Consider the following checklist of activities as a guide when developing a student transition plan. It is important to keep in mind that the student's skills and interests will determine which activities on the checklist are relevant.

The checklist, listed by the number of years before the student leave school, can also assist in identifying who should be part of the transition team. Responsibilities for carrying out specific activities should be determined at the IEP meetings.

At or around the 9th Grade...

• Begin to identify personal learning styles and the necessary accommodations to be a successful worker
• Identify career interests and goals
• Complete interest and career inventories
• Identify additional education and training requirements
• Explore after high school (post secondary) education and admission criteria
• Identify options for future living arrangements
• Learn to communicate interests, needs, and preferences
• Develop ability to explain disability and needed accommodations
• Learn and practice informed decision-making skills
• Investigate assistive technology tools that can increase community involvement and employment opportunities
• Broaden experience with community activities and expand friendships
• Pursue local transportation options outside the family
• Investigate money management and identify necessary skills
• Acquire identification cards
• Develop ability to communicate personal information
• Identify and begin learning skills necessary for independent living
• Learn and practice personal health

At or around the 10th or 11th Grade...

• Identify community support services and programs (vocational rehabilitation, county services, etc.)
• Invite adult service providers to the IEP meeting
  Match career interests and skills with vocational coursework and community work experiences
• Gather information on post-secondary programs and support services offered and make arrangements fro accommodations to take college entrance exams
• Identify health care providers and become informed about sexuality and family planning issues
• Determine the need for financial support (SSI, Medicare, etc)
• Learn and practice interpersonal and social skills for different settings
• Explore legal status with regards to decision-making prior to age of majority
• Create a resume and update as needed
• Practice independent living skills (for example, budgeting, shopping, cooking, housekeeping, etc.)
• Pursue and use local transportation options outside the family
• Investigate money management skills
• Identify needed personal assistant services, and if appropriate, learn to direct and manage these services

At or around the 12th Grade...

• One year before reaching the age of majority (18 years old), know their rights
• Apply for financial support programs (SSI, independent living services, vocational rehabilitation, and personal assistant services
• Identify after high school (postsecondary) school student plans to attend and arrange for accommodations
• Practice effective communication by developing interview skills, asking for help, and identifying necessary accommodations for postsecondary and work settings
• Specify desired job and obtain paid employment with supports as needed
• Take responsibility by arriving on time for work, appointments, and social activities
• Register to vote
  If male, register for the selective service