Quick

Reference
Guide
Section 3: Secondary Transition
Considerations
Tips for Developing a Quality
and Compliant Individualized
Education Program (IEP)

Michigan Department of Education

Office of Special Education
August 2015

The purpose of the Secondary Transition

Considerations section is to plan activities for a
child with a disability that are designed to be within
a results-oriented process and that are focused on
improving the academic and functional achievement
of the child with a disability to facilitate the childs
movement from school to post-school activities,
including postsecondary education, vocational
education, integrated employment (including
supported employment), continuing and adult
education, adult services, independent living, or
community participation. [34 CFR 300.43(a)(1)]
Page 8 of 14

Section 3
Secondary Transition Considerations
Secondary transition services are required to be in effect when the student turns 16. IEP teams are recommended to consider

secondary transition services at a younger age if appropriate. Secondary transition considerations must be updated annually
Secondary
transition services are required to be in effect
thereafter.
when the student turns 16. IEP
DATAteams are recommended
Source(s) Used
Conducted
Name
toData
consider
secondaryDate
transition
services at a younger age
Educational Development Plan (EDP)
if appropriate.
Secondary
transition
considerations must be
Transition Assessment(s) (specify):
updated annually thereafter. [34 CFR 300.320(b)]
Student Interview
(indicate the type of interview):

Written
Verbal
TheOther
public
agency must invite a student with a disability to
(specify):
attend the students STUDENTS
IEP team
meeting if a purpose of the
PREFERENCE AND INTEREST
8 of 14
meeting
will
be the
oftaken
the
postsecondary
goals
If the student did
not attend
the IEP consideration
team meeting, describe steps
to ensure
consideration of thePage
students
preferences/interest:
Section
3
for the child and the transition
services
needed to assist the
Secondary
Adult LivingAs an adult, where do you
want to live?Transition Considerations
child
in reaching those goals. [34 CFR 300.321(b)(1)]
Secondary transition services are required to be in effect when the student turns 16. IEP teams are recommended to consider
Career/EmploymentAs
anatadult,
what kind
work do youSecondary
want to do?
secondary
transition services
a younger
age ifofappropriate.
transition considerations must be updated annually
thereafter.
Community ParticipationAs an adult, what hobbies and activities do you want to do (e.g., arts, recreational activities,
DATA
shopping, eating out, etc.)?
Data Source(s) Used
Date Conducted
Name
Postsecondary Education/TrainingAfter high school, what additional education and training do you want?
Educational Development Plan (EDP)
Transition Assessment(s) (specify):

Page 8 of 14

APPROPRIATE MEASUREABLE POSTSECONDARY GOALS

Student Interview
Training:
(indicate the type of interview):

Section 3
Secondary Transition Considerations

Education:
Written
Verbal
Secondary transition services are required to be in effect when the student turns 16. IEP teams are recommended to consider
Other (specify):
secondary
transition services at a younger age if appropriate. Secondary transition considerations must be updated annually
Employment:
thereafter.
STUDENTS PREFERENCE AND INTEREST
DATA
Independent Living (if appropriate):
If the student did not attend the IEP team meeting, describe steps taken to ensure consideration of the students
Data
Source(s) Used
Date Conducted
Name
preferences/interest:

IEP Team Must Consider

Data: The transition plan must include appropriate

measurable
postsecondary
goals
based upon age appropriate
Educational Development Plan
(EDP)
PLANNING/COMMUNITY
SECONDARY TRANSITION SERVICES
Adult LivingAs an adult, where do you want to live?
Transition Assessment(s)
(specify):
transition
assessments
related
to training,
education,
Needed
Service
Related to the Students
Strengths,
Postsecondary Goals,
and Present Level
Identify the service needed in at least one of the six areas below. Include the coordinated activity/activities for the service.
Career/EmploymentAs an adult, what kind of work do you want to do?
Identify the responsible agency/other
for
each activityappropriate,
for the needed service.
employment,
and,
where
independent
living
Student Interview
Expected completion date:
Instruction
(indicate
the
type of interview):
Community
ParticipationAs
an adult, what hobbies and activities do you want to do (e.g., arts, recreational activities,
skills.
[
300.320(b)(1)]
shopping,
eating out,
etc.)?
Service:
Written
Verbal
Activity:
Responsible agency/other:
Other
(specify):
Postsecondary Education/TrainingAfter high school, what additional education and training do you want?
Activity:
Responsible agency/other:
STUDENTS
PREFERENCE
AND
INTEREST
Activity:
Responsible agency/other:

If the student
didnot
notneeded
attend(explain):
the IEP team meeting, describe steps taken to ensure consideration of the students
Considered,
APPROPRIATE MEASUREABLE POSTSECONDARY GOALS
preferences/interest:
Expected completion date:
Community Experiences
Training:
Service:
Adult
LivingAs an adult, where do you want to live?

