Employment
Activities and skills necessary to develop work related behaviors and abilities needed to obtain/keep a job.
Examples include: career exploration, work experience, job applications, interview skills, resume building, job search, and employability skills.
 
Post-Secondary Education
Activities and skills related to instruction or learning situations either in high school or preparing for post-graduation.
Examples include: college visits, MCTI tours, financial aid information, classes, internships, and post-secondary programs.
 
Adult Living
Activities and skills related to actions done occasionally or on a regular basis in an adults life.
Examples include: learning about buying/renting a home, registering to vote, budgeting, preparing meals, taking care of a home, making appointments and obtaining a state ID.
 
Community Participation
Activities and skills related to developing interests outside of the school that prepare a student to be a part of the community.
Examples include: recreation, transportation/mobility training, ordering at a restaurant, telephone skills, safety, and asking for assistance.
 

The Individuals with Disabilities Education Act (IDEA) requires transition planning to be included in the first IEP that will be in effect when the child turns 16 years of age. 

Determining transition services is a task for all IEP team members, including: 

• The student 
• Teachers 
• Parents 
• Community agencies (when appropriate) 

Note: Genuine student and parent participation — active involvement in and contribution to the planning process — is critical to achieving good transition results. 
 

Transition planning includes:

• Development of appropriate measurable postsecondary goals based on age-appropriate transition assessments related to:  
  • Training 
  • Education 
  • Employment 
  • Independent living skills (where appropriate) 
• These goals should reflect the student's strengths, preferences, and interests. 
• The IEP team must determine what instruction, and educational experiences will help prepare the student for a successful transition from secondary education to post-secondary life. 
• Age-appropriate transition assessments may include:  
  • Interest inventories 
  • Other assessment tools that can help identify an individual's special talents 
• The transition planning process is designed to create a bridge between the security of school and the opportunities and risks of adult life, ensuring that students with disabilities are prepared for success in their post-school endeavors.