Best practices in adult transition special education for moderate to severe students suggest student-centered planning that maximizes independence in adult life. Based on the above sources, school districts and governing boards would best serve moderate to severe transition special education students with increasing integration into the community and decreasing time in the classroom on the campuses. A gradual transition would allow for an orderly solution of logistics problems, such as re-routing transportation, re-training staff, outreach to students and parents, re-writing individualized education programs, and arranging for storage of supplies and equipment. Such initiatives would require no additional funds from districts if implemented as described and would free classrooms for other programs on campus. Thus, districts would save overhead, such as energy costs of lighting and heating, by moving 18- to 22-year-old special education students into the community.