What is postsecondary transition?
Postsecondary transition refers to the process of preparing students with disabilities for life after high school. Postsecondary transition planning is student-centered, student-driven and embedded throughout the Individual Education Program (IEP) process. The postsecondary transition plan includes goals aligned with the students' strengths, preferences, interests and needs.
Additional Resources:
Who is eligible for postsecondary transition services?
In Kentucky, students with Individual Education Programs (IEPs) who are in the 8th grade or age 14 (whichever occurs first) through high school receive post-secondary transition services. Post-secondary planning is a part of the annual Admissions and Release Committee (ARC) meeting. During the ARC meeting, the ARC team determines the needed services and support such as instruction, related services and community experiences, to help the student achieve their transition goals.
When does postsecondary transition begin?
Under Kentucky regulation, post-secondary transition planning formally begins no later than age 14 (or 8th grade year) by addressing transition service needs, with more concrete postsecondary goals and plans required by age 16.
Legal/regulatory requirements in the Kentucky Administrative Regulations (KAR)
The Kentucky regulation governing Individual Education Programs (IEPs) includes explicit requirements regarding transition services.
In the child’s eighth grade year or when the child has reached age 14, whichever comes first (or earlier if the ARC determines it is appropriate) and in alignment with the child's Individual Learning Plan (as required by 704 KAR 3:305, Section 2), the IEP must include a statement of the transition service needs of the child that focus on the child’s course of study. This statement shall be updated annually.
By the child’s 16th birthday, the IEP must include:
(a) “appropriate, measurable, postsecondary goals” based on age-appropriate transition assessments (in areas such as training, education, employment and, where appropriate, independent living), and
(b) “the transition services (including the course of study) needed to assist the child in reaching those goals.”
What areas does the postsecondary transition planning cover?
Post-secondary transition planning is designed to help students move successfully from school to adult life. Under the Individuals with Disabilities Education Act (IDEA) and Kentucky regulations, transition planning focuses on three main areas:
Education/Training – Supports planning for life-long learning, whether through college, vocational training, apprenticeships or other skill-building opportunities.
Employment – Prepares students for meaningful work experiences, career exploration and job readiness skills that match their interests and abilities.
Independent Living (when appropriate) – Helps students build everyday skills for living as independently as possible, such as managing money, transportation, self-advocacy, health care and community participation.
Together, these areas guide the IEP team in creating measurable goals and identifying services that support the student’s vision for a happy adult life.
Who should be involved in postsecondary transition planning?
Students, families, educators (e.g., special education, Career and Technical Educators (CTE)) and relevant service providers (like Vocational Rehabilitation Counselors, School Counselors) should work together during transition planning to support students' postsecondary goals and help them prepare for their “happy adult life.”
Additional Resources:
Office of Vocational Rehabilitation Counselors: Find your local Vocational Rehabilitation (VR) counselor using the Kentucky VR Directory to support transition planning and postsecondary success.
Working with Exceptional Children in CTE: Explore resources and strategies that support exceptional learners in Career and Technical Education, including alternate diploma pathways and career readiness tools like CWEC and ESAR.
School Counseling: Kentucky's Individual Learning Plan (ILP) helps students in grades 6-12 explore careers, set goals and prepare for postsecondary success through personalized planning and guidance.
Comprehensive Transition and Postsecondary Programs: Comprehensive Transition and Postsecondary (CTP) progreams in Kentucky support students with intellectual disabilities in pursuing inclusive higher education, preparing them for employment and independent living through academic and career-focused instruction.
Kentucky's Framework for Systems-Level Transition Planning: Kentucky's Transition Framework offers guidance and best practices to districts and partners in creating equitable, data-driven plans that improve postsecondary outcomes for students with disabilities.
What services and supports are available to help transition to postsecondary education, employment and independent living?
Education/Training
What must Kentucky LEAs provide to students who graduate or age out?
The IDEA '04 and the Kentucky Administrative Regulations require that “for students who graduate or age out of the program, the LEA shall provide the child with a summary of the child’s academic achievement and functional performance including recommendations on how to assist the child in meeting the child’s postsecondary goals (707 KAR 1:300 Section 4 (21)). In an effort to assist districts in meeting this requirement, two optional formats for documenting the “Summary of Performance” have been developed. The options are:
Option 1 – This option was developed after the IDEA was reauthorized in 2004 and has been used by districts since that time.
Option 2 – This option outlines a more student-directed approach to the Summary of Performance. The format attached is the teacher’s copy with annotations on how to complete, as well as a blank student copy.
Where can I find additional information and resources to help me understand postsecondary transition?
For additional information, visit the KY 360 webpage.