Tips & Tools

All Tuesday Tips

The Microcredential Development Project offers an exciting opportunity to formally recognize and credit students' real-life employment skills within Career and Technical Education (CTE) pathways. This project is specifically designed to support students with Individualized Education Plans (IEPs) who are working toward an alternate diploma or certificate of completion.

What are Microcredentials?

Microcredentials are short, specific, competency-based certifications earned through CTE courses and real-life employment. Microcredentials officially credit students for their skills and highlight their expertise in a chosen career area.

Project Status and Pathways

The Center on Community Living and Careers (CCLC) has developed and piloted these microcredentials across Indiana. We focused on the most popular and in-demand CTE career pathways for students with Individualized Education Plans (IEPs). Currently, CCLC has been working with school districts to pilot curriculum guides for:

  1. Early Childhood Education
  2. Education as a Profession
  3. Auto Mechanics

CCLC is actively collaborating with teams of special education and CTE educators to create a microcredential curriculum guide for the Culinary and Hospitality pathway. We are gathering feedback to ensure maximum real-world relevance. We look forward to creating curriculum in other pathways of interest for the future.

Join the Development Project

If your school or district is interested in curriculum design or piloting microcredentials in any of these pathways for students working toward an alternate diploma or certificate of completion, please contact INSTRC at instrc@iu.edu or Dr. Mary Pearson at pearsom@iu.edu.

Bonus Tips:

The “Transition IEP Knowledge to Portfolio Application" webinar series continues this week! A series of 6 focused 90-minute virtual trainings. Learn how each section of the Transition IEP seamlessly connects with a quality Transition Portfolio. This training is designed for the entire student transition team: special education educators, coordinators, and administrators; employment professionals and agencies; and family members.

What to expect:

  • Focused Learning: Each session targets a specific area: Present Levels, Postsecondary Goals, Transition Services, and more.
  • Immediate Support: Our sessions include breakout rooms where you can ask specific questions and get one-on-one support in needed areas.

Continuing October 29, 2025! Each session costs $35 and runs from 11:30 a.m. – 1:00 p.m.

Register for one or the remaining five sessions today.

Data-based decision-making (DBDM) isn’t just a buzz phrase; the Individuals with Disabilities Education Act (IDEA) requires it. It provides the foundation for a student’s comprehensive assessment, IEP development, and progress monitoring. Educators should recognize DBDM as best practice. In short, DBDM boils down to using facts, data, and other information to inform instructional strategies that lead to positive student outcomes. Using data allows the educator to adjust instruction, adapt classroom support, and make an informed decision about teaching effectiveness. Viewed from this lens, data-based decisions help both the student and the educator to be as successful as possible. It’s a win-win proposition.

The Data You Should Classify and Use

Every person, every day, is drowning in data. Escaping the constant flow is simply impossible. A special educator, for instance, constantly manages both quantitative and qualitative data. Quantitative data includes test scores, grades, student demographics, or anything characterized or summarized by a number. Qualitative data includes observations, student conversations, parent chats, surveys, student logs, and transition portfolios. The educator must use this information to select an instructional strategy, evaluate its effectiveness, and adjust teaching methods, because success is never one-size-fits-all.

Consider the life teachings of Marc Gold, and his book, Try Another Way, both promote the essential message: If a student is not learning, the teacher must try another instructional approach. His core principle is to never blame the learner; instead, use data to modify your approach. Teaching methods are limitless, so keep experimenting!

Resources:

Bonus Tips:

The Indiana Secondary Transition Resource Center (INSTRC) is excited to offer a new and improved Transition Miniseries. This free 7-course online training teaches transition professionals, teachers, and interagency teams the cyclical planning process for creating quality Transition IEPs and Portfolios. It's useful for schools, Vocational Rehabilitation and adult services staff, and families. Participants can complete the full series for up to 18 professional contact hours or take individual courses to enhance their skills.

Courses in the Transition Miniseries include:

  • Self-Determination in the Transition Process
  • The Transition IEP
  • Adult Services and Supports after High School

Register for one or all seven courses today!

