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.
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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: _______________________________________________________
SOCIALIZATION
Yes
No
Interact with peers at recess
Eat lunch with peers
Attend special classes (i.e., music, gym, art, library) with LINK support
Attend special all-school assemblies with LINK support
Respond appropriately to peer greetings in hallway
Go on community outings with adult and/or peer support
Go on field trip with adult and/or peer support
Comments: _____________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2
BEHAVIOR
Yes
No
Respond to some type of behavior system
Be toilet-trained
Attend to peer behavior & demonstrate peer modeling
Sit in a chair at a table/desk
Sit on the floor/rug
Sit in a timeout chair
What are some significant behaviors?
Positive behaviors: _____________________________________________
___________________________________________________________________
Challenging behaviors: __________________________________________
___________________________________________________________________
Comments: _____________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
ACADEMIC
Yes
No
Focus on/attend to a task for a 20-minute period
Complete paper/pencil tasks
Possess directional understanding (left to right & top to bottom)
Understand task completion
What are some specific interests? __________________________________
___________________________________________________________________
What are some specific strengths? _________________________________
___________________________________________________________________
What are some areas of challenge? _________________________________
___________________________________________________________________
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Able to participate in a general education classroom with LINK and/or adult support
Comments: _____________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
INDEPENDENCE
Yes
No
Ability to follow a daily schedule system independently
Possess 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
Initiate use of restroom
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:
Yes
No
Put coat away
Put bag away
Carry own books/bag
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Comments: _______________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
COMMUNICATION
Yes
No
Make object choices
Make word choices
Accept physical support for communication purposes (i.e., hand, wrist, or forearm
support)
Initiate communication of needs/wants
Respond to verbal directives/possess receptive language skills
What are current communication methods? _________________________________
__________________________________________________________________________
Comments: ______________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
BUILDING NORMS
Yes
No
Ability to walk quietly down halls
Understand process of turn-taking
Increase wait time
Possess some level of interactive & appropriate play with peers
Able to self-monitor voice tone
Generalization of authority figures
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Comments: ______________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
HEALTH
What are current medications, if any? _________________________________________________
Are there any weight/diet concerns? __________________________________________________
Yes
No
Does the student seizure?
Are there any visual impairments?
Are there any auditory impairments?
Are there any physical impairments?
Are there any allergies?
What side is dominant? ____________________________________________________________
Comments: ______________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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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.
MIDDLE SCHOOL TRANSITION CHECKLIST
Student Name (DOB):__________________________________ Date(s): _________________________
Current ISD / District / Building / Classroom: ________________________________________________
Student Transitioning to: _________________________________________________________________
Person/Title Completing the Checklist: ______________________________________________________
ACADEMIC
Yes
No
Participate in 5 general education classes and meet academic expectations with
necessary modifications
Complete class work in class as class work
Complete homework at home as homework
Come with working homework completion plan and parental participation with
homework
Study and complete homework with peers
Be organized, follow organizational system
Organize work area in general education class
Plug in computer
Transport materials to general education class
Be on time to class
Follow general education class guidelines
Follow assignment format, including paper heading in general education
Check locker before class at appropriate times
Pay attention in class
Answer questions in class
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Ask questions in class
Go with LINK to class without staff support
Comments:______________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
COMMUNICATION
Yes
No
Communicate sorrow and remorse
Make appropriate comments
Use appropriate greetings spontaneously or as a response
Tell the teacher when one needs to leave the room
Speak clearly
Communicate problem or need in an appropriate way
Appropriately tell others when one wishes to be left alone
Facilitate with others
Free arm, hand, and fingers in order to facilitate
Ask questions
Answer questions
Comments:______________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
SOCIALIZATION
Yes
No
Initiate communication with peers
Go to class with peers
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Go to cafeteria with peers
Interact with classmates and teacher in class
Interact appropriately in group activities
Interact in appropriately in peer conferences
Interact in appropriate horseplay
Express likes and dislikes
Wear appropriate clothing for peer group
Validate friendships
Minimize self stimulation during social periods and extracurricular periods
Choose and interact with appropriate peer group
Initiate appropriately enjoyed activities during free time
Expect that child will interact in appropriate social activities and horseplay
Comments: ______________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
INDEPENDENCE
Yes
No
Go to bathroom independently
Button, unbutton, zip, unzip independently and at correct times
Wash and dry hands after using restroom
Do errands with LINKs
Cafeteria line with/without LINK
Move to and from bus
Appropriate hygiene
Operate combination locker
Use Kleenex
Tie shoes
Express important personal information (i.e., “my family does not celebrate
Christmas”)
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Follow schedule
Use TEACH functionally
Move from door to bus independently
Comments:______________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
BUILDING NORMS
Yes
No
Age-appropriate attire
Quite in halls
Walk at steady pace, no holding hands
Follow and understand basic school rules and procedures
Engage in extracurricular activities with LINK support
Follow and understand cafeteria rules
Appropriately use drinking fountain
Age-appropriate behaviors (i.e., no sucking thumbs)
Comments:______________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
BEHAVIORAL
Yes
No
Exit general education and return to Room # _______.
Understand one’s own behavior system
Operate within a working behavioral system that is ready for the middle school
Use TEACH functionally
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Work out behavior problems before aggression
Use appropriate physical contact with LINKs
Follow timeout procedures appropriately and come with working timeout plan if
appropriate
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:_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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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.
HIGH SCHOOL TRANSITION CHECKLIST
Student Name (DOB):__________________________________ Date(s):___________________________
Current ISD / District / Building / Classroom:__________________________________________________
Student Transitioning to:___________________________________________________________________
Person/Title Completing the Checklist:_______________________________________________________
BUILDING NORMS
Yes
No
Appropriate hygiene
Age-appropriate attire
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.
Ability to remain quite in hallways when classes are in session
Ability to participate in MEAP/proficiency exam given appropriate modifications
Comments: ____________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
INDEPENDENT SKILLS
Yes
No
Bus – catch independently at close of day
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Money – store, handle & pass appropriately as needed
Go 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
obtain coat
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
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: _________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
SOCIALIZATION
Yes
No
Participation in extracurricular activities given peer support (e.g., clubs, sports, etc.)
and peer transportation arrangements
Demonstrate 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
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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: _________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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)
Participate and remain attentive for 55-minute classes
Enrollment in three to five general ed. courses
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Participation in one to three vocational classes
Participation in driver’s education
Comments: __________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
COMMUNICATION
Yes
No
Communicate basic needs and wants
Acknowledge peers and adults in socially appropriate manner
Express some emotional needs
Respond to a greater variety of people across settings
Express some personal information
Ability to carry and produce I.D. card
Comments: __________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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