Tips

All Tuesday Tips

This is the final edition of Tuesday's Transition Tips for the 2024-2025 school year. 2025 sure is flying by!

As we move into summer, our team at INSTRC wishes you a relaxing and restful break. We are so thankful for your tireless efforts to provide meaningful experiences and education for students across Indiana. Every day, you confront challenges with determination and perseverance. Your students are so fortunate to have you on their team!

While Tuesday's Transition Tips is out on hiatus for a few months, we encourage you to cruise through INSTRC’s growing list of transition resources:

Don’t forget about the Center on Community Living and Careers (CCLC)! We also have a wealth of information to share with families.

For any questions you have, we are available at our Open Office Hours every Thursday from 2:30–4:30 p.m. EST. This is a fantastic opportunity to chat, brainstorm, and problem-solve transition-related issues with our team.

Thanks again for all you do to support transitioning students and their families. Have a wonderful summer and we’ll see you in the fall!

Community experiences play a crucial role in the development and well-being of students with disabilities. Well-planned community-based activities give students real-world learning experiences and help them build essential social skills, a sense of belonging, and improve their overall mental and physical health.

Why Community Experiences Matter:

  • Social Skill Development: Participating in community activities allows students with disabilities to practice and improve their social interactions. This can enhance communication skills, improve understanding of norms, and boost confidence in social settings.
  • Sense of Belonging: Community engagement helps students feel included and valued. This sense of belonging can significantly reduce feelings of isolation and loneliness, promoting emotional well-being.
  • Mental and Physical Health: Community involvement often includes physical activities, which are beneficial for maintaining and improving health. Additionally, regular social interaction can boost mental health by providing emotional support and reducing stress.
  • Personal Development: Community experiences offer unique learning opportunities. Students can gain practical life skills, such as teamwork, problem-solving, and adaptability, which are essential for their personal growth and future independence.

By encouraging and facilitating community involvement, educators help students with disabilities thrive academically, emotionally, and personally. Creating inclusive environments where all students can participate in community activities is key to fostering a supportive and enriching educational experience.

Educators and students may use the resources below to plan community experiences.

CCLC Resources

Bonus Tips

The virtual Family Employment Awareness Training (FEAT) continues today from 6:00 - 8:00 PM. Help us spread the word! Share this free learning opportunity with families, students, and colleagues. To register, visit the CCLC FEAT webpage.

Upcoming sessions:

  • Tuesday, May 20: Benefits
  • Wednesday, May 21: Local and State Agency Presenters

We’re excited to introduce the Southwest Community Family Network (SWCFN)—a new, community-based, family-led initiative funded by the Indiana Governor's Council for People with Disabilities (GCPD). In partnership with Indiana Family to Family, IN*SOURCE, and The Arc of Evansville, this project supports families navigating disability by fostering greater social inclusion, building meaningful relationships, and helping communities in Vanderburgh, Posey, Warrick, and Gibson Counties become more welcoming and supportive for all. If you, your colleagues, or any families are interested in joining the SWCFN, fill out the interest form. Once submitted, you'll receive an email with more information about the group, including upcoming meetings and events.

Real-world work experiences before high school graduation are a key component of a seamless transition, contributing to students’ long-term success in competitive, integrated community employment. Early exposure to various career experiences aligned with the students’ interests and abilities allows them to explore multiple career paths. This exploration leads to increased career readiness, improved employability, and a better match between students and their future careers.

Work-based learning opportunities may include:

  • Work-site tours
  • Service learning with hands-on experiences
  • Job-shadowing with a mentor
  • Internships
  • Career and Technical Education

Success Stories

Meet Jeremy! Jeremy worked during high school. A job developer from The ARC discovered that Jeremy wanted to become a magician, entertaining young children. The job developer helped Jeremy get a job with FunFlatables, providing inflatables for children’s parties. After he graduated from high school, Jeremy became a dishwasher at Cracker Barrel. He earned at least minimum wage, working 30-40 hours a week, to earn enough to no longer rely on social security insurance. He improved his communication skills, made progress in his job, and made business cards promoting his work as a magician for children’s parties.

