Transitional Timeline
14: Eighth Grade

Determine transition needs.

Complete questionnaires, surveys and interest inventories

Explore recreation and leisure interest

Discuss medical needs and therapies

Consider needs and when appropriate, develop independent living skills

Begin early career exploration

Explore summer programs and employment options increase self-advocacy skills via training

Complete IEP and transition plans

Develop post-secondary goals

Complete PUNS (Priority of Urgency of Needs for Services) updates for students with intellectual disabilities

Utilize PAS (Pre-admission Screening Agents), available within local communities

Promote person-centered planning

Offer parents disability awareness training

Encourage student participation in self-directed IEP meetings.

Encourage parent and service provider participation in IEP meetings

Explore transportation needs

Review courses for study for high school
Parents Should:

Become involved with or remain involved with son/daughter’s IEP process

Discuss career goals and college plans with son/daughter

Research post-secondary schools for programs of interest, costs and financial aid
15: Freshman Year

Promote student participation in career events

Initiate referrals to relevant state and community agencies

Explore residential programming options, as appropriate

Determine transportation/mobility training needs

Explore case management needs

Discuss residential programs/waiting list processes

Determine appropriateness for referrals to school to work programs

Explore summer programs and employment opportunities

Explore current and future living options

Encourage parent and service providers’ participation in IEP meetings

Review high school course of study


Discuss potential for Supplemental Social Security (SSI) and Social Security Work Incentives
(SSWI)

Explore needs for home services and assistive technology

Review/revise Transition Plan and services, as applicable
Parents Should:

Continue involvement in the IEP process. Allow son/daughter to advocate for themselves during the IEP meeting including discussing their disability and needs in the classroom.

Continue to discuss son’s /daughter’s post high school plans

Research information (i.e. via telephone calls and internet) regarding college and postsecondary costs, financial aid and scholarships
16: Sophomore Year

Participate in interest/vocational inventory (self-directed search)

Discuss supported employment and job coaching

Complete work rating scale

Access career counseling and job shadowing

Consider work training and post-secondary education options

Obtain driver’s license or state ID-card

Introduce concepts of guardianship, power of attorney, wills/trusts

Explore summer program and employment options

Review high school course of study

Make referral to appropriate outside community agencies

Invite service providers to IEP meeting

Review transition goals in the IEP and revise, if necessary
Parents Should:

Continue involvement in IEP process. Allow son/daughter to advocate for themselves during the meetings.

Continue discussing and narrow down career goals and plans. Determine if college is a goal

Attend campus visits and tours with son/daughter

Research disability services office Web sites for information regarding eligibility for services, documentation guidelines and services available at college.

Accompany son/daughter to intake appointment (first time appointment) to the disability services office. Son/daughter should do most of the talking and questioning with regard to their condition and services requested during this meeting. Parents may fill in gaps when necessary.

Research the Web sites of the colleges’ son/daughter is considering. Parents should pay particular attention to admissions criteria, admissions deadlines, financial aid information, scholarship information, programs, cost, housing and food services.


Give written permission for son/daughter to have contact with the Department of Rehabilitation
Services (DRS).

Schedule son/daughter for an assistive technology assessment through DRS or the high school, if applicable.

Search Web sites listed under Internet Resources for more information about college planning

(see resources below).
Search the Web sites listed under Internet Resources regarding transition to college for student with disabilities (see resources below)
17: Junior Year

Obtain functional vocational evaluations

Enroll in vocational education classes

Discuss taxes and medical insurance

Investigate financial aid resources

Establish graduation date

Visit vocational, educational and residential options

Register for and complete ACT or SAT testing, if appropriate

Invite service providers to IEP meeting

Review high school course of study

Apply to/visit post-secondary education programs. Apply for reduced fare card and/or Para transit Door-to-Door services. Review Transition Plan in the IEP and revise if necessary.
Parents Should:

Continue involvement in IEP. Son/daughter should be speaking for themselves during these meetings.

Continue discussions with son/daughter about post-secondary school or college choices. Note admission deadlines for applications. Applying early in the selection process may increase chances of getting into college or post-secondary school of their choice.

Assist son/daughter as they complete college applications

Contact the financial aid office to see if the if the costs of tuition, room and board are expected to increase.

Complete the Free Application for Federal Student Aid (FAFSA)

Research disability services Web sites for information on eligibility, documentation guidelines and services.

Accompany son/daughter to intake appointment (first time appointment) to the disability services office. Son/daughter should do the majority of the talking and questioning about their condition in this meeting. Parents may fill in gaps when necessary.

Give written permission for son/daughter to have contact with DRS, if appropriate.

Make sure that documentation for the disability services office has been sent, received and evaluated for coverage under the American’s with Disabilities Act (ADA).

18: Senior Year

Apply for post-secondary vocational services for colleges, trade schools and training centers

Explore apprenticeship, job shadowing, mentoring programs

Explore options for accessing therapy/counseling and/or other community agency services

Referral to adult service providers and include in transition planning meetings

Confirm student’s legal status for self-representation

Apply for income (SSI), public aid (Medicaid) and general assistance

Consider guardianship power of attorney wills and trusts, delegation of education rights

Apply for reduced fare card and/or Para transit Door-to-Door services

Contact case management agency that coordinate funding for in-home and residential supported living in the community, if appropriate.

Include adult service providers in transition planning meeting (write transition goals).

Contact special needs coordinator of college, if appropriate

Review high school course of study

Review Transition Plan and services. Revise if necessary

Complete Summary of Performance if exiting school
Students Should:

Contact the person that they met with in the disability services office after registering for courses (i.e. summer semester, fall semester, etc.). This will help to ensure that the disability services personnel are prepared for providing services for individual course that you are registered. Remember that in college, academic adjustments are done on a case-by-case and course-by-course basis.

Prior to arriving at college, schedule an appointment with the disability services office for the first week of the semester.
19-22 (transitional program/post-secondary)

Identify and access recreation/leisure options

Actively participate in post-secondary vocational services (college/trade schools) and/or employment

Encourage active participation with adult service providers (for student remaining in high school)

Follow-up with referrals for service provision from adult service providers

Investigate and/or confirm day programs and workshops

Investigate post-secondary education with follow up services

Apply for Medicaid, if appropriate

Pursue Adult Education

Systematic phase out school supports, phase in adult services

Invite service providers to IEP meetings


Review high school course of study

Complete Summary of Performance if exiting school
Students Should:

Contact the person that they met with in the disability services office after registering for courses (i.e. summer semester, fall semester, etc.). This will help to ensure that the disability services personnel are prepared for providing services for individual course that you are registered. Remember that in college, academic adjustments are done on a case-by-case and course-by-course basis.

Prior to arriving at college, schedule an appointment with the disability services office for the first week of the semester.