Arizona IEP Transition Services Checklist

What Belongs in the Transition Section of an Arizona IEP

Arizona requires transition planning in the IEP by the end of 9th grade or age 16, whichever comes first (A.A.C. R7-2-401(G)(4)(A)). But the regulation tells schools when to start — not what to include beyond the minimum federal requirements. The result is that many families receive an IEP with a transition section that checks the compliance boxes while leaving out the substance that actually prepares a student for adult life.

This checklist covers what should be in the transition plan — the items federal and state rules require, plus the practical components that experienced transition specialists include and that IDEA's Indicator 13 compliance reviews look for.

Required Components Under IDEA and Arizona Rules

Every transition-age IEP in Arizona must contain these elements. If any are missing, the IEP is noncompliant, and the family can request a meeting to address the gaps.

Age-appropriate transition assessments. The team must use assessments that evaluate the student's interests, preferences, strengths, and support needs related to education, employment, and independent living. These can include formal assessments (interest inventories, adaptive behavior scales, career aptitude tests) and informal assessments (student interviews, parent input, teacher observations). The assessments must be current and documented in the IEP.

Measurable postsecondary goals (MPGs). The IEP must include one goal in postsecondary education or training and one in employment; an independent-living goal is included when appropriate based on the student's needs and assessments. Each goal must be measurable and based on the transition assessments. A compliant goal specifies an outcome the student will achieve after leaving school, not during school. "After graduation, Marcus will be employed as a line cook in a restaurant" is measurable. "Marcus will explore cooking career options" is not.

Transition services. The IEP must describe the instruction, related services, community experiences, employment objectives, and adult living objectives the school will provide to help the student reach their postsecondary goals. These are the active steps the school is responsible for delivering.

Course of study. The IEP must list the specific courses — by name and sequence — that the student will take to support their transition goals. If the student is on a CTE pathway, those courses should be listed here.

Estimated graduation date. Under the October 2024 rule change, the IEP must include the student's estimated graduation date, aligned with the transition plan. Since July 1, 2026, Arizona's standardized IEP template (per S.B. 1463) formalizes this field.

Agency linkages and consent to invite. If the IEP team determines that an outside agency (VR, DDD, behavioral health) should participate in transition planning, the school must obtain parental consent — or the student's consent after educational rights transfer — to invite that agency's representative to the IEP meeting.

Practical Components to Request

These items are not explicitly required by regulation, but they make the transition plan actionable rather than aspirational:

Pre-ETS registration or referral documentation. If the student has not yet been connected with Pre-Employment Transition Services through the DES Rehabilitation Services Administration, request that the school's transition coordinator submit the Pre-ETS Request Form to [email protected]. Document the referral date and the assigned Pre-ETS provider in the IEP.

VR application timeline. For students who will need full vocational rehabilitation services after school, the IEP should note when the formal VR application will be submitted — typically junior year — and who is responsible for coordinating it.

DDD redetermination preparation. If the student is already a DDD member, the IEP should note the upcoming adult redetermination at age 18 and include a plan for gathering updated diagnostic documentation.

Transfer of rights notification. The school must notify the student and parents about the transfer of educational decision-making rights at age 18 at least one year before the birthday. Confirm this notification is documented in the IEP.

Decision-making framework discussion. Before the student turns 18, the IEP team should discuss whether the family plans to use Supported Decision-Making (A.R.S. §§ 14-5721, 14-5722), delegation of educational rights (A.R.S. § 15-773), or guardianship — and note the discussion in the meeting minutes.

Work-based learning experiences. Specific community-based work experiences — job shadowing, paid or unpaid internships, on-campus employment tasks — with dates, locations, and the support level provided.

Transportation training. If the student will need to use public transit, ride-share services, or paratransit after school, the transition plan should include explicit training activities with measurable outcomes.

Self-advocacy goals. Goals requiring the student to practice requesting accommodations, communicating support needs, and participating in meetings with adult service providers.

Documentation to Track

Families should maintain a separate file — a binder, a shared drive folder, whatever works — that includes:

• Copies of all transition assessments
• The current IEP with the transition plan section
• Pre-ETS and VR referral confirmation
• DDD eligibility documentation and redetermination notices
• The school's one-year graduation notice (when received)
• Agency meeting notes and contact information for the VR counselor, DDD support coordinator, and any behavioral health providers involved in transition
• The student's Summary of Performance (SOP) draft, which the school should prepare before exit

This documentation becomes the bridge between the school system and adult services. After school exit, the young adult (or their supporter) will use these records to apply for VR, coordinate with the DDD support coordinator, register at a college DRC, or contest a service denial.

The Arizona IEP Transition to Adulthood Guide includes printable checklists for every item on this list, organized by grade level and by agency, so families can track each component from 9th grade through school exit without losing track of any deadline or referral.

See more Arizona guides →