• The following is a recommended guideline for casemanagers and parents when discussing transition activities.

    14 YEAR OLDS

    Student must be invited to IEP meeting. Obtain necessary release forms for identified transition activities. Parents and/or students should follow up with referrals for services from adult service providers. Complete transition needs questionnaire/surveys/interest inventories. Explore recreation and leisure interests. Discuss medical needs and therapies. Develop independent living skills. Begin early career exploration. Explore summer employment options. Increase self advocacy skills. Complete an IEP Transition Plan & develop post-secondary Goals. Students who demonstrate a Developmental Disability or a related condition in the form of Cerebral Palsy, Autism or Epilepsy should complete/update the PUNS Review transition plan and services. Revise if necessary.

    15 YEAR OLDS

    Student must be invited to IEP meeting.Obtain necessary release forms for identified transition activities. Parents and/or students should follow up with referrals for services from adult service providers. Attend career event for special needs (usually sponsored by local TPC)Discuss supplemental social security (SSI) and social security work incentives (SSWI). Discuss home services and assistive technology.Discuss and visit residential programming options as appropriate. Determine transportation needs/mobility training.Explore case management regarding residential programs/waiting lists. Consider placement on residential waiting lists. Consider referral to a school work program.Students who demonstrate a Developmental Disability or a related condition in the form of Cerebral Palsy, Autism or Epilepsy should complete/update the PUNS Review transition plan and services. Revise if necessary.
     
    16 YEAR OLDS

    Student must be invited to IEP meeting. Obtain necessary release forms for identified transition activities. Parents and/or students should follow up with referrals for services from adult service providers. Complete vocational interest inventory.Discuss Supported Employment SEP) and job coaching.Access career counseling and job shadowing. Consider school based and community work experience programs. Obtain driver’s license and/or state ID card. Explore legal representation; estate planning, guardianship, wills and trusts. Attend college fairs, college career nights, and/or transition fairs. Students who demonstrate a Developmental Disability or a related condition in the form of Cerebral Palsy, Autism or Epilepsy should complete/update the PUNS Review transition plan and services. Revise if necessary.

    17 YEAR OLDS

    Student must be invited to IEP meeting. Obtain necessary release forms for identified transition activities. Parents and/or students should follow up with referrals for services from adult service providers. Discuss age of majority. All legal rights transfer to a child when they turn 18 unless there is a need for families to obtain guardianship. Enroll in vocational education classes/programs, as appropriate. Discuss taxes and medical insurance.Investigate financial aid. Consider vocational evaluation. Discuss mental health services. Establish graduation date. Visit campuses and post-secondary training programs. Revisit residential programs. Take ACT, SAT, or IAA.Explore SSI and medical benefits. Discuss adult agency options with DRS, PAS Agents, etc.Apply for reduced fare card and/or Para-transit Door-to-Door services. Consider guardianship, power of attorney, wills and trusts. Students who demonstrate a Developmental Disability or a related condition in the form of Cerebral Palsy, Autism or Epilepsy should complete/update the PUNS Review transition plan and services. Revise if necessary.
    18 YEAR OLDS

    Student must be invited to IEP meeting. Obtain necessary release forms for identified transition activities. Parents and/or students should follow up with referrals for services from adult service providers. Students becomes own guardian unless the family has obtained guardianship. Consider guardianship, power of attorney, wills and trusts. Apply for post-secondary vocational, apprenticeship programs and contact special needs coordinator. Explore options for accessing therapy/counseling and or other community agencies. Refer to adult service providers and include in transition planning meetings. Confirm student’s legal status for self representation. Apply for income support (SSI), public and (Medicaid), and general assistance. Delegation of educational rights. Register to vote and (for males) selective service. Obtain district records upon exit from school. Contact case management agency that coordinates funding for in-home and residential supported living in the community as necessary. Students who demonstrate a Developmental Disability or a related condition in the form of Cerebral Palsy, Autism or Epilepsy should complete/update the PUNS Review transition plan and services. Revise if necessary.
     
    19-22 YEAR OLDS

    Student must be invited to IEP meeting. Obtain necessary release forms for identified transition activities. Parents and/or students should follow up with referrals for services from adult service providers. Parents/guardians become primary advocates for students’ post-secondary needs.Identify and access recreation/leisure options. Parents may have to actively participate in post-secondary vocational services and/or employment. Encourage active participation with adult service providers (for students remaining in high school).Investigate and/or confirm day programs and workshops. Students who demonstrate a Developmental Disability or a related condition in the form of Cerebral Palsy, Autism or Epilepsy should complete/update the PUNS  Review transition plan and services. Revise if necessary.