What do transition services typically include and how are they documented in the IEP?

• A. They begin at age 16 only.
• B. They involve only postsecondary education courses.
• C. Activities supporting postsecondary goals (education, employment, independent living), including courses, job experiences, and community experiences; documented with timelines by age 16.
• D. They are not documented in the IEP.

Answer: (C)

Transition services focus on helping a student with a disability move from school to life after school, with concrete plans tied to postsecondary goals in education, employment, and independent living. They are built around activities and experiences that develop the skills needed to reach those goals: the right courses or coursework, work experiences (including internships or job shadowing), and community-based experiences that build real-world competencies.

This is best captured by a plan that ties these activities to measurable postsecondary goals and lays out a timeline in the IEP. Typically, transition planning begins by age 16 (and earlier if appropriate), with specific steps and who will support the student along the way. The statement that emphasizes these elements—courses, job experiences, and community experiences, all documented with timelines by age 16—fits how transition services are intended to function in the IEP.

Other options miss aspects of this process: transition is broader than just postsecondary education courses; it also targets employment and independent living and includes community experiences. And transition services are indeed documented in the IEP with timelines and goals rather than being excluded from documentation.