Meet Colton!  Colton worked in competitively paid, integrated jobs at 14 as a barista at a local cafe. He walked to his job twice a week. Colton bussed tables, helped the barista, and was a host there until he went to college. Colton held other part-time jobs during summers and evenings. Colton loved working with children at his former elementary school cafeteria. During the summer, he worked in the school’s ESY program as a mentor and role model.

Pre-ETS and Vocational Rehabilitation services can help you and your transition teams find good work experiences for students. To find a local Pre-ETS provider, visit the Counties by Pre-ETS Provider Fact Sheet. For additional information, visit the Family and Social Services Administration: Pre-Employment Transition Services Forms webpage.

Bonus Tips:

The virtual Family Employment Awareness Training (FEAT) continues this week. Help us spread the word! Share this free learning opportunity with families, students, and colleagues. To register, visit the CCLC FEAT webpage.

Upcoming sessions:

  • Tuesday, May 13: Individual Employment Possibilities
  • Wednesday, May 14: Employer and Employee Supports
  • Monday, May 19: Maintaining Employment Resources and Medicaid
  • Tuesday, May 20: Benefits
  • Wednesday, May 21: Local and State Agency Presenters

We're excited to offer the Transition Educators Facilitating Employment course, starting July 14, 2025! This 10-week, comprehensive online training gives educators, specialists, Pre-ETS providers, transition coordinators, and other professionals the foundation, techniques, and effective strategies necessary for successful adult vocational transition.

Course modules include:

  • Developing Transition Programs within the Traditional School Environment
  • The Evolution of Supported and Customized Employment
  • Principles of Supported and Customized Employment
  • Roles, Responsibilities, and Expectations
  • Discovery and Customized Employment
  • Marketing for Employment Services
  • Job Development, Training, and Workplace Supports
  • Assistive Technology
  • Federal Programs for Businesses and People with Disabilities
  • Criminal Justice Involvement

This online, self-paced course costs $250. For more information and to register, visit the CCLC Transition Educators Training webpage.

Trauma-informed teaching (TT) is an active recognition that “up to two-thirds of U.S. children have experienced at least one type of serious childhood trauma, such as abuse, neglect, natural disaster, or experiencing or witnessing violence” (Minahan, 2019). TT includes ongoing use of an associated set of strategies designed to mitigate trauma impacts which compromise a student’s ability to learn. TT considers how trauma affects learning and behavior.

What is Trauma?

Trauma is both a physical and emotional reaction, sometimes chronic, to any intensely upsetting or threatening event. Examples include abuse/neglect, physical disasters, injury, loss of a loved one, bullying, poverty, violence, or discrimination, to name a few. Trauma is a deeply personal experience, rooted in the individual’s emotional and psychological experience.

Impacts from Trauma

Students experiencing trauma are more likely to fall behind academically and to present behavioral challenges. Educators shouldn’t assume a student's behavior is intentional without considering the potential influence of prior trauma. Trauma impacts include, but are not limited to:

  • Trouble with executive functions like focus, organization, and self-regulation
  • Taking longer to complete tasks/falling behind
  • Irritability or restlessness
  • Jumpy/anxious/nervous (on alert for threats, also known as hypervigilance)
  • Behavioral changes
  • Overreactions to everyday challenges
  • Negative outbursts or aggression
  • Frequent stomachaches or headaches

Trauma-Informed Process

The National Education Association defines trauma-informed practices as a framework that addresses the impact of trauma by creating a safe and caring environment. Trauma-informed teaching shows students that teachers care and can provide support.

Research offers many strategy recommendations – in fact, too many to explore fully in this issue. Rather, we strongly encourage every educator to review the list of resources below carefully.

Resources:

  1. ASCD Educational Leadership: Trauma-Informed Teaching Strategies
  2. Understood: What is Trauma-informed Teaching?
  3. Child Mind Institute: How Trauma Affects Kids in School
  4. The National Child Traumatic Stress Network: Child Trauma Toolkit for Educators 
  5. Truth For Teachers Podcast: A Crash Course on Trauma-Informed Teaching

Bonus Tips:

We’re excited to offer virtual Family Employment Awareness Training throughout May. Join all six sessions to learn about local, state, and federal resources supporting young adults with disabilities who want to work in their communities. Families, transition-age students, young adults with disabilities, and the professionals supporting them are welcome to attend. All sessions will be held from 6:00 – 8:00 PM ET.

