This background paper seeks to clarify the concept of transition for students with severe disabilities and to describe New Hampshire's response to the federal school-to-work initiatives. A conceptual framework is presented for linking educational outcomes more closely with improved adult life expectations. The framework seeks to encourage local education agencies to review their traditional curricula and develop transition programs which provide greater real-world opportunities for students with severe disabilities. Following a discussion of the historical development of transition, various transition models are described. Current practices and problems in transition programming are outlined, focusing on four key issues: curriculum, coordination, teacher preparation, and employment options. Ten policy recommendations are offered for promoting a statewide transition initiative. A separate executive summary of the paper is attached, under the title "Preparing for Transition: Helping Young People with Severe Disabilities to Prepare for Life." The executive summary provides background information and an identification of the problem, lists important ingredients of successful transition programs, and asks 15 questions to evaluate the effectiveness of secondary educational programs. (The document includes over 70 references.) (JDD)