*Change: Parent checklists can be found in the transcipts not here in notes.

Transition out of high school isn’t just a formality — it’s one of the biggest turning points in your child’s life. Whether your child is only a few years away from graduation or still early in middle school, this episode will be a game-changer for your planning.

In this episode, I dig into what transition planning actually is, why it matters, when it should start, and how to make sure your child doesn’t fall into the dreaded service gap that so many families experience after graduation. We’ll also look at late-start scenarios — because yes, even if your child is a senior, you still have options.

Transition planning is a coordinated, legally required process that helps students with disabilities move from school into adult life — college, employment, vocational training, independent or supported living, and community participation. It starts as early as 14 in many states and must reflect the student’s strengths, needs, interests, and goals. Student voice is essential, and schools should support them in identifying what they want for their future. Strong transition planning includes academic alignment, continued related services, community experiences, employment preparation, independent living skills, and early connections to adult-service agencies like OPWDD or VR. Families should watch for red flags such as late planning, no action behind goals, or missing adult-service involvement — these gaps can cause major delays later.

Parents can take meaningful steps whether their child is 14 or already a senior. For younger students, review IEP transition goals, explore community opportunities, and connect early with state agencies. For seniors starting late, request an urgent IEP meeting, add measurable goals, complete transition assessments, apply immediately to adult services, and consider delaying graduation if needed — accepting a diploma ends IEP rights. Transition isn’t extra — it is the future — and with informed planning and strong school partnerships, young adults can move confidently into the next chapter.

these are the authoritative documents and organizations that the content is based on:

Key Federal Laws & Guidance

• Individuals with Disabilities Education Act (IDEA 2004)
• Section 614(d)(1)(A)(i)(VIII): Transition services requirements
• Section 602(34): Definition of transition services
• U.S. Department of Education – Office of Special Education Programs (OSEP)
• Transition Guide to Postsecondary Education and Employment for Students and Youth With Disabilities (2017)
• Rehabilitation Act of 1973 (as amended by WIOA)
• Requirements for Pre-Employment Transition Services (Pre-ETS)
• State Vocational Rehabilitation (VR) coordination with schools

National Organizations / Best-Practice Sources

• National Technical Assistance Center on Transition (NTACT & NTACT:C)
• Evidence-based practices in transition planning
• Transition assessment guidelines
• Center for Parent Information and Resources (CPIR)
• Parent-friendly resources on transition and IEP requirements
• National Parent Center on Transition and Employment (PACER Center)
• Guidance on student involvement, family roles, and planning steps
• Council for Exceptional Children (CEC)
• CEC Standards for Transition Specialists
• Best practices in secondary transition
• state vocational rehabilitation agencies
• VR eligibility, Pre-ETS, and transition timelines

Research-Based References

• Test, D. W., et al. (2009). Evidence-Based Secondary Transition Practices for Improving Postschool Outcomes for Students with Disabilities.
• Kohler, P. (1996/2003). Taxonomy for Transition Programming.
• Landmark, L. J., et al. (2010). Transition planning for students with disabilities: Best practices.

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