Transition Planning – What Parents Need to Know About AB 438

Transition planning is more than just paperwork — it’s about helping your child build a joyful, independent life after high school. As a parent, your involvement in transition planning is crucial. If you understand how the transition process works, you can ask better questions, help shape realistic and inspiring goals, and ensure your child’s plan reflects who they are and what they want for their future.

Federal law (IDEA) requires that an Individualized Transition Plan (ITP) - an additional section of the IEP that focuses on life after high school - be included in the IEP that will be in place when a student turns 16. A recent California law, AB 438, encourages schools to start even earlier, giving students more time to explore their interests, strengths, and post-school options. This new timeline for transition planning opens the door for earlier, more meaningful conversations.

What’s New?

The California Department of Education (CDE) is now encouraging districts to include measurable postsecondary goals and transition services in the IEP that will be in effect when the student begins high school. Specifically, per AB 438:

• The first IEP that triggers inclusion of measurable post-secondary goals and transition services may now be the IEP in effect when the student begins their high school experience - typically around grade 9 - if the IEP team deems it appropriate. (https://www.cde.ca.gov/sp/se/lr/om052225.asp)

• The “IEP in place when the student turns 16” benchmark still applies - meaning by that point the ITP/transition services must be included. (https://www.aalrr.com/newsroom-alerts-4086)

• The law encourages IEP teams to justify their decision to postpone beginning transition goals and services until age 16 rather than beginning them earlier earlier.

In short: California is encouraging earlier transition planning, giving families and schools more time to build a thoughtful roadmap, rather than scrambling in the final years of high school. With AB 438, the IEP team must consider whether transition discussions should begin with the IEP that will be in effect when the child starts high school. That means you, as a parent, have a chance to initiate and engage in the discussion sooner, ask the right questions, and help shape the plan.

Why Should Parents Request an “Early” or “9th Grade” ITP?

1. More time = better results. When transition planning starts earlier, there is greater opportunity to explore a your child’s interests, build community experiences, trial job or vocational settings, and refine goals. Research is clear that earlier transition planning improves student outcomes.

2. Earlier planning centers your child’s voice and choice. The ITP is intended to reflect the their preferences, strengths, and interests. Waiting until age 16 can leave too little time for meaningful exploration of options.

3. It avoids the “last-minute” rush. This new timeline gives greater opportunity to research, learn about, and trial different educational or vocational paths.

4. It doesn’t eliminate your options, it broadens them. AB 438 doesn’t require every student begin transition services in 9th grade, it gives the IEP team discretion; however, the default expectation is earlier discussion. AB 438 clarifies that if the district team decides to wait until age 16, they should justify why. (https://www.f3law.com/insights/californias-ab-438how-it-impacts-transition-planning-for-iep-teams-102kqru/)

What You Can Do Now

Here are practical steps to make sure you and your child are ahead of the curve:

• Focus on your child’s vision: Encourage them to identify their own interests, strengths, and what they envision for life after school. That should be the foundation of the ITP.

• Check the ITP/IEP for key components: It should include:

• Measurable post-secondary goals (education/training, employment, independent living where appropriate)

• Annual IEP goals that support those post-secondary goals

• Transition services/activities (community experience, work experience, adult living skills, referrals to agencies)

• Collaborate with other agencies: Transition planning often involves external agencies (e.g., state vocational rehabilitation, community colleges, regional centers). Ask the school if those supports are being considered or included in the IEP and if not why not.

• Start earlier when you can: Even before the formal ITP requirement kicks in, you can ask for transition-related supports (e.g., career exploration, job-shadowing, independent-living skills) in the IEP.

• Document and review regularly: Transition plans should be revisited every year as your child grows and their goals evolve.

Final Thoughts

Transition planning isn’t just a legal requirement — it’s a roadmap for your child’s adult life. With California’s new emphasis on early planning, families have a real opportunity to shape that roadmap sooner.

Starting early gives your child time to explore, practice, and dream — and gives you time to advocate, guide, and celebrate their progress.

Don’t wait until age 16. Ask the questions now. Start the conversation. Build the future — together.