Effective communication is the foundation of successful transition planning. The Indiana Secondary Transition Resource Center (INSTRC)’s Seamless Transition Pilot found that clear, consistent, and collaborative communication among transition teams, students, and families was one of the most critical factors for success.

INSTRC spent two years gathering data from regions around the state through family interviews and interagency team focus groups. Both the families and teams identified that effective element communication strengthens trust and meets the expectations of families for each team member.

Below we’ve included a few important points to keep in mind:

  • Every team member has valuable input—communicate that point early.
  • Students and parents/caregivers must be equally contributing members of the transition team.
  • Start transition communication early. The more engaged students and families are in transition planning, the better prepared they will be for transitions into adulthood.
  • Advocacy is crucial for navigating complex systems. Help students and families understand and access the essential services and resources they need.

Effective communication is not a one-way street, like a quick note or email update. It should be an ongoing dialogue that fosters learning, builds trust, and collaborates toward meaningful outcomes. Good communication is intentional and inclusive. Some opportunities for clear, consistent, and reciprocal communication might include the following:

  1. Student-centered communication through student-led IEP meetings.
  2. Family-centered communication through family interviews and partnerships.
  3. Interagency collaborative communication through consistent and inclusive team updates by:

INSTRC provides a toolbox of resources to support effective communication. The FranklinCovey Blog suggests 8 Communication Strategies you can practice for clarity, preparation, nonverbal cues, tone, active listening, interpersonal skills, audience awareness, and overcoming barriers.

Bonus Tips:

The “Transition IEP Knowledge to Portfolio Application" webinar series is only a week away! A series of 6 focused 90-minute virtual trainings. Learn how each section of the Transition IEP seamlessly connects with a quality Transition Portfolio. This training is designed for the entire student transition team: special education educators, coordinators, and administrators; employment professionals and agencies; and family members.

What to expect:

  • Focused Learning: Each session targets a specific area: Present Levels, Postsecondary Goals, Transition Services, and more.
  • Immediate Support: Our sessions include breakout rooms where you can ask specific questions and get one-on-one support in needed areas.

Starting Wednesday, October 22, 2025! Each session costs $35 and runs from 11:30 a.m. – 1:00 p.m. 

Register for one or all six sessions today.

Indiana is undergoing an employment systems transformation. Important changes may affect the students you support, especially those with significant disability impacts. These changes mean students using an Indiana waiver will no longer be able to attend state-funded, facility-based prevocational services (sheltered employment). Helping students understand their postsecondary employment options is critical. As they progress, developing an employment vision becomes increasingly important.

How Educators Can Empower Informed Choice Regarding Employment

Transition services and activities within the IEP offer a powerful avenue for developing students' employment visions. By incorporating concrete, action-oriented goals, students can articulate their future aspirations more clearly. Transition services and activities to consider might include:

  1. Facilitating and creating job shadowing opportunities for students.
  2. Developing and coordinating informational interviewing with local industry leaders.
  3. Helping students research the goods and services Vocational Rehabilitation (VR) offers.
  4. Collaborating with students to create one dedicated transition portfolio page that includes the:
    • Ideal conditions a student optimally needs at work.
    • Student’s most persistent strengths, including soft and hard skills.
    • Kind of supports, both at work and outside of work, a student will need to be successful and maintain a job.
  5. Exploring meaningful day options to ensure each student has balanced and holistic well-being.  ​

As always, connect students to VR as early as possible, no later than their junior year of high school. Students may now concurrently receive VR and Pre-Employment Transition Services (Pre-ETS). Lastly, make sure the student can access his/her electronic transition portfolio after graduation.

Bonus Tips:

The Family Employment Awareness Training (FEAT) starts January 28 and runs through March 4, 2025. These sessions are offered in both Spanish and English. To learn more, visit the English FEAT registration and Spanish FEAT registration webpages.

Federal legislative mandates require Vocational Rehabilitation (VR) to allocate funds for Pre-Employment Transition Services (Pre-ETS) to students with disabilities who are or may be eligible for VR services. These students, aged 14 to 22, must have an IEP or 504 plan, and be enrolled in a secondary, postsecondary, or other education program. In Indiana, these services are coordinated and provided by approved Pre-ETS VR contractors, typically adult services community rehabilitation programs.

