Tips

All Tuesday Tips

The beginning of a new school year brings excitement, opportunity, and plenty of questions. Whether you are a new teacher learning about the transition process or a seasoned educator seeking fresh ideas, the Center on Community Living and Careers (CCLC) is here to support you throughout the 2026–2027 school year!

CCLC Open Office Hours

CCLC Open Office Hours are designed to provide direct access to experienced specialists who can provide support for education, transition to adulthood, transition IEPs and portfolios, employment, benefits, and more! These free sessions are designed to be informal, collaborative, and practical.

During Open Office Hours, you can:

  • Ask questions about transition planning and compliance.
  • Discuss challenging student situations.
  • Explore evidence-based practices for employment, education, and independent living outcomes.
  • Learn about community resources and agency partnerships.
  • Receive guidance on person-centered planning and student engagement.

Use the following link to join the Open Office Hours every Thursday from 2:30-4:30 p.m. ET via Zoom.

Transition Planning: Creating Quality Transition IEPs and Portfolios in the Age of AI

The Indiana Secondary Transition Resource Center (INSTRC) is excited to provide Transition IEP and Portfolio Trainings on Tuesday, September 1, and Wednesday, September 2, 2026. Designed to help educators, transition coordinators, administrators, employment agencies, and parents master key compliance and quality standards, these interactive sessions will feature collaborative discussions, hands-on activities, and practical guidance on integrating ID8, the Indiana Institute on Disability and Community’s AI tools, into your workflow. You will learn how to use these tools as powerful gateways to competitive, integrated employment.

Transition IEP Training
Focus on the quality aspects of every section in the transition IEP through interactive group work and hands-on activities. Discover how to leverage AI as a collaborative tool throughout the development process.

  • Option A: September 1 from 9 a.m.–12 p.m. EDT
  • Option B: September 2 from 1 p.m.–4 p.m. EDT

Transition Portfolio Training
Explore the core components of a successful student portfolio. Engage in interactive group discussions, learn how to use AI to streamline portfolio creation, and receive real-time feedback from our team.

  • Option A: September 1 from 1 p.m.–4 p.m. EDT
  • Option B: September 2 from 9 a.m.–12 p.m. EDT

Cost to attend one session: $80
Cost to attend two sessions: $150

Help us spread the word! Share this professional development opportunity with friends and colleagues. Register and secure your spot today.

Let’s make this a great year. We look forward to connecting with you!

Emergencies often cause anxiety and confusion, and this can be overwhelming for individuals with disabilities. Educators and families can actively prepare those with disabilities for emergencies.

It’s important to plan for a weather-related emergency like a tornado, earthquake, or flood. Also consider other potential crises such as active shooter situations, fires, pandemics requiring isolation, and extended power outages.

To support individuals with disabilities during emergencies, take the following steps:

1. Assess the Current Situation

Identify immediate and ongoing needs, including any assistance required during an emergency. This assessment should consider mobility aids, adaptive equipment, and medication requirements.

2. Make an Emergency Plan

Develop a comprehensive plan outlining steps to take for various emergencies. Consider how to: 

  • Evacuate or take shelter
  • Communicate with family and community members
  • Manage without essential utilities
  • Maintain critical supports like personal assistance, therapies, and transportation

3. Prepare an Emergency Kit 

Gather supplies that will last for multiple days. Emergency kits can include:

  • Food
  • Water
  • Medications
  • Support network list
  • Supplies related to the individual's disability

4. Carry an Emergency Information Form or Tag

Create a waterproof form or tag that displays essential medical and disability information. First responders and support personnel need this information for quick assistance. The form should include the individual's:

  • Full name
  • Disability
  • Medications
  • Allergies
  • Support needs
  • Family and friends' contact information

5. Build a Strong Support Network

Identify people and organizations who can assist during an emergency. Create a comprehensive list of individuals and agencies ready to provide support.

6. Practice Emergency Plans

Conduct emergency drills regularly to familiarize yourself and your support network with proper procedures. Planning is important and can significantly improve your safety and health during emergencies.

Resources

Bonus Tip: The Family Employment Awareness Training (FEAT) kicks off in Batesville this October. Help us spread the word! Share this free learning opportunity with families, students, and colleagues. To register for this and other events, visit the CCLC FEAT webpage.

Wow! The 2025-2026 school year has zipped by quickly!

We at the Center for Community Living and Careers have enjoyed writing and sending you Tuesday’s Transition Tips throughout this year. We appreciate your support and are grateful to you

As students graduate and finish out the year, we thank you for your ongoing support of their dreams and goals. Your efforts make a difference every day.

We hope that you have a wonderful summer break. See you next year!

