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Transition Planning: Identify Gaps in Your Current Practice

We recently posted an article about intentional IEP planning for transitions in and between K-12 schools. In that article, we examined practical strategies for stronger transitions, and the foundation of those techniques is a strong school team—but even the strongest educational teams have blind spots. The key? Being willing to examine them.

Consider these reflection questions across three critical areas:

Communication:

Do receiving teachers and staff have a clear understanding of the student before the school year begins?

Is information shared consistently across all transitions, or does it depend on individual staff initiative?

Do families feel informed and included, or are they left to navigate changes independently?

Handoff Systems:

Is there a formal process for transferring information, or is it informal and inconsistent?

Are transition documents meaningful and actionable, or generic and compliance-driven?

Are receiving teams given time and space to ask questions and prepare?

Student and Family Readiness:

Are students explicitly prepared for new environments, expectations, and routines?

Do transition supports reflect individual needs, not just general orientation activities?

Are families equipped with the information and connections they need to feel confident?

If these questions reveal inconsistencies or other gaps in your team’s planning, you are not alone. Despite even the best intentions, most systems were not designed with purposeful K–12 transition planning in mind. But the good news is that systems can be evaluated, redesigned, and strengthened.

One of the most common pitfalls in transition planning is overreliance on individual educators. When strong transitions depend on one highly organized case manager or one proactive administrator, they are not sustainable.

Instead, leaders should ask:

What are our non-negotiables for transition planning across all buildings?

How do we ensure consistency, regardless of staffing changes?

Where can we build structures instead of relying on memory or goodwill?

Solutions might include:

District-wide transition protocols

Standardized templates and timelines

Cross-building collaboration expectations

Professional learning focused on transition best practices

When viewed in isolation or as a nothing more than a box to begrudgingly check, transition planning can fall flat—and the students it is meant to serve suffer the consequences. Conversely, when transition planning becomes part of the system, it becomes more equitable and effective.

June 16, 2026

Don't Leave It to Chance: Intentional IEP Planning for School Transitions

For many educators, the phrase “transition planning” immediately brings to mind postsecondary goals (such as college, career, and independent living). While those are critical, they are not the only transitions that shape outcomes for students with IEPs. In reality, students and their families navigate multiple transitions long before graduation: from preschool to kindergarten, elementary to middle school, middle to high school, and others in between.

These K–12 transitions can often be treated as routine, but for students with disabilities, they are anything but. They are high-stakes moments that can either accelerate growth or create regression, anxiety, and disengagement. If we leave these transitions to chance, we risk undoing months—or even years—of progress.

Why This Matters More Than We Think

Transitions disrupt the very things that many students with IEPs rely on most: predictability, relationships, and support systems. A student who thrived in a structured elementary classroom may struggle in the fast-paced environment of middle school. A student who had strong relationships with early childhood staff may enter kindergarten without the same level of individualized understanding.

Families feel this too. Many report that transitions are when communication drops off, expectations become unclear, and trust must be rebuilt from scratch.

From a systems perspective, transitions are where breakdowns are most likely to occur because:

Critical information doesn’t transfer

Supports are delayed or inconsistently implemented

Students enter new environments without preparation

Receiving teams are under-informed or underprepared

And yet, these are preventable challenges. Intentional transition planning is not about adding another compliance task. It’s about protecting continuity of support, preserving student confidence, and strengthening trust with families.

Expanding Our Definition of Transition Planning

Too often, transition planning is viewed only through the lens of postsecondary planning and IEP components. But effective teams broaden the lens so that transition planning is continuous, not episodic. It should occur at every major school change. This means treating transitions as:

A team responsibility, not just the case manager’s task

A process, not a one-time conversation

A system-level priority, not an individual effort

When we shift our mindset, we move from reactive problem-solving to proactive design.

Practical Strategies for Stronger Transitions

Now for the good news: Small and intentional shifts can significantly improve transition outcomes. Consider the following four actions as places to start.

1. Time IEP Meetings Strategically

Holding IEP meetings in late spring (rather than early fall) creates an opportunity to plan forward, not just reflect backward. Use this time to:

Anticipate changes in environment, expectations, and supports

Align goals and accommodations with the next setting

Involve receiving staff when possible

This simple shift can transform the IEP from a retrospective document into a forward-facing plan.

2. Build Structured Handoff Systems

Transitions should not rely on informal conversations or last-minute emails. Instead, create consistent processes such as:

Transition summaries highlighting strengths, triggers, and effective supports

Scheduled handoff meetings between sending and receiving teams

Shared documentation systems that ensure access to key information

The goal is clarity and continuity, not just compliance.