Pre-ETS services include five core categories:

  1. Job exploration counseling
  2. Work-based learning experiences
  3. Counseling on postsecondary opportunities
  4. Workplace readiness training
  5. Instruction in self-advocacy

The Family and Social Services Administration website has more information on Pre-ETS core services and providers. Youth VR counselors can offer additional support to educators, students, and Pre-ETS providers. The Division of Disability and Rehabilitative Services (DDRS) further defines the roles of Pre-ETS and VR counselors delivering Pre-ETS.

Concurrent VR and Pre-ETS Services

Students may concurrently receive Pre-ETS services and have an active case open through VR. According to DDRS, “High priority referrals include students getting ready to graduate who need VR services (e.g., those with no clear pathway after graduation), and students with more complex needs who might need VR services earlier (among other possible students).” Referring a student to VR is simple.

The Transition Portfolio

Pre-ETS providers should use the work they have completed to assist in developing or enhancing a student's transition portfolio. Educators and Pre-ETS providers should work collaboratively to develop or enhance student transition portfolios.

Bonus Tips:

CCLC has upcoming trainings for educators who want to strengthen their knowledge of transition IEPs and portfolios! Our sessions include:

  • Developing Quality Transition IEPs
  • Using the Transition IEP to Focus Education and Build Relationships
  • Portfolios and Profiles: Portals to Competitive, Integrated Employment (CIE)

To register for these upcoming webinars, visit the INSTRC Training and Technical Assistance webpage.

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.

The United States Department of Education states, “By 2027, 70 percent of jobs will require education or training beyond high school.”  That's a lot of competition! Setting and achieving quality postsecondary education or training goals helps students stand out. These goals guide students through the often-micromanaged territory of high school to the diverse and often challenging world of higher education or career training programs. Research shows that goal setting is a powerful tool for success. The National Technical Assistance Center on Transition (NTACT) even lists it as one of the top predictors for positive post-school outcomes for students with disabilities.

Why Postsecondary Education and Training Goals Matter

  1. Enhance Future Opportunities: They help students align their current educational experiences with their long-term career aspirations and the training needed to obtain them. Whether they’re aiming for college, vocational certification, or on-the-job learning, clear goals ensure a smooth transition.
  2. Promote Self-Advocacy and Independence: Students gain a sense of ownership over their future and learn to articulate their needs. These skills are essential for navigating higher education and the workforce.
  3. Align with Individual Strengths and Interests: Effective postsecondary goals are tailored to a student's individual strengths, preferences, and interests. This personalized approach helps prevent disengagement and leads to a rewarding educational experience.
  4. Provide Tailored Support: Clear goals help educators and families identify and provide specific support, such as Vocational Rehabilitation (VR) services, academic counseling, career exploration activities, or specialized training programs.
  5. Foster Long-Term Success: Students with well-defined goals and a roadmap for achieving them are more likely to complete postsecondary education and training. This leads to better job opportunities and overall life satisfaction.

Quality postsecondary education and training goals are a roadmap to success, guiding students towards meaningful opportunities, fostering independence, and supporting their future. By prioritizing these goals, we ensure that every student has the chance to realize their full potential and achieve their dreams.

Resources

CCLC has upcoming trainings for educators who want to strengthen their knowledge of transition IEPs and portfolios! Our sessions include:

  • Developing Quality Transition IEPs
  • Using the Transition IEP to Focus Education and Build Relationships
  • Portfolios and Profiles: Portals to Competitive, Integrated Employment (CIE)

To register for these upcoming webinars, visit the INSTRC Training and Technical Assistance webpage.

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.

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.

Research consistently shows that parental involvement is one of the most important predictors of student postsecondary success. School programs can make parent and family involvement easier by treating them as education partners and empowering them with knowledge (Mazotti 2021).

The reason isn’t hard to figure out. The Vermont Family Network sums it up nicely: “Families are often the first, most knowledgeable, and most consistent ‘case manager’ youth with disabilities have.” Partnership with parents should be front and center.

