HIGH SCHOOL: Transition Checklist & Roadmap
Print the Checklist or Print the Roadmap
This checklist includes important steps along the path to adulthood. This list may be helpful for students, parents, teachers and service providers as they plan for transition. The student’s skills, interests and needs will help determine which items on the checklist should be considered.
Activities may occur in regular classes, through the IEP, at home or in the community.
Resources to support the activities are included.
Beginning High School
Review the Elementary Through High School list as needed to help determine activities to continue development of needed skills. The focus of the of the IEP shifts to planning for life after high school when the youth turns 14. Development of skills for adult living, education and training and employment, and practicing those skills at school, home and in the community is key to the student’s successful transition to adulthood. Learn about each step of Iowa’s Transition Model.
✅ Job/ Career Skills
Student participates in a number of activities that build skills for employment.
This may be in general education and/or through Vocational Rehabilitation Services, as an IEP goal, or outside of the school day. Work skills may include teamwork, communication, following directions, and how to manage time. Self-advocacy skills and understanding the rules of work are also important.
Who is Involved?
Student with support of school staff, parents and/ or Vocational Rehabilitation (VR) Counselor.
Resources:
✅ Assess Community Mobility/ Transportation
Student needs and skills required for mobility in the community are assessed.
Transportation options are identified. Options outside of family transportation must be considered. Skills that need development may be included as IEP goals or through services provided by Vocational Rehabilitation Services. These skills can include using pubic transportation, assistance learning pre-driving skills i.e. understanding the drivers ed manual or items that might be on the driver’s test.
wHO IS INVOLVED?
Student with support of school staff, parents and/ or Vocational Rehabilitation (VR) Counselor .
RESOURCES:
✅ Assess for Assistive Technology
The student’s needs for technology are considered in the areas of living, learning and working.
Needs and skill development plans may be included in the IEP i.e. communication, accessing the curriculum like a Smart pen to help take notes, apps for helping with shopping list, etc.
Who is Involved?
The IEP Team.
Resources:
✅ Health Care
The student learns about and practices personal wellness and health care.
The student can identify health care providers. The student learns about sexuality and family planning options. The student takes responsibility for health care needs (making appointments, filling and taking prescriptions, etc.).
wHO IS INVOLVED?
The student with support of family and/ or school personnel.
Resources:
✅ Community Supports
Student and parents collect information from groups that provide adult programs and services.
Programs and services that meet the students’ needs are identified. This may include county services, waiver services, community services, etc.
Who is Involved?
Student and parents.
Resources:
✅ Apply DHS/ HCBS Services
Parents contact County DHS Office to apply for county funding for services and supports.
DHS services may include Home and Community Based (HCBS) Medicaid waiver services, and Medicaid.
Who is Involved?
Parents.
Resources:
✅ Disability Documentation
Parents and student will keep updated information about the student’s disability.
Information may be in the areas of education, physical or mental health. The student will need proof of disability no older than 3 years to qualify for many adult services. Services might include accommodations for work or school. Social Security, Medicaid and waiver services will also need current information. The school will also provide a Summary of Performance (SOP) prior to the student graduating or exiting services. This documentation should indicate accommodations and supports.
Who is Involved?
Parents and student.
Resources:
✅ 4+ Programming
The IEP team will discuss whether programming is appropriate beyond the 4th year of high school.
If the student has unmet needs, the IEP team considers options for meeting those needs on an annual basis and a plan is identified by the IEP team to address those needs.
Who is Involved?
The IEP Team.
Resources:
✅ Apply for Vocational Rehabilitation Services
Student applies for Vocational Rehabilitation services.
Student eligibility and VR support are determined. VR helps people to prepare for work and get a job.
Who is involved?
Student with support of parents and/ or teachers.
Resources:
- IVRS Process - coming soon
- Iowa Department for the Blind– Employment Services - coming soon
✅ Vocational Rehabilitation at IEP Meeting
The teacher or parents invite Vocational Rehabilitation (VR) services to attend the IEP meeting.
