Which IEP component is designated to plan for life after high school?

• A. Present levels of performance
• B. Annual goals
• C. Evaluation and reporting
• D. Transition services

Answer: (D)

The item is testing how the IEP addresses planning for life after high school. The component that does this is transition services. Transition services are the coordinated set of activities designed to help an student move from school to postschool life, and they’re based on the student’s preferences, strengths, and needs. They focus on concrete steps toward postsecondary goals, such as further education or training, employment, and independent living, and they involve planning, services, and supports that begin by about age 16 (or earlier if appropriate). This is what links the IEP to real-life outcomes after graduation by outlining goals, required services, and who will help the student accomplish them.

Present levels of performance describe where the student currently stands—current academic and functional abilities. Annual goals specify what the student should achieve within the next year. Evaluation and reporting cover how progress toward goals is measured and communicated. While all are important parts of the IEP, they don’t specifically target planning for life after high school the way transition services do.