The Sherrill-Caldwell administration released final reports from transition Action Teams on Wednesday, February 18, 2026, offering recommendations intended to guide the recent government’s early actions. Even as the reports address a range of policy areas, concerns are emerging regarding the implementation of transition planning for students with disabilities as they move from school to adult life.
Parents and advocates are reporting a lack of formalized transition services, leaving families to navigate complex systems independently. These services are designed to prepare students with disabilities for further education, employment, and independent living, as outlined in the Individuals with Disabilities Education Act (IDEA). The New Jersey Transition Toolkit, created to assist school staff, students with disabilities, and their families, appears to be underutilized, according to multiple sources.
The Sherrill-Caldwell transition Action Teams, led by New Jersey and national experts, aimed to ensure the administration could “hit the ground running,” according to a joint statement released by Lt. Gov. Dr. Dale Caldwell and New Jersey Chief Operating Officer Kellie Doucette. The teams focused on lowering costs, expanding opportunity, and increasing accountability in Trenton. However, the reports do not specifically detail plans to bolster transition services for students with disabilities.
“Governor Sherrill brought our teams together on a mission to deliver for the people of New Jersey,” said the Co-Chairs of the Action Teams. “These reports are a product of true collaboration and Gov. Sherrill’s commitment….” The administration has indicated that some recommendations from the Action Teams have already been incorporated into Gov. Sherrill’s first executive orders, but it remains unclear whether these orders address the specific needs of students with disabilities transitioning to adulthood.
The New Jersey Transition Toolkit emphasizes the importance of collaboration among school staff, students, families, agency staff, and others involved in preparing students for adult life. A lack of this collaboration, the toolkit notes, can negatively impact post-school outcomes. Advocates are now calling for increased oversight and resource allocation to ensure that transition planning is effectively implemented across the state.
As of today, the Sherrill-Caldwell administration has not issued a specific response to concerns regarding transition services. A meeting between state education officials and disability advocacy groups is scheduled for April 15, 2026, to discuss these issues further.
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