TRANSITION CHECKLISTS
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TRANSITION CHECKLISTS The transition checklists are meant to be used by the Receiving Team (the team who will have the student in the fall) to interview the Sending Team (the team who is currently providing services to the student) and/or to guide Receiving Team observations of the student in their current placement. ELEMENTARY SCHOOL TRANSITION CHECKLIST Student Name (DOB):__________________________________ Date(s):___________________________ Current ISD / District / Building / Classroom:__________________________________________________ Student Transitioning to:___________________________________________________________________ Person/Title Completing the Checklist:_______________________________________________________ COMMUNICATION Yes No Makes object choices Makes word choices Accepts physical support for communication purposes (i.e., hand, wrist, or forearm support) Initiates communication of needs/wants Responds to verbal directives/possess receptive language skills What are current communication methods? _______________________________________ Comments: _____________________________________________________________________________ _______________________________________________________________________________________ INDEPENDENCE Yes No Has ability to follow a daily schedule system independently Possesses self-help skills: Yes No Able to dress self Able to undress self Able to feed self independently Able to toilet independently Able to wash independently Able to brush teeth independently Able to brush hair independently Initiates use of restroom Yes No Develop recreational/leisure skills Yes No Able to play with toys Able to participate in games Walk in line without physical support Organize their belongings: Put coat away Put bag away Carry own books/bag Comments: ____________________________________________________________________________ ______________________________________________________________________________________ ACADEMIC Yes No Focuses on/attend to a task for a 20-minute period Completes paper/pencil tasks Possesses directional understanding (left to right & top to bottom) Understands task completion Able to participate in a general education classroom with LINK and/or adult support What are some specific interests/strengths? ___________________________________________________ What are some areas of challenge? _________________________________________________________ Comments: ____________________________________________________________________________ ______________________________________________________________________________________ BEHAVIOR Yes No Responds to some type of behavior system Is toilet-trained Attends to peer behavior & demonstrate peer modeling Sits in a chair at a table/desk Sits on the floor/rug Positive behaviors: ______________________________________________________________________ Challenging behaviors: ___________________________________________________________________ Comments: _____________________________________________________________________________ SOCIALIZATION Yes No Interacts with peers at recess Eats lunch with peers Attends special classes (i.e., music, gym, art, library) with LINK support Attends special all-school assemblies with LINK support Responds appropriately to peer greetings in hallway Goes on community outings with adult and/or peer support Goes on field trip with adult and/or peer support Comments: _____________________________________________________________________________ _______________________________________________________________________________________ BUILDING NORMS Yes No Has ability to walk quietly down halls Understands process of turn-taking Increases wait time Possesses some level of interactive & appropriate play with peers Is able to self-monitor voice tone Generalization of authority figures Comments: ___________________________________________________________________________ _____________________________________________________________________________________ HEALTH What are current medications, if any? ______________________________________________________ Are there any weight/diet concerns? _______________________________________________________ Yes No Does the student seizure? Are there any visual, auditory, or physical impairments? Are there any allergies? Comments: ____________________________________________________________________________ ______________________________________________________________________________________ TRANSITION CHECKLISTS The transition checklists are meant to be used by the Receiving Team (the team who will have the student in the fall) to interview the Sending Team (the team who is currently providing services to the student) and/or to guide Receiving Team observations of the student in their current placement. MIDDLE SCHOOL TRANSITION CHECKLIST Student Name (DOB):__________________________________ Date(s):___________________________ Current ISD / District / Building / Classroom:__________________________________________________ Student Transitioning to:___________________________________________________________________ Person/Title Completing the Checklist:_______________________________________________________ COMMUNICATION Yes No Communicates sorrow and remorse Makes appropriate comments Uses appropriate greetings spontaneously or as a response Tells the teacher when one needs to leave the room Speaks clearly Communicates problem or need in an appropriate way Appropriately tell others when one wishes to be left alone Facilitates with others Frees arm, hand, and fingers in order to facilitate Asks questions Answers questions Comments:_________________________________________________________________________ __________________________________________________________________________________ INDEPENDENCE Yes No Goes to bathroom independently Buttons, unbuttons, zips, unzips independently and at correct times Washes and dries hands after using restroom Does errands with LINKs Cafeteria line with/without LINK Yes No Moves to and from bus Appropriate hygiene Operates combination locker Uses Kleenex Ties shoes Expresses important personal information (i.e., “my family does not celebrate Christmas”) Follow schedule Use TEACH functionally Move from door to bus independently Comments:__________________________________________________________________________ ___________________________________________________________________________________ ACADEMIC Yes No Participates in 5 general education classes and meet academic expectations with necessary modifications Completes class work in class as class work Completes homework at home as homework Comes with working homework completion plan and parental participation with homework Studies and complete homework with peers Is organized, follow organizational system Organizes work area in general education class Plugs in computer Transports materials to general education class Is on time to class Follows general education class guidelines Follows assignment format, including paper heading in general education Checks locker before class at appropriate times Pays attention in class Answers questions in class Asks questions in class Goes with LINK to class without staff support Comments:___________________________________________________________________________ ____________________________________________________________________________________ BEHAVIORAL Yes No Exits general education and returns to Room # _______. Understands one’s own behavior system Operates