Many barriers exist in the transition of disabled students from the educational system to postsecondary life. Transition systems have been developed to overcome these barriers, focusing on the needs of the individual, the role of parents, and the role of the state education agency. Several cooperative interagency models have been created by states to meet students' transition needs. The state plans described represent diverse geographic locations, demographics, agency structures, transition concerns, and intervention strategies. Idaho's plan emphasizes identification of the extent of need for transition services; implementation of the interagency transition process; and solutions to barriers encountered when developing pre-employment training, support work options, independent living options, and transition teams. Maine's plan includes in the interagency agreement the specific roles and responsibilities of each agency. New York's plan focuses on early referral to vocational rehabilitation and ongoing sharing of information among special educators, occupational educators, and vocational rehabilitation personnel. Washington's model attempts to unify its fragmented services through a state-level transition plan. (JDD)