Identify two essential components of transition planning in an IEP.

Identify two essential components of transition planning in an IEP.

• A. Daily routines and nutrition plans.
• B. Visual supports and accessible formats.
• C. Postsecondary goals and transition services aligned to those goals.
• D. Teacher qualifications and certifications.

Answer: (C)

Transition planning is about preparing a student for life after high school. The two essential components are postsecondary goals that describe what the student aims to do after graduation, and transition services that are actively coordinated to help reach those goals. The goals should reflect the student’s strengths, preferences, and needs and cover education or training, employment, and independent living as appropriate. The transition services must be designed to lead to those goals and can include instruction, related services (such as speech or occupational therapy), community experiences, and experiences that build employment and independent living skills. These services are documented in the IEP to provide a clear, actionable plan aligned with the student’s outcomes. Other options refer to general daily supports, accessibility accommodations, or staff qualifications, none of which directly establish the outcome-focused goals and the coordinated services needed to achieve them.

Transition planning is about preparing a student for life after high school. The two essential components are postsecondary goals that describe what the student aims to do after graduation, and transition services that are actively coordinated to help reach those goals. The goals should reflect the student’s strengths, preferences, and needs and cover education or training, employment, and independent living as appropriate. The transition services must be designed to lead to those goals and can include instruction, related services (such as speech or occupational therapy), community experiences, and experiences that build employment and independent living skills. These services are documented in the IEP to provide a clear, actionable plan aligned with the student’s outcomes. Other options refer to general daily supports, accessibility accommodations, or staff qualifications, none of which directly establish the outcome-focused goals and the coordinated services needed to achieve them.