Bonus Tips

While Tuesday's Transition Tips is out on hiatus for a few months, we encourage you to review our growing list of transition resources this summer.

  • Transition Miniseries: free online course about creating quality Transition IEPs.
    Indiana Family Employment Awareness Training: free virtual and in-person sessions designed to increase family, student, and professional knowledge of state, federal, and community resources that support employment.
  • Benefits Information for Transitioning Students: trainings and resources that support young adults or adults who are working or planning to work.
  • CCLC Learning Academy: courses designed to provide a deep understanding and practical applications to effectively assist individuals with disabilities in achieving their vocational goals.
  • What's Next?: free monthly newsletter for young adults with disabilities to assist them in preparing for life after high school.

Education researchers agree that the use of visual supports for students with executive functioning challenges is an effective, evidence-based practice. Experienced educators recognize the importance of these tools, while new teachers should prioritize them for their significant benefits.

We all use visual cues daily. Some examples include clocks, calendars, shopping lists, speed limit signs, and cooking timers. In the classroom, you can implement the following visual supports:

  • Pictures or signs
  • Labels
  • Daily schedules
  • Behavior charts

Wong (2014) defines these supports as concrete cues that provide information about routines and expectations. They translate abstract verbal instructions into permanent and visible reminders.

The Visual Timer

A visual timer is a specific tool that helps students manage time and navigate transitions. While many autistic students find these especially helpful, any student struggling with time management can benefit from them. These timers build executive functioning skills by making the time remaining for an activity or task visible.

When you use a visual timer, you:

  • Provide a concrete way to conceptualize time
  • Help students develop self-regulation skills
  • Reduce stress for students with task anxiety
  • Communicate clear expectations for task completion
  • Create a predictable classroom structure
  • Increase student motivation

You can involve students in the process by letting them set their own timers. This activity would build self-advocacy skills that apply to independent living and future jobs. Depending on your school policy, you can use physical timers, smartphone apps, or digital classroom displays to provide this support.

Resources

We encourage you to spend time on self-directed learning by reviewing the resources below.

Bonus Tips

  • Explore the new and improved Transition Miniseries. This 7-course miniseries is a free online training from INSTRC. Each course is designed to help you become more familiar with the components of the cyclical planning process and support you as you create quality Transition IEPs and Portfolios with your students. Register today.
  • Enroll in the Transition Educators Facilitating Employment course. A 10-week, comprehensive online training that gives educators, specialists, Pre-ETS providers, transition coordinators, and other professionals the foundation, techniques, and effective strategies necessary for successful adult vocational transition. Register and get started on Monday, October 5, 2026.

Summer is nearly here! It’s a good time to help your students map out their break, explore their interests, and identify opportunities for skill development.

Employment

  • TeenWorks: Helps high school students find summer jobs at local nonprofits while providing group support to assist them during their employment.
  • SummerWorks Southern Indiana: Provides paid summer work experiences that help young adults develop various job skills.

Recreation

  • Camp Riley at Bradford Woods: Weeklong recreational and learning opportunities for campers ages 8 to 18, including one session for adults with disabilities ages 18 and older.
  • Camp Catalyst: Inclusive day camp for teens with and without disabilities. Campers are encouraged to develop confidence and independence.
  • Local County, City, or YMCA Adapted Programs: Organizations like Carmel Clay Parks, Special Olympics Indiana, and the Monroe County YMCA are excellent examples of Indiana facilities with dedicated adaptive tracks. To find summer schedules and activities near you, contact your local municipal parks office or YMCA branch.

If you need more ideas, visit our virtual Office Hours every Thursday from 2:30-4:30 p.m. ET. We would love to help you find exciting learning experiences for your students.

Bonus Tips

Indiana Family Employment Awareness Training (FEAT) kicks off in Crown Point, Indiana, this May. Help us spread the word! Share this free learning opportunity with families, students, and colleagues. To register for this and other events, visit the CCLC FEAT webpage.

Ensuring student safety during the transition from school to adulthood is essential for supporting independence, confidence, and long-term success. Educators can embed safety skills within transition planning from the start, especially for students with disabilities who may require explicit instruction, reinforcement, and coordinated support from families and interagency teams.

When students transition into unfamiliar settings such as internships, job shadowing, or college visits, they encounter new expectations and potential safety risks that differ from their daily routines. Students can build a solid foundation by practicing safety protocols at home and in the classroom. The goal is for students to generalize these skills, ensuring they can confidently and safely apply what they have learned when navigating the unique challenges of the world.

Review the information below to better understand how safety requirements and risks differ across environments.

At Work

  • Students may need specific instructions to help them recognize unsafe conditions or equipment at work. Additionally, they should know who to approach as their “go-to” supervisors if they have questions about job expectations or the work site.

