What is the school psychologist’s role in transition planning for students aging out of high school, and what components should be included in the plan?

• A. Coordinate with IEP team, identify postsecondary goals, vocational planning, independent living skills.
• B. Only academic goal development, with no community supports.
• C. Delay transition planning until after graduation.
• D. Coordinate with IEP team, identify postsecondary goals, vocational planning, independent living skills, service eligibility, accommodation needs, and community supports; ensure timelines.

Answer: (D)

Transition planning for students aging out of high school is about creating a coordinated, results-oriented plan that connects what happens in school to adult life. The school psychologist helps lead or coordinate this process with the IEP team, ensuring that the plan includes clear postsecondary goals in education or training, employment, and independent living, along with the supports needed to reach those goals.

The best choice includes all essential elements: coordinating with the IEP team, identifying postsecondary goals, planning vocational experiences, developing independent living skills, determining service eligibility, identifying accommodation needs, arranging community supports, and setting timelines. This comprehensive approach aligns coursework and services with the student’s desired outcomes and ensures that supports are put in place at the right times.

Options that focus only on academics, or that delay planning, miss critical pieces like eligibility for services, accommodations, and the involvement of community resources, which are all necessary for a successful transition.