Start early · Any age

Picture the life your student wants

• Talk about interests, strengths, relationships, and hopes for the future.
• Build everyday skills: making choices, communicating needs, personal care, and participating in the community.
• Keep a folder with evaluations, school records, medical information, and agency contacts.
• If your student may need developmental disability services, explore NOW/COMP waiver eligibility and the application process early.

You do not need to wait until graduation to apply for NOW/COMP. An application or placement on a planning list does not guarantee immediate funding.

Entering high school

Turn hopes into a transition plan

• Include the student in IEP meetings and help them describe what they want to learn and do.
• Use transition assessments to identify goals for education or training, employment, and independent living when appropriate.
• Discuss the course of study, graduation requirements, and how the student’s diploma pathway connects to their goals.
• Ask about GVRA Pre-Employment Transition Services, including career exploration, work experiences, and self-advocacy.

Georgia requires transition planning no later than entry into ninth grade or age 16, whichever comes first. The plan should be reviewed annually.

Ages 16–17

Explore options and prepare for adulthood

• Visit training programs or colleges, try work experiences, and discuss transportation.
• Compare technical college, college, inclusive postsecondary education, and employment options.
• Practice budgeting, scheduling appointments, and asking for accommodations.
• Ask the IEP team how educational rights will change at adulthood and how the family can stay involved.
• Discuss decision-making supports. Explore less restrictive alternatives before considering guardianship.

Turning 18

Review benefits and decision-making supports

• Contact Social Security to discuss adult SSI eligibility. Students already receiving childhood SSI undergo an age-18 disability redetermination.
• Review healthcare coverage and the transition to adult healthcare providers.
• Confirm any permissions or legal documents needed for others to help with school, healthcare, or financial decisions.
• Review identification, voter registration, and Selective Service requirements as applicable.
• Update agencies when the student’s contact information or support needs change.

The final year · Before school exit

Make the next step concrete

• Confirm the anticipated exit date, graduation pathway, and eligibility for any continued school services with the IEP team.
• Request a Summary of Performance and copies of records needed for college, work, or adult services.
• Connect with the college disability services office or GVRA counselor before the student leaves school.
• If the student has waiver services, coordinate changes with the support coordinator. If waiting for services, update DBHDD about current needs.
• Plan the weekly routine: work or learning, transportation, healthcare, community activities, and support.
• Identify who will follow up on each action and when.