In 2015, WashingtonState passed SB 5679, strengthening transition planningrequirements for students with disabilities. The law clarified that transitionservices—focused on life after high school, including education, employment,and independent living—must be included in a student’s Individualized EducationProgram (IEP) by age 16, and earlier when appropriate, as young as age 14.These plans are based on age-appropriate assessments and are intended toreflect each student’s strengths, interests, and goals. 

The change reinforcedthe importance of starting transition planning before students reach the end oftheir school years. Earlier planning can help connect students to services,build skills over time, and support smoother transitions into adulthood. At thesame time, the effectiveness of transition planning often depends oncoordination between schools, state agencies, and community providers—somethingthat has historically been uneven. This moment reflects an ongoing effort toclose the gap between education and adult services, ensuring that students arenot left navigating that transition alone.