within a working behavioral system that is ready for the middle school Uses TEACH functionally Works out behavior problems before aggression Uses appropriate physical contact with LINKs Follows time-away procedures Comments:___________________________________________________________________________ ____________________________________________________________________________________ SOCIALIZATION Yes No Initiates communication with peers Goes to class with peers Goes to cafeteria with peers Interacts with classmates and teacher in class Interacts appropriately in group activities Interacts in appropriately in peer conferences Interacts in appropriate horseplay Expresses likes and dislikes Wears appropriate clothing for peer group Validates friendships Minimizes self-stimulation during social periods and extracurricular periods Chooses and interact with appropriate peer group Initiates appropriately enjoyed activities during free time Expects that child will interact in appropriate social activities and horseplay Comments: __________________________________________________________________________ ____________________________________________________________________________________ BUILDING NORMS Yes No Age-appropriate attire Quite in halls Walks at steady pace, no holding hands Follows and understand basic school rules and procedures Engages in extracurricular activities with LINK support Follows and understand cafeteria rules Appropriately uses drinking fountain Age-appropriate behaviors (i.e., no sucking thumbs) Comments:____________________________________________________________________________ _____________________________________________________________________________________ OTHER INFORMATION THAT MAY BE REQUESTED Yes No Current politics of parent/program relationship Techniques which are effective with parents Outwardly visible signs given off by the student which may indicate anger, potential outburst, sickness, etc. Names of previous LINKs and those coming to receiving school who may already have relationship with student (staff members included) Health and medical information Familiar environmental items such as family pictures which have been posted over student desk List of activities in which student enjoys engaging Comments:_____________________________________________________________________________ ______________________________________________________________________________________ TRANSITION CHECKLISTS The transition checklists are meant to be used by the Receiving Team (the team who will have the student in the fall) to interview the Sending Team (the team who is currently providing services to the student) and/or to guide Receiving Team observations of the student in their current placement. HIGH SCHOOL TRANSITION CHECKLIST Student Name (DOB):__________________________________ Date(s):___________________________ Current ISD / District / Building / Classroom:__________________________________________________ Student Transitioning to:___________________________________________________________________ Person/Title Completing the Checklist:_______________________________________________________ COMMUNICATION Yes No Communicates basic needs and wants Acknowledges peers and adults in socially appropriate manner Expresses some emotional needs Responds to a greater variety of people across settings Expresses some personal information Ability to carry and produce I.D. card Comments: _______________________________________________________________________________ _________________________________________________________________________________________ INDEPENDENT SKILLS Yes No Bus – catch independently at close of day Money – store, handle & pass appropriately as needed Goes to restaurant/community with peer support Restroom – independent entry/use/exit – appropriate (zipper up, etc.) Gym – ability to dress and undress, store clothes in locker Locker – ability to get locker open (manipulate lock or ask for help) – independently General Ed. Classroom – independently locate seat Hygiene – independent use of tissue, independence with sanitary napkins Hall pass – obtain and use appropriately when exiting during class hour IEPC – attendance/participation in annual and reevaluation Transition life plans – attendance/participation in preparation for and meeting Yes No Sexuality issues reviewed (e.g., participation in middle school level course) Hallways – move independently between classes and at start and close of day Lunchroom – maneuver through lunch line, pay for hot lunch, independently locate a spot and eat lunch with LINKS Commons – comfort level in “hanging out” in commons area Comments: ______________________________________________________________________________ ________________________________________________________________________________________ ACADEMICS Yes No Demonstrates ability to sit through lecture-format classes Fulfills requirements of general ed. Class with minimum modifications Homework completed at home Responsible for transporting own materials – Canons, books, computers, binders/folders Active/ongoing participation in long-term projects Participation in large and small group work in the general education class Participation in study groups with peers after school (parent transport my be necessary) Participates and remain attentive for 55-minute classes Enrollment in three to five general ed. courses Participation in one to three vocational classes Participation in driver’s education Comments: __________________________________________________________________________ ____________________________________________________________________________________ BEHAVIORAL Yes No Responsible for own behavior plan – carries, insures it is filled out at close of each hour Token strips have been faded and students are able to use paper and pencil plan 55 minutes in class without exiting Demonstrate success in classroom with peer support only Demonstrate a minimum of significant behaviors Timeout room may be used – some self-initiation of need for timeout Comfort level with crowds, physical contact and noise Comments: _________________________________________________________________________ ___________________________________________________________________________________ SOCIALIZATION Yes No Participation in extracurricular activities given peer support (e.g., clubs, sports, etc.) and peer transportation arrangements Demonstrates appropriate behavior in classroom during down time (e.g., responds to LINKS in conversation or FC) Responds quickly to behavior plan for socially inappropriate behaviors (e.g., picking nose, roughing opposite sex) Participates in monthly case conferences Demonstrates socially appropriate behavior across settings – hallways, commons, gym assemblies Socializes with LINKS at homes and in community (parent support necessary Comments: ______________________________________________________________________________ ________________________________________________________________________________________ BUILDING NORMS Yes No Appropriate hygiene Age-appropriate attire Has ability to follow dress code (e.g., no hats, etc.) Hair – clean and cut in a manner that is age-appropriate Skin care – appropriate attention given at home to acne, etc. Has ability to remain quite in hallways when classes are in session Has ability to participate in MEAP/proficiency exam given appropriate modifications Comments: ____________________________________________________________________________ ______________________________________________________________________________________
