Which feature is essential for planning a student's postsecondary transition within an IEP?

• A. Classroom placement
• B. Transition services and measurable postsecondary goals
• C. Annual budget planning
• D. General education curriculum only

Answer: (B)

The key idea is planning for life after high school within the IEP. The essential feature is including transition services and measurable postsecondary goals that are responsive to the student’s needs, strengths, and preferences. This part of the IEP ties concrete services to specific, observable outcomes—such as goals for further education or training, employment, and independent living—and outlines the coordinated activities and supports that will get the student there. By specifying measurable goals and the services and experiences that will help achieve them, the plan becomes action-oriented and trackable, which is exactly what transition planning requires.

Classroom placement is a consideration within the broader IEP but not the centerpiece of transition planning. Budget planning isn’t a required element of IEP transition planning, and relying on the general education curriculum alone does not address a tailored path to postsecondary outcomes.