What "transition" actually means
In Arizona, federal law requires schools to begin transition planning as part of a student's IEP no later than age 16. That planning is supposed to focus on the next chapter — adult life, employment, postsecondary education, and independent living.
Transition isn't a single event. It's a window — usually between ages 16 and 22 — during which families, schools, and adult service providers should be working together to make sure a young adult doesn't hit an abrupt drop-off when school ends.
The "service cliff"
Many families describe what happens after high school as falling off a cliff. School-based supports — speech therapy, occupational therapy, structured routines, transportation, peer interaction, behavioral supports — were coordinated by one institution. Adult services are not.
If nothing is in place when school ends, families often experience a sudden loss of structure, daily routines, and progress. This is the most important reason to start planning early.
Building an adult support map
After school, the people in your young adult's life will look different. Instead of teachers, IEP teams, and school-based therapists, you'll be working with a smaller, often more flexible team built around the individual.
DDD Support Coordinator. Your primary point of contact within the Division of Developmental Disabilities. They coordinate services, help develop the Individual Support Plan (ISP), and help connect you to providers.
Service providers. Organizations like Foundation for Independence that deliver authorized services — Supported Living, Employment Services, and others. You can choose your provider.
Direct support staff. The people who actually work with your young adult day-to-day — Direct Support Professionals (DSPs), Employment Specialists, and supervisors.
Family and natural supports. You, siblings, neighbors, faith communities, employers. The most durable supports are usually the ones not paid for by an agency.
The first concrete steps
- Confirm DDD eligibility (or apply if not yet eligible).
- Schedule a meeting with your assigned Support Coordinator.
- Begin discussing the Individual Support Plan (ISP) and adult goals.
- Identify which services may be appropriate — Supported Living, Employment Services, or both.
- Research and meet potential providers. You have the right to choose.
- Build a backup plan — who steps in if a service doesn't start on time?
Questions to ask any provider
How do you build supports around the individual — not the program?
How will you communicate with our family and the broader care team?
What does progress look like, and how is it measured?
What happens if the fit isn't right? Can we change staff or services?
How do supports fade as our young adult builds independence?
Building a long-term vision
Transition planning is short-term thinking with a long-term horizon. The decisions you make in the year or two around graduation will shape habits, routines, and relationships that compound for decades.
It's worth asking, early and often: What does a meaningful adult life look like for this person? Not in the abstract — in real, concrete terms. Where do they live? What do they do during the day? Who are their people? What brings them joy?
You won't have all the answers. But asking the question shapes the plan.