NM Transitions: New Mexico Transition Course

Section One: The Transition Planning Process

Charting the Transition Process

School professionals should emphasize transition planning to improve outcomes for ALL students, and must do so for those with IEPs, once they leave high school. This planning is a team effort and results in a long-range individualized plan to address academic, career, and life goals, and utilizes strategies to support students' goal attainment. The table below provides an overview of transition services.

An Overview of Transition Services
Who receives transition services?	All students receiving special education services, ages 14 through 21, or younger if determined appropriate by IEP team members
When should transition services begin?	Beginning no later than age 14 or 8th grade Updated and amended at each annual IEP meeting until exiting high-school
What transition service areas must be considered when developing the transition plan?	Instruction (i.e., course of study) Related services Community experiences Development of employment and other post-school adult-living objectives Acquisition of daily living skills and functional vocational evaluations when appropriate
Why are transition services important?	Provide the support necessary to allow students with disabilities to connect with post-secondary opportunities Improve post-school outcomes for students with disabilities Facilitate the assumption of adult responsibilities (e.g., working for pay, maintaining a bank account)
How are transition services provided?	Through an individualized transition plan (a section of the IEP) By the IEP team in coordination with the family, related service providers, and community agencies