The Council of Chief State School Officers' position paper on disabled students beyond school distinguishes among three groups of students who require minimal, interim, or continuing support to make the transition to work or postsecondary education and independent living. Obstacles to a smooth transition are noted, as well as federal efforts to address student transition needs and examples of interagency agreements at the state level. Among twelve recommendations for state education agency (SEA) leadership are the following: Chief state school officers should take the lead in identifying as a major state priority the need for adequate transition services for disabled students who have completed secondary school. SEAs should consider establishing a full-time coordinator position or designating a unit to work with local school systems to plan and implement transition programs. SEAs should encourage coordination and analysis of state data bases required for special education, vocational education, and vocational rehabilitation management. SEAs should promote cooperation between education agencies and the private sector so that vocational education programs are responsive to labor market trends and employer skill demands. (JW)