Education:
Activity:
Responsible
agency/other:
Students
Preference and Interest:
If the
student did not
Career/EmploymentAs an adult, what kind of work do you want to do?
Activity:
Responsible agency/other:
Employment:
attend
the
IEP
team
meeting,
describe
steps
taken
to
ensure
Community ParticipationAs an adult, what hobbies and activities
do you
want to do of
(e.g.,
arts, recreational
activities,
Michigan
Department
Education,
Office of Special
Education
Independent
Living
(if appropriate):
shopping,
eating
out, etc.)?
OSE Model Form IEP 006
August 2015
consideration
of the students preferences/interest.

Postsecondary Education/TrainingAfter high school, what additional education and training do you want?
PLANNING/COMMUNITY SECONDARY TRANSITION SERVICES

Students Preference and Interest

continues on next page

Checklist
FF The student was invited to
the IEP team meeting where
transition services were
discussed.
FF Prior consent was obtained
from the parent or the student
(if he or she has reached
the age of majority) before
inviting an agency.
FF If appropriate, a
representative of any
participating agency (that
is likely to be responsible
for providing or paying for
transition services) was
invited prior to the IEP team
meeting.
FF Postsecondary goals were
based on age appropriate
transition assessment(s).
FF Transition planning includes
appropriate measurable
postsecondary goals in the
areas of training, education,
employment, and where
appropriate, independent
living.
FF The postsecondary are goals
updated annually.
FF The transition services
will reasonably enable the
student to meet his or her
postsecondary goals.
FF The courses of study will
reasonably enable the
student to meet his or her
postsecondary goals.
FF The annual IEP goal(s) are
related to the students
transition service needs.
FF Students strength,
preferences, and interests
were considered.

Needed Service Related to the Students Strengths, Postsecondary Goals, and Present Level
Identify the service needed in at least
one of the six
areas below. Include
the coordinated
activity/activities for the service.
APPROPRIATE
MEASUREABLE
POSTSECONDARY
GOALS
Identify the responsible agency/other for each activity for the needed service.
Training:
Expected completion date:
Instruction
IEP Team Must Consider

Service:
Education:
Activity:
Employment:
Activity:

Responsible agency/other:

Activity:
Independent Living (if appropriate):
Considered, not needed (explain):

Responsible agency/other:

Community Experiences

Responsible agency/other:

Expected completion date:

PLANNING/COMMUNITY SECONDARY TRANSITION SERVICES

Service:
Section
3: Secondary
Needed
Service Related to theTransition
Students Strengths,Considerations
Postsecondary Goals, and Present Level

Activity:
Responsible
agency/other: for the service.
Identify
the service needed in at least one of the six areas below. Include the coordinated
activity/activities
Activity:
Identify
the responsible agency/other for each activity for the needed service. Responsible agency/other:

ust Consider

Instruction
Service:

Expected completion date:

Michigan Department of Education, Office of Special Education
OSE Model Form IEP 006 August 2015
Responsible agency/other:

Activity: Department of Education, Office of Special Education

Michigan
Activity:

Responsible agency/other:

Activity:

Responsible agency/other:

August 2015

thereafter.
DATA
Data Source(s) Used

Date Conducted

Name

Page 8 of 14

Educational Development Plan (EDP)

Transition Assessment(s) (specify):

Section 3
Secondary Transition Considerations

Student Interview
Secondary transition services are required to be in effect when the student turns 16. IEP teams are recommended to consider
(indicate the type of interview):
secondary transition services at a younger age if appropriate. Secondary transition considerations must be updated annually
Written
Verbal
thereafter.
Other (specify):

DATA

Students Preference and Interest

Educational
Planthe
(EDP)
If the
studentDevelopment
did not attend
IEP team meeting, describe steps taken to ensure consideration of the students
continued
preferences/interest:
Transition Assessment(s) (specify):
Data Source(s) Used

Resources

Date Conducted
Name
STUDENTS
PREFERENCE
AND INTEREST

Adult LivingAs an adult, where do you want to live?

Student Interview
(indicate the type of interview):
Career/EmploymentAs an adult, what kind of work do you want to do?
Written
Verbal

www.michigan.gov/
documents/mde/MARSE_
Supplemented_with_IDEA_
Regs_379598_7.pdf

Community
ParticipationAs an adult, what hobbies and activities do you want to do (e.g., arts, recreational activities,
Other (specify):
shopping, eating out, etc.)?
STUDENTS PREFERENCE AND INTEREST
Postsecondary Education/TrainingAfter high school, what additional education and training do you want?
If the student did not attend the IEP team meeting, describe steps taken to ensure consideration of the students
preferences/interest:
MEASUREABLE POSTSECONDARY GOALS
Adult LivingAs an adult, where APPROPRIATE
do you want to live?

