Introduction to Transition IEP Tool

This is a 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 has information about compliance with the IDEA federal requirements (measured by Indicator 13 data collection) and recommendations for how to use the planning process to build student self-determination skills.

How to use the Transition IEP Tool

The Transition IEP Tool has exemplar IEPs, videos, a sampling of references, and templates. Use the sidebar to explore according to your own interests. 

The page for each transition IEP requirement includes:

  • NH Indicator 13 Requirement
  • Essential Elements
  • Student Voice suggestions
  • Examples
  • 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.

Transition Services Flow Chart Source:

Accessible version of the Transition Services Flow Chart (PDF, 1 page)

Updated 4-26-24

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).

It has been updated several times with support from the 2011-18 State Personnel Development Grant and more recently, the New Hampshire Education Department.