Here are some practical suggestions for involving parents in their child’s education: 

  1. Ask for parents’ input about the student’s strengths, preferences, interests, and needs.
  2. Invite parents to share their social and business contacts to facilitate career exploration.
  3. Provide hospitality when parents wish to observe in the classroom—drop the fear of scrutiny.
  4. Coordinate with parents to follow up with skill building, especially soft skills, and goal setting at home.
  5. Review the resources below.

Resources

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.

As a special educator, you must be familiar with the Indiana Department of Education Notice of Procedural Safeguards. Sections highlight both parental and student rights, describing important changes occurring when a student turns 18, the age of majority. When a student turns 18, they are considered an adult and may make decisions and take actions on their own behalf, such as getting married or using credit cards. At that time, all of the special education rights belonging to the parent transfer to the 18-year-old student, unless a guardian or educational representative has been established. It is your responsibility, as an agent of the school and as an educator, to prepare both students and parents for this milestone. As an informational pipeline for parents and students, you must also prepare yourself!

After reviewing the messaging below, brainstorm some ideas and create a transition activity that allows students to explore their options.

Messaging for Parents from Educators

  • Until the child reaches age 18, you have access to all educational records maintained by the school. When a student turns 18 or attends a postsecondary program, the final decisional authority lies with the student.
  • Transfer of Rights doesn’t mean termination of decisional input.
  • Transfer of Rights is an opportunity for personal growth for students.
  • Use critical thinking and intentional support planning before seeking restrictive guardianship; guardianship is exceptionally difficult to overturn.
  • Involvement, support, and guidance are possible without guardianship, even for students with significant support needs.
  • Prioritize consideration of least restrictive alternatives.

Messaging for Students from Educators

  • You have options; know what they are and explore various resources.
  • Advocate for your preferences.
  • Make informed decisions about the types of support you need and who could provide that support.
  • Work toward a decision about guardianship well before you turn 18.

Resources

Competitive, Integrated Employment (CIE) is a vital concept for educators working with students with disabilities. CIE is also referred to as community integrated employment, inclusive community employment, competitive integrated work, or simply, integrated employment. These terms aren’t buzzwords; they're frameworks for building a successful future for your students.

CIE refers to a job that:

  • is located within the community,
  • offers minimum wage or above pay,
  • provides the opportunity to work alongside non-disabled peers, and
  • includes opportunities for advancement.

Key Components to Know

Competitive: Employees with disabilities performing the same work at the same level receive equal wages and benefits, including health insurance and paid time off, as their colleagues without disabilities, regardless of whether they are full-time or part-time. What is offered to one part-time or full-time employee is offered to all according to employer policies. Reasonable accommodations are provided as needed, which may include assistive technology or equipment adjustments. CIE includes opportunities for career advancement. As an educator, you can help students understand that they’re capable of performing work at the same level as their peers.

Integrated: Employees work together in the same physical space, fostering social interaction and teamwork. Integration moves beyond physical presence, meaning that individuals with disabilities are not isolated or separated from their colleagues within the workplace. Encourage students to participate in collaborative projects and transition meetings. This is where their social skills, communication, and teamwork truly shine. You can prepare them for CIE by creating similar opportunities in the classroom.

Employment: A wide variety of jobs are available within every community. Many businesses cultivate positive and inclusive workplace cultures. Students can receive ongoing support from an adult agency, such as job coaching, skills training, or job adaptations. To help students explore their options, refer them to Vocational Rehabilitation (VR).

Benefits of CIE include:

  • Employer-paid benefits
  • Improved quality of life
  • Financial empowerment
  • Skill development
  • Social connections

By focusing on CIE, you are not just preparing students for a job; you are preparing them for a fulfilling and meaningful life. For more information, review the Center on Community Living and Careers (CCLC) webpage dedicated to CIE.

Bonus Tip:

Join us for the “From Transition IEP Knowledge to Portfolio Application” webinar series. These trainings consist of six separate sessions, each lasting one and a half hours. They focus on the quality aspects of each section of the Transition IEP and how these sections relate to a quality transition portfolio. Each session will cost $35 and run from 11:30 am to 1:00 pm ET.

