When Should Transition Assessment Begin?
This is one of the most common—and important—questions asked by families and educators. The short answer? Early. But what does "early" really mean?
One of the most common and important questions I’m asked as a transition specialist is: When should transition assessment and planning begin for students with disabilities? The short answer to this question is: Early.
But what does “early” really mean? Why does timing matter so much? And how can starting sooner lead to better outcomes?
The Starting Point for Transition Planning
Under the Individuals with Disabilities Education Act (IDEA) of 2004, transition planning must begin no later than the first IEP in effect when a student turns 16. At that point, the IEP has to include measurable postsecondary goals based on age-appropriate transition assessment, along with the transition services needed to help the student move toward those goals.
But here’s something important: the law also includes the phrase, “or younger if determined appropriate by the IEP Team.” That gives teams not only flexibility, but also responsibility, to begin transition planning earlier—especially when a student may need more time, more instruction, more support, or more opportunities to prepare for adulthood.
In fact, while IDEA sets 16 as the federal minimum, many states have gone further, requiring that transition planning begin at age 14—or even as early as 13. And once that planning starts, the IEP needs to be updated every year to reflect the student’s progress, and any new information gathered through ongoing assessment.
I want to emphasize that this is the legal minimum, and not the “gold standard.” Just because the law says "by 16" or "by 14" does not necessarily mean that we should wait until the teenage years for every student.
Transition Assessment Has to Come First
Because postsecondary goals and transition services must be based on transition assessment, it naturally follows that the assessment needs to happen before the IEP discussion where those goals and services are first written in.
If a state follows the federal timeline—requiring transition planning in the IEP by age 16—then assessment must be conducted no later than age 15. And in states that require planning to begin earlier, such as at age 13 or 14, assessment needs to begin during middle school, often by 7th or 8th grade.
It’s also important to remember that IEPs are typically written based on a school calendar, not a student’s birthday. For example, if a student turns 16 in November, their annual IEP might be held the previous spring—when they’re still 15. So, if that’s the IEP where transition services and postsecondary goals will first be included, assessment needs to start well in advance of the meeting, possibly even before that student’s 15th birthday.
Rather than rushing to complete assessments as students approach key transition ages, starting earlier can give teams the time and space to gather meaningful data, and it can make all the difference in planning thoughtfully for a student’s future.
Why Sooner Is Better
In many cases, waiting until transition planning is required by law is simply too late. By that point, we may have missed important opportunities to explore a student’s strengths, preferences, interests, and needs (SPINs) and to build the skills and experiences they will need for life after high school.
That’s why transition assessment is a process, not a single event. We should be laying the groundwork for that process from the moment a student begins receiving special education services. We need to remember, the purpose of special education isn’t just to support a student during school, it’s to prepare them for postsecondary adult life.
The earlier we begin collecting transition assessment data and thinking about what a meaningful future could look like, the more time we have to:
Identify postsecondary goals that are truly reflective of the student’s interests, abilities, and support needs
Expose students to different types of work, training, or learning options—before they have to commit to one
Explore extracurricular, community, or social activities that align with their strengths
Develop critical real-world and independent living skills
Adjust the student’s services and supports as their needs evolve over time
Create a fuller picture of who the student is—and who they are becoming
Starting early opens up more possibilities. It gives students—and the adults supporting them—the chance to plan with intention, rather than scrambling to fit things in before graduation.
What “Early” Transition Assessment Can Look Like
At very young ages, we can talk with students about their strengths, preferences, and interests. We can also begin proactively assessing students’ baseline levels of self-determination—including their self-knowledge, self-awareness, choice- and decision-making, and self-advocacy skills. Conversations about careers and life skills can help gauge what students already know about jobs, work, chores, and their communities.
By middle school, teams can start exploring a student’s postsecondary vision through formal and informal assessments and conversations, such as:
Student questionnaires or interviews about strengths, preferences, interests, and areas they find challenging or want to improve
Baseline assessments related to self-determination, life skills, and transition planning
Goal-setting activities that connect short-term steps to long-term dreams
Parent input on hopes, concerns, and future planning
Observations of how the student functions across school, home, and community environments
Early exposure to career paths, career planning, and community-based learning opportunities
As students get older, this process should expand to include more formal transition assessment tools, with increasing focus on their preparation for learning and work after high school. Functional and situational evaluations that provide real data about how a student performs in real-world settings also become increasingly important.
It’s Never Too Early—And Never Too Late
The IEP team, which includes educators, specialists, the student, and their family, is responsible for determining when transition planning should begin. While the law provides minimum requirements, the team is encouraged to consider each student’s individual circumstances and begin earlier when appropriate.
Teams should ask:
Does the student need more time to explore career options?
Are there foundational life skills that need to be built early on?
Would earlier planning reduce stress or increase engagement?
Does the student require more time to generalize skills across settings?
If the answer to any of these is yes, then starting transition assessment earlier is the best practice.
However, while starting early is ideal, it’s also never too late to begin transition assessment. Whether a student is 16, 18, or even in a postsecondary or transition program, meaningful assessment can still guide planning and support better outcomes. The key is to make the most of the time and resources available—and to center the student in the process.
Final Thoughts
Effective transition assessment isn’t just about compliance—it’s about empowering students to envision and prepare for their future. Starting early allows for more individualized, responsive planning. It gives students time to explore, develop skills, and build confidence. And it helps families and educators support them more intentionally.
Whether you’re a parent, educator, or related professional, ask yourself: Are we giving this student enough time, support, exposure, and information to plan for their future? If not, the time to start is now.
Stay tuned for next week when I’ll talk about what makes transition assessment truly comprehensive. And please feel free to join the Substack chat to share your questions or concerns about planning for postsecondary adult life—some may even be featured in future articles!
