The transition planning process is driven through the development of a comprehensive IEP for each student. One of the greatest difficulties in the provision of quality transition services is that transition goals and objectives have not, traditionally, driven the development of an IEP. Transition planning in many instances, remains an “afterthought.” Ask yourself a simple question: If we are to prepare students to successfully transition to the responsibilities of adult life, how can we accomplish this without knowing where the student is going? Understanding, defining and clarifying post-school dreams, visions and outcomes will give teams the foundation to begin to develop transition goals and objectives that reflect what skills a student will need to achieve his/her goals. We need to re-think our approach at PPT meetings – Transition Planning Must Guide the Development of IEP’s! The transition component of the IEP must address the targeted post-school outcomes in each of the domains noted in IDEA: postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living and community participation. The post-school outcomes areas mandated under IDEA can be consolidated into the domains of: • Postsecondary Education/Training • Employment • Independent Living/Community Participation