Upcoming dates:

  • October 22: Transition IEP and Transition Portfolio Intersections – Present Levels
  • October 29: Transition IEP and Transition Portfolio Intersections – Transition Assessments and Postsecondary Goals
  • November 5: Transition IEP and Transition Portfolio Intersections – Transition Services and Activities
  • November 12: Transition IEP and Transition Portfolio Intersections – Annual Goal Statements
  • November 19: Quality Transition Portfolio Format, Uses, and Examples
  • December 3: Transition IEP and Transition Portfolio Work Session Breakout Rooms

To register for these upcoming webinars, visit the INSTRC Training and Technical Assistance webpage.

Over the years we have written several Tuesday's Tips on Transition IEP components and alignment. Quality, well-aligned IEPs are crucial for planning an education program focused on each student’s plans for employment, education, and if needed, independent living, after high school. As the new school year begins, we want to share some reminders about the Transition IEP.

Present Levels tell a story about the student’s current educational abilities. What do we currently know about the student regarding academics, functional skills, social skills, and physical and medical abilities and needs? You may also want to include information on communication, behavior, and sensory needs.

Transition Assessments help us understand the student’s SPIN (Strengths, Preferences, Interests, and Needs) in the areas of, education, employment, and independent living and lead directly to the postsecondary goals.

Postsecondary Goals are the student’s long-term preferences for employment, education/training and independent living based on information from current transition assessments. Where will the student work, learn, and live long-term?

Transition Services and Activities are specific activities aligned to the student’s current postsecondary goals. They help the student make informed decisions about continuing or changing those goals. Quality transition services and activities inform the student about their stated goals and help them determine how to clarify or change their postsecondary goals.

Annual Goals should address the student’s most significant barriers by targeting their academic, functional, and social needs. Ensuring that individual IEPs are aligned will better prepare them for their employment, education/training, and independent living goals.

CCLC has upcoming trainings for educators who want to strengthen their knowledge of transition IEPs and portfolios! These sessions are titled:

  • Developing Quality Transition IEPs
  • Using the Transition IEP to Focus Education and Build Relationships
  • Portfolios and Profiles: Portals to Competitive, Integrated Employment (CIE)

To register, visit the INSTRC Training and Technical Assistance webpage.

Bonus Tip: 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 Zoom link.

In March 2024, one of our Tuesday’s Transition Tips introduced WorkOne Centers and what they do. Today’s tip will introduce additional resources teachers can share with students. Through WorkOne centers, students can access various tools, develop comprehensive work plans, and explore different career paths. The centers connect students to education and training options, helping them develop job skills through certificates, degrees, or other career training programs. WorkOne Centers advertise job affairs and hiring events, help job seekers create resumes, apply for jobs online, and connect with community employment services.

WorkOne Centers cater to various populations with higher employment needs. Young adults can utilize the following programs:

Teachers can assist their students in accessing vital information and services through their local WorkOne Centers. The Indiana WorkOne website offers information on all the centers in Indiana. Connect with your center today!

Bonus Tips:

CCLC’s comprehensive webinar series on Individualized Education Programs (IEPs) and Transition Portfolios starts next week. Join us for an immersive learning experience that guides transition-age students toward competitive, integrated employment, higher education, and independent living opportunities, but also fosters their overall growth and integration within the community.

To register for these upcoming webinars, visit the INSTRC Training and Technical Assistance webpage.

The Family Employment Awareness Training (FEAT) kicks off in Batesville, Indiana next week. 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.

We all make mistakes. It's a fundamental part of life. Rather than viewing mistakes as failures, we can see them as valuable learning opportunities. They show us what doesn't work, guiding us toward better approaches and fostering personal growth. While learning from our errors isn't always easy, it's often the most effective way to grow and develop.

Students with disabilities, especially those with higher learning needs, are sometimes overprotected by well-meaning adults, including educators. This can create environments where students aren't given the chance to make mistakes, take risks, and learn from their experiences—essentially denying them the dignity of learning through trial and error.

