Introduction to Transition IEP Tool
This is a multimedia training and reference tool about the student-led transition IEP (Individual Education Plan) process: what must be part of the process and what must be written into the IEP itself. It provides information about compliance with the IDEA federal requirements (measured by Indicator 13 data collection) and recommendations for how to use the process to build student self-determination skills.
How to use the IEP Requirements Tool
The Transition IEP Requirements Tool has exemplar IEPs, videos, a sampling of references, and templates. Use the sidebar to explore according to your own interests. The reference page for each transition IEP requirement includes:
The reference page for each transition IEP requirement includes:
- NH Indicator 13 Requirement
- Essential Elements
- Student Voice suggestions
- Background Information video interview segments
- Links to resources on Next Steps and other websites
Background Information via video interviews
The Transition-Driven IEP Process
Defining a Transition-Driven IEP Process. 5:45-minutes.
Compliance vs. Quality
Compliance with requirements and the move toward quality of practices. 4:20-minutes.
Background of the IEP Transition Tool
The tool is designed for special educators, agency staff, parents, and others to learn about the transition requirements of the IEP, and options for meeting those requirements, depending on student needs.
Years ago, Dr. Ed O’Leary, national expert on IDEA (Individuals with Disabilities Education Act) transition requirements, was instrumental in helping New Hampshire teachers and administrators learn “how to plan for, develop, and implement transition services for youth with disabilities.” Since that time, New Hampshire has developed a strong Transition Community of Practice (NH COP) that strives to engage representatives from all sectors and silos of secondary transition, to continue that work.
The emphasis of secondary transition planning should always be on preparation for successful post-school experiences. Special educators, general educators, families, and community organization representatives should focus on how to best help students identify their strengths, interests, needs, and preferences, in order to determine their own future path once they complete high school.
It’s important that those same supportive adults help students understand what they need to learn to be successful on their chosen path, especially as it relates to their disabilities. When transition planning helps students build the skills and knowledge to understand those needs, students are best prepared to take the next step.
Accessible version of the Transition Services Flow Chart (PDF, 1 page)
The development of this tool was originally funded by the Monadnock Center for Successful Transitions, a project of the Granite State Employment Project, funded by the Centers for Medicare and Medicaid Services (CFDA 93.768).