The IEP Transition Team

Transition planning is a student-centered activity that requires collaboration to address student needs. Together as a team, students, families, school personnel, and other key stakeholders can improve transition services for students with disabilities through the ongoing HSBP and IEP planning processes.

Being a member of a student’s IEP transition team does not necessarily mean attending every IEP meeting. It involves sharing information and participating in the student-centered process. Each person’s knowledge adds to the team’s understanding of the student and what services the student needs.

students at center of chart, surrounded by familes, school, adult service proviers, employers, community, others

 

Required Team Members

According to Washington Administrative Code 392-172A-03095 Links to an external site., the following participants are required to be on the IEP team including the student once the age of transition has been reached:

  • Student
  • Parent/guardian
  • School Personnel
    • Special education teacher
    • General education teacher
    • District representative (often an administrator or school psychologist)
    • An individual who can interpret the evaluation results (typically a special education teacher or school psychologist)
    • Others who are providing services to the student
  • If transition services described in the IEP are likely to be provided or paid for by an adult service agency, a representative must be invited to participate in the IEP meeting, with parent/adult/student consent.

Note that an IEP team member may fill more than one of the team positions if properly qualified and designated. For example, a special education teacher or a school psychologist may serve as the person who can interpret the student’s evaluation results.

Students

The student must be invited to the IEP team meeting once transition becomes a part of their IEP. Regardless of the significance of a student’s disability, the school district must take steps to ensure that the student's strengths, preferences, interests, and needs are considered when creating the transition plan.

Student participation in the HSBP and IEP Transition Planning process to their fullest ability possible is critical. They are the center of all the conversations at the IEP meeting, and they should be an integral part of creating the documents and sharing information regarding their transition to postsecondary life.

Families/Caregivers

Parents and families are key members of the IEP transition team. They offer insight into how their students learn, their interests, and other aspects that only a parent/caregiver can report because they have knowledge of their skills at home and in the community.

At the meeting, families/caregivers share the information they know about their student. This includes strengths, interests, challenges, needs, how the student learns best, suggestions for accommodations, and much more. In addition, families/caregivers encourage and support their students to fully participate in the IEP meeting.

School Personnel

Special Education Teachers

Special education teachers lead the transition planning process, identifying the students’ strengths, interests, preferences, and areas needing support. They collaborate with other team members to develop postsecondary and annual IEP goals that are in alignment. Special education teachers make recommendations about the course of study and the individualized transition services needed to facilitate a smooth transition to adulthood. The special education teacher also facilitates agency connections.

General Education Teachers

General education (GE) teachers are vital participants. GE teachers provide insights into students’ academic, social and behavioral abilities, progress, and readiness for postsecondary education or training. They contribute to developing annual and postsecondary goals and ensure that students receive necessary accommodations and supports in the general education setting as they work towards transition. They also provide suggestions for the course of study.

District Representatives/School Administrators

The District Representative has knowledge of the general education and special education programming currently available in the district and ensures that the school's resources are allocated appropriately to support transition services.

Adult Service Providers

Adult Service Providers participate in an IEP team's transition plan by providing crucial information on available community or adult services, eligibility criteria, and application processes. They help students and families understand the differences between entitlement programs in schools and eligibility programs for adult services, while also identifying and connecting students to relevant services for postsecondary education, job placement, and independent living goals. Additionally, they may assist with application processes, notify about waiting lists, and offer services to students before they exit the school system.

Additional Team Members

In addition to the required members, other individuals who have knowledge or special expertise regarding the student’s transition may be invited to participate on the team. These may include other school personnel, employers, community partners, and others. The following list includes examples of key individuals whose involvement in the transition planning process can support successful student outcomes. For additional examples and details, see OSPI’s Guidelines for Aligning HSBPs and IEP Transition Plans Appendix A: The Transition Team Members and Roles Links to an external site..

School Personnel

Related Services and Support Staff

Speech language therapists, occupational therapists, physical therapists, and other special education staff members contribute to transition planning by bringing their specialized knowledge and experience with the student to collaborate on the transition plan. For example, speech therapists may focus on communication skills needed for job interviews.

School Psychologists

School psychologists share information about the student based on the most recent evaluation assessment results and ongoing transition assessments to collaborate on all aspects of the transition plan.

Paraeducators

Paraprofessionals often work closely with students and have first-hand knowledge of a student’s strengths, preferences, interests and needs to provide input for a student’s transition plan.

School Counselors

School counselors offer guidance on career exploration, postsecondary education options, and community resources. They bring knowledge of the classes and programs available for building the course of study.  

Employers

Employers offer valuable insights into the qualifications and attributes they seek in potential employees. Although they may not be able to attend meetings, they can provide information about job opportunities, their companies, and community-based training options. Additionally, employers can advocate for other businesses to become involved in supporting students' transition into the workforce.

Community Partners

Community partners develop and support programs that aid in the transition process, focusing on employment, housing, and recreational opportunities. They also work to raise awareness among community members about the needs and value of individuals with disabilities, as well as available federal and state support programs. Their expertise can help when developing a student’s transition plan.

Next – Transition Assessments & SPIN