Dignity of risk is the right for individuals to make informed choices and experience the consequences, both positive and negative, of those decisions. As an educator, this means empowering students to learn, take calculated risks, and understand the outcomes of their actions. This process, even when it involves facing less desirable consequences, is crucial for building self-confidence and resilience.

Educators must champion the dignity of risk for their students, both inside and outside the classroom. This may involve educating parents about the importance of this concept and the valuable learning opportunities it provides for student growth and maturity. It's also beneficial for all members of a student's transition team to understand and support this principle.

Resources

Bonus Tips:

Join us for the “From Transition IEP Knowledge to Portfolio Application” webinar series. All sessions will include breakout rooms where you can ask questions and access additional support. Each session will cost $35 and run from 11:30 am to 1:00 pm ET.

Upcoming dates:

  • February 19: Transition IEP and Transition Portfolio Intersections – Transition Services and Activities
  • February 26: Transition IEP and Transition Portfolio Intersections – Annual Goal Statements
  • March 5: Quality Transition Portfolio Format, Uses, and Examples 
  • March 12: Transition IEP and Transition Portfolio Work Session Breakout Rooms

To register for these upcoming webinars, visit the INSTRC Training and Technical Assistance webpage.

Why is teaching healthcare skills to students with disabilities important?

As youth transition to adulthood, the ability to monitor their health and medical needs becomes vital. From managing medications, making appointments and filling out forms, to transitioning from pediatrics to adult providers, these skills are crucial for a healthy future. Health Care Transition (HCT) focuses on building these skills, fostering self-advocacy, and preparing individuals for the adult model of care. These efforts will:

  1. Promote Self Advocacy and Independence: Empowering students to take charge of their health prepares them for a successful transition to adulthood. By learning to advocate for themselves, students develop a vital skill that benefits them in all aspects of life. They become more confident in communicating their needs and preferences to healthcare providers and others.
  2. Improve Health Outcomes and Enhance Quality of Life: Effective health condition management can significantly improve health outcomes, reduce complications, and enhance overall quality of life. This allows individuals to fully participate in all aspects of their lives.
  3. Reduce Healthcare Costs: Participating in health-promoting activities can significantly reduce healthcare costs by decreasing the need for emergency room visits and hospitalizations. This benefits individuals, their families, and the overall healthcare system.
  4. Facilitate Smooth Transition: Teaching HCT skills ensures a smoother transition from pediatric to adult healthcare. This reduces the risk of gaps in care and ensures continuity of treatment.
  5. Support Long-Term Success: Developing healthcare skills early in life helps students establish healthy habits and gain confidence in communicating and advocating for their needs. This sets the foundation for lifelong well-being.

The following resources can help assess, write IEP annual goals, and teach Health Care Transition skills to students.

Bonus Tips:

October is packed with learning opportunities. Join the third webinar of our fall series:

  • Portfolios and Profiles: Portals to Competitive, Integrated Employment (CIE)

This session will take place on Thursday, October 17 from 1:00-2:00 p.m. To register, visit the INSTRC Training and Technical Assistance webpage.

The Family Employment Awareness Training (FEAT) kicks off in Batesville, Indiana Friday, October 25. 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.

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:

When planning for transition to adulthood for students, it’s easy to focus on services and checklists—but what truly matters is supporting and expanding the quality of life a young person envisions for themselves.

Supporting a multidimensional model across various wellness domains is a good start to help students begin their vision. Review the article by News at IU to learn more about the 8 Dimensions of Wellness and refer to the diagram. Experts emphasize the importance of focusing on each dimension individually, as well as recognizing how they collectively contribute to our overall health.

A colorful circular diagram titled "8 Dimensions of Wellness." The wheel is divided into eight segments, each representing a dimension with an icon: Emotional (heart), Intellectual (lightbulb), Occupational (hands), Social (people), Financial (dollar sign), Physical (runner), Spiritual (sun/star), and Environmental (earth). A white figure in a meditative pose sits in the center

Students should pursue wellness activities based on their preferences, interests, and needs. With your guidance, students can prioritize skill development, pursue individual goals, and live a fulfilling life. The Center on Community Living and Careers has developed resources you can share with students and families.

