How should evaluation findings be used to support a student’s transition planning as they near graduation?

• A. Include measurable postsecondary goals, identified transition services, and criteria to monitor progress.
• B. Focus solely on academic grades and avoid transition concerns.
• C. Delay transition planning until after graduation.
• D. Cease evaluation after graduation.

Answer: (C)

The main idea is to use evaluation findings to shape transition planning so the plan is tied to real postschool outcomes. As a student nears graduation, the IEP should translate what the evaluations reveal into concrete, measurable postsecondary goals (such as pursuing higher education, entering a specific career, or living independently) and the transition services needed to reach those goals. The plan must specify what will be provided, by whom, and when, with clear criteria or indicators to monitor progress over time. This data-driven approach keeps the focus on preparing the student for life after high school, not just on grades.

Focusing only on academic grades misses essential transition elements and leaves postsecondary outcomes unsupported. Delaying transition planning until after graduation robs the student of time to build skills, obtain necessary services, and secure opportunities that support a successful exit from school. Ceasing evaluation after graduation ignores the ongoing need to coordinate supports and track whether the student is moving toward desired adult outcomes, which often involves continued collaboration with adult services or programs.