On Public Transport

  • Students may require explicit instruction on how to read bus numbers and understand schedules, as well as what to do if they miss their bus. 

In the Community

  • Students must receive comprehensive safety coaching. This should cover essential skills such as navigating crosswalks, recognizing “stranger danger,” and managing payment options. Additional considerations include: 
    • Does the student ask for help when they are lost or feeling unsafe?
    • Can the student state their home address, phone number, and caregiver’s contact details?
    • Is the student consistently following traffic and pedestrian safety protocols?

On the Internet

  • Students must understand which links to avoid clicking, what to refrain from sharing, and how to block or report issues on social media.

At School

  • Students should be aware of emergency procedures and be able to navigate the classroom building safely.

Resources

Bonus Tip

The Family Employment Awareness Training (FEAT) kicks off in Crown Point, Indiana, this May. Help us spread the word! Share this free learning opportunity with families, students, and colleagues. To register for this and other events, visit the CCLC FEAT webpage.

Students returning to school from the juvenile justice system possess unique strengths, experiences, and needs. Your classroom can play a crucial role in their successful re-entry.

Establishing a sense of belonging and prioritizing inclusion should be a priority. It is important to intentionally rebuild trust and reestablish their identity as a valued member of the school community. Before talking about academics, schedules, or credits, focus on connection, consistency, and collaboration.

Use the following tips to enhance your support for formerly incarcerated students.

1. Provide a Warm, Private Welcome 
A personalized greeting communicates safety and respect before the student ever faces the larger group. Offer a one-on-one conversation to say, “We are glad you are here in this classroom with us.”

2. Use Strength-Focused Language
Students returning from the juvenile justice system often anticipate judgment or low expectations. Counter that by emphasizing their strengths and skills, such as persistence, leadership, vocational competencies, and success in structured routines.

3. Create a Mini Transition Plan
Empower the student by involving them in the roadmap for their own success. Draft an outline addressing the following questions:

  • What helps the student feel successful?
  • What supports does the student need (e.g., quiet workspaces, frequent check-ins, daily routines)?
  • What does the student want you to know about their learning style?

4. Coordinate With the Return to Community Team
Work with probation officers, family members, counselors, homebound or re-entry educators, to gather accurate information. Align on:

  • Individualized Education Program (IEP) updates and course completion credits
  • Behavioral support and safety considerations
  • Coordinated communication between the home and school

5. Establish Predictability and Opportunities for Second Chances
Returning students may experience anxiety, hypervigilance, or difficulty re-learning in unstructured environments.

  • Provide clear expectations and visible routines.
  • Offer opportunities to restart the day or revise tasks without penalty, mirroring the structure that helped the student succeed in Indiana Department of Correction (IDOC) schools.

6. Foster Peer Inclusion
Encourage group work without making the student feel like they are the center of attention. For each group task, assign meaningful roles where the student can contribute without being spotlighted or isolated.

7. Celebrate Small Wins
Momentum is built through recognizing small, consistent milestones. Acknowledge the student’s consistent attendance and task completion throughout the school year.

A welcoming classroom strengthens school climate, reduces recidivism, and models true inclusion. Your efforts can change the trajectory of a student’s entire transition journey.

Resources

Bonus Tips

Elevate your impact with CCLC Learning Academy! Our Formerly Incarcerated Individuals and Employment course gives you the tools to support individuals with disabilities who have been involved with the criminal justice system while addressing the challenges inherent for most, if not all, people released from prison. Register today!

Community Rehabilitation Providers (CRPs) are organizations that can deliver employment, independent living, and other services to individuals with disabilities. Some CRPs partner with schools, families, and state agencies to support transition planning and help students and young adults build the skills they need for successful community participation.

What Services CRPs Offer

For students preparing to leave high school, CRPs can offer job exploration services, work-based learning experiences, workplace readiness training, and self-advocacy instruction. These supports help young adults understand their strengths, explore career interests, and gain real-world experience that leads to competitive employment. Many CRPs collaborate with Vocational Rehabilitation (VR) counselors to ensure students receive services.

CRPs may also provide job development, job coaching, skills training, supported employment, and ongoing support. Some providers also offer behavioral health services, independent living training, and access to community resources. These services help young adults secure and maintain meaningful employment while increasing independence.

Why Early Connection Matters

Educators play a key role in connecting students and families with CRPs early in the transition process. By understanding what CRPs offer, teachers and transition coordinators can help students build a strong bridge from school to adult life. Partnering with CRPs ensures students receive hands-on experiences, individualized planning, and long-term support that schools alone cannot provide.

Find a Provider Near You

Use the Indiana VR ES Provider Directory to find providers in various counties. You can also consult your state's VR office for a list of providers in your area.

Bonus Tips

Join UMass Boston’s Transition Leadership Program (TLP) to earn a National Transition Specialist Certification specifically designed for special educators, guidance counselors, and vocational staff. It is:

  • Fully Online: Accessible to educators across the country
  • Duration: 18 months
  • Credentials: Leads to national certification (and the MA state endorsement)

Learn more about the program.

Navigating the right support for your classroom can feel like a full-time job. Whether you are working with early learners or preparing students for life after graduation, the Indiana Institute on Disability and Community (IIDC) at Indiana University is your go-to partner.

Review the list below to learn how IIDC’s seven centers can support your specific needs this school year.

For Early Childhood and Foundational Years

  • Early Childhood Center (ECC): If you are working in early childhood education, this center is your partner for professional development. ECC focuses on sustainable improvements to ensure young learners get the best start possible.
  • HANDS in Autism® (HANDS): Need help with specific behavioral or educational practices? HANDS provides hands-on coaching and implementation assistance to schools, specializing in effective strategies for autistic students and those with other disabilities.

For K-12 Strategy and Instruction

  • Center on Education and Lifelong Learning (CELL): CELL works directly with school leadership and teachers to conduct needs assessments. If your school is developing a strategic improvement plan, CELL provides the technical assistance needed to make research-based instruction work in practice.
  • Indiana Resource Center for Autism (IRCA): When you need specialized training to improve outcomes for autistic students, IRCA offers technical assistance and professional development to help you stay ahead of the curve. Their neuroaffirming approach celebrates the diversity and strengths of the autistic community.

For Transition and Future Planning

  • Center on Community Living and Careers (CCLC): As students with disabilities prepare for life after high school, CCLC provides resources to support a smooth transition. From microcredentials for educators to guidance on employment and community living, we help you prepare students for adult life.

For Community and the Environment

While this list provides an overview, these centers’ work extends far beyond these brief descriptions. For more information, visit their respective websites or contact each team directly.

Bonus Tips

  • Explore the new and improved Transition Miniseries. This 7-course miniseries is a free online training from INSTRC. Each course is designed to help you become more familiar with the components of the cyclical planning process and support you as you create quality Transition IEPs and Portfolios with your students. Register today.
  • Enroll in the Transition Educators Facilitating Employment course. A 10-week, comprehensive online training that gives educators, specialists, Pre-ETS providers, transition coordinators, and other professionals the foundation, techniques, and effective strategies necessary for successful adult vocational transition. Ready to get started? Register today.

Positive Behavioral Interventions and Supports (PBIS) can be a transformative tool to support students with disabilities as they prepare for life after high school. This continuum of interventions and supports can be especially beneficial for promoting soft skill development in adult environments, like Pre-Employment Transition Services (Pre-ETS), work trials, and employment settings, where independence, emotional regulation, and social success are essential.

To ensure PBIS is implemented effectively during this critical transition period, educators can use the following strategies:

  1. Align Behavioral Expectations with Adult Outcomes
    Frame school-wide expectations (e.g., respect, responsibility, safety) in the context of adult environments like workplaces, college campuses, and community settings. Teach behaviors that directly support independence, self-determination, and employability.
  2. Individualize Supports Based on Transition Goals
    Use students’ IEP transition plans to guide behavioral instruction and reinforcement. For example, a student aiming for competitive employment may benefit from targeted support in punctuality, communication, and task persistence.
  3. Embed PBIS into Real-World Experiences
    Reinforce positive behaviors during community-based instruction, internships, and job shadowing. This helps students generalize skills across settings and see the relevance of school-based expectations.
  4. Use Meaningful Reinforcers
    Choose reinforcers that reflect adult life, such as increased autonomy, mentorship, or leadership opportunities, rather than traditional school-based rewards.
  5. Collaborate Across Systems
    Partner with families, adult service providers, and community organizations to ensure consistency in behavioral expectations and supports across environments.
  6. Monitor Progress and Adjust Supports
    Use data to track behavioral growth and make timely adjustments. Celebrate progress toward adult readiness, not just compliance.

By integrating these strategies, PBIS becomes a bridge to adulthood that empowers students with disabilities to thrive beyond high school.

Bonus Tips:

Ready to sharpen your skills in preparing students for a transition to the workplace? Enroll in Transition Educators Facilitating Employment, a comprehensive, 10-week online training beginning January 5, 2026.

This essential course is designed for educators, specialists, Pre-ETS providers, transition coordinators, and all related professionals ready to elevate their practice.

You will gain:

    • A strong foundation in adult vocational transition.
    • Proven techniques for effective job placement.
    • A strong foundation in adult vocational transition.
    • Proven techniques for effective job placement.

Cost: $250

Transform your approach to transition education, enroll today!