Transition Planning Timeline
Transition Services are defined in the Individuals with Disabilities Education Act (IDEA) section 300.18 as a coordinated set of activities for a student, designed within an outcome-oriented process, that promote movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.
The following is a checklist of transition activities that students, parents, and school personnel may with to consider when preparing transition plans. The student's skills and interests will determine which items on the checklist are relevant. Use this checklist to ask whether or not these transition issues should be addressed at IEP transition meetings.
4-5 Years Before Leaving School
2-3 Years Before Leaving School
1 Year Before Leaving School
Checklist adapted from the National Transition Network Checklist.
Published by the Colorado Department of Education, Special Education Services Unit.
Accessed from CDE website www.cde.state.co.us
4-5 Years Before Leaving School
- Identify student learning styles and the necessary accommodations 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 training including admission criteria.
- Learn to communicate effectively student interests, preferences, and needs.
- Be able to explain student disabilities and the accommodations he or she needs.
- Learn and practice informed decision-making skills.
- Investigate assistive technology tools that can increase community involvement and employment opportunities.
- Broaden student experiences with community activities and expand friendships.
- Pursue and use local transportation options outside of family.
- Acquire an identification card and the ability to communicate personal information.
- Identify and begin learning skills necessary for independent living including money management.
- Learn and practice personal health care.
2-3 Years Before Leaving School
- Identify community support services and programs
- Coordinate with adult service providers and ensure that appropriate referrals have been made.
- Match career interests and skills with academic course work and community work experiences.
- Gather more information on post-secondary programs and the support services offered; and make arrangements of accommodations to take college entrance exams.
- Determine the need for financial support (Supplemental Security Income, state financial supplemental program, Medicaid, and housing assistance).
- Learn and practice appropriate interpersonal, communication, and social skills for different settings (employment, school, recreating, with peers, etc).
- Explore legal status about decision-making prior to the age of maturity and consider the need for guardianship.
- Practice independent living skills, e.g. budgeting, shopping, cooking, and housekeeping.
- Identify needed personal assistant services, and if appropriate, learn to direct and manage these services.
1 Year Before Leaving School
- Apply for financial support programs (Supplemental Security Income, Independent Living Services, Vocational Rehabilitation, and Adjustment Training Centers)
- Identify the post-secondary school or program the student plans to attend and arrange for accommodations.
- Practice effective communication by developing interview skills, asking for help, and identifying necessary accommodations at post-secondary and work environments.
Checklist adapted from the National Transition Network Checklist.
Published by the Colorado Department of Education, Special Education Services Unit.
Accessed from CDE website www.cde.state.co.us