  • Monday, May 12: A New Path – High Expectations for Employment
  • Tuesday, May 13: Individual Employment Possibilities
  • Wednesday, May 14: Employer and Employee Supports
  • Monday, May 19: Maintaining Employment Resources and Medicaid
  • Tuesday, May 20: Benefits
  • Wednesday, May 21: Local and State Agency Presenters

To register and share this free learning opportunity, visit the CCLC FEAT Registration Form.

Are you a transition educator or administrator seeking greater involvement with other transition professionals in your region? Indiana’s Cadres of Transition Educators collaborate to improve postsecondary outcomes for students with disabilities. We invite you to join, share your expertise, and learn from others. With the current climate for special education in flux, now is a perfect time to unite and navigate uncharted terrain.

Established in 2011, a dedicated network of cadre transition educators works collaboratively, both regionally and statewide, to improve secondary transition outcomes for students in Indiana. Their efforts focus on implementing promising practices and creating innovative strategies, tools, and resources for teachers, other transition professionals, students, and their families.

Some of the resources created by cadres live on the Indiana Secondary Transition Resource Center website and are used and adapted nationally. These resources include the Transition Assessment Matrix, case conference cues, videos on independent living, and parent newsletters.

Each regional cadre chooses the best time to meet, typically monthly, bimonthly, or quarterly, based on their needs and activities. Cadre facilitators meet biannually to receive information and support from CCLC staff, which they can share with their general membership.

Cadres aim to increase their membership annually and this year it is crucial to create a support system for all transition educators.

Cadres state map

To locate the region for your county, contact a facilitator, and join a cadre, visit the Regional Cadres and Facilitators webpage.

For more information on the Indiana Cadres of Transition Educators or to discuss how to start a transition educators collaboration network in your state, contact the Indiana Secondary Transition Resource Center.

Bonus Tips:
We invite you to participate in Comprehensive Transition Open Office Hours every Thursday from 2:30 to 4:30 PM Eastern Time. During these sessions, you can speak with subject matter experts in dedicated breakout rooms. CCLC staff can address inquiries concerning transition portfolios, Individualized Education Programs (IEPs), Social Security Work Incentives, Vocational Rehabilitation, and other transition-related topics. To join, use the following Zoom link: https://iu.zoom.us/j/84184586146

 

What is the Family Employment First Coalition (FEFC)?

The Division of Disability and Rehabilitative Services (DDRS) and the Center on Community Living and Careers (CCLC) lead the Family Employment First Coalition (FEFC). This group brings together family and disability advocates across Indiana. We aim to improve each group member’s knowledge of the transition to adulthood and competitive integrated employment for young adults with disabilities. FEFC shares the latest resources with group members, ensuring everyone has the right tools to be successful.

Where can you find this information?

By visiting the CCLC’s Information for Students and Families webpage, special education teachers, transition staff, and parents can access a range of new or updated transition-related topics with an abundance of resources.

Transition Topics include:

  • Benefits Information
  • Collaborating with Vocational Rehabilitation (VR) and Pre-Employment Transition Services (Pre-ETS) 
  • Competitive Integrated Employment
  • Effective and Positive Communication Among Parents and Schools
  • Planning for a Meaningful Day
  • Postsecondary Education
  • Preparing for Careers
  • Natural Supports
  • Self-Advocacy and Self-Determination 
  • Supported Decision Making
  • The Transition IEP
  • Transition Planning and Processes
  • Transportation
  • What is Transition?

Each topic includes an introduction, an infographic, important vocabulary to know, main messages, and resources for you. Referencing and sharing these tools will enhance your effectiveness as a special educator!

We’d also like to thank FEFC members for their contributions. Members of the FEFC include:

School districts and cooperatives have discovered significant advantages in hiring a dedicated individual to assist students as they transition from high school to adulthood. This role, often known as a transition coordinator, is essential for bridging the gap between high school and adulthood, providing students with the necessary support and resources to succeed.

