Secondary Transition Basics: Building the Bridge to Adult Life 

In this section: 

What is Secondary Transition?

Core Secondary Transition Domains 

The Secondary Transition Concept 

Why Secondary Transition Planning Matters 

Start Early, Plan Wisely

A Coordinated Effort

Secondary Transition Formally Defined 

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What is Secondary Transition? 

Secondary Transition is the process of preparing students with disabilities for adult life. It includes thoughtful planning to support movement from school to further education, employment, independent living, and full participation in the community. 

An effective Secondary Transition process is: 

• Student-centered 
• Strengths-based 
• Goal-driven 
• Collaborative 

According to the Individuals With Disabilities Education Act (IDEA 2004) Secondary Transition planning is legally required and begins no later than age 16, however the Exceptional Children’s Education Act (ECEA) in Colorado requires Secondary Transition services to begin with the first IEP developed with the child is age 15, but no later than the end of 9th grade, or earlier if deemed appropriate by the IEP team. 

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Core Secondary Transition Domains 

Secondary Transition supports students in developing skills across all areas of adult life: 

• Education: Access to academic and functional learning that leads to postsecondary opportunities and lifelong learning. 

• Career: Preparation for meaningful work, including job exploration, skill-building, and community-based experiences. 

• Independent Living & Community Participation: Building life skills like budgeting, transportation use, and accessing community resources.  

• Communication & Social Skills: Developing the ability to express needs, make decisions, and form relationships.  

• Recreation & Leisure: Encouraging engagement in hobbies, sports, or other activities that support well-being and social connection. 

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The Secondary Transition Concept 

Successful Secondary Transition planning involves three key components: 

• Coach Goal Setting for Life After High School

  • Engage the student and their family in thinking about future goals and create a long-term plan for achieving them. 

• Design Meaningful High School Experiences   

  • Provide academic and community-based instruction aligned with the student’s needs, interests, and postsecondary goals.  

• Connect to Postsecondary Services, Supports and Programs Before Graduation 

  • Identify and coordinate with adult service agencies early to ensure continuity of support. 

The student’s high school program should thoroughly prepare them for achieving desired postsecondary goals. The Individualized Education Program (IEP) is the legal document reflecting the commitment made by the educational agency to provide a free appropriate public education designed to meet the unique needs of the student with a disability. It should reflect the services and supports needed to assist the student in gaining the skills, experiences, and connections to make the student’s postsecondary goals a reality. 

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Why Secondary Transition Planning Matters 

IDEA emphasizes preparing students for further education, employment, and independent living - not just access to school. Secondary Transition planning: 

• Improves academic outcomes. 
• Helps students participate meaningfully in the general curriculum. 
• Empowers students and families to make informed decisions. 
• Builds bridges between school, home, and community support systems. 

Through transition planning, an organized system for providing instruction and identifying resources is designed. As a result, after graduation, all students with disabilities can be prepared to live as independently as possible in the community and as productive citizens with the necessary support. 

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Start Early, Plan Wisely 

Early Secondary Transition planning gives students and families time to: 

• Understand and meet eligibility requirements for adult services. 
• Navigate complex systems and paperwork. 
• Build essential life, work, and self-advocacy skills. 
• Avoid gaps in services, especially where waitlists or funding issues exist. 

Both Congress and the U.S. Department of Education recognized that early Secondary Transition planning is important because: 

• The transition from special education services and their entitlements to an eligibility system is complicated. 
• For students with severe disabilities and complex needs it will take time to put post-school services and supports in place. 
• Some students will be using the services of many agencies and time will be needed to figure out who can do what and who will pay for what services. 

Early and long-range planning is critical for the student to receive essential post-school programs or services, whether they include support services in college or residential services from an adult provider. Students and families are often faced with much paperwork to meet eligibility requirements, and some adult services have long waitlists. 

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A Coordinated Effort 

Secondary Transition is a shared responsibility. Effective planning requires: 

• Student involvement  - to express goals and take ownership. 
• Family engagement - to provide insight and long-term perspective. 
• School team support – to align instruction and services. 
• Community agency collaboration - to ensure successful handoffs to adult systems. 

Together, we can prepare every student for a future filled with possibilities. 

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