The transition from high school to young adulthood is a critical stage for all teenagers; for students with disabilities, this stage requires extra planning and goal setting. A transition  plan is the section of the Individualized Education Plan that outlines transition goals and services for the student. The transition plan is based on a  student’s individual needs, strengths, skills, and interests. Transition planning is used to identify and develop goals which need to be accomplished during the current school year to assist the student in meeting his or her post-high school goals.

Beginning in seventh grade or during the school year in which the student turns 12, whichever occurs first,  and at every subsequent IEP until the student exits the K-12 system, the IEP team must consider the student's need for instruction or information about self-determination. Additionally, the IEP team must address the student’s transition services needs in the areas of instruction, employment, community experiences, post-school adult living, related services, daily living skills (if appropriate), and the need for a functional vocational evaluation.

Appropriate measurable postsecondary education/training,employment and, where appropriate, independent living skills goals must be addressed beginning not later than the first IEP to be in effect when the student enters high school, attains the age of 14, or when determined appropriate by the parent and the IEP team, whichever occurs first. Postsecondary goals must be updated annually until the student exits the K-12 system. Additionally,  the IEP team in collaboration with the student's parent(s)/guardian(s) will review the diploma option (including standard diploma designations) annually and, if appropriate, revise the diploma option accordingly. 

Not only can students with disabilities work toward earning a standard diploma, certain students with disabilities may also defer receiving the diploma and continue to receive educational services through the school district. The deferral process is necessary because students who receive a standard high school diploma are no longer eligible for a free appropriate public education (FAPE). There are two parts to deferral.

1. The student must have an IEP that “prescribes special education, transition planning, transition services, or related services through 21.” This means that, because of the disability, a student must need continued education and services;

 AND

2. The student must be enrolled in one of several specific programs. 

Students with disabilities who earn a standard diploma and do not defer are NOT eligible for any further services from the school district.  While in deferment status, students may have flexible scheduling. For example, they may not be going to school every day, or they may have a shorter daily schedule. Student attendance is expected however, students may request their diploma during the deferment time period and exit high school.

Florida Legislation allows students with disabilities to defer receipt of their standard diploma and continue to receive special educational services from their school district [1003.4282(11)(c). F.S.]. Deferral timeline for students who defer:

1. For the IEP in effect at age 14, or to be in place and operational on the student's first day of high school, a discussion about the deferral process will be documented.

2. For the IEP in effect at the beginning of the school year the student is expected to graduate, there must be a signed statement by the parent,guardian, or the student, if the student has reached the age of majority and rights have transferred to the student, that he/she understands the process for deferment and identifying if the student will defer the receipt of his or her standard high school diploma.

3. By January 30th of the year the student is expected to graduate, school districts will inform families and/or students that failure to defer receipt of the high school diploma once all requirements are met releases the obligation for districts to provide a free appropriate public education (FAPE).

4. May 15th of the year the student is expected to graduate is the deadline for finalizing any changes to the deferral decision (Rule 6A-1.09963, F.A.C.).

To meet the criteria for eligibility, a student must:

1. Meet all credit, grade point average (GPA) and testing requirements for the standard diploma.

2. Have an IEP that documents the need for specialized instruction, transition or related services through age 21.

Upon deferment, the student must enroll in one of the educational programs listed below:

Accelerated College Credit Programs, as described in s.1007.27(1), F.S. Please note - These programs often have rigorous eligibility requirements, such as GPA.

Accelerated college credit programs, as described in s.1007.27(1), F.S., include dual enrollment and early admission, advanced placement, credit by examination, the International Baccalaureate (IB) program and the Advanced International Certificate of Education (AICE) program.

Please note: Available courses and programs for dual enrollment will vary by school district.

Early College Programs

International Baccalaureate (IB) program and the Advanced International Certificate of Education (AICE) program

Industry Certification Courses Leading to College Credit

Available courses and programs for industry certification will vary by school district and may have eligibility requirements.

Earn Scholar Designation

Enables students to continue working on requirements needed to earn a Scholar diploma designation.  Please note for a student to earn this designation the required statewide testing results cannot be waived.

Structured Work-Study, Internships or Pre-Apprenticeships

Programs that prepare students for employment include a focus on the following skills that promote employability: self-determination and self-advocacy; social interaction; travel training; communication; and independent living.

Please note, availability will vary by school district; and some programs have an application process, eligibility requirements and/or limited spaces, therefore acceptance may not be guaranteed and planning ahead is critical. Program examples include:

• Project SEARCH  

• Community-based instruction (CBI)  

• Community-based vocational education (CBVE)   

• Internships

• Pre-apprenticeships

Simply stated, self-determination skills are those skills needed to manage one's own life. Students who have self-determination skills have a stronger chance of being successful in making the transition to adulthood, including employment, relationships, and independence. In schools, beginning in seventh grade or during the school year in which the student turns 12, whichever occurs first,  and at every subsequent IEP until the student exits the K-12 system, the IEP team must consider the student's need for instruction or information about self-determination.  Ideally, these skills should be taught or reinforced at an early age, in a developmentally appropriate manner, so that students can be empowered and prepared to become independent, productive, and successful adults.

Self-determination is the process of taking control and making decisions that affect one’s life. Self-determination provides students with the skills and abilities to:

• Make choices- Set and attain goals

• Make decisions- Self-advocate

• Problem solve- Independently perform

Self-advocacy is the ability to speak and act on behalf of one’s self or a cause. Self-advocacy skills include a student’s understanding of themselves, their rights, and their needs, and communicating that understanding -  all of which lead to self-determination. 

Self-advocacy skills include knowing how to:

• Be assertive 

• Understand/Recognize one's rights 

• Speak up for one's self or a cause

• Describe your strengths, disability, needs, and wishes 

• Take responsibility for yourself 

• Identify who to ask if you have a question or need help

Click here for a Self-Determination Brochure.

The age of majority refers to the age when a person becomes a legal adult. At the age of majority, 18 years of age in Florida, the student gains all of the legal rights and responsibilities of an adult. The rights of the parent of a student with a disability transfer to the student when the student reaches the age of majority.  Closer to the time when the student turns18, a separate notice regarding the transfer of rights will be provided to the student and parent by the individualized education plan team.

Examples of educational & other rights that transfer to the student include:

• the ability to make educational decisions

• the opportunity to examine all records

• opportunity to participate in meetings

• right of consent

• opportunity to request mediation or a due process hearing.

• ability to consent to medical services

• ability to apply for loans

• ability to register to vote

• ability to sign contracts

• ability to live independently

When a student reaches the age of majority, the student and the parent jointly hold the right to prior written notice. The district will continue to provide any notices the Individuals with Disabilities for Education Act (IDEA) requires to the parent, in addition to the student whose rights have transferred. This includes invitations to IEP meetings and prior written notices whenever the school district proposes or refuses to change the identification, evaluation, educational placement or the provision of a FAPE to the student.

 For students who have attained age eighteen (18) and are incarcerated in a juvenile justice facility or local correctional facility, all rights accorded to parents under this rule transfer to the student, including the right to notice. 

Where there are concerns about the student’s ability to participate in the process of educational decision-making, school district personnel will continue to work closely with the parents to ensure that appropriate decisions are made. If a student has been determined to be mentally incompetent under state law and cannot make or carry out important decisions regarding the student’s affairs, then rights would not transfer to the student. The parents or the individual the court appointed as the student’s guardian retain these rights.

For more information click this link:  Considering Age of Majority, Transfer of Rights and Decision-Making Options