We invite you to consider the following roles for transition coordinators:

School Partner

Transition coordinators work closely with students, families, and other educators to develop the Transition Individualized Education Plan (IEP) that addresses each student's strengths, needs, and postsecondary goals.

Collaboration Facilitator

Transition coordinators facilitate communication and collaboration among all involved in a student's education. By fostering strong relationships and open lines of communication, transition coordinators ensure everyone is working towards the same objectives. This collaborative approach creates a support system that can adapt to student needs as they progress toward life after postsecondary education.

Community Connector

Transition coordinators connect students and families with community resources, which include Vocational Rehabilitation, internships, job placements, community rehabilitation providers, benefits counselors, independent living centers, and postsecondary education options. Providing students with access to these resources helps build skills and confidence. They also assist with navigating the complex landscape of adult services and supports.

Passionate Advocator

Finally, transition coordinators advocate for the needs and rights of students with disabilities. They work to ensure that students receive appropriate accommodations and support services, both within the school setting and in the broader community. By focusing on the transition to adulthood and postsecondary goals, transition coordinators help to create more accessible and inclusive environments for students with disabilities. Their efforts empower students to achieve their full potential and live fulfilling lives.

All school districts should have a transition coordinator or someone assigned to manage transition and postsecondary-related issues. Many colleges and universities offer transition-focused endorsements or majors. The University of Kansas offers a Master’s program in Secondary Special Education and Transition Program. This online degree program provides educators with the fundamentals and education they need to become a transition coordinator. CCLC offers a 10-week course titled Transition Educators Facilitating Employment designed to provide a connective framework, tools, and strategies to facilitate successful adult vocational transition.

Bonus Tips:

CCLC is excited to offer virtual Family Employment Awareness Training throughout May. Join all six sessions to learn about local, state, and federal resources supporting young adults with disabilities who want to work in their communities. Families, transition-age students, young adults with disabilities, and the professionals supporting them are welcome to attend. All sessions will be held from 6-8 p.m. ET.

Training Dates:

  • May 12, 13, 14, 19, 20, & 21

To sign up for this training, visit the CCLC FEAT registration form.

Transition teams support students’ postsecondary goals in the areas of employment, education, and independent living. This intentional planning and collaboration process is referred to as Seamless Transition. Teams utilize seven key steps to guide this process with students and families.

  1. Encourage Families to Apply for Benefits 

As soon as a child is diagnosed, families should begin to apply for:

  1. Social Security
  2. Medicaid
  3. Medicaid Waiver
  1. Create an Interagency Team

Engage the student's stakeholders to build a collaborative network. Integrate your expertise with other providers to promote shared planning, strategy alignment, and the development of actionable next steps.

  1. Map the Vision

Use tools like the Positive Personal Profile or LifeCourse Framework. By aligning the student's current position and future aspirations, the team can create, support, and monitor goals. Advocate for the consistent use of these person-centered planning tools and resources.

  1. Enroll the Student in Pre-Employment Transition Services (Pre-ETS)

Pre-ETS offers invaluable resources for students. Promote its benefits to families of students aged 14 to 22, emphasizing its role in developing job readiness, self-advocacy, and work experience.

  1. Help Families Apply to Vocational Rehabilitation Services (VRS)

Refer students to VRS. You’ve done so much work to make sure students’ goals are met; help families keep the momentum going! Remember, students can receive services from VR and Pre-ETS simultaneously.

  1. Address the Financial Impact of Employment

Decisions and choices about employment often involve financial planning. Pre-ETS providers, VRS, educators, and families can assist the student with this process.

  1. Discuss ABLE Accounts.
  2. Seek a Benefits Analysis.
  3. Provide information on Rep Payees.
  1. Discuss Adult Decision-Making

Before the 10th grade, inform families of the various types of legal guardianship. To ensure the student's best interests are served, families need sufficient time to review and express their concerns regarding future supports.

Share the Seamless Transition Map and Timeline with families and consider it a key resource for your own planning.

