This guide addresses provision for transition services in the Individualized Education Programs (IEPs) of students with disabilities. It begins with regulations arising from the Individuals with Disabilities Education Act pertaining to transition services. These regulations focus on definitions, participants in meetings, parent participation, content of IEPs, and the agency responsible for transition services. The process for writing an IEP which includes transition services is then reviewed. The guide defines transition services, reviews when school districts must begin providing transition services, and examines who will determine what transition services are needed. The guide also explores how necessary services are determined, which involves identifying anticipated post-school outcomes, determining present level of performance, defining needed transition services, designing annual goals and short-term instructional objectives, and documenting agency responsibilities. Examples of goals and objectives that relate to major transition service areas are listed. Areas include postsecondary education, vocational training, integrated employment, continuing and adult education, adult services, community participation, and independent living. Sample forms are also provided, including: school to post-school transition plan, statement of current transition services, guide for long-range transition planning, and transition planning assessment (elementary through high school). Appendices provide excerpts from legislation related to transition services. (JDD)