What should be included in a transition services section of an IEP?

• A. Specific transition services, measurable goals, responsible persons, and timelines aligned with postsecondary outcomes.
• B. A general statement about future goals without details.
• C. Only a summary of academic coursework.
• D. Disability diagnosis information and medical history.

Answer: (D)

The transition services portion of an IEP should focus on preparing the student for life after high school with concrete, actionable steps. It needs to spell out the exact transition services the student will receive (such as career exploration experiences, job coaching, college and postsecondary readiness activities, and independent living skill instruction), include measurable annual goals or short-term objectives tied to postsecondary outcomes, identify who is responsible for delivering each service, and provide timelines for when actions will occur. All of these elements should connect to clear postsecondary goals, such as attending higher education or vocational training, gaining competitive employment, or living independently. This keeps the plan focused on real-world readiness and progress.

The other options don’t fit because a general statement about future goals lacks specifics; focusing only on academic coursework misses broader adult life preparation; and including disability diagnosis information and medical history is not appropriate or necessary for transition planning and raises privacy concerns.