3. Prioritize Student and Family Readiness

Preparation should extend beyond staff. Consider:

Individualized or small-group school tours (not just large orientation events)

Conduct virtual tours, if unable to logistically schedule in-person

Visual supports, schedules, or social narratives for younger students

Opportunities for students to meet key staff in advance

Clear communication with families about what will change and what will stay consistent

When students and families know what to expect, anxiety decreases and engagement increases.

4. Create Transition-Focused Checkpoints

Instead of assuming a smooth start, build in early monitoring systems. Within the first 30–45 days:

Check implementation of accommodations and services

Gather feedback from students and families

Problem-solve quickly if concerns arise

Early course correction prevents small issues from becoming significant barriers.

Final Thought

Transitions will happen whether we plan for them or not. The question is whether they will be moments of disruption or opportunities for growth. For students with IEPs, the difference often comes down to intentionality.

When teams communicate, and prepare, transitions become less about uncertainty and more about possibility. Students enter new environments with confidence. Families feel supported. Educators start the year informed and ready. That’s not leaving it to chance. That’s leadership.

June 01, 2026

Finishing Strong: Making ESY Decisions That Actually Make Sense

It’s hard to believe that we are already approaching the end of the school year. With spring in full swing, school teams are balancing progress monitoring, end-of-year meetings, and planning for what comes next. For many educators, Extended School Year (ESY) decisions are either already underway or quickly rising to the top of the to-do list. The question is: Are our ESY decisions thoughtful, individualized, and truly aligned to student needs? Or are we rushing to check a box?

As educators and leaders, you know that ESY is not about simply offering more school. It is about ensuring continuity of critical skills for students with disabilities. Under the Individuals with Disabilities Education Act, ESY must be determined on an individual basis, grounded in data, and designed to support a student’s ability to make meaningful progress. When done well, ESY decisions protect hard-earned gains and set students up for a stronger start in the fall.

As you head into ESY planning, it’s important to consider a few key areas that can strengthen both your process and your outcomes:

Start with Clarity: What Does the Student Truly Need?

Strong ESY decisions begin with the right lens. Shifting the conversation from “Does this student qualify?” to “What does this student need to maintain or continue progress?” keeps the focus on the student, where it belongs.

Teams need to ground that conversation in data. Progress monitoring, service logs, and work samples can help identify patterns of regression, recoupment, or emerging skills that may be at risk. While professional judgment plays an important role, pairing it with clear data ensures decisions are both thoughtful and defensible.

Just as important is identifying the most critical skills; it’s important to recognize that ESY is not intended to replicate the full school year. Instead, teams should prioritize a small number of foundational skills—specifically, those skills that have the greatest impact on the student’s overall progress and independence.

Strengthen the Process: Thoughtful, Collaborative Decision-Making

ESY decisions are strongest when they are intentional and collaborative, not rushed or routine.

Avoid patterns where decisions are made based on special education programs, disability categories, or “what we’ve always done.” Each student’s needs should drive the recommendation. Taking time to individualize decisions not only ensures compliance but also builds trust across teams.

Preparation is a key component of the process. When teams come to IEP meetings with data reviewed, observations gathered, and a preliminary recommendation in mind, conversations are more productive and focused.

Equally important is ensuring that all voices are part of the discussion. General education teachers, special education providers, related service staff, and families each bring valuable insight. Creating space for those perspectives leads to stronger, more well-rounded decisions.

Plan for Follow-Through: From Recommendation to Reality

A well-written ESY decision is only effective if it can be implemented with fidelity!

Think ahead about logistics, including staffing needs, scheduling, service delivery models, locations, and materials. Aligning these details early helps to ensure that what is written in the IEP translates into a meaningful summer experience for students.

Clear communication with families also plays a critical role. ESY can sometimes be misunderstood, so taking time to explain how decisions were made, what data was considered, and what services will look like helps build clarity and trust.

Finally, don’t underestimate the importance of documentation. Capturing not just the decision, but also the reasoning behind it and the data used to support it, reinforces continuity and strengthens the team’s position if questions arise later.

As the school year winds down, ESY decisions are an opportunity to ensure that student data, critical skill priorities, and individualized needs are driving team decisions. This is the time to be intentional about how those decisions are made and documented. A little focus now can prevent skill loss, reduce frustration, and create a smoother transition into the next school year.

Finishing strong isn’t just about closing out the year. It’s about setting students up for continued success. The care and intention behind your ESY decisions is a powerful part of that work.

