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Transition Planning

Transition Planning Resources

  • Please use the Transition Planning resources well in advance of the IEP
  • Resources are divided up into sections for students on Diploma Track, Certificate Track, Life Skills and YAS
  • Each section has appropriate assessments, forms and links
  • Exploring this section will help you to build an appropriate 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: (View the state’s PowerPoint)

Sample Language you could use for Summary of Transition Findings:

Transition

Independent Living

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

Independent Living Skills

If there is no need for an Independent Living Goal, (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.

Here are a couple of examples:

  • Based on _____assessment, student has typical developing skills in the area of money management, purchasing, grooming and hygiene, daily living skills and mobility as compared to his typical peers.
  • Based on the Transition Assessment, student and his/her parents report that the student demonstrates competence with daily living skills including basic household chores such as cleaning her room, taking out the trash, washing dishes, etc. Student can shop for clothing and food. She can prepare a meal and order food in a restaurant. Parent and student indicate that student can be successful in budgeting money and paying bills on time. Therefore, no independent living skill goals are needed.
  • The student and parent agree that student's current level of independence is age-appropriate and student will be able to be self-supporting and live independently after high school.
  • Based on the information from the most recent transition assessment, (student) can do basic household chores such as wash dishes, wash clothes, clean room, fix a snack, and shop for groceries and shop for clothes, therefore an independent living goal is not necessary at this time.
  • Based on the Transition Assessment, student and his/her parents report that the student demonstrates competence with daily living skills including basic household chores such as cleaning her room, taking out the trash, washing dishes, etc. Student can shop for clothing and food. She can prepare a meal and order food in a restaurant. Parent and student indicate that student can be successful in budgeting money and paying bills on time. Therefore, no independent living skill goals are needed.
  • The student and parent agree that student’s current level of independence is age appropriate and student will be able to be self-supporting and live independently after high school.

Independent Living

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

  • Access community resources (banking, rec/leisure, transportation)
  • Supports needed for independence
  • Access community medical and mental health services
  • Participate in recreation/leisure activities
  • Use transportation to get to and from work
  • Utilize assistive communication device to communicate with people in the community

Independent Living

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. These measurable 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 (Mary) will receive (or participate in) job development services from vocational rehabilitation and/or community rehabilitation program to obtain competitive employment.
  • I (Mary) will work part time while in college, in supported employment, etc.
  • After graduation, I, Mary, 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 (Mary) will participate in training to improve my work skills on my job through vocational rehabilitation.
  • After high school, I, (Mary) will participate in career classes and counseling offered by Work One.
  • Upon completion of high school, I, (Mary) 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

Transition Resources For Teachers

Download Taking the Next Step Manual Print the manual out back to back for a total of about 15 pages.

Transition IEP Tutorial (Teresa Grossi) 37 minutes total. You can earn 1 PGP for taking this course.

Indiana Secondary Transition Resource Center

Transition Assessment

Indiana Institute on Disability and Community

Transition Assessment Matrix

Transition Assessment Resource Guide

Tuesday's Tips

Tuesday's Transition Tips for Teachers is a weekly listserv sponsored by the Indiana Secondary Transition Resource Center. The weekly "Tip" provides brief information, resources and the latest statewide happenings and events. Brief "Tips" will cover topics such as quality and compliant Transition IEPs, transition assessments, drop-out prevention strategies, work-based learning, academic and life skill instruction, family involvement, working with Vocational Rehabilitation Services and much, much more.

Transition Assessments for Students

How to write an Exit IEP