How to Write Student-Driven Transition Plans

Creating meaningful IEP transition plans can feel like a tightrope walk, especially when you're trying to stay realistic while still honoring your students’ hopes and dreams.

It’s easy to fall into the trap of writing generic or compliance-driven goals, but a strong transition plan can be so much more. It’s an opportunity to empower students to picture their future and take real steps toward independence.

Whether you’re writing your first ITP or just looking for ways to make the process more student-centered, this post will walk you through the key components of a strong transition plan with tips, tools, and ideas that work in real classrooms.

Wait, Quick Disclaimer

This is not legal advice. Requirements and practices for Individualized Transition Plans vary by state and district. I’m sharing what works in my classroom, but always defer to the specific rules in your setting.

What Exactly Is an ITP?

An Individualized Transition Plan (ITP) is a required part of the IEP for students with disabilities. It must be in place by age 16, sometimes earlier, depending on your state or district. According to the USDE, the ITP should include:

• Measurable postsecondary goals for education, employment, and (if needed) independent living

• Transition services and activities to help students reach those goals

• A course of study that supports the plan

The ITP should be updated at least once a year and reflect the student’s current needs, interests, and aspirations. It’s meant to prepare students for life after high school, so it needs to be both personal and practical.

But here’s the key: the ITP shouldn’t be a stand-alone document. It should drive the entire IEP. Accommodations, services, and instruction should all support the student’s transition goals.

And most importantly? It should be student-centered.

Start With Student Voice

The best ITPs start with student input. I’ve had students tell me everything from ‘I want to live in a van and travel’ to ‘I want to open my own bakery to make custom treats for dogs.’ No two plans are ever the same (putting the “individualized” in IEP).

Before writing any goals, I like to walk students through a casual goal-setting brainstorm. I ask questions like:

• What are your hopes after high school?

• What kind of job or career interests you?

• Do you want to continue your education? Or are you totally over school? 😅

• Where do you see yourself living? In an apartment? With family? In a new city?

• What skills do you want to learn before you graduate and head out on your own?

To spark reflection, I use simple tools like my free Postsecondary Pathways Bingo or my free CareerOneStop Interest Assessment. These quick, approachable activities help students explore their interests, strengths, and goals, even if they’ve never really thought about life after high school before.

Check out this free education and training bingo icebreaker game!

Realistic, But Not Dream-Crushing

Many of us struggle with writing goals that are both realistic and motivating. We don’t want to set students up for disappointment, but we also don’t want to shut down their dreams.

One of my students once told me he wanted to be a professional soccer player. The odds of going pro are slim, but instead of saying “That’s probably not in the cards,” we found a way to keep the dream alive while building a practical path forward.

He enrolled in a local HVAC certification program to join the family business and also joined the community college’s adult soccer league. It was a competitive team and a great way for him to keep playing at a high level, make connections, and enjoy something he loved. His transition plan reflected both pieces: a career goal and a personal goal. That balance made all the difference.

Balancing realistic and rewarding career planning.

Education, Employment, and... Yes, Independent Living

Every ITP must include goals for education and employment. Independent living is technically optional, but I believe it should be included for all students, not just those with more significant needs.

All of my students will be navigating things like housing, transportation, banking, IDs, and adulting paperwork. I use the independent living section to support these broader life skills, which every student needs.

Some examples include:

• “I will research and identify three local apartment complexes within my price range.”

• “I will get a state ID and store it in a safe place for work and travel.”

• “I will open a checking account at a bank with nationwide branches.”

Need help teaching these topics? My How to Rent an Apartment Lesson and Bank Account Lesson both include real-life activities to prepare students for these independent living milestones.

Don’t Skip Transition Services

Transition services are the bridge between high school and adult life. These supports help students build the skills, knowledge, and connections they need to reach their goals.

School-Based Transition Services

Many districts offer direct support within the school setting, such as:

• Job coaching – Helping students build workplace skills and get real-world experience through internships or work-based learning.

• Life skills training – Teaching essential adulting skills like budgeting, public transportation, meal planning, and self-advocacy.

• Postsecondary education support – Assisting students with applications, financial aid, disability accommodations, and navigating the college or training environment.

Collaborating with Outside Agencies

Let’s be honest–schools can’t (and shouldn’t) do it all alone. For a truly effective transition plan, collaboration with outside organizations is key. These may include:

• Vocational rehabilitation (VR) services – Offering career counseling, job placement, skills training, and support for students with disabilities.

• Workforce development programs – Connecting students with apprenticeships, internships, or entry-level employment opportunities.

• Community-based organizations – Providing independent living assistance, housing resources, social services, and disability-specific supports.

The best ITPs tap into both school and community resources to support students in all areas of adult life. 

Support Self-Advocacy from Day One

A strong transition plan helps students take ownership of their goals, and that includes learning to talk about their IEP and ITP. One easy way to introduce these terms is through my Self-Advocacy Puzzle Set. It’s designed to help students learn and practice vocabulary like “accommodations,” “504 Plan,” “transition services,” and more.

Even better? They’re fun, flexible, and work well in real-life, mixed-ability classrooms. Use them as bell ringers, warm-ups, or sub plans!

If you want to move towards student-led IEPs, the ITP is the perfect place to start!

Helpful Follow-Up Activities

Once students have written their transition goals, I like to follow up with longer-term planning activities. My favorite is the Personal Success Plan, which guides students through creating a detailed presentation about their future, including education, employment, finances, family, housing, and personal goals.

It’s a great semester-long, or even year-long, project that helps students see how their transition goals fit into a bigger picture. They can even present it at their IEP meeting to lead the transition portion themselves.

Final Thoughts

Transition planning doesn’t have to be complicated, but it does have to be personal. When we focus on student-driven goals, real-world skills, and meaningful services, we set our students up for a successful future. 

Looking for more ideas?

• Check out all my education & training resources

• Grab a free Career Interest Assessment

• Explore the Self-Advocacy Puzzle Set

• Use the College Transition Lesson for campus prep

• Wrap up the year with the Personal Success Plan

You don’t have to do it all at once. Start with one student, one goal, one great plan, and grow from there.

Guide students through creating a detailed plan for life after high school.