Graduation Planning
Go-To Tools
These are your day-to-day useful tools containing many examples. The rest of this page (below this section) is guidance.
The templates included in this document are exactly the same as the options included in the dropdown menu in SpEd Forms: Comments box on the Transition Services (Page 1) section of the IEP.
This document simply exists to make them easier to browse. They are used to document plan types 2a or 2b (see below).
Explanation
SPED Guideline #9 - Transition & Graduation Planning - Master.pdfSpEd Guideline 9: Transition & Graduation Planning
The purpose of the guideline is to provide clear, actionable, and timely guidance for IEP teams to follow in supporting transition-aged students and their families as they work toward graduation and plan for life after high school.
Transition planning is a dynamic process that includes the involvement of several key people in order to ensure that planning is comprehensive in meeting each student's needs.
This guideline outlines the specific responsibilities of each of those key stakeholders.
Planning for Transition to 9th Grade
When should transition meetings occur?
The timeline for these meetings is district-specific and may vary from the bullet points below, but as a general guideline, transition meetings should not occur prior to winter break for students.
If the student's annual IEP meeting is due between September and December, a transition meeting will be held in the spring to discuss the transition to high school. IEP teams will follow building or district procedures for these meetings.
If the student's annual IEP meeting is due between January and June, the annual meeting can be used as the transition meeting in addition to the annual review.
Who should attend transition meetings?
At the meeting, relevant team members include:
Student (strongly encouraged)
Parent
Current Case Manager
Incoming Case Manager
High School Counselor
School Psychologist(s)
Related Service Providers (as appropriate)
Administrator (required if happening in conjunction with annual IEP meeting and recommended if transition meeting only)
Other relevant team members as appropriate
What is the purpose of the transition meeting?
The purpose of the meeting is to plan for the student’s transition needs and help set the student up for success as they begin high school. Topics that should be discussed include the following:
Determine if the student needs a transition evaluation (comprehensive transition evaluations must occur no later than the end of 9th grade and no earlier than 7th grade)
Plan the student’s courses, according to the needs identified in the IEP
Identify any other supports the student needs to be successful in the high school setting (i.e Spring transition visits to the high school to become familiar with the setting, Extended School Year, etc.) and to increase independence, as appropriate
What agenda should be used during the transition meeting?
If the meeting is part of an annual IEP meeting, the typical meeting agenda can be used. If the meeting is transition specific, some sample agendas can be found here.
What happens after the transition meeting?
Following the meeting, the current IEP team will make necessary amendments to the IEP and send home appropriate paperwork.
Type 1:
Graduation Plan Based on High School Credit Requirements
Type 2a:
Credit-Driven Graduation Plan
Type 2b:
IEP-Goal Driven Graduation Plan
Students who graduate under this type of graduation plan meet all district high school credit requirements for graduation. Teams do not use any credit substitutions or credit excusals as part of this plan.
If a student receives special education services that replace electives only, they would still be able to graduate based on this type of plan, meeting their high school credit requirements.
Who may be a good FIT for this type of plan?
This plan is best for students who are college-bound and have to complete various prerequisites as part of the admission requirements for the college/university they wish to attend.
If a student wishes to attend college and needs to complete prerequisites courses (i.e., English, Geometry, etc.), but requires direct special education services in that area, then it is imperative that the IEP team consider ways to provide that student with access to the general curriculum while still giving them access to specially designed instruction. In other words, the team should consider alternatives to replacing the core and which could be appropriate.
How do I DOCUMENT this plan?
You complete the standard transition documentation for all students (i.e., transition PLAAFP, measurable postsecondary goals, transition services, LRE, courses of study, etc).
Aside from that, there is no additional documentation required if the student is graduating based on meeting high school credit requirements.
The replacement of general education classes would be described in the Least Restrictive Environment (LRE).
Type 1:
Graduation Plan Based on High School Credit Requirements
Type 2a:
Credit-Driven Graduation Plan
Type 2b:
IEP-Goal Driven Graduation Plan
For this type of plan, IEP teams use the district graduation credit requirements as the basis. When a student is unable to meet a credit requirement (i.e., English/Language Arts, Math, Social Studies, Science), the IEP team considers substitution or excusal of those credits.
Whenever substitutions or excusals are considered, it is very important for an administrator to be present. Substitutions and excusals must be approved by an administrator, as it is the administrator that will ultimately sign the high school diploma. Once approved, substitutions and excusals are then documented within the IEP (see specifics below) and proposed as part of the student’s IEP.
