Preparing Students for Successful Adult Lives

Transition planning helps students with disabilities move from school to adult life with confidence. Under the Individuals with Disabilities Education Act (IDEA) and Colorado state law, every student with an Individualized Education Program (IEP) must receive transition services that prepare them for life after high school. Colorado requires transition planning to begin no later than age 15 (earlier than the federal requirement of age 16), giving students more time to explore their goals and build skills before graduation.

Colorado school districts provide special education services beyond the traditional four years of high school through Transition (18–21) Programs focused on employment, community participation, and independent living, including:

This section explains how transition planning works and how families, schools, and community partners can support students through this exciting stage of life.

What Is Transition Planning?

Transition planning is a student-centered, future-focused process required under IDEA. Each transition IEP must:

  • Identify the student’s strengths, interests, preferences, and needs
  • Include measurable postsecondary goals in education/training, employment, and—if appropriate—independent living
  • Provide a coordinated set of services that support the student in reaching those goals
  • Align the student’s courses of study with their long-term plans
  • Involve the student as an active leader in planning for their future
When Should Transition Planning Begin?

In Colorado, transition planning must be included in the IEP starting at age 15. This should include the following components:

  • Transition assessments: A combination of formal and informal tools that evaluate interests, skills, strengths, and needs.
  • Measurable post-secondary goals: Required in the areas of education & training, career & employment, and independent living. 
  • Transition Services & Activities: Experiences and instruction that help the student move toward their goals.
  • Course of Study: Classes and learning opportunities that connect directly to the student’s future plans.
  • Annual Goals: IEP goals that support progress toward postsecondary outcomes.
The Three Required Areas of Postsecondary Outcomes

1. Education & Training

This can include instruction and experiences that prepare the student for college, vocational training, apprenticeships, or career certificate pathways. Examples include:

  • Career & Technical Education (CTE) coursework
  • College readiness instruction 
  • Support with how to access disability accommodations
  • Functional reading and math skill development
  • Assistive technology evaluation and training
  • Self-advocacy and self-determination skill development

2. Career & Employment

This includes skills and experiences that prepare students for competitive, integrated employment. Examples include:

  • Resume writing and interview preparation
  • Job shadowing and mock interviews
  • School-based work experience (library aide, school store, etc.)
  • Community volunteer opportunities
  • Paid work experiences or school credit for employment
  • Collaboration with Colorado DVR and School-to-Work Alliance Programs (SWAP) 

3. Independent Living & Community Participation

This includes supports to help students build independence at home and in the community. Examples include:

  • Grocery shopping, meal prep, and home safety
  • Money management and budgeting
  • Using public transportation
  • Managing healthcare appointments and medications
  • Learning about healthy relationships
  • Learning about recreation options and community resources
  • Exploring Medicaid waivers, SSI/SSDI, and adult services
Best Practices in Transition Planning

High-quality transition planning should be proactive, collaborative, and personalized. Best practices include:

Annual Review & Continuation of Services

Transition components of an IEP must be reviewed and updated every year from age 15 until:

  • The student graduates with a regular diploma, or
  • The student ages out at 21
The Role of Families & Support Networks

Families play a critical role in transition success. You can support your student by:

  • Practicing using public transportation together
  • Helping them explore workplaces and career paths
  • Encouraging and developing independent living skills at home
  • Connecting with postsecondary disability services offices
  • Supporting the student in leading their IEP meetings
  • Helping the student understand their disability and rights

Community mentors—such as neighbors, coaches, spiritual leaders, or volunteers —can also provide valuable guidance and exposure to real-world opportunities.

Take time as a family to discuss what your student’s dreams are for their future. Do they want to work full-time or part-time? What are their interests, and what potential careers might align with those interests? If they go to college, what do they want to study? Where do they want to live? How will they get from place to place?

Why This Matters

Transition planning is one of the most important parts of the IEP. Starting at age 15 in Colorado, it helps students:

  • Identify and pursue their postsecondary goals
  • Build practical skills for adult life
  • Access community supports and agencies
  • Develop self-advocacy and independence
  • Move confidently into employment, education, and community living

Strong transition planning lays the foundation for person-centered, lifelong success. Regardless of whether students will live alone, with family or friends, or in a supported residential setting after high school, transition services can provide lessons and practice activities to help them develop independent living skills. 

Helpful Tips about the IEP Process
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