Unlock Adulting Success with Individualized Transition Plans
That horrifying moment when you're looking for an adult, but you realize you are an adult. So you look around for an older adult. An adultier adult. Someone better at adulting than you. ~Unknown
For our students, we are that adultier adult. Even if we don’t always feel like we have everything perfectly figured out ourselves, we are entrusted with helping them navigate the path to adulthood.
One of the most effective ways to do this is to help students draft, implement, and monitor an adulting plan. Individualized Transition Plans (ITPs) are one manifestation.
In this post, I’ll break down what ITPs are, their key components, and how to make them work in real classrooms. I’ll also share practical tips for student-led transition planning and tackle some common questions that come up along the way.
Disclaimer
Please note that requirements and practices for Individualized Transition Plans vary by state and district. The information provided in this post reflects the lessons I’ve learned through my personal experience and should not be considered legal advice. Always defer to the specific requirements in your setting.
Turns out, we’re the adultier adults!
What is an Individualized Transition Plan (ITP)?
An Individualized Transition Plan (ITP) is a formal document that outlines the goals, services, and activities needed to help students with disabilities transition from high school to adulthood. The ITP is part of the Individualized Education Program (IEP) and must be in place by the time the student turns 16—or earlier if the IEP team decides it’s needed.
The ITP should be updated at least once a year but can be adjusted more often to reflect changes in a student’s interests, needs, or circumstances. According to the USDE, the ITP should include:
Appropriate measurable postsecondary goals based on age-appropriate transition assessments covering training, education, employment, and, if needed, independent living skills.
Transition services (including courses of study) needed to help the student reach those goals.
Elements of the ITP
An Individualized Transition Plan (ITP) is a powerful tool to help students prepare for life after high school. The most important factor? Making sure it’s student-driven—built around the student’s own goals, interests, and aspirations. Whether they’re planning for college, vocational training, employment, or independent living, their ITP should reflect their vision and provide a clear roadmap to get there.
The ITP is more than just a part of the IEP; it should inform and guide the rest of the plan. Services, accommodations, and supports should align with the student’s transition goals, focusing on building independence and preparing them for postsecondary success.
Since students’ interests, skills, and needs evolve, it’s essential to regularly revisit and update the ITP. A student-driven approach helps them take ownership of their future—ensuring their education truly prepares them for adulthood.
Goals and Objectives
Each ITP should include goals for postsecondary education and employment. Independent living goals are not always required—but I like to include them whenever possible because everyone needs adulting skills!
Independent living isn’t just about self-care; it also includes skills like managing finances, securing transportation, finding housing, and navigating community resources. Even if full independence isn’t an immediate priority for a student, learning self-advocacy and decision-making skills will benefit them in adulthood.
Creating Meaningful, Student-Driven Goals
When developing the goals and objectives section of an ITP, I focus on making sure goals are personal, measurable, and outcome-focused. Engaging students in this process ensures their voices are heard and their vision for the future is represented.
ITPs typically include:
Short-term objectives – achievable steps for the next year.
Long-term goals – guiding students toward success after high school.
Helping Students Identify Their Goals
To make goal-setting more accessible, I guide students through a brainstorming activity that starts with choosing a domain—education, employment, or independent living. They then explore their aspirations in that area. For example, if they choose education, they might consider:
What degree or certificate they want to pursue.
Where they plan to attend school.
How they will pay for it.
What their overall postsecondary experience might look like.
After brainstorming, students review and refine their ideas, identifying the aspirations that excite them most. From there, they select the goal they feel most passionate about—like “I want to become a licensed electrician.” I ask them to reflect on why this goal is important and how achieving it will shape their future, deepening their commitment.
Turning Aspirations into Action
Once students have a clear goal, we craft a SMART goal around it. Then, I challenge them to identify concrete steps to move forward, such as:
Completing an application.
Applying for financial aid.
Fulfilling prerequisites.
Each step should be actionable and realistic.
To help students stay on track, I’ve also created a worksheet for them to monitor their progress. Depending on the student and the setting, I have them update their progress quarterly, sometimes with an accountability buddy. If a student’s interests change, we repeat the process—brainstorming new ideas, setting fresh goals, and identifying actionable steps. This ensures that their plan remains flexible and aligned with their evolving aspirations.
Help students craft their own “adulting” goals for education, employment, and independent living.
Transition Services & Agency Involvement
The transition services outlined in an Individualized Transition Plan (ITP) are essential for helping students move from high school to adult life. These services vary widely depending on local resources and school district offerings.
School-Based Transition Services
Some school districts provide direct transition services, such as:
Job coaching – helping students develop workplace skills and gain hands-on experience.
Life skills training – supporting independence in areas like budgeting, transportation, and self-advocacy.
Postsecondary education support – assisting with applications, financial aid, and navigating college or training programs.
Collaborating with Outside Agencies
In many cases, external partnerships are necessary to provide students with a full range of transition services. Agencies such as:
Vocational rehabilitation services – offering job placement, career counseling, and skills training.
Workforce development programs – connecting students with internships, apprenticeships, and employment resources.
Community-based organizations – providing independent living support, disability services, and other specialized assistance.
Building a Comprehensive Support Network
When developing an ITP, it’s important to assess available local services and integrate them into the plan. By leveraging both school-based supports and community partnerships, educators can create a robust network of services to help students reach their postsecondary goals.
Assessment Information
Your school or district likely provides specific transition assessments to help you develop effective ITPs. However, there are additional tools you can use to gather meaningful insights about your students.
