A deliberate, systematic approach is presented for assisting students with handicaps through the transition process from school to adult life. The key elements of transition are identified as: longitudinal vocational and independent living skills training; cooperative and interagency transition planning; parent, student, employer, and postsecondary involvement with school staff in the transition planning process; and community and professional awareness and support of multiple employment, living, and adult service options. Section I describes the student-centered transition process, including the underpinning philosophy. Section II contains statements for guiding the development of local procedures in the areas of: local coordinating group, long-range goals for students, assessment, curricula, student involvement, and parent involvement. Section III consists of a chart showing what transition planning does and does not do. The appendices provide copies of or information about local transition coordination groups and interagency resources in Maine, interagency strategies and agreements, sample individual transition plans, assessment bibliography, curriculum development areas, and parent questionnaires and checklists. Brief bibliographies and reference lists accompany some of the sections. (JDD)