When should transition planning begin for students with disabilities?

• A. By age 14.
• B. At the end of high school.
• C. By age 16 (and earlier if required by district policy), with student goals and services aligned to postsecondary outcomes.
• D. Only after the student requests it.

Answer: (C)

Starting transition planning by age 16 ensures students have a clear path to life after high school and that supports are in place well before graduation. At this stage, the IEP team conducts transition assessments, identifies the student’s interests and strengths, and sets measurable postsecondary goals in areas like education or training, employment, and independent living. The plan then coordinates the services and accommodations needed to reach those goals, linking what happens in school to real-world opportunities after high school.

If a district policy requires planning earlier, that can happen, but the key idea is that the goals and services are aligned to postsecondary outcomes from the start. Waiting until the end of high school can limit time to prepare, arrange experiences (such as internships or job training), and ensure a smooth transition. Early, deliberate planning helps ensure a student’s aspirations become achievable through coordinated supports and services.