Special Education Transition Planning Template

4. How does the team decide which services a student needs?
The first step in transition planning is an evaluation. The student gets an evaluation to figure out
what s/he needs after high school. The evaluation must look at five different areas of the student’s
life:
1.
Work
2.
Recreation and leisure
3. Home living
4.
Community participation
5. Opportunities to learn new things after high school.
The results of the evaluation are written in a report. The IEP team uses the report to figure out what
the student needs now and what will be needed later.
The IEP has annual goals and short-term instructional objectives for each part of the student’s
education. The team has to write goals and objectives for transition. They need to figure out what
services the student will need to reach the goals. The student’s transition plan must be updated
every year.
Many students need transition services for more than school or work. The school has to teach
students to live independently. A student might need help in learning to use the bus system or go to
the doctor. Some students need help in learning how to handle money, join a gym, or make friends.
Transition services should help with all of this and more.
5. What happens when a student turns 18?
At age 18, a student is in charge of his/her own special education services. The school must send all
notices to both the student and the parents. The parents don’t sign the IEP anymore. Unless the
student is under guardianship or conservatorship, s/he signs the IEP.
6. Can a student in special education get a regular high school diploma?
Yes. If a student meets all of the goals on the IEP, s/he will get a regular high school diploma. It
will be exactly like the one that students without disabilities receive.
All students have to meet graduation standards in order to graduate. In most schools, if a student
takes all of the credits required by the school, then they will meet the graduation standards. In
addition, students have to pass a number of state tests.
The IEP team looks at the tests and required credits in relation to the student’s disability. If the
student needs help to take the classes or tests, the IEP team decides what kind of help s/he needs.
Beginning at grade nine or age 14, the IEP must say exactly what the student needs to do each year
in order to get a diploma. The IEP lays out the student’s personal requirements for graduation.
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