 

In addition to other elements, IDEA 2004 requires that the IEP include: “Statements of measurable annual goals, including academic and functional goals designed to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general curriculum and Meet each of the child’s other educational needs that result from the child’s disability.’ [34 C.F.R. § 300.320] 

Writing Postsecondary Annual Goals in the IEP 

When developing annual IEP goals for students engaged in Secondary Transition planning, it's essential that these goals are directly connected to the student's postsecondary goals and transition services. Annual goals should clearly outline what the student will learn or be able to do within the next year to help close a skill gap related to their future plans, whether in education, training, employment, or independent living. 

Each annual goal must be measurable, meaning progress can be clearly monitored over time, as required by IDEA (300.320(a)(2)(i)). For each Measurable Postsecondary Goal, there must be one or more annual goals that directly support the student in making progress toward that long-term outcome. To ensure each annual goal is meaningful and relevant, the IEP team should consider how it clearly aligns with and advances the student’s overall transition plan. 

Keep in mind that annual goals should focus on developing skills or strategies, not just completing activities. For instance, “student will attend a job fair” is an activity, not a skill-based goal. Instead, think about what skill the student needs to develop to engage meaningfully in that activity; skills such as communication, resume writing, or interview skills. 

Writing effective goals requires understanding the specific skills, knowledge, and requirements tied to the student's postsecondary interests. Tools such as O*NET OnLine or other career pathway guides can help identify essential skill sets and job expectations that can be individualized to student need. 

Each goal should also be written at the student’s current skill level and aligned to appropriate Colorado Academic Standards. It’s important to remember that an academic standard alone is not an annual goal, but goals should be connected to standards when appropriate. 

Lastly, it is best practice for related service providers (such as speech-language pathologists, occupational therapists, or school psychologists) to write annual goals that also support the student’s postsecondary aspirations. For example, a speech-language goal might focus on self-advocacy or communication skills needed for the workplace. 

Letter	Meaning	Description
S	Specific and Strategic	The goal clearly defines what the student will work on
M	Measurable	The goal includes observable, trackable criteria for progress. May include objectives
A	Achievable	The goal uses action words that describe what the student will do. You should be able to close your eyes and see what is happening
R	Results-Driven	The goal is realistic and directly connected to the student's postsecondary goals
T	Time-Bound	The goal includes a timeline. typically to be completed by the end of the IEP year

Goal Component	Basic Format	Example Goal Breakdown
Present Level of Academic Achievement and Functional Performance (Current level from which goal will be measured)	How annual goal relates to transition service need	Alexis currently scores 100% on three consecutive trials of 6th grade level non-fiction. On 8th grade level non-fiction trials, he scores in the 32 – 46% range.   **This needs to improve so that Alexis can be prepared to comprehend automotive context and skills manuals which are typically written at an 8th grade reading level and his postsecondary goals include completing vocational training to become an Automotive Service Technician
Time Frame	by [date]	by November 22, 2026
Condition/Situation (e.g. Materials, settings, accommodations for student to perform behavior)	given …,	given specialized instruction in reading comprehension and an independent (or instructional) level non-fiction reading passage or technical texts
Student’s Name	Name	Alexis
Clearly Defined/Observable Behavior	will do this	will answer literal and inferential comprehension questions
Performance Criteria: How Well (Level to demonstrate mastery)	this well	with 90% accuracy
Performance Criteria: How Consistently (Number of time to demonstrate mastery)	this many days/times	across 3 consecutive trials
Performance Criteria: How Often	as measured this often	as measured three times per quarter
Performance Criteria: How Measured	using this…	by curriculum-based assessments

Annual Goals Aligned to the Future: Side-by-Side Comparisons 

The examples below further demonstrate: 

• How well-written annual IEP goals are directly aligned to and support a student’s measurable postsecondary goals, 
• How goals can be designed to build the specific skills a student needs to achieve success in education/training, employment, or independent living after high school, and  
• How annual goals serve as steppingstones that connect a student’s present levels of performance to their future aspirations.