The team discusses VR services and how VR and the school can work together.
Who is involved?
The teacher or parent.
Resources:
✅ Supported or Independent Living/ Housing
Student, parents and case manager discuss where the student will live as an adult and what supports will be needed.
This may include living own their own, with family members or roommates, in a group home or residential facility. Thought will be given to the location and costs, student’s need for support and accommodations, and activities and services that are available. The student and parents visit those locations to choose the best fit for the student.
Who is involved?
Student, Parents and /or teachers.
Resources:
✅ Employment Supports
IEP Team explores options for supported employment services.
Case Manager may be invited to IEP meeting. Options for vocational and life skills training after high school are identified.
Who is involved?
IEP team, and Student with support of parents and/ or Vocational Rehabilitation (VR) Counselor
Resources:
✅ Workforce Services
Student and teacher or parent explore services and youth programs that support the student’s skill development.
Job training and experiences are identified. This may include Iowa Works summer services.
Who is involved?
Student with parent or teacher.
Resources:
✅ Job Seeking
The student creates a resume and list of references.
The student develops and practices interview skills. These skills are needed to apply and interview for work.
Who is involved?
Student with support of Parents and teachers, IVRS or Iowa Workforce Development
Resources:
✅ College Options
The student learns about college admission requirements.
It is important to understand the application process for admission and if there are remedial course requirements (community colleges). This includes disability services that are offered and requirements to get those services.
Who is involved?
Student with support from parents and/ or school staff College Options The student learns about college admission.
Resources:
✅ College Preparation
Student meets with counselor or teacher to discuss accommodations for college entrance tests.
This may include ACT, SAT, and Community college placement tests. Accommodations for tests are requested.
Who is involved?
Student meets with counselor or teacher.
Resources:
✅ Training Options
The student learns about training school admission requirements.
It is important to understand the application process for admission and if there are course requirements. This includes disability services that may be offered and requirements to get those services
Who is involved?
Student with support from parents and/ or school staff.
Resources:
✅ FAFSA, College Scholarships
Student and parents complete the Free Application for Federal Student Aid (FAFSA).
Scholarship applications are also completed. This helps determine the student’s cost for college.
Who is involved?
Student and parents,
Resources:
✅ Work Experiences
Student participates in work experiences while in high school.
Work may be paid or non-paid. The work may be community jobs outside the school day or provided through general education at school. Experiences may be provided as an IEP goal or through Vocational Rehabilitation PreEmployment Transition Services (Pre-ETS).
Who is involved?
Student with support of parents, school or Vocational Rehabilitation (VR) staff.
Resources:
✅ Review Plan for Transition
The student’s plan for transition is reviewed by the student, parents, and school staff to check for anything that still needs to be addressed.
The following questions might be helpful:
• What needs must be addressed?
• What services still need to be planned for?
• Who do we need to talk to?
Who is involved?
Student, Parents, and school staff.
Resources:
✅ Age of Majority
The teacher shares information about Age of Majority with the student and parent.
Many rights will transfer to the student at age 18 unless guardianship options are in place.
Who is involved?
The teacher.
Resources:
- Age of Majority Resources - coming soon
✅ Guardianship/ Shared Decision Making
Student and parents learn about guardianship and supported decision-making options.
Options that are appropriate for the student are identified. Actions are taken to implement those options. The help of an attorney may be needed.
Who is involved?
Parents and student.
Resources:
✅ Day Services
Parents explore options for daily activities or day habilitation services that are available through waiver services.
Case Manager may be invited to IEP meeting. Options for daily supports, vocational and life skills training after high school are identified.
Who is involved?
Parents and student with Case Manager and/ or school, or IVRS support.
Resources:
✅ Identification and Registration
The student gets identification card (if needed) and registers to vote.
If male, the student needs to register for selective service. Official proof of identity is needed for many things including work.
Who is involved?
The student.
Resources:
✅ Graduation
The student receives a diploma or alternative certificate.
Congratulations!! Welcome to adulthood- continue working on adult skills.
Who is involved?
The student.
Resources: