Transition Skills Check List
Parent supports
Below you will see a breakdown of skills and what should be happening during the transition process. Parents should use this tool to help guide them through the transition process for their child. Parents should also look at our parental rights and educational laws page. Along with the differences between high school and college services.
6th Grade
Transition Skills
Student should start attending IEP meetings
Should be able to ask for accommodations(Extra time/Breaks) listed as such in IEP
Focus on social skills goals within IEP
Able to identify their strengths in learning and what helps them in school
Able to identify and implement strong study habits
Participate in extracurricular activities that play towards strengths and social skills
Continue to speak to your child about their interests and help guide them with those interests to a college major and career.
7th Grade
Transition Skills
Student should lead their IEP meeting specifically their accommodations and strengths
Student continues to ask for accommodations and if mastering one add in more
Student is able to understand why they have an IEP and what their specific goals are
Continue development of strong study habits.
Continue extra curricular activities and interests exploration.
Continue guiding and working on matching interests to college majors and careers.
8th Grade
Transition Skills
The student is able to ask for ½ of accommodations
Student continues to lead their IEP meetings and includes strengths, accommodations, ,present levels, and transition plan.
Starts an understanding of what their disability is and how it affects their learning
Learns about what laws affect and support students with disabilities in high school
Identify possible career interests and education or training needed for them.
Learn and practice informed decision-making skills.
Learn to help the child communicate his or her interests, preferences, and needs effectively.
Teach the student how to explain his or her disability and the necessary accommodations.
9th Grade (Freshman Year)
Transition Skills
Student leads entire IEP meeting
Fully understands what their disability is and how it affects their learning but knows what helps them to be successful in life and school.
Able to identify what accommodations are needed and used.
Able to always ask questions when they don’t understand something
Research your career options.
Limit amount of accommodations that are used start thinking ahead as to what would be offered on a college campus
Parents a fluent in the differences in special education laws
Address your concerns about whether your child can or should go to college.
Use the College Scorecard to instantly compare expenses and projected loan payments across schools that your child is interested in attending.
Students should ask the school about Career Assessments and exploration programs while in high school
Meet with guidance counselors to make sure the current class schedule will meet college and career goals. Discuss these goals and plans with parents.
10th Grade (Sophmore Year)
Transition Skills
Able to identify and use specific study skills that are a challenge due to disability
Able to communicate through verbal, written, and non-verbal communication to teachers and educators.
Able to follow a schedule that changes one day to the next
Working on not allowing change to have a negative impact on day to day living
Practice effective communication by developing interview skills, asking for help, and identifying necessary accommodations
Invite adult service providers, peers, and others to the IEP transition meeting.
Acquire an identification card and the ability to communicate personal information.
Start compiling a list of schools that have desired major and supports for ASD
Find out whether your child’s school or local community colleges/universities have college nights or financial aid nights. Plan to attend those events with your child.
If you aren’t able to start visiting colleges yet, now is a great time to get key information using the College Scorecard for the schools your child is thinking about. Visit each school’s website to see if virtual tours are available.
Continue to develop independence by encouraging to take responsibility for balancing homework with other activities and a part-time job.
Research majors that might be a good fit with your interests and goals based on your results from the U.S. Department of Labor’s career search.
Understand upcoming tests your child will need to attend to be enrolled in college.
Start reviewing the Financial aid form by the US Department of Ed Do You Need Money for College? Apply for Federal Student Aid.
Identify how the condition impacts you in the classroom, at work, and in social settings. You should be able to discuss your condition and its impact with the IEP team.
Learn more about the differences between academic adjustments in college and high school. For example, unlimited time may be provided in high school, whereas 50% or 100% more time may be provided in college.
Start to utilize parts of accommodations that would be available in higher education such as (Extra time letter presented to general education teacher for a test, meeting time set to discuss the use for this accommodation, student practices this in a controlled environment.)
Allow child advocate for themselves (let them discuss/ explain disability to others especially needs within the classroom empower them to be their own advocate)
11th Grade (Junior Year)
Transition Skills
Actively seeking out people to assist with the transition process (College professional, transition coordinator, guidance counselor, or special education teacher SHOULD BE INVITED TO IEP MEETINGS)
Learn about laws that affect and support students with disabilities while attending higher education. (SEE OUR LAWS TAB)
Start researching colleges/universities that offer programs for students with disabilities and narrow those schools down to ones that also have desired areas of study.
Start visiting colleges/universities Ask the tour guide about the accessibility of the campus or for a referral to a staff member who knows about accessibility.
Visit the disability services office. Request information about accommodation and academic adjustment policies.
Some colleges have student organizations for students with disabilities. Meet with one of the students to get the scoop on what it is really like to be a student with a disability at this school.
Register for and take exams for college admission. The standardized tests that many colleges require are the SAT, the SAT Subject Tests, and the ACT. Check with the colleges you are interested in to see what tests they require.
Use a free scholarship search to find scholarships for which you might want to apply. Some deadlines fall as early as the summer between 11th and 12th grades, so prepare now to submit applications soon.
Learn about what accommodations are available while attending higher education
Start reducing accommodations and getting away from the following accommodations; unlimited time, open-book tests, clarification of test questions, word banks, shortened tests, modified tests, limited choices, etc. (Reference academic of disability services to help assist in what would be unrealistic)
Take responsibility for arriving on time to work, appointments, and social activities.
Develop a resume
Learn about choosing a college and find a link to our free college search tool.
Go to college fairs and college-preparation presentations hosted by college representatives.
Take a look at your financial situation, and be sure you’re on the right track to pay for college.
Get in-depth information on the federal student aid programs.
Create your own FSA ID if you don’t have one yet. (The FSA ID is a username and password that you’ll use for such purposes as signing your child’s Free Application for Federal Student Aid.) Note: You must create your own FSA ID. If your child creates it for you, or if you create your child’s, that’ll cause confusion later and will slow down the financial aid application process. (Need help? You and your child should watch the "How to Create an Account Username and Password (FSA ID)” video.)
Talk to your child about the schools he or she is considering. Ask why those schools appeal to your child, and help him or she clarify goals and priorities.
Attend college fairs with your child, but don’t take over the conversation with the college representatives. Just listen, and let your child do the talking.
Take your child to visit college campuses, preferably when classes are in session.
Make sure your child is looking into or already has applied for scholarships.
Ask your employer whether scholarships are available for employees’ children.
Learn about student and parent loans in Federal Student Loans: Basics for Students and Federal Student Loans: Direct PLUS Loan Basics for Parents.
The student is using the letter system such as described in 10th grade and uses it for 50% of classes.
Complete an assistive technology assessment for college, if you currently use assistive technology.
Continue to narrow down career goals and plans
12th Grade (Senior Year)
Transition Skills
Have all documents related to disability organized to help with documentation when attending higher education.
Have a finalized plan of what career and know-how long/what type of education is needed.
As soon as possible after its Oct. 1 release, complete and submit your FAFSA® form, along with any other financial aid applications your chosen school(s) may require. You should submit your FAFSA form by the earliest financial aid deadline of the schools to which you are applying, usually by early February.
Narrow down colleges and universities and visit a final time which includes meeting with disability and support services and learning about what they can offer
Finalize financial aid
Invite adult service providers, peers, and others to the IEP transition meeting.
Well before your college application deadlines, ask your counselor and teachers to submit the required documents (e.g., transcript, letters of recommendation) to the colleges to which you’re applying.
Understand the FAFSA process better by watching the videos in the “FAFSA: Apply for Aid” playlist at YouTube.com/FederalStudentAid.
Compile list of acceptances and compare colleges financial aid offers and disability services available.
When school decision has been made notify the school of your intention to attend make sure all documents are submitted by due dates (Financial aid, housing, disability services paperwork, deposits ect. )
Finalize transition plan for college extended year to provide services while completing dual credit classes/transition program
Students should be able to self advocate for accommodations and needs and be able to navigate the enrollment process with minimal support from parents and adults.
Disability services intake meeting with school personnel and parents to support student (Let the student do the talking)
Make sure paperwork is sufficient for the disability services office to review all documents and nothing else is needed.
Higher Education
Transition Skills
Once accepted, contact the disability services office to request services (make sure to have the most recent IEP and other disability documentation from doctors).
Finalize accommodations with the disability services office.
Prepare to purchase textbooks for classes for the first semester.
Check-in with the disability services office if instructors are not providing the written accommodation in letter.
Student should be providing teachers with their letters and arranging meetings to advocate/disclose their disability and explain accommodations to come up with a plan that will work with that specific instructor.
Student should keep documents organized to then review with professors when an accommodation is needed or a test is coming up.