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Fullerton Joint Union High School District

Excellence in Education

Transition Services

Transition Services: Preparing for Life After High School

Transition services are a coordinated set of results-oriented activities designed to help students with disabilities seamlessly move from high school to adult life. The goal is to empower students to achieve their personal, educational, and career aspirations after leaving the school district.

Under federal and state law, formal transition planning begins no later than a student's 16th birthday (or younger if determined appropriate by the Individualized Education Program team) and continues until the student graduates with a standard diploma or exits services at age 22.

Key Components of Transition Planning

Transition services focus on building practical skills and connecting students to real-world opportunities while still in high school:

  • Student-Led Participation & Self-Advocacy: Students are invited and encouraged to actively participate in (and often lead) their IEP/ITP meetings to articulate their goals and advocate for their needs.

  • Coordinated Coursework & Vocational Instruction: Aligning high school classes, CTE (Career Technical Education) pathways, and work-ability skills with the student's post-secondary goals.

  • Community & Career Experiences: Opportunities to explore local industries, practice job-seeking skills, and gain practical hands-on experience.

  • Inter-Agency Collaboration: Connecting families with adult agency partners—such as the California Department of Rehabilitation (DOR) and the Regional Center of Orange County (RCOC)—to ensure continuous support after high school.

Last Modified on July 31, 2026

The Individual Transition Plan (ITP)

Transition planning is documented within the student’s IEP through an Individual Transition Plan (ITP). The ITP is developed before the IEP team establishes annual goals and is updated every year.

The ITP is driven by age-appropriate transition assessments that explore the student’s unique strengths, interests, preferences, and needs across three core areas:

  • Post-Secondary Education & Training: College coursework, vocational/trade schools, or continuing adult education.

  • Competitive Integrated Employment: Paid employment, internships, or supported work environments aligned with career interests.

  • Independent Living & Community Participation: Skills needed for adulthood, such as personal finance, transportation, self-care, housing, and community engagement (where appropriate).