Hawaii IEP Transition Meeting Questions

Why Transition Meetings Need Different Questions

A general IEP meeting focuses on academic progress, service delivery, and placement. A transition meeting adds an entirely different layer: preparing the student for life after school. If you walk into a transition IEP meeting with the same questions you have been asking since elementary school, you will miss the most critical decisions.

Hawaii starts transition planning earlier than most states — during the school year the student turns 14, under HAR §8-60-44(b)(1). That gives families up to eight years of transition meetings before the student exits at 22. Each year's meeting should advance the plan, not repeat the same generic discussion. The questions below are organized by the student's age because different age windows demand different decisions.

Questions for Ages 14–15 (Course of Study and Early Exploration)

At this stage, the IEP team is selecting the student's course of study and beginning to connect career interests to academic planning.

"How does the student's current course of study prepare them for postsecondary education, vocational training, or independent living?" The team should be able to draw a direct line from the classes the student is taking to a realistic postsecondary goal. If the connection is vague, the course of study needs revision.

"Are the supports in the IEP classified as accommodations or modifications?" This question determines whether the student stays on the standard diploma track. Accommodations (extended time, assistive technology, preferential seating) preserve diploma eligibility. Modifications (simplified curriculum, altered grading standards) redirect the student toward a Certificate of Completion. The team should be explicit about which category every support falls into.

"Has a Pre-ETS referral been submitted to the Division of Vocational Rehabilitation?" DVR offers Pre-Employment Transition Services to students with disabilities starting at age 14. These are exploratory — job exploration counseling, workplace readiness training, self-advocacy instruction — and do not require a formal VR application. If the school has not submitted the referral, ask them to do so before the next meeting.

Questions for Age 16 (Measurable Goals and Assessments)

Age 16 is when transition planning shifts from general exploration to legally mandated, measurable postsecondary goals.

"What specific age-appropriate transition assessment was administered this year, and how do the results connect to the postsecondary goals in this IEP?" This is an Indicator 13 compliance requirement. The IEP should document the assessment, its results, and how the goals are based on it. Generic goals without assessment backing are non-compliant.

"Has written consent been obtained to invite DVR and DOH-DDD representatives when appropriate?" The school should document the required consent before sending an outside-agency invitation, and the student should be formally invited to their own meeting. Both are Indicator 13 requirements.

"Do the postsecondary goals cover all required domains — education or training, employment, and independent living where appropriate?" Many IEPs include employment and education goals but skip independent living. For students with significant support needs, the team should consider an independent living goal whenever the transition assessment indicates it is appropriate.

Questions for Age 17 (Transfer of Rights Preparation)

The school is required to notify the family about the upcoming transfer of rights at least one year before the student turns 18.

"Has the student received instruction about their adult rights, and is this documented in the IEP?" The notification is not just a form the parent signs. The student should understand what it means that they will assume decision-making authority over their own IEP at 18.

"What decision-making framework does the family plan to implement before the student's eighteenth birthday?" The three options are a Power of Attorney for Special Education, an Educational Representative designation, or full legal guardianship through probate court. If the family needs the Educational Representative pathway, arrange the required written capacity certification with a primary physician, psychologist, or psychiatrist well in advance because clinical scheduling can cause delays.

Questions for Ages 18–21 (Agency Coordination and Exit Planning)

At this stage, the student is an adult in the school system, and the focus shifts to coordinating services across HIDOE, DVR, and DOH-DDD.

"How is the school-based transition plan aligned with the student's DVR Individualized Plan for Employment and, if applicable, the DOH-DDD Individualized Service Plan?" Three agencies may be serving the same student. Their plans should be coordinated, not running in parallel with conflicting goals.

"Has the student applied for SSI, and has the family enrolled in Med-QUEST?" SSI eligibility changes at 18 because the Social Security Administration evaluates income based on the student's own assets, not the household. Med-QUEST enrollment is a prerequisite for DOH-DDD I/DD Waiver services.

"What does the Summary of Performance timeline look like, and when will the draft be shared with the family?" The SOP must be completed before the student exits the system. Asking about it a year in advance ensures the document is thorough and includes specific accommodation recommendations for college, employment, or adult services.

The Hawaii IEP Transition to Adulthood Guide includes a meeting preparation worksheet for each age window, with space to record answers and track follow-up items across years.

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