DC Transition Checklist for IEPs: A Timeline from Age 12 to 22

The Full DC Transition Timeline

DC's transition timeline runs longer than most states — from age 12 (DCPS) or 14 (charter LEAs) through the end of the school year the student turns 22. That's up to ten years of planning milestones, and missing one can create downstream gaps that are hard to recover from.

Here's every critical checkpoint in order.

Ages 12–13: Foundation (DCPS Only)

DCPS begins transition planning at age 12 or grade 7, whichever comes first. Charter schools follow the state-level age-14 trigger. If your student is in DCPS:

• [ ] Career interest inventories conducted during IEP annual review
• [ ] Student introduced to their own IEP goals, accommodations, and disability profile
• [ ] Self-advocacy skill development documented in IEP
• [ ] Transition-oriented coursework enrolled if available

At this stage, the IEP should include early transition language even if formal postsecondary goals aren't required yet. Document what was discussed and what the student expressed interest in.

Ages 14–15: Formal Planning Begins

At 14, OSSE's mandate kicks in for all DC LEAs. The IEP must now include formal secondary transition content:

• [ ] Measurable postsecondary goals in education, employment, and independent living added to IEP
• [ ] Age-appropriate transition assessments conducted and documented in SEDS
• [ ] Pre-ETS Consent Form signed and submitted to [email protected] with current IEP copy
• [ ] Student assigned an RSA Transition Unit counselor (record the assigned contact)
• [ ] Consent to Invite form executed if RSA will attend IEP meetings

This is also when the OSSE Secondary Transition Compliance Worksheet becomes relevant — it's the Indicator 13 auditing tool that checks whether the IEP meets federal transition standards. Ask the LEA how it documented compliance.

Age 14–15 (9th Grade): The Graduation Decision

The single most consequential transition decision must be made no earlier than 9th grade:

• [ ] IEP team evaluates student's ability to complete 24 Carnegie Units + 100 community service hours
• [ ] Graduation Pathway Decision Form executed (diploma vs. IEP Certificate of Completion)
• [ ] Decision documented in writing and attached to IEP
• [ ] Family understands that a standard diploma terminates FAPE; a certificate preserves it through age 22

If the team cannot reach consensus, ask what additional assessment data will inform the documented decision.

Ages 16–17: Agency Coordination and Rights Notification

• [ ] Intensive community-based instruction begins (if available at the school)
• [ ] VR Referral Packet submitted to RSA (at least two years before expected school exit)
• [ ] RSA VR eligibility determination completed within 60 days of application
• [ ] Transfer of Rights written notice sent to both student and parent (required by student's 17th birthday)
• [ ] Family begins gathering documentation for DDA intake: psychological evaluation, adaptive behavior assessment, medical records
• [ ] Consent obtained to invite DDA representatives to IEP meetings
• [ ] Transition assessments updated and reviewed by IEP team

Age 18: Transfer of Rights and Adult Applications

Everything converges at 18:

• [ ] Educational decision-making rights transfer to the student
• [ ] Supported Decision-Making Agreement executed and filed (if applicable) — upload to SEDS and file with LEA
• [ ] DDA Intake Application and Person-Centered Questionnaire submitted to DDA's IEDU
• [ ] Application for adult Supplemental Security Income (SSI) submitted (triggers adult disability standard review)
• [ ] DC Medicaid enrollment confirmed or initiated
• [ ] ABLE account established (if not already) to protect SSI asset limits
• [ ] Benefits counselor consulted regarding SSI redetermination documentation

Ages 19–21: Intensive Transition Programming

• [ ] Student enrolled in transition program (Workforce Development Center, Project SEARCH, or equivalent)
• [ ] RSA Individualized Plan for Employment (IPE) drafted and executed
• [ ] DDA Individual Service Plan (ISP) developed using person-centered planning
• [ ] Waiver application packet submitted to Medicaid Waiver Unit (HCBS or IFS)
• [ ] Level of Care assessment completed
• [ ] Adult service providers identified and selected (day habilitation, employment support, residential if needed)

Age 22: Exit Year

• [ ] Summary of Performance (SOP) finalized in SEDS
• [ ] LEA enters correct exit code in SEDS
• [ ] Prior Written Notice of exit issued
• [ ] Adult-service application status and available services reviewed before school exit date
• [ ] Student and family have copies of SOP, IEP, evaluations, and all agency plans

The SOP is an important exit document. It summarizes the student's academic achievements and functional performance levels, and includes recommendations for postsecondary accommodations and supports. For students heading to college, this document supplements the clinical evaluation required by disability services offices.

Why the Checklist Matters

The most common failure in DC transition planning isn't a single missed deadline — it's a cascade. A family that misses the age-17 transfer of rights notification enters the age-18 window without an SDM agreement in place. A family that waits until 21 to submit the DDA application doesn't have waiver services ready when FAPE ends at 22. Each missed checkpoint makes the next one harder.

The DC IEP Transition to Adulthood Guide puts this entire timeline into a structured planning binder with fillable trackers, agency-specific forms, and the exact documentation each application requires — so families can manage the process systematically instead of reactively.

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