The Charting the LifeCourse (CtLC) framework has specific tools to support transition teams as they shift from a systems-first mindset to a person-centered approach. Explore CtLC resources and tools with students and families. We highly recommend the tools listed below.

  • Life Vision worksheet can help students think specifically about their daily life, community living, safety, and personal relationships.
  • Trajectory for Planning worksheet can help students articulate what a good life looks like—and what they want to avoid.
  • Integrated Supports Star is another strategy that helps teams identify supports across five areas: personal strengths, relationships, technology, community resources, and eligibility-based services.

These simple tools can spark powerful conversations, reveal priorities beyond school and work, and broaden professionals’ lens to help students and families focus on the quality of life that is most important for them.

Bonus Tips:

Virtual Indiana Family Employment Awareness (FEAT) continues tonight! Learn about local, state, and federal resources supporting young adults with disabilities who want to work in their communities. Family members, transition-age students and young adults with disabilities, and the professionals who support them, are welcome to attend. All sessions are free and will be held from 6:00 – 8:00 PM ET.

Training Dates and Session Topics:

  • Tuesday, October 7: Benefits
  • Wednesday, October 8: Local and State Agency Presenters

All sessions are free. Register for this week’s sessions.

Are you looking for a meaningful way to initiate transition planning for students this fall? Start with a Student/Family Interview and a Positive Personal Profile (PPP)! These tools help transition teams see the whole student—their strengths, interests, dreams, personality traits, and skillsets—through the eyes of those who know them best.

The process alone yields tremendous benefits:

  • Builds trust by collaborating with families.
  • Magnifies the student’s voice and holistic lived experience.
  • Highlights the student’s abilities before their challenges.
  • Sets a positive tone for IEP and transition planning.
  • Strengthens interagency teams.

Who benefits?

  • The Student
    • "I didn’t know all these people wanted to get to know me and help me!”
  • The Family
    • Everyone felt more connected through the family interview and when sharing the results of the PPP. Families said that more people were “on our team, trying to help [our child].”
  • The Transition Team
    • “We learned more in one hour with the family than we had in a year of meetings.”

These are just a few of the quotes we gathered during the Seamless Transition Pilot from participants who used the PPP and Student/Family Interviews. Consider implementing these tools and observe how they positively impact your transition team and planning process.

Resources:

Bonus Tips:

Join us for the “From Transition IEP Knowledge to Portfolio Application” webinar series. These trainings consist of six separate sessions, each lasting one and a half hours. They focus on the quality aspects of each section of the Transition IEP and how these sections relate to a quality transition portfolio. Each session will cost $35 and run from 11:30 am to 1:00 pm ET.

Upcoming dates:

  • October 22: Transition IEP and Transition Portfolio Intersections – Present Levels
  • October 29: Transition IEP and Transition Portfolio Intersections – Transition Assessments and Postsecondary Goals
  • November 5: Transition IEP and Transition Portfolio Intersections – Transition Services and Activities
  • November 12: Transition IEP and Transition Portfolio Intersections – Annual Goal Statements
  • November 19: Quality Transition Portfolio Format, Uses, and Examples
  • December 3: Transition IEP and Transition Portfolio Work Session Breakout Rooms

To register for these upcoming webinars, visit the INSTRC Training and Technical Assistance webpage.

Quillo Connect, or Quillo, is a communication platform that houses thousands of 1-minute videos developed to improve your disability knowledge base. Share this resource with your students, their families, and even use it as a transition service or activity to explore employment, education, independent living and other areas.

Based on the theory of micro-learning, the 60-second topical videos use LifeCourse Life Domains to share information about (1) daily life and employment; (2) community living; (3) healthy living; (4) safety and security; (5) social and spirituality, and (6) advocacy and engagement. State your interest in some or all topics when you sign up for Quillo Connect, and create a “Circle” of friends, family, and/or colleagues to share videos.

Using Quillo to view and share videos is a great way to see what other people with disabilities are achieving, broaden your understanding of available waiver services, and build bridges from existing resources to actionable steps that help students get inspired to reach their goals.

Signing up is easy!

Step 1 - Download the Quillo app.

Step 2 – Create an account.

  • Set up your username and password.

