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It covers what “transition” means, when planning and services must begin, how measurable postsecondary goals and transition plans are developed, and how transition-related progress is measured. The guide addresses least restrictive environment requirements, summaries of performance, dispute options, and the roles of government agencies and adult-life disability services, with clear educational and informational disclaimers.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/transition-manual-3rd-edition-education-law-center/240677/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/transition-manual-3rd-edition-education-law-center/240677.png","ImageObject",442,249,{"name":88,"@type":89},"Arica Lee","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-09-23","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":76},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What does “transition” mean for high school students with disabilities?","Question",{"text":108,"@type":109},"“Transition” refers to the time and process in which a student with disabilities prepares to complete high school and move successfully into the adult world, including long-range planning, activities, and services.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"When must transition planning and transition services begin?",{"text":113,"@type":109},"Transition planning and transition services must begin as required by the applicable federal and New Jersey legal requirements for public school districts as part of the student’s IEP process.",{"name":115,"@type":106,"acceptedAnswer":116},"What can a student do if they are not satisfied with the school district’s transition planning and services?",{"text":117,"@type":109},"The manual explains options available to address dissatisfaction with the school district’s provision of transition planning and services, including seeking appropriate legal guidance and pursuing the relevant procedures described in the guide.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},240677,1789967013,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":76,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":35},8796096645457,"https://ap-avatar.wpscdn.com/avatar/800003749518d68ffe3?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345340919836971","Acknowledgments  \nThis manual, originally written by Skadden fellow Jenna L. Statfeld and published in 2011, was revised, updated, and expanded for Education Law Center by Cindy Fine, Esq. Additional assistance in the preparation of this revised manual was provided by Elizabeth Athos, Esq., senior attorney at Education Law Center. The IOLTA Fund of the Bar of New Jersey provides support for ELC’s advocacy guide series.  \nAbout the Education Law Center  \nFounded in 1973, Education Law Center (ELC) is the nation’s legal defense fund for public education rights. ELC is widely recognized for successfully advancing equal educational opportunity and justice in New Jersey and states across the country. ELC pursues advocacy work through litigation, public engagement, policy development, research, and communications.  \nELC’s legal and policy advocacy, which includes the landmark court rulings in the Abbott v. Burke litigation, has significantly advanced the provision of fair school funding, high quality preschool and school facilities improvements, especially for students from low-income families and students of color. ELC’s mission is to ensure all students receive a high-quality public education effectively preparing them to participate as citizens in a democratic society and as valued contributors to a robust economy.  \nDisclaimer  \nThe information provided in this guide helps explain the laws affecting the rights of students with disabilities in transition planning cases in New Jersey but should not be construed as legal advice. This manual is provided for educational and informational purposes only and contains general information that may not reflect current or complete legal developments. Readers are encouraged to seek appropriate legal advice from a licensed attorney on the particular factsand circumstances of their case.  \n©2022 3rd Edition, Education Law Center  \nTable of Contents  \nWHAT DOES “TRANSITION” MEAN FOR HIGH SCHOOL STUDENTS WITH DISABILITIES? ............................. 1  \nWHEN MUST TRANSITION PLANNING AND TRANSITION SERVICES BEGIN? ................................................ 1  \nWHAT IS THE SIGNIFICANCE OF A STUDENT TURNING AGE 18? .................................................................. 2  \nWHAT IS A TRANSITION PLAN? ..................................................................................................................... 2  \nHOW ARE “APPROPRIATE MEASURABLE POSTSECONDARY GOALS” DEVELOPED? ..................................... 2  \nWHAT ARE TRANSITION SERVICES? .............................................................................................................. 4  \nHOW IS TRANSITION-RELATED PROGRESS MEASURED? .............................................................................. 5  \nMUST TRANSITION SERVICES BE PROVIDED IN THE LEAST RESTRICTIVE ENVIRONMENT?.......................... 6  \nWHERE CAN I FIND SOME GOOD EXAMPLES OF TRANSITION PLANS? ........................................................ 7  \nHOW DOES TRANSITION PLANNING IMPACT THE TIMING OF GRADUATION? ............................................ 7  \nWHAT IS A “SUMMARY OF PERFORMANCE”? .............................................................................................. 8  \nWHAT CAN I DO IF I AM NOT SATISFIED WITH THE SCHOOL DISTRICT’S PROVISION OF TRANSITION PLANNING AND SERVICES? ........................................................................................................................... 9  \nOUTSIDE OF SCHOOL DISTRICTS, WHICH GOVERNMENTAL AGENCIES PLAY A ROLE DURING THE TRANSITION PERIOD? ................................................................................................................................. 10  \nWHAT STEPS SHOULD BE TAKEN TO ENSURE THAT STUDENTS REQUIRING SIGNIFICANT SUPPORT IN ADULT LIFE RECEIVE NEEDED DDD SERVICES AFTER GRADUATION? ......................................................... 14  \nWHAT CAN I DO IF I AM NOT SATISFIED WITH THE SERVICES AND SUPPORT","cbCailx3JN82A7bL","https://ap.wps.com/l/cbCailx3JN82A7bL","pdf",841837,49,"English","# What does “Transition” mean for high school students with disabilities?\n## When must transition planning and transition services begin?\n## What is the significance of a student turning age 18?\n## What is a transition plan?\n## How are “appropriate measurable postsecondary goals” developed?\n## What are transition services?\n## How is transition-related progress measured?\n## Must transition services be provided in the least restrictive environment?\n## Where can I find some good examples of transition plans?\n## How does transition planning impact the timing of graduation?\n## What is a “Summary of Performance”?\n## What can I do if I am not satisfied with the school district’s provision of transition planning and services?\n## Outside of school districts, which governmental agencies play a role during the transition period?\n## What steps should be taken to ensure that students requiring significant support in adult life receive needed DDD services after graduation?\n## What can I do if I am not satisfied with the services and support provided by DDD, DVRS, and/or CBVI?\n## What laws assist individuals with disabilities after high school graduation?\n## Appendix A\n## Appendix B\n## Appendix C\n## Appendix D\n## Appendix E","[{\"question\":\"What does “transition” mean for high school students with disabilities?\",\"answer\":\"“Transition” refers to the time and process in which a student with disabilities prepares to complete high school and move successfully into the adult world, including long-range planning, activities, and services.\"},{\"question\":\"When must transition planning and transition services begin?\",\"answer\":\"Transition planning and transition services must begin as required by the applicable federal and New Jersey legal requirements for public school districts as part of the student’s IEP process.\"},{\"question\":\"What can a student do if they are not satisfied with the school district’s transition planning and services?\",\"answer\":\"The manual explains options available to address dissatisfaction with the school district’s provision of transition planning and services, including seeking appropriate legal guidance and pursuing the relevant procedures described in the guide.\"}]","Transition Manual - 3rd Edition - Education Law Center | PDF",1789164018]