Resources:

Prevalence 

According to the Anxiety & Depression Association of America, anxiety disorders are a common condition. More importantly for educators, nearly one-third of teens experience an anxiety disorder, resulting in poor school performance. The National Institute of Mental Health’s data confirms that anxiety occurs more often in female teens. There is no single cause for anxiety. Educators can expect one in every three students to suffer from an anxiety disorder. More sobering is that this anxiety can be well-masked by the student, but no less devastating.

What to Look Out For

Feelings of anxiousness are normal for all teens. Anxiety rises and falls in response to different situations. Students can overcome anxiety through emotional support and skill-building. An anxiety disorder is persistent. For students experiencing ongoing anxiety, the impacts can be profound and may include, and not be limited to:

  • Physical complaints such as headaches and nausea
  • Difficulty sleeping
  • Resistance to being in unfamiliar physical spaces/avoidance
  • Lack of concentration
  • Poor decision-making
  • Unrealistic thinking patterns, such as expecting self-perfection
  • Anger/agitation
  • Excessive concern about what others think

What You Can Do

  • Communicate with the family. Coordination and collaboration with families ensures ongoing support, especially when the student is under medical care.
  • Develop opportunities to teach the student coping and adaptation skills, such as relaxation techniques.
  • Identify safe places for the student to calm down.
  • Provide structure to minimize anxiety production. Before a schedule changes, rehearse transition skills with the student.
  • Be understanding.
  • Consider pairing the student with a peer partner.
  • Collaborate with the school guidance counselor. It takes a team.
  • Use accommodations

Resources

Bonus Tips

We're excited to offer the Transition Educators Facilitating Employment course, starting April 7, 2025! This 10-week, comprehensive online training gives educators, specialists, Pre-ETS providers, transition coordinators, and other professionals the foundation, techniques, and effective strategies necessary for successful adult vocational transition.

Course modules include:

  • Developing Transition Programs within the Traditional School Environment
  • The Evolution of Supported and Customized Employment
  • Principles of Supported and Customized Employment
  • Roles, Responsibilities, and Expectations
  • Discovery and Customized Employment
  • Marketing for Employment Services
  • Job Development, Training, and Workplace Supports
  • Assistive Technology
  • Federal Programs for Businesses and People with Disabilities
  • Criminal Justice Involvement

This online, self-paced course costs $250. For more information and to register, visit the CCLC Transition Educators Training webpage.

When meeting with families, explaining employment programming can be challenging. Understanding each program and what it offers is key to helping students with disabilities and their families navigate the world of employment. Pre-Employment Transition Services (Pre-ETS) and Vocational Rehabilitation (VR) are employment programs available to assist students and adults with disabilities.

What is Pre-ETS, and how is VR involved?

VR provides services for students who are still enrolled in school through Pre-ETS. The program's goal is to assist students in understanding their employment interests, abilities, and strengths. 

What services does Pre-ETS provide?

Pre-ETS services include five core components:  

  • job exploration counseling,  
  • workplace readiness training,  
  • instruction in self-advocacy, 
  • counseling on post-secondary education opportunities, and  
  • work-based learning experiences.

What services does VR provide?

VRS can help someone:

  • identify and recognize interests and abilities,
  • acquire and refine skills,
  • investigate job options,
  • enter the workforce, and
  • launch a career.

VR can also provide services to those who have exited school but still need help with job exploration, placement, or advancement.

How can teachers help connect students to VR and Pre-ETS?

With student and family permission, school professionals can help students access services by: 

  • Inviting the Pre-ETS and VR counselor to the student’s case conference during their junior and senior years.
  • Referring the student for VR services no later than the last semester of their exit year.
  • Ensuring a student applies for VR as a part of their Transition IEP Services and Activities or as a part of their participation in Pre-ETS services.

Resources

Bonus Tips:

Join Hands in Autism for a Three-Day Transition Training designed to empower Pre-ETS Providers, VR Counselors, Transition Coordinators, and Secondary Educators with the skills and knowledge to support successful transitions for individuals with autism. All individuals in the roles mentioned above will receive a 30% discount after registering.

  • Date: April 16, 17, & 18, 2025.
  • Location: HANDS Center, 1002 Wishard Blvd, Suite 1021, Indianapolis, IN 46202.

Don't miss out on this chance to enhance your expertise and make a difference. To learn more, visit the registration page.