Training:
Transition
planning must be based on the individual students
Career/EmploymentAs an adult, what kind of work do you want to do?
Education: taking into account the childs strengths, preferences,
needs,
Community ParticipationAs an adult, what hobbies and activities do you want to do (e.g., arts, recreational activities,
shopping,
eating out, etc.)? [34 CFR 300.43(a)(2)]
Employment:
and
interests.

PLANNING/COMMUNITY
SECONDARY
TRANSITION SERVICES
APPROPRIATE MEASUREABLE
POSTSECONDARY
GOALS
Needed Service Related to the Students Strengths, Postsecondary Goals, and Present Level
Training:
Identify the service needed in at least one of the six areas below. Include the coordinated activity/activities for the service.
Identify the responsible agency/other for each activity for the needed service.
Education:
Expected completion date:
Instruction

IEP Team Must Consider IEP Team Must Consider

Responsible agency/other:
Responsible agency/other:

Responsible agency/other:

SECONDARY TRANSITION SERVICES

Considered, not needed PLANNING/COMMUNITY
(explain):

Needed
Service Related to the Students Strengths, Postsecondary
and date:
Present Level
Expected Goals,
completion
Community
Experiences
Appropriate
Measurable Postsecondary
Goals:
The IEP
Identify the service needed in at least one of the six areas below. Include the coordinated activity/activities for the service.
Service:
Identify
the responsible agency/other for each activity for the needed service.
must
include
appropriate
measurable
postsecondary
goals
Activity:
Responsible
agency/other:
Expected
completion
date:
Instruction
Activity:
Responsible
agency/other:
based
assessments
related
Service:upon age appropriate transition
Activity:
Responsible agency/other:
Michigan Department
ofwhere
Education, Office
of Special Education
to training,
education, employment,
and,
appropriate,
Activity:
Responsible
agency/other:
OSE Model
Form IEP 006
August 2015
Activity:
Responsible agency/other:
independent
living skills. [34 CFR 300.320(b)(1)]

Considered, not needed (explain):

Expected completion date:

Activity:

National Secondary Transition

Technical Assistance Center
(NSTTAC)
www.nsttac.org

Service:
Activity:

Michigan Transition Services

Association (MTSA)
www.michigantsa.com

Community Experiences

Michigan Transition Outcomes

Project (MI-TOP)
http://mi-top.cenmi.org

Employment:
Service:

Activity:

Individuals with Disabilities

Education Act (IDEA, Federal
Regulations)
http://idea.ed.gov

Postsecondary
Education/TrainingAfter
high school, what additional education and training do you want?
Independent Living
(if appropriate):

Activity:
Independent Living (if appropriate):
Activity:

Michigan Administrative Rules

for Special Education (MARSE)

Responsible agency/other:
Responsible agency/other:
Michigan Department of Education, Office of Special Education
OSE Model Form IEP 006 August 2015

State Performance Plan

(SPP) Indicator 13 Resources
(includes SPP 13 checklist)
http://mi-top.cenmi.org/
Resources/SPP13.aspx

Transition Assessment
Resources
http://mi-top.cenmi.org/
Portals/7/Documents/
transition_assessment_
resources.pdf

Section 3: Secondary Transition Considerations

Michigan Department of Education, Office of Special Education

August 2015

Page 1 of 1
PLANNING/COMMUNITY SECONDARY TRANSITION SERVICES
Needed Service Related to the Students Strengths, Postsecondary Goals, and Present Level
Identify the service needed in at least one of the six areas below. Include the coordinated activity/activities for the service.
Identify the responsible agency/other for each activity for the needed service.
Expected completion date:

Instruction
IEP Team Must Consider

Service:
Activity:

Responsible agency/other:

Activity:

Responsible agency/other:

Activity:

Responsible agency/other:

Considered, not needed (explain):

Expected completion date:

Community Experiences
Service:
Activity:

Responsible agency/other:

Activity:

Responsible agency/other:

Activity:

Responsible agency/other:

Considered, not needed (explain):

Expected completion date:

Development of Employment
IEP Team Must Consider
Consider When Appropriate
IEP Team Must Consider
IEP Team Must Consider

Service:
Activity:
Activity:

Page 1 of 1
Responsible agency/other:
PLANNING/COMMUNITY SECONDARY TRANSITION
SERVICES
Responsible
agency/other:

Goals,
and Present Level
Activity: Needed Service Related to the Students Strengths, Postsecondary
Responsible
agency/other:
Identify the service needed in at least one of the six areas below. Include the coordinated activity/activities for the service.
Considered, not needed (explain):
Identify the responsible agency/other for each activity for the needed service.
Expected completion
completion date:
date:
Other Post-School Adult Living Objectives
Expected
Instruction
Service:
Service:
Activity:
Activity:
Activity:
Activity:
Activity:
Activity:

