This newsletter issue reviews the research and literature on issues and best practices in programs to facilitate the transition of students with disabilities to adult life. First, the definition of transition services under the 1997 Reauthorization of the Individuals with Disabilities Education Act (IDEA) is presented and explained. Next, a framework for organizing schools and instruction to facilitate transition is offered based on such principles as student-focused planning and interagency/interdisciplinary collaboration. Guidelines for facilitating student-centered transition planning focus on teaching students needed skills to participate actively in their individualized education program (IEP) planning. Other sections consider finding resources for paid work experiences and improving transition results for students with behavioral disorders. Examples from the field are offered concerning developing self-determination skills and collaboration to enhance transition planning. Specific programs in Oregon--the Oregon Youth Transition Program--and Ohio, which has created a new professional credential--the Transition to Work Endorsement--are described. (DB)