All Tuesday Tips

Certificate of Completion

The Indiana Department of Special Education, and a group of statewide stakeholders, has been working on the Indiana Certificate of Completion for the past year. The Office of Special Education has recently shared a DRAFT Certificate of Completion and would like additional stakeholder review and input.

Click here to see a copy of the Draft Certificate of Completion. Please take time to review this document, then go to the survey link below to provide your feedback/input. This is a critical element for our schools and teachers; your feedback is critical as the group moves forward with next steps.

Certificate of Completion Feedback

Starting to Plan for Next Year's Transition Based Instruction?

Our colleagues at the National Technical Assistance Center on Transition (NTACT) have identified several effective predictors and practices to teach students skills associated with post-school success. As you plan for next year, please check out the link below. When you locate a predictor you are interested in, it will direct you to more information describing the predictor, the level of evidence that is available, characteristics of the skill, and resources to support you.

On the NTACT Predictors of Post-School Success page, you will not only find a list of those predictors but a self-assessment form and evidence-based practices that align to each postsecondary predictor. 


This week we bring you a Short Share video from the DOE’s Office of Special Education focusing on assessment. Formative and summative assessment systems are essential to improving student learning and school capacity. Assessment provides essential data to monitor academic, behavioral, and social/emotional learning and inform meaningful action.

Please click here to view Short Share #10 (Assessment):

The Indiana Secondary Transition Resource Center is continually updating the Transition Assessment Matrix with new assessments that will assist you in gathering information to improve postsecondary outcomes. 

To gather more information on the transition assessment process, The National Technical Assistance Center on Transition (NTACT) has published a document titled “Age Appropriate Transition Assessment Toolkit.” 

Understanding Pre-Employment Transition Services

During the 2016-17 school year, you have probably heard the term “Pre-ETS” many times. But what are these Pre-Employment Transition Services? You probably know that Pre-ETS involves Indiana Vocational Rehabilitation Services and stems from amendments to the Rehabilitation Act in the 2014 Workforce Innovations Opportunity Act (WIOA). But…Will your district be involved? What does it mean for you as a teacher and for your students in transition? What are the five core Pre-ETS services?

We have answers for you.

Today's tip includes links to two documents. The first is a two-page basic overview of what Pre-Employment Transition Services are, and how they are supported. The second is a listing of providers, counties, and school districts currently working with Pre-ETS funding to give Indiana students access to meaningful career planning.

Pre-Employment Transition Services: Information Basics

Pre-Employment Transition Services: List of Indiana Providers, Counties, and Schools

Designing, Delivering, and Evaluating Instruction

This week we bring you another Short Share video from the DOE’s Office of Special Education. This short share will continue to clarify the components that lead to improved outcomes by focusing on instruction. It discusses facilitating knowledge in a systemic way by breaking down instruction into three components: designing, delivering, and evaluation.

Click on the link to view Short Share #9:  

To learn more about instruction within a transition-focused approach, visit the Resource Collections page of the Indiana Secondary Transition Resource Center website at There, you will find information on Writing Quality IEPs. As an Indiana transition teacher or professional, you know that your students deserve a compliant IEP—one that meets federal and state requirements. But a transition IEP must also be individualized to reflect a student’s needs and interests, and it should help them seamlessly and successfully transition to a life where they have opportunities to achieve their goals. INSTRC staff have compiled examples, tutorials, and other resources on the website to help you write quality IEPs for each of your students.

Increasing Collaboration through a Unified System of Education

This week we bring you another Short Share video from the DOE's Office of Special Education. This one focuses on a unified system of education to develop shared ownership and responsibility among special education and general education teachers and administrators. Featuring Sandi Cole, director of the Center on Education and Lifelong Learning at Indiana University's Indiana Institute on Disability and Community (one of our sister centers!), this Short Share provides a list of the characteristics of collaboration and describes the outcomes from a unified system that supports all learners.

Click on the link to view Short Share #8:

To learn more about increasing collaboration within a transition-focused approach visit the Indiana Secondary Transition Resource Center website at Within the Cadres of Transition Leaders/Cadre Products section, you will find a General Education Teacher Survey. This survey assists in facilitating collaboration between special education teachers and general education teachers by identifying transition assessments and activities that are already occurring in the general education setting.

Health and Transition

The PACER Center’s National Parent Center on Transition and Employment has a wealth of resources about transition. This month their newsletter Inspiring Possibilities focuses on health and transition. A health care Transition Planning tool is included as are ideas for how to write health-related IEP goals and ideas for teaching self-advocacy and self-management for health care. Click on the link to learn more.

Want more health care information pertaining to secondary students with disabilities? Take a look at the resources compiled on the Indiana Secondary Transition Resource Center’s Health Resource Collections page:

New Recordkeeping Resources

As we travel around the state, we take note of resources you ask for or that could help you best serve your students. One area of discussion is how to gather better information for students who may be working on a Certificate of Completion and are participating in outside community and/or work experiences.

Here are a few (fillable) inventories that we hope will be useful in those situations. We're linking to them below, but they'll also be located on the Transition Assessment Matrix: 

  • Community Summary Log:  Use this as an ongoing record of where students have worked in the community. It is perfect for resume building and is a great resource to pass along to adult service providers. It also allows you to make notes about the student’s likes/dislikes of the placement.
  • Volunteer Summary Log:  Similar to the Community Summary Log, this provides a place to keep a running track record of volunteer experiences.
  • Work Skills:  This checklist addresses some of the basic, but important skills needed for employment. Students can determine, with your support as needed, whether or not they are able to do the skill by themselves, with help, or if it is a skill they would like to learn.
  • How Do I Advocate for Myself? This four-question inventory allows you to gather basic knowledge regarding how a student interacts with others, makes decisions, and informs other of their needs.

The Teacher's Toolbox

This week the Indiana Secondary Transition Resource Center is highlighting a great resource from the Indiana Department of Education: The Teachers’ Toolbox!

The Teachers’ Toolbox is a content-focused resource newsletter for classroom instruction. The Toolbox is organized by both topic and grade levels. Content specialists provide classroom resources, strategies, and updates in their respective areas. In addition to specific content-area-focused resources, there is an ongoing section called, “Instruction and Access for ALL” which provides classroom resources and instructional strategies to promote equity and inclusion for all students, based on the principles of the Universal Design for Learning and Multi-Tiered System of Support frameworks.

The March 2017 issue, for example, contains links to:

• Six lesson plans on women’s history month
• “401 Prompts for Augmentative Writing”
• A video from the “Inclusive Class Project” demonstrating a step-by-step guide for modifying worksheets
• And much, much more

Current and past issues are located at: 

Assistive Technology and Transition

This week we’re highlighting “Assistive Technology and the Transition Process from High School,” a publication of the INDATA Project of Easterseals Crossroads. The eight-page reference document explains the often overlooked role of assistive technology (AT) in helping students achieve their postsecondary goals.

AT for students in transition can range from an adapted pencil to an adapted vehicle. It’s really any product or device that can enable people with disabilities to “increase their independence and lead more fulfilling lives.” 

In addition to including a transition timeline as it relates to AT, the INDATA guide also explains the need for a thorough assessment of a potential workplace or college/university setting as well as evaluation, consultation, technical support, and training to ensure a seamless transition. The guide provides phone numbers and websites not only to Easterseals, but also to state and federal employment and disability service agencies involved in transition.