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Transition IEPs

  • Please use the Transition IEP resources well in advance of the IEP
  • Resources are divided up into sections for students on Diploma Track and Certificate Track (including YAS and Life Skills)
  • Each section has links to appropriate assessments and transition materials.
  • Exploring this section will help you to develop a compliant IEP for each student

Transition Assessments

At the top of the page, shows the students age at the beginning and ending dates of the IEP.

Transition age

Things to Know:

List each assessment given, and the date completed. Leave all previous assessments as a history of what has been given. You may re-order them using the Position Column

Transition Assessments

Helpful Hints in Writing Transition Summary of Findings:

Transition

Sample Language you could use for Summary of Transition Findings:

Independent Living

Independent Living Skills

Download a pdf from the state with some FAQs about Independent Living, including examples you can use.

If the answer is "Yes", (in other words, there IS evidence of sufficient skills), then you must explain why/how you determined this within your discussion of age-appropriate findings.

If the answer is “No” (in other words, there is NO evidence of sufficient skills), here are some examples of what you might include:

Some of the following sample goals were adapted from the Children’s Administration Division of Children and Family Services, Life Skills Inventory: Independent Living Skills Assessment Tool.

Post secondary goals

Post secondary goals must be written to occur AFTER high school. The "I will" statements MUST be measurable. (Measureable statements can be answered with "Yes" or "No"). These statements should be realistic, and not just what the student has indicated as his/her desire.

Employment

Regarding Employment after high school, I will:

  • After high school, I will receive (or participate in) job development services from vocational rehabilitation and/or community rehabilitation program to obtain competitive employment.
  • I will work part time while in college, in supported employment, etc.
  • After graduation, I will obtain full-time or part-time work in the retail industry with supports.

Here are some examples for students who are more significantly cognitively impaired:

  • After high school, I will receive employment services from                                 agency to participate in supported self-employment.
  • After high school, I will obtain a job based on my interests and support needs with the proper supports.
  • After high school, I will obtain a job based on my interests and support needs after completing the necessary training.
  • After high school, I will obtain employment in a supported environment.
  • After high school, I will obtain supports from adult agency or               to work toward a career through volunteering and job shadowing.
  • After high school, I will volunteer at                                (e.g., the public library checking materials in and out using the electronic scanning system, shredding, etc.) with the support from an adult provider that will lead to employment.

Transition Education

Regarding Education and Training after high school, I will:

  • After graduation, I will participate in training to improve my work skills on my job through vocational rehabilitation.
  • After high school, I will participate in career classes and counseling offered by Work One.
  • Upon completion of high school, I will enroll in Ivy Tech.

Here are some examples for students who are more significantly cognitively impaired:

  • Upon completion of high school, I will participate in a program designed to provide rehabilitative and vocational training with medical and therapeutic supports
  • After high school, I will participate in training offered through_________(e.g., if you have made the connection with the adult service provider in your local community).
  • After high school, I will participate in a center based program designed to teach daily living skills along with community and social integration.
  • After high school, I will participate in a center based program with an adult curriculum, receiving services to increase her stamina and mobility to prepare her for work.

Notice that both options regarding post secondary goals require that you discuss them at the conference.

transition goals update

How to write an Exit IEP