Individualized education programs (IEPs) for students with disabilities ages 16 and older must include a transition component. It is important for educators to understand the role transition assessment plays in developing a thorough transition component that includes measurable post secondary goals, annual IEP goals, transition services, and a course of study. Multidisciplinary teams should consider questions such as: How can educators use information about a student's strengths, needs, and preferences to develop an effective transition plan? What role does transition assessment play in developing measurable post-secondary goals, annual IEP goals, and transition services for students with disabilities? What is the best way to link a student's annual IEP goals to post secondary goals?