April 28, 2026

It’s Go Time: Are We Ready for State Testing Accommodations?

It’s hard to believe that state summative assessments are just around the corner. With most testing windows opening in the spring, along with everything else that this time of year brings in schools, it’s easy for testing accommodations to feel like just one more thing on an already overloaded plate. For many of you, this is already on your radar. For others, now is the time to pause, refocus, and ensure systems are in place to support students effectively.

As special education leaders, administrators, and educators, you understand that testing accommodations are not just procedural; they are a critical access point for students with disabilities to demonstrate their knowledge and skills. Under the Individuals with Disabilities Education Act (IDEA, 2004), IEP teams are responsible for determining and documenting how students will participate in state assessments and what accommodations are necessary. Federal guidance also reminds us that accommodations should ensure tests measure a student's knowledge, not the impact of their disability. For us, this work is both a compliance responsibility and an equity commitment. The good news? With a few intentional systems and proactive steps, this work can be both manageable and meaningful.

Here are several practical strategies to help ensure your team is prepared, confident, and compliant as testing season approaches:

1. Conduct an Accommodation Audit

Develop and distribute a simple accommodation audit form to all service providers. As an example of what this might look like, the Michigan Department of Education provides a downloadable sample Tracking Sheet at the bottom of this page. An accommodation audit allows teams to verify that each student’s IEP clearly identifies appropriate testing accommodations. The audit process helps catch inconsistencies early and ensures alignment between documented accommodations and what will be implemented during testing.

2. Review IEPs for Grade-Level Alignment

Take time to identify students whose IEPs may not include accommodations aligned with their current grade-level assessments. This is especially important for students who have transitioned between buildings or grade bands. Establish a clear process for reconvening IEP teams or completing amendments when needed—before testing windows open.

3. Strengthen Collaboration with Key Stakeholders

Effective implementation requires tight coordination between special education teams, building leaders, and testing coordinators. Ensure that accommodations are not only documented but also submitted and approved through required state or district systems. This is also the time to confirm logistics such as testing locations, staffing, and schedules for students needing extended time or small-group settings.

4. Plan for Scheduling and Logistics Early

Accommodations like extended time, frequent breaks, or alternate settings require thoughtful planning. Work with your teams to map out schedules in advance, identifying who will support each student and where testing will occur. Anticipating these needs now reduces (or ideally, prevents) last-minute scrambling and lessens stress for both staff and students.

5. Support Staff Understanding of Testing Features and Accommodations

One of the most common challenges during state testing isn’t a lack of effort. There's often confusion and misunderstanding of what are the allowable levels of accessibility. Ensure that educators understand the difference between universal features (available to all students), designated features (available based on need), and accommodations (required through an IEP or 504 plan). Providing a brief training, visual chart, or quick reference guide can prevent misapplication and ensure that students receive the supports they are entitled to.

6. Communicate Clearly with General Education Teachers

General education teachers are often on the front lines of test administration. Provide them with concise, accessible guidance on state and district accommodation policies, along with specific expectations for implementation. Consider sharing quick-reference documents or brief overviews that clarify what is required as well as where to go with questions.

7. Develop a “Day-Of” Quick Reference Tool

If permissible, create a one-page quick tips sheet for test proctors and anyone responsible for administering assessments. This should include reminders about allowable accommodations, documentation expectations, and who to contact if issues arise. Having this at their fingertips can increase confidence and reduce errors during testing.

8. Reinforce Documentation Practices

Remind teams that implementation is only part of the equation; documentation matters just as much. Ensure staff know how and where to record the use of accommodations during testing. This protects both students and the district, especially in the event of an audit or inquiry.

9. Keep the Focus on Students

Amid all the logistics, it’s important to center the purpose behind this work. Accommodations are not about giving an advantage. They are about ensuring equitable access for our students with disabilities. When implemented well, they allow students to engage with assessments in a way that reflects their true abilities.

As we move into the testing season, a little preparation now can make a significant difference later. Your leadership plays a critical role in creating systems that are clear, consistent, and supportive for both staff and students. Whether your processes are already well-established or still evolving, this is the perfect time to refine and reinforce.

References

Individuals with Disabilities Education Act (2004). Participation in assessments. Retrieved March 17, 2026, from https://sites.ed.gov/idea/regs/b/b/300.160

Larson, E.D., Thurlow, M.L., Lazarus, S.S., & Liu, K.K. (2020). Paradigm shifts in states’ assessment accessibility policies: Addressing challenges in implementation. Journal of Disability Policy Studies, 30(4), 244-252. https://doi.org/10.1177/1044207319848071