Transition IEP Goals in New Hampshire: The Age 14 Mandate and What Must Be in the Plan

Most states wait until a student turns 16 to require transition planning in their IEP. New Hampshire requires it at 14—and for families of students with disabilities, those two extra years can be the difference between a student who graduates ready for adult life and one who exits the system without a plan.

What New Hampshire's Ed 1109.01 Requires at Age 14

The IEP that is in effect during the year a student turns 14 must include:

1. Measurable post-secondary goals in the areas of education or training, employment, and (where appropriate) independent living
2. A Course of Study that maps the student's planned coursework through high school graduation toward those post-secondary goals
3. Age-appropriate transition assessments that document the student's interests, strengths, skills, and needs in post-secondary domains

These are not aspirational additions to the IEP—they are legally required components under Ed 1109.01. If your child is 14 or older and their IEP does not include all three elements, the IEP is out of compliance.

Why the Course of Study Matters So Much

The Course of Study might be the most underestimated section of the transition IEP. The courses your child takes in 8th and 9th grade determine their high school track, which determines whether they are moving toward a regular diploma, a modified diploma, or a certificate of completion.

Under New Hampshire Ed 306, earning a regular high school diploma requires completing a minimum of 20 credits aligned with state competency standards across core subjects. An IEP team can modify the pace or method of instruction while keeping the content standard-aligned—meaning the student can earn a regular diploma. But if the curriculum is substantially modified to below grade level, the student may only qualify for an alternate diploma or certificate of completion.

This matters enormously: graduating with a regular diploma automatically and permanently terminates special education eligibility. Students who earn a regular diploma at 17 have ended their FAPE entitlement. Students who exit with a certificate of completion at 18 while still needing specialized transition support can remain enrolled and receive services until age 22—New Hampshire's extended eligibility threshold under RSA 186-C:2.

The Course of Study in the IEP is where the team decides, explicitly, which path the student is on. Parents must understand and actively participate in this decision, because course selection has legal consequences that extend years beyond the meeting where it's made.

Post-Secondary Goal Requirements

Post-secondary goals must be measurable and based on assessment data. Vague goals like "Student will pursue employment after graduation" are not sufficient. Compliant goals look more like:

Education/training: "Following high school completion, [student] will attend a vocational training program in [field] at [type of institution]."

Employment: "Following high school completion, [student] will obtain part-time competitive employment in the retail or food service sector with job coaching support as needed."

Independent living (required only when appropriate): "Following high school completion, [student] will live independently or with minimal support in a community-based apartment setting."

These goals should be realistic given the student's profile and informed by formal transition assessments—not drafted by the district without your child's input. Students must be invited to participate in transition IEP meetings, and their goals should reflect their own stated preferences, interests, and strengths.

Age-Appropriate Transition Assessments

Transition assessments gather information about where the student is going and what they will need to get there. Common tools include:

• Interest inventories and career assessments
• Adaptive behavior rating scales
• Work samples and vocational aptitude measures
• Student interviews
• Family input surveys

The NHDOE and Next Steps NH (iod.unh.edu/next-steps-nh) have developed extensive resources for transition assessment in New Hampshire. NHDOE monitors transition planning as Indicator 13 under the State Performance Plan—meaning it tracks whether IEPs for students age 16+ (and in NH, age 14+) include the required transition elements. Ask your SAU whether they have been cited for any Indicator 13 deficiencies; districts with compliance gaps are often more motivated to ensure transition IEPs are thorough.

How NHVR Fits Into the Transition IEP

New Hampshire Vocational Rehabilitation (NHVR) can provide Pre-Employment Transition Services (Pre-ETS) to students with disabilities starting at age 14. These services include:

• Job exploration counseling
• Work-based learning experiences (internships, job shadowing)
• Counseling on postsecondary education and training
• Workplace readiness training
• Self-advocacy instruction

NHVR services are funded separately from the school district's special education budget, which means engaging NHVR early doesn't require the district to absorb additional costs. The IEP team should formally invite NHVR to relevant transition meetings or document that the agency was invited and whether they attended.

Families in rural New Hampshire should know that NHVR has regional offices across the state and provides services to students wherever they are located, including those in the North Country. Telehealth and remote service delivery have expanded NHVR's reach significantly.

What Happens at Age 22

Under RSA 186-C:2's extended eligibility provision, New Hampshire students retain their right to special education and related services until their 22nd birthday or until they earn a regular high school diploma, whichever comes first.

This means a student who exits with a certificate of completion at 18 can remain enrolled in school-based transition programming until 22, receiving employment training, life skills instruction, community-based work experiences, and vocational support funded by the school district.

The value of this four-year window is enormous for students with significant disabilities who need extended transition support. Planning for this possibility should begin at the age-14 IEP—the team should be explicit about whether the student's trajectory includes remaining enrolled until 22 or pursuing a diploma and exiting earlier.

At exit—whether at diploma or at age 22—the transition to adult services must be coordinated. Relevant adult services in New Hampshire include the Division of Developmental Services (DDS) for individuals with intellectual and developmental disabilities, DHHS adult disability services, and community mental health services for students with emotional disturbance or psychiatric disabilities.

The New Hampshire IEP & 504 Blueprint includes transition goal templates, a course of study planning worksheet, and guidance on engaging NHVR and adult services during the secondary transition years.

See more United States homeschool guides →