This guide presents a process for school-to-community transition planning for students with disabilities, based on individual need. In order for the school to support transition planning, it must put in place a school-based transition system, with the following essential components: local education agency administrative and program cooperation/support, interagency cooperation, community involvement, business and private sector support, and strong parent/student education and involvement. Development of school-based transition systems involves instructional preparation and transition planning, transition advisory committees, community resource inventories, parent/student education and involvement, interagency/employer cooperation and public relations, and procedural timelines and activities. With the system in place, individual transition planning can be addressed, which requires consideration of transition team members, areas of transition planning, levels in the transition process, evaluation and follow-up, and continuum of services. Appendices offer survey forms (including two sample individual transition plans), a list of relevant laws, and directories of apropriate federal and state government offices. (JDD)