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Tracking your student’s transition timeline
This transition timeline will help you stay on track with paperwork, decision-making and engagement with adult service agencies so you can focus on building a bright future
It’s challenging for any parent to keep up with school-related activities and demands as students progress through high school and prepare to graduate. For parents of students with disabilities, the mental load of managing the day-to-day responsibilities, along with transition-related tasks and activities, may seem insurmountable.
This transition timeline can help you stay on track with paperwork, decision making, and engagement with adult service agencies. If you’re looking for more support, our Transition IEP Guide includes additional timelines and resources related to the Individualized Education Plan (IEP) process. It may also be helpful to use our transition glossary to familiarize yourself with key terms.
Transition planning: what to think about in middle school (under 14)
- Obtain Social Security card and make available a copy of the birth certificate and health insurance card
- Connect with family organizations and register with state agencies for services:
- Commission for the Blind
- Department of Developmental Services
- State deaf-blind project
- Connect with other families in local/state family organizations, such as MassFamilies; Independent Living Centers can be found across the US
- Request information from school on required transition activities
- Encourage student to attend IEPs, or a portion, as young as appropriate; allow student to make personal connections with transition coordinators and community supports
- Discuss transition at the IEP meeting prior to the student turning 14 to gain an understanding of transition requirements; IEP team should discuss and develop an awareness for long range transition goals
- Develop an awareness of available extracurricular activities in your community
Transition planning: What to think about in early high school (Age 14-16)
- Begin involving the student in the IEP process and all related transition activities.
- Student and family develop understanding of what accommodations are needed to do well in school and at work
- Consider consulting with a legal and/or financial professional regarding decision making options, estate and financial planning
- Consider options related to decision making such as supported decision making, guardianship, health care proxy, durable power of attorney, adult foster care, etc.
- Explore Pre-ETS funding and related activities
- Research and educate yourself about adult services and supports
- Make decisions around graduation requirements (i.e., state testing, certificate of accomplishments, etc.)
Transition planning: What to think about in late high school (Age 16-18)
- Start the referral process for adult services. For Massachusetts residents, your school district should complete a Chapter 688 referral. This inquiry can be made during the IEP when the transition planning page is reviewed. Once an agency (or agencies) have been identified, obtain release and consent forms for adult service agencies’ involvement.
- Research the age of majority in your state and make decisions about guardianship. Submit a copy of the decree of guardianship if applicable.
- Apply for and create linkages to adult services
- Apply for disability benefits (i.e., SSI and Medicaid) and speak with a benefits officer. This can be done earlier if the young adult is in a residential placement or if parent/guardian is considered low income.
- Consider an ABLE account or Special Needs Trust
Transition planning: What to think about from ages 18 to 22
- Contact the Department of Developmental Disabilities (DDS) or the equivalent department in your state to explore day programming and residential options and create an Individualized Transition Plan (ITP). This should be completed no later than nine months prior to graduation, usually around the student’s 21st birthday.
- In Massachusetts, the Chapter 688 liaison submits the ITP to the Transitional Advisory Committee (TAC) who will approve, modify, or reject the document. This decision can be appealed.
- Explore day and residential programs
- Meet and tour adult service agencies and select appropriate service providers. Note that places usually cannot be held this early (listed “by age 18 on this page), but it may be worth identifying appropriate agencies.
- Research different models, such as day habilitation, supported vocational, and community-based day support.
- Research adult family foster care and PCA options
- Apply for non-driver ID card, if appropriate
- Apply for Section 8 housing
- Determine if a service coordinator has been assigned and is beginning to develop the individual’s adult services (3-5 months before graduation)
Additional resources:
- Preparing your Child for Age of Majority and Transfer of Rights (PACER)
- Preparing to Visit Adult Day Programs
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