Responsible
Responsible agency/other:
agency/other:
Responsible
Responsible agency/other:
agency/other:
Responsible agency/other:
agency/other:
Responsible

Acquisition of
Daily Living Skills
Community
Experiences

Expected completion
completion date:
date:
Expected

Considered, not
not needed
needed (explain):
(explain):
Considered,

Service:
Service:
Activity:
Activity:
Activity:
Activity:

Responsible agency/other:
Responsible
agency/other:
Responsible
Responsible agency/other:
agency/other:
Responsible agency/other:
agency/other:
Responsible

Activity:
Activity:
Considered, not
not needed
needed (explain):
(explain):
Considered,

Expected completion
completion date:
date:
Expected

Functional Vocational
Evaluation
Development
of Employment
Service:
Service:
Activity:
Activity:
Activity:
Activity:

Responsible agency/other:
Responsible
agency/other:
Responsible
agency/other:
Responsible agency/other:
Responsible agency/other:
agency/other:
Responsible

Activity:
Activity:
Considered, not
not needed
needed (explain):
(explain):
Considered,

Expected completion date:

Other Post-School Adult Living Objectives
THE COURSE OF STUDY TRANSITION SERVICE
Service:
Indicate how the students course of study aligns with the postsecondary goals (check one):
Activity:
Responsible agency/other:
Michigan Merit Curriculum (MMC) leading to a high school diploma.
Activity:
Responsible agency/other:
MMC modification using Personal Curriculum on file:
Yes
No
Activity:
Responsible agency/other:
Course of study leading to:
Considered, not needed (explain):
Anticipated graduation or completion date:
Expected completion date:
Acquisition of Daily Living Skills

Consider When Appropriate

Planning/Community Secondary Transition Services:

Secondary transition services are designed to be part
of a results-oriented process and focused on improving
the academic and functional achievement of the child
withService:
a disability to facilitate theMichigan
childs
movement
from
Department
of Education,
Office of Special Education
Activity:
Responsible
agency/other:
OSE Model Form IEP 006
August 2015
school
postsecondary
Activity:to post-school activities, including
Responsible
agency/other:
Activity:
Responsible agency/other:
education,
vocational education, integrated employment
Considered, not needed (explain):
(including
supported
employment), continuing
and adult
Expected completion date:
Functional Vocational
Evaluation
Service:
education,
adult
services,
independent
living,
or
community
Activity:
Responsible agency/other:
Activity:
Responsible agency/other:
participation.
[34 CFR 300.43(a)(1)]

Activity:

Responsible agency/other:

Considered, not needed (explain):

THE COURSE OF STUDY TRANSITION SERVICE
Indicate how the students course of study aligns with the postsecondary goals (check one):
Michigan Merit Curriculum (MMC) leading to a high school diploma.
MMC modification using Personal Curriculum on file:

Yes

No

Course of study leading to:

Anticipated graduation or completion date:
Michigan Service:
Department of Education,
Office
of Special
Education
The Course of Study Transition
The
IEP
must
OSE Model Form IEP 006
August 2015
include the secondary transition services (including courses
of study) needed to assist the child in reaching the childs
appropriate measurable postsecondary goals.
[34 CFR 300.320(b)(2)]

Section 3: Secondary Transition Considerations

Michigan Department of Education, Office of Special Education

August 2015

Sample Student Agenda

One method to ensure student participation is through
the use of a student agenda. When used at an IEP team
meeting, it provides the structure that leads the discussion
to meaningful information and decision making.
What are my goals for life when I complete high
school?
Where/how am I going to live?
What job or career am I going to have?
How will I become part of my community?
Will I need additional school or training?
Where am I now, relative to my goals of my life after I
leave high school?
What are my strengths related to my post-school goals?
How are my current academics?
How are my functional/vocational skills?
Do I have the accommodations I need?
How can I make the goals for post-school life more clear?
What course of study should I take in high school that
will move me closer to my goals?
Are my school services aligned with my goals of my postschool life?
Do my IEP goals help me reach my goal?
Do we know what transition services will help me reach
my goals?
Have we identified the point when I will leave school?
How will we know when I am ready?

State Board of Education

John C. Austin, President
Casandra E. Ulbrich, Vice President
Michelle Fecteau, Secretary
Pamela Pugh, Treasurer
Lupe Ramos-Montigny, NASBE
Delegate
Kathleen N. Straus
Eileen Lappin Weiser
Richard Zeile
Ex-Officio
Rick Snyder, Governor
Brian J. Whiston, State
Superintendent

Section 3: Secondary Transition Considerations

Michigan Department of Education, Office of Special Education

August 2015