Who may be a good FIT for this type of plan?
This plan is best suited for students who will be entering into competitive employment following graduation. These students may need some replacement core, but are able to earn required credits with a small number of substitutions or, in rare cases, excusals.
How do I DOCUMENT this plan?
When substitutions or excusals are being made for a student, the information must be documented on the Transition Services page, in the comments box under courses of study.
The examples below provide suggestions for how to word the substitutions or excusals. Overall, it is best to be as specific as possible and name the exact class that will be substituted (example 1); however, it is also okay to state what credit(s) the course will cover (example 2).
Examples:
"Fake will have the following substitutions: Language Concepts instead of English 12; Algebra Concepts instead of Algebra; and Employability Skills will count as two social studies credits per year."
"Fake will take Transition Skills instead of two elective credits."
Comments box on Transition Services (Page 1) under the 'Courses of Study' heading
Type 1:
Graduation Plan Based on High School Credit Requirements
Type 2a:
Credit-Driven Graduation Plan
Type 2b:
IEP-Goal Driven Graduation Plan
This type of plan is much less common, as most students will fit within Type 1 or Type 2a. However, for a small percentage of students, graduation plans may be based on the completion of IEP goals and the completion of other transition services and activities, as determined by the IEP team.
Who may be a good FIT for this type of plan?
This plan is best suited for students who are receiving the majority of their services via replacement core classes and those who are determined eligible to attend an 18-22 Secondary Transition Program.
How do I DOCUMENT this plan?
There are two different requirements for documenting plans under this type (see below). One of the requirements is based on students who receive a majority of services in special education and one is based on students who have unique circumstances.
Documentation for: Students Receiving Majority of Services in Special Education
For students who receive the majority of their services via replacement core classes and receive the majority of their services in special education (i.e., low incidence classrooms), the graduation plan can be documented on the Transition Services page, in the comments box under courses of study.
Examples:
"Due to Fake's disability impacting all areas of functioning, as he requires pervasive support in all adaptive areas, he will receive all of his classes in the special education setting with the exception of one elective course per semester. His graduation requirements will be based on his IEP goals and progress, rather than being based on the requirements for students at Example High School."
"Fake will graduate based on progress toward his IEP goals and services as a majority of his day is spent within the special education setting. Due to Fake's significant medical diagnoses and needs, his exposure to large groups of peers is limited. Outside of special education, Fake will attend one elective course per trimester."
Comments box on Transition Services (Page 1) under the 'Courses of Study' heading
Documentation for: Students in Unique Circumstances
Unique circumstances may include — but are not limited to:
Attending multiple different schools during their high school years,
Attending care and treatment programs multiple times over a short period of time,
Chronic absenteeism related to their disability,
Mental health difficulties significantly impacting education, etc.
For students who need alternative graduation plans due to a unique circumstance, use the IEP Driven Diploma Plan in SpEd Forms.
Here's a tutorial on how to add it.
The plan is then available for editing and finalizing as the IEP team works to identify the tasks the student will need to complete in order to receive their diploma.
In addition, in the comments box under Courses of Study (on the Transition Services page of the IEP), make a note indicating the student has an IEP Driven Diploma Plan. Examples:
"For details regarding Fake's graduation plan, see the attached "IEP Driven Graduation Plan"."
"Attached to Fake's IEP is an "IEP Driven Graduation Plan" that outlines the requirements needed for Fake to earn his high school diploma."
IEP Driven Diploma Plan — Tutorial
Comments box on Transition Services (Page 1) under the 'Courses of Study' heading
Post-Graduation Activities
See content within Exit or Dismissal for additional guidance on due process requirements for students graduating.
✋ Frequently Asked Questions
Does a graduation plan for a student need to be developed prior to 9th grade if the student is completing a transition evaluation in 7th or 8th grade?
No. Students may have a transition evaluation in 7th or 8th grade, but a graduation plan is not necessary for them as they are not currently earning credits towards graduation at that time.
What happens if everyone agrees with the graduation plan except the administrator?
When developing IEP Driven Diploma Plans or discussing credit substitutions and excusals, it is important to keep the administrator informed early and often. When there is disagreement within the IEP team, there may need to be additional meetings to discuss the concerns about the plan and the rationale for the proposal. Consulting with the special services supervisor in these situations is essential.