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Supporting Secondary Transition Planning: What to do Before, During, and After the IEP Meeting
Systematic planning for IEP development is essential for making the process manageable and efficient for educators. It helps teams stay organized, focus on what matters most for the student, and ensure every part of the transition plan is connected and purposeful. This structured approach not only leads to stronger student outcomes but also builds family confidence and involvement - resulting in IEPs that are both high-quality and compliant.
Within indicator and IEP requirements, use the following suggestions as a guideline to streamline and individualize the process to meet the unique needs, strengths, and goals of each student.
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Steps |
Action |
Details & Tips |
|---|---|---|
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Identify needs, interests, and preferences for life after high school |
Use age-appropriate assessments to guide conversations with students and families |
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Formally invite the student |
Their participation ensures their voice is included in the IEP process |
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Notify all required participants |
Send written notice to the student, parents/guardians, and any outside agencies (with parent consent). If someone can’t attend, find alternate ways to involve them and document efforts |
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Gather student perspectives in other formats |
Use surveys, interviews, or portfolios to capture the student’s ideas and bring their voice into the meeting |
(if needed) |
Involve relevant service providers |
Obtain written parent/guardian consent before inviting agencies such as DVR or community providers. If they can’t attend, follow up and document the communication |
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Steps |
Action |
Details & Tips |
|---|---|---|
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Involve the student and family in meaningful ways, using the student’s strengths, needs, and interests to guide IEP development |
a. Vision Statement: Clear, future-focused statement of what the student wants after high school. b. Postsecondary Goals: Measurable goals (starting by age 15 in Colorado) based on age-appropriate Secondary Transition Assessments, covering:
c. Coordinated Secondary Transition Services & Activities: Across areas such as:
d. Annual Goals: For the current school year to support transition services and progress toward postsecondary goals. e. Responsibilities: Clear agreement on who will provide each service. |
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Steps |
Action |
Details & Tips |
|---|---|---|
|
Ensure delivery of services, supports, and opportunities |
Follow the IEP as written so the student receives all outlined services, supports, and learning opportunities |
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Monitor progress regularly |
Review progress toward goals, Course of Study, and secondary transition services provided. Identify what’s working, what needs adjustment, and what’s next |
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Link the student and family to postsecondary supports |
Facilitate connections to services, supports, or programs that will help ensure a smooth transition after high school |
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Address barriers promptly |
If parts of the plan aren’t being implemented or aren’t effective, reconvene the team to explore alternative solutions |
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Keep the plan current and relevant |
Revise the IEP each year to reflect evolving needs and goals. Use meaningful data—such as performance, progress, and participation in secondary transition activities—to guide updates to the Secondary Transition Plan |