Secondary Transition Planning

Use current academic and functional data to describe where the student is right now. This includes academic skills, daily living abilities, social skills, and work behaviors. Knowing the student’s present levels helps set realistic, achievable goals. 

Create clear, measurable postsecondary goals for what the student will do after high school in areas of education/training, career/employment, and independent living (if appropriate). These goals should reflect the student’s interests based on Secondary Transition Assessment results.  

Use research-based practices that are proven to improve post-school outcomes, such as work-based learning, student involvement in IEP meetings, and career and technical education. Matching strategies to the student’s needs increases their chances of success. 

Plan the specific activities, experiences, and supports the student will need to move toward their postsecondary goals. This can include work-based learning experiences, community experiences, self-advocacy training, or connecting with adult agencies. 

Develop annual IEP goals that build the skills and knowledge the student needs to achieve their postsecondary goals following high school or the completion of district services if a student continues their education with 18-21 Secondary Transition services. These goals should be directly connected to the student’s Secondary Transition plan and the services provided. 

Create ways to measure the student’s progress toward their goals. Regularly review and update the plan based on the data to make sure it stays relevant and effective. 

Students learn both academic and real-life skills, helping them move smoothly from grade to grade and into adult life. 

Schools offer a variety of career exploration and work-based learning opportunities tailored to each student’s interests and what’s available in the local community. 

Families learn about local agencies early and understand what each one offers to support their child’s future.

Families are active partners in developing the Secondary Transition plan, which includes areas like employment, education/training, daily living skills, recreation, and transportation. 

Schools and community agencies work together so that services are in place before a student leaves school. 

Families support learning at school and in the community. They help foster independence at home by encouraging life, work, and social skills in everyday activities.

Students take part in programs and community settings alongside both peers with and without disabilities.

Training includes job skills and social-emotional skills in real community environments to help students feel prepared and confident.

School administrators and program leaders champion Secondary Transition planning by backing community-based instruction, work experiences, and agency collaboration.

The IEP includes specific objectives that build the skills the student needs to achieve their postsecondary goals. 

Students receive instruction in areas such as employment readiness, independent living, and community participation.

Adult service providers become part of the team well before graduation to support a smooth handoff from school-based to adult services. 

The plan outlines who is responsible for each step, including agency referrals, job training, and follow-up services after graduation.

Families help shape the Secondary Transition plan before their child leaves high school. Together with the school team, they identify goals and services related to work, education, daily living, recreation, and transportation. 

Families help ensure that schools and adult service agencies are working together to support a smooth Secondary Transition. 

Families support academic and job training efforts happening in school and in the community. This might include work-based learning experiences or life skills instruction outside the classroom.

Families play a key role in building independence by encouraging their child to practice work and social skills in daily routines and explore their community. Small steps, like riding public transportation or volunteering, can lead to big growth. 

Families bring deep knowledge about their child’s strengths, needs, and dreams. Their input is vital for making the IEP meaningful and realistic. 

Families are encouraged to: 

• Support and empower their child to share their voice and take ownership of their future. 
• Help shape a program that fits their child’s needs, advocating for what works best. 
• Share valuable insights about their child’s interests, daily living skills, and the supports they may need to be successful after high school. 
• Stay actively involved as equal partners in every part of the IEP process, from goal setting to service planning and decision-making. 

At least one of the student's special education teachers or, if appropriate, related services providers. 

These team members often know the student best in terms of learning styles, strengths, and support needs. They help bring the big picture into focus. 

They can: 

• Share insights about the student’s progress, strengths, and accomplishments. 
• Offer strategies and tools that help the student succeed in school and prepare for adult life. 
• Recommend courses and activities that build skills aligned with the student’s goals. 
• Help determine related services the student may need, such as speech, counseling, or occupational therapy. 
• Suggest secondary Secondary Transition services and identify helpful community agencies or programs. 
• Make sure students and families are connected to the right supports before graduation. 
• Help coordinate communication between everyone involved in the Secondary Transition process. 

This team member ensures that what’s planned can be put into action. 

They: 

• Support both general and special education staff in carrying out the IEP. 
• Help secure the people, programs, and funding needed to make secondary Secondary Transition goals a reality. 

General education teachers play a key role in ensuring students are included in everyday learning experiences that lead to success after high school. 

They: 

• Help plan courses and activities that support the student’s long-term goals. 
• Identify any accommodations or supports the student may need to succeed in general education classes and assessments. 
• Share ideas for promoting positive behavior and engagement in the classroom. 

Representatives from adult service agencies can be powerful allies in helping students take the next step after high school. 

They: 

• Explain what supports are available prior to and after graduation such as pre-employment services, college disability services, job coaching, or housing resources. 
• Help families understand how adult services differ from school-based supports. 
• Assist with applications, eligibility questions, and timelines for postsecondary services. 
• Provide guidance on navigating services that may have waitlists or limited availability. 
• When possible, start providing services while the student is still in school. 

• Communicate with the Secondary Transition Specialist/Coordinator and identify the student’s Secondary Transition team. 
• Hold initial student-led Secondary Transition meeting, infused into the IEP process, to be updated annually. 
• Provide student and family with Secondary Transition information and materials. 
• Clarify the IEP Secondary Transition process with the student and family. 
• Complete a home inventory to identify current independent living skills and family support needs. 
• Review the student’s cumulative file and educational history. 
• Formally begin age-appropriate Secondary Transition Assessments to identify learning styles, vocational interests, and support needs. 
• Provide career awareness, exploration, and job training experiences through school and community-based sites. 
• Start vocational applications, including sample job applications. 
• Introduce self-advocacy, mobility, independent living, and recreation skills through real-world activities. 
• Begin portfolio development (sample work, collected Secondary Transition data, postsecondary goal information, resume, references, etc.). 
• Explore and begin using public transportation, including applying for local transportation passes and learning to read transit schedules. 
• Establish or follow up connections with adult service providers for planning 

• Continue work experiences, focusing on paid community-based employment. 
• Develop and update resumes, job placement files, and career portfolios. 
• Finalize postsecondary goals and academic plans through the IEP process. 
• Update a home inventory to reflect current independent living needs. 
• Conduct final eligibility processes and applications for adult services. 
• Formalize connections with adult service providers. 
• Investigate health benefits, medical service coordination, and supported decision-making needs, guardianship, etc. 
• Review graduation date and adjust plans if receiving services beyond 18 as determined by the IEP team. 
• Register to vote or pre-register (depending on state guidelines). 
• Register for the Selective Service (if applicable). 
• Finalize transportation plans (independent use, supported options, driving). 
• Continue self-advocacy and decision-making skill development. 
• Take ACT, SAT, ASVAB, or additional assessments as needed. 
• Visit postsecondary education sites and confirm necessary disability support services. 

• Finalize and implement the Secondary Transition plan with full collaboration from adult service providers. 
• Ensure access to transportation, housing, and recreational/leisure activities. 
• Develop long-term financial support and benefits plans. 
• Fully manage medical, health, and personal care needs (including insurance Secondary Transitions). 
• Finalize postsecondary education/training placement or employment. 
• Encourage active community participation and independent decision-making. 
• Review and close out the IEP with clear post-school outcomes and supports in place.