Recommended Student Age/Grade Level

Action

Agency/
Person(s)
Responsible

Completion
Date

Elementary School

Guidance should be given to parents to look toward the future and desired outcomes.

• Ensure access to the general curriculum as well as the development of functional skills related to the unique needs of the child.
• Encourage student attendance/participation at IEP meetings.
• Develop self-determination skills as part of the curriculum.
• Student and family begin to define the dream for the future.

School

Annual IEP
meetings
and ongoing

Entry to Middle
School

Share and discuss transition information with student and parent(s).

• Identify post-school goal.
• Discuss diploma requirements and review student status.
• Discuss requirements for getting into colleges or technical colleges.
• Provide access to the general curriculum and the needed transition skills related to the student's unique needs resulting from the disability.
• Instruction may occur in communication, self-care, mobility, independent living, and recreation as well as vocational activities.

School

Annual IEP meeting

Middle School

Begin transition portfolio with references, descriptions of acquired skills, work/experience history, and related assessment information:

• Conduct needed age appropriate transition assessments
• Academic strengths and abilities
• Current curriculum assessments that may impact transition such as CRCT or writing assessments
• Post-school interests/abilities
• Community activities
• Independent living skills and strengths

School

On-going

Ages: 14-22

• Determine appropriate agencies for referral.
• Obtain signed releases for information sharing with other agencies.

School, student, and parents

Prior to the
senior year

Age: 15

Discuss whether the student will work during school and the potential impact

School and parents

On-going

By age 16 or entry into the ninth grade

Conduct initial transition planning meeting.

• Identify classes/ courses of study, successful scheduling options, and needed transition services.
• Provide access to the general curriculum and the needed transition skills related to the student's unique needs resulting from the disability.
• Instruction may occur in communication, self-care, mobility, independent living, and recreation as well as vocational activities.

School, student, and parents

Annual IEP meeting

Age: 16 and on-going

Update transition portfolio with references, descriptions of acquired skills, work/experience history, and related assessment information:

• Academic strengths and abilities
• Current assessments for transition
• Post-school interests/abilities
• Community activities
• Independent living skills and strengths

School and student

Annual IEP meeting

Age: 16

Referral to other agencies as appropriate:

• Department of Labor, Division of Vocational Rehabilitation (DOL/VR), as appropriate.
• Regional Boards for Mental Health, Developmental Disabilities and Addictive Diseases (MHDDAD).
• Department of Technical and Adult Education College (Technical College) disability counselor.
• College/University, Disability Services Provider.
• Benefits planning assistance.
• Other agencies as IEP team determines appropriate.

School, parents, and student

After age 16, prior to graduation

By entry into high school (before ninth grade)

Annual transition meetings:

• Determine transition assessment needs (update annually).
• Consider re-evaluation needs in terms of establishing eligibility for desired post-school services and supports.
• Complete vocational evaluation/ career assessment as necessary.
• Determine eligibility and prepare DOL/VR Work Plan (if appropriate).
• Identify and update options for community/independent living (i.e. put name on planning lists).

School, parents, student, other agencies

Annually

High School

Provide and make available a continuum of career development activities that may include:

• Apprenticeships
• Career Technical Instruction
• Career preparation/technology curriculum and coursework
• Community-Based Vocation Instruction
• Work study
• Job shadowing

School

On-going

High School

Discuss the development and need for independent living skills. Activities may include:

• Preparing meals/ cooking
• Shopping for groceries
• Sorting clothes; washing laundry
• Managing money; creating a budget
• Opening and maintaining a savings or checking account
• Completing household chores

Student, Parent, IEP team

11th grade year (Assessment year)

Make successful completion of high school graduation tests a priority

• Obtain supplemental material for assistance in passing the GHGT
• Review successful practices and strategies
• Attend any tutoring sessions or classes that the school offers in preparation for passing the GHGT

Student, parents, IEP team, and general education teachers

Age: 17

Annual transition meeting:

• Consider family issues that involve guardianship, trusts, wills, and related services.
• Inform student and parents of educational rights that will transfer at the age of 18.

School can refer parents to sources

Annually

Age: 18

The IEP team may recommend:

• A comprehensive vocational evaluation
• Establishment of a definite graduation date
• Identify and update options for:
• Employment/Vocational options
• Community/independent living
• Community integration and access

Student, parents, IEP team, and other agencies

Annually, as appropriate

Age: 18

• Males register for Draft/Selective Service www.sss.gov (click on Register online)
• Register to vote

Parents and student

Once

Transition Year Last Year in High School Option A Employment Option

Employment (competitive or supported) upon graduation.

• Job search and placement coordinated by appropriate agencies that influence school, DOL/VR, and/or other adult programs.
• Job Coaching by school staff, rehabilitation services and/or adult programs.
• Parent support in competitive job placement.
• Develop appropriate plan.
• ISP (Individualized Service Plan)
• ESP (Employment Support Plan) through Community Service Board or other appropriate agency
• Other support needed
• IPE (Individual Plan for Employment through DOL/VR)
• IEP Transition Plan (through school district)
• Update community living options
• Recreational/leisure activities

Student, parents, appropriate agencies, and services providers

Last year in high school

Transition Year
Last Year in High School

Option B Post-secondary education option

Further Training/Educational Programs

• Enrollment in post-secondary training programs- complete applications and meet requirements for entrance
• Apprenticeship programs
• Community or college programs
• Vocational/technical schools
• Transportation
• Public services
• Recreational/leisure activities

Visit and review services in the community

Student, parents, college or university, businesses, and other post-secondary programs

Last year in high school