What this means
Beginning not later than the first IEP to be in effect when the student turns 16 — or younger if the IEP team determines it appropriate — the IEP must include the required transition components, and they must be updated annually. Some states require transition planning to begin earlier.
The IEP must include appropriate measurable postsecondary goals based on age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills. It must also include the transition services, including courses of study, needed to help the student reach those goals.
A postsecondary goal describes where the student is working toward going after high school. Transition services are the experiences, instruction, services and activities happening now that help the student move toward those goals. Transition services are based on the individual student's needs, taking into account the student's strengths, preferences and interests.
When the purpose of the meeting includes consideration of postsecondary goals and transition services, the public agency must invite the student. If the student does not attend, the agency must take other steps to ensure the student's preferences and interests are considered. With appropriate consent, a participating agency that is likely to provide or pay for transition services may also be invited.
Beginning not later than one year before the student reaches the age of majority under state law, the IEP must include a statement that the student has been informed of the rights under IDEA, if any, that will transfer at the age of majority. Age of majority and transfer rules are set by state law.
What you may see
- Measurable postsecondary goals in the areas of training, education and employment, and independent living where appropriate
- Reference to age-appropriate transition assessments
- Courses of study and other transition services listed in the IEP
- An invitation addressed to the student
- A statement about the transfer of rights as the student approaches the age of majority
Follow the thread
- Strengths, preferences, interests
- Transition assessment
- Postsecondary goals
- Courses and transition services
- Annual IEP goals
Questions to consider
- What transition assessments were used, and what did they show?
- How do the postsecondary goals reflect my child's strengths, preferences and interests?
- What transition services and courses of study support those goals this year?
- How is my child being included in this part of the meeting?
- What does the age of majority mean in our state, and when should we talk about it?
What you may want to write down
- What your child says they want after high school
- Skills you would like practiced at school
- Agencies or outside resources mentioned by the team
Sources and review
Last reviewed: September 10, 2026. This page was reviewed by IEP Pathway against the sources below. State, district and school practices can differ from the federal baseline, so confirm local procedures with your school or state education agency.
Sources
- IDEA §300.320 — Definition of individualized education program
- IDEA §300.320(b) — Transition services in the IEP
- IDEA §300.43 — Transition services
- IDEA §300.321 — IEP team
- IDEA §300.320(c) — Transfer of rights at the age of majority
- ED — Guidance on coordinating transition services and postsecondary access (January 16, 2025)
- ED — Transition guide to postsecondary education and employment (August 2020)
Important note
This site provides educational information, organizational tools and printable resources. It is not legal advice, and it is not affiliated with the U.S. Department of Education, any school district, government agency, attorney, law firm or advocacy organization. For advice about your specific situation, consider consulting a qualified professional.