Students with disabilities can earn a diploma or a certificate of completion. Students may earn a certificate of completion prior to receiving their diploma, as they may meet those requirements prior to meeting the requirements for a diploma.

Certificates of completion are regulated state-by-state and have different rules in each state.  In general, a Certificate of Completion signals that its holder has completed required course work in high school and has met that aspect of the school’s graduation requirements.

Diploma: In order to earn a diploma, a student must earn 200 credits in the required coursework. 

Certificate of Completion: The EC ( CA Education Code) allows a district to award certificates or documents of achievement or completion to students with IEPs who are unable to meet all state and local graduation requirements. 

Students with an IEP who are  on alternative curriculum earn a certificate of completion by meeting any one of the following conditions:

• Satisfactory completion of 200 credits of a prescribed alternative course of study as identified on the student’s IEP; or

• Satisfactory achievement of his/her IEP goals and objectives during high school as determined by the IEP team; or

• Satisfactory high school attendance, participation in the instruction prescribed in his /her IEP and achievement of the transition goals and objectives.

These three criteria are based on students receiving a modified curriculum who require extensive, repeated, and individualized instructions and substantial support that is not temporary to make measurable gains in age-appropriate curriculum.  This is not for students who are credit deficient.

Under the IDEA (2004), students with an Individualized Education Plan, have until the age of 22 to graduate high school. 

Note: Per CA Ed Code, 56026.1 (a) As provided in Section 300.102(a)(3)(i) of Title 34 of the Code of Federal Regulations, an individual with exceptional needs who graduates from high school with a regular high school diploma is no longer eligible for special education and related services.

Transition planning is mandatory for all high school students with an IEP.  Under CA AB 438, transition planning and services  have to start at age 14 starting July 1, 2025.

A transition plan is a section of the IEP ( toward the front of the IEP document) that outlines transition goals and services for the student. The individualized transition (ITP) plan is based on a high school student's individual needs, strengths, skills, and interests.

To help students achieve their measurable post-school goals, the ITP and IEP should outline the transition services required for a smooth transition from high school to the adult world. The section of the IEP that focuses on transition services is a personalized plan designed to address future goals in education/training, employment, and independent living as mandated by IDEA 2004.  Transition services are a direct service to the student.

click here for additional information on Transition Services

Transition services Under CA AB 438: Starting at Age 14

Effective July 1, 2025, California Assembly Bill 438 requires that transition services for students with disabilities begin at age 14. Early initiation of transition services is critical for several key reasons:

1. Early Preparation:
   Starting transition planning at 14 provides ample time for students to explore career and post-secondary education opportunities, develop necessary skills, and make informed decisions about their future paths.

2. Skill Development:
   Early intervention supports the gradual development of essential life, vocational, and independent living skills. Beginning the process before age 16 allows for a more comprehensive and individualized approach to skill-building.

3. Smoother Transitions:
   Initiating transition planning earlier ensures a smoother shift from school to post-school life. It gives students and their families sufficient time to explore options, address potential challenges, and connect with the resources and support services they may need.

4. Improved Outcomes:
   Research indicates that starting transition planning early leads to better post-school outcomes, such as higher employment rates, increased participation in further education, and improved independent living for individuals with disabilities.

This proactive approach ensures that each student receives the appropriate support and opportunities to achieve their full potential.

• student

• parent/guardian

• case manager

• transition teacher

• general education representative

• high school counselor

• service providers

• outside agency representatives (if applicable)

At 18 years of age educational rights transfer to students with disabilities who have an Individual Education Plan (IEP) and who are not conserved. When a student becomes 18 years of age they are legally considered an adult and their rights to make important life decisions including living independently, financial management, continuing or not continuing with school, transfer from parent/guardian to themselves. 

click here: Age of Majority Smore 

You may contact your student's transition teacher or contact the transition department by clicking here.