Engaging Students in Assessment
One informal but highly effective activity I use is Postsecondary Pathways Bingo. This game allows me to:
Gather valuable insights about my students’ interests and knowledge.
Spark conversations about their future plans.
Engage my entire class or caseload in a fun, interactive way.
Another useful resource is my free career exploration lesson, which incorporates CareerOneStop's Interest Assessment. This tool helps students:
Identify career paths based on their interests.
Explore postsecondary education and training options.
Gain self-awareness about their strengths and aspirations.
Free resources that can be used to gather transition-related information.
Additional Assessment Resources
If you’re looking for structured assessments, New Hampshire’s Next Steps website offers a curated list of tools in areas such as:
Self-determination – helping students understand their own strengths and needs.
Assistive technology – identifying supports for learning and daily life.
Independent living – assessing readiness for adulthood responsibilities.
Career exploration – guiding students in identifying potential careers.
College readiness – evaluating preparedness for higher education.
Exploring these resources can provide a clearer picture of students’ goals and boost their confidence in discussing their future. The more self-awareness they develop, the more intentional and effective their transition planning will be.
Student-Led ITPs
I’m a strong proponent of student-led IEPs, though I recognize that participating in meetings can feel intimidating for many students. Research from OSSE highlights that students who actively engage in their IEP meetings are more likely to be employed or enrolled in higher education after graduation. Schools with high levels of student participation also tend to have stronger Indicator 13 scores in postsecondary transition planning..
If you're looking to support your students in leading their IEP meetings, the Individualized Transition Plan (ITP) is an excellent starting point. It’s often the part of the IEP students feel most excited about and comfortable sharing with the team. A student-led ITP fosters self-advocacy and independence by encouraging students to take an active role in discussions about their goals, interests, and required services. From there, they can slowly expand to facilitating more sections of their IEP meeting.
The ITP is a great place to have students start leading their own IEP meetings.
Common Questions about ITPs
As students and families navigate the transition planning process, several questions often arise:
What if a goal doesn’t seem . . . realistic?
Goals should be both aspirational and achievable. If a student’s goal seems unrealistic, it’s an opportunity for discussion, not dismissal. During the IEP meeting, reassess the student’s strengths, interests, and skills, and work with the team to refine the goal if needed.
That said, at the end of the day, it’s the student’s goal. If a student tells me they want to play in the NFL, I don’t shut it down. Instead, we focus on actionable steps that align with their goal, like passing PE, training regularly, or trying out for the school football team. This approach keeps students motivated while ensuring they’re making realistic progress toward their future.
Am I responsible for meeting this goal?
Teachers aren’t responsible for guaranteeing that students achieve their postsecondary goals, but they do play a key role in providing support. Goals in an ITP are flexible and should be adjusted based on the student’s progress, changing circumstances, or evolving interests.
Instead of focusing on whether a student will meet a goal exactly as written, I focus on what’s within my control:
Providing access to resources and opportunities
Fostering skill development through instruction and guidance
Encouraging incremental progress toward their aspirations
The ITP is a roadmap. My goal is to help students develop the skills, confidence, and knowledge they need to move forward—wherever their path leads.
What if it isn’t a service the district can provide?
If a service outlined in the ITP isn’t available through the district, the team should explore alternative resources. This could include community agencies, local organizations, or state-funded programs that provide the needed support. It may also mean finding creative solutions to help the student work toward their goal.
For example, I once had a student who wanted to get their driver’s license—an independent living goal tied to transportation and a requirement for an apprenticeship they planned to pursue after graduation. Since our district didn’t offer driver’s education, we found other ways to support the goal:
We researched the steps to apply for a license.
We used the DMV website to complete practice tests.
We found a workforce development grant that could fund CDL training once the student turned 18.
That experience taught me that there are often alternative pathways to help students achieve their goals. Collaboration and outside-the-box thinking can make a big difference!
For Students Without an ITP
Not every student will have an Individualized Transition Plan (ITP). Some may not have a diagnosed disability, while others might have unique needs that don't qualify for formal transition planning. But one thing is certain—every student benefits from planning for adulthood.
If your students don’t have an ITP, or if you’re looking for an additional resource, I highly recommend the Personal Success Plan. This activity challenges students to create a roadmap for their future, helping them develop a clear vision for life after high school.
Designed for high school students but easily adaptable for adult learners, the Personal Success Plan guides students through key areas of adulthood, including:
Strengths and interests
Career goals
Education and training
Personal finances
Health and fitness
Housing, transportation, and more!
Using an easy-to-follow Google Slides or PowerPoint template, students answer prompts and explore questions that help them set personal goals and plan for their future. Once completed, they can present their plan to the class—an excellent opportunity to practice public speaking and receive feedback from peers, teachers, and counselors. Check out a detailed preview or get your copy of the Personal Success Plan lesson now!
Ready-to-use activity to guide students through create a personalized “adulting” plan.
From Planning to Possibility
Individualized Transition Plans are vital tools that empower students to take charge of their futures. By focusing on student-driven goals and incorporating comprehensive support systems, we can guide our students through the complexities of transitioning to adulthood. Remember, as educators and mentors, our role is not only to provide information but also to inspire confidence and resilience. While the journey may come with challenges, fostering a culture of self-advocacy and proactive planning ensures that our students are well-equipped to navigate their paths toward success. Let's continue to be the "adultier adults" our students need, helping them turn their aspirations into reality—one step at a time.
