NOTE: The following checklist is provided to serve as an optional planning tool and only as a guideline.
Four to Five Years before Leaving the School District
_____Introduce and discuss transition services with parents and student.
_____Notify parents that transition services will be incorporated into the IEP, beginning at age 15.
_____Initiate vocational assessment
_____Develop and implement strategies to increase responsibilities and independence at home
_____Identify personal learning styles and the necessary accommodations if the child is to be a successful learner and worker.
_____Identify career interests and skills, complete interest and career inventories, and identify additional education or training requirements.
_____Explore options for post secondary education and admission criteria.
_____Consider the need for residential opportunities, including completing applications, as appropriate.
_____Identify interests and options for future living arrangements, including supports.
_____Learn to help the child communicate his or her interests, preferences, and needs effectively.
_____Teach the student how to explain his or her disability and the necessary accommodations.
_____Learn and practice informed decision-making skills.
_____Investigate assistive technology tools that can increase community involvement and employment opportunities.
_____Broaden the child’s experiences with community activities and help him or her form friendships.
_____Pursue and use transportation options.
_____Investigate money management and identify necessary skills.
_____Acquire identification card and the ability to communicate personal information.
_____Identify and begin learning skills necessary for independent living.
_____Learn and practice personal health care.
Two to Three Years before Leaving the School District
_____Identify community support services and programs (vocational rehabilitation, county services, centers for independent living, etc.).
_____Invite adult service providers, peers, and others to the IEP transition meeting.
_____Begin exploring recreation/community leisure activities
_____Match career interests and skills with vocational course work and community work experiences.
_____Involve state vocational rehabilitation agencies, as appropriate within two years of school exit.
_____Gather more information on post secondary programs and the support services offered, and make arrangements for accommodations to take college entrance exams.
_____Assure that copies of work-related documents are available:
_____Social security card
_____Birth certificate
_____Working papers (if appropriate)
_____Identify health care providers and become informed about sexuality and family planning issues.
_____Consider summer employment or volunteer experience.
_____Determine the need for financial support (Supplemental Security Income, state financial supplemental programs, Medicare).
_____Learn and practice appropriate interpersonal, communication, and social skills for different settings (employment, school, recreation, with peers, etc.).
_____Explore legal status with regard to decision making prior to age of majority – wills, guardianship, special needs trust.
_____Practice independent living skills–budgeting, shopping, cooking, and housekeeping.
_____Identify needed personal assistance or enabling supports, and if appropriate, learn to direct and manage these services.
One Year before Leaving the School District (for the Child)
_____Apply for financial support programs. (Supplemental Security Income, vocational rehabilitation, and personal assistant services).
_____Identify the post secondary school plan and arrange for accommodations.
_____Practice effective communication by developing interview skills, asking for help, and identifying necessary accommodations at post secondary and work environments.
_____Obtain driver’s training and license.
_____Develop transportation/mobility strategies such as:
- Independent travel skills training
- Public or paratransit transportation
- Needs for travel attendant
_____Specify desired job and obtain paid employment with supports as needed.
_____Investigate SSDI/SSI/Medicaid programs.
_____Consider and seek guardianship or emancipation.
_____Develop and update employment plans.
_____Investigate and apply for post school opportunities (further educational vocational training, college, military, etc.)
_____Develop a resume
_____Take responsibility for arriving on time to work, appointments, and social activities.
_____Assume responsibility for health care needs (making appointments, filling and taking prescriptions, etc.)
_____Register to vote.
_____Male students register for the draft (no exceptions).
_____Review health insurance coverage: inform insurance company of child’s disability and investigate rider of continued eligibility.
Prior to Graduation or Aging Out of School
• Complete transition to employment, further education or training, and community living, affirming that arrangements are in place for the following:
_____Post secondary/continuing education
_____Employment
_____Legal/advocacy
_____Personal independence/residential
_____Recreation/leisure
_____Medical/health
_____Counseling
_____Financial/income
_____Transportation/independent travel skills
Download Information
To view or print this handout you have the following options:
View or Download PDF Version of “The Transition Planning Timeline Checklist – ” – PDF (Right Click and Choose Save)
View or Download MS Word Version of “The Transition Planning Timeline Checklist – Word Doc (Right Click and Choose Save)