Step 3 – Personalize your account.

  • Use the prompts to select your username and video interests.

Step 4 – Set up one or more Circles.

  • Personalize your Circles (e.g., colleagues, families, students) and invite them to join and share videos privately in your Circle.

Step 5 – Set up push notifications.

Step 6 – Start using and exploring videos.

Create playlists and watch videos from people with disabilities, local leaders, family members, and more.

Don’t stop with just the Quillo app. Get inspired by the CEO of Quillo, John Dickerson, on his weekly 20-minute podcast, Quillo Pod!

Bonus Tips:

Join us for six days of virtual Family Employment Awareness Training (FEAT). Learn about local, state, and federal resources supporting young adults with disabilities who want to work in their communities. Families, transition-age students and young adults with disabilities, and the professionals who support them, are welcome to attend. All sessions are free and will be held from 6:00 – 8:00 PM ET. Register for next week's session today!

INSTRC staff will present at the 2025 Heart to Heart Conference on Thursday, September 25 at 3 p.m. ET. Dr. Cathlene Hardy Hansen, Dr. Mary Pearson, and Michael Nevins will share resources to support educators, families, and individuals with disabilities in achieving goals for employment, education, and independent living. Topics include transition planning, disability benefits, LifeCourse and Person-Centered Planning, and CCLC’s partnerships and training programs such as Family Employment Awareness Training (FEAT). Register on the Indiana Family to Family website today.

Educators working with students with disabilities have a responsibility to teach independent living skills as students transition out of high school. These skills are essential for navigating adulthood. Even partial independence in self-care and household management can significantly improve the quality of life for students with disabilities (Empowering the Next Generation, 2025). Educators should begin instruction early and tailor lessons to each student's strengths and needs.

Daily living skills such as personal hygiene, cooking, cleaning, and time management should be taught in each year of a student’s education. Integrating independent living tasks into classroom routines, such as preparing simple meals or organizing a weekly schedule, can help students apply what they have learned in other areas of their lives.

Students can benefit from learning about financial literacy and managing their health care needs. An article from Pathways to the Future about independent living emphasizes essential skills such as budgeting, understanding benefits like Supplemental Security Income (SSI) and Social Security Disability Insurance (SSDI), and managing healthcare needs. Educators can support these goals by teaching students how to track expenses, schedule medical appointments, and understand the basics of insurance.

Developing community and transportation skills expands opportunities for students, increasing their chances for employment, social interaction, and community living. Role-playing, community trips, and assistive technology can help students practice these skills in safe and supportive environments. By embedding independent living instruction into the curriculum, educators ensure that students with disabilities graduate from high school equipped with academic knowledge and the tools to thrive in everyday life.

References

Empowering the Next Generation. Building independence skills for teens with developmental disabilities. (2025, May 22). https://www.h2hhc.com/blog/building-independence-skills-for-teens-with-developmental-disabilities

Bonus Tips:

CCLC’s fall calendar is packed with learning opportunities. Review our upcoming education and training opportunities below.

Secondary transition is a collaborative process that prepares students with disabilities for life after high school, including postsecondary education and independent living. A successful transition plan involves a diverse team of professionals, and one often under-recognized yet essential member of this team is the paraprofessional. Paraprofessionals bring unique insights and hands-on support to the transition process. Their contributions span a wide range of tasks that directly impact student success.

A. Direct Instruction of Transition Skills

Paraprofessionals can provide targeted instruction in practical life and employment skills. Examples include:

  • Completing job applications
  • Practicing independent living skills (e.g., dressing appropriately for the weather, cleaning, exercising self-advocacy)

B. Teaching Students How to Use Community Resources

They can help students navigate and utilize community systems, such as:

  • Riding public transportation
  • Interacting with community members
  • Managing personal finances (e.g., opening a bank account and using bank services)

C. Facilitating Communication Across the Transition Team

Paraprofessionals often serve as communication bridges among students, educators, related service providers, employers, and school peers. Paraprofessionals will support transition teams by:

  • Relaying employer expectations to students
  • Sharing educator instructions with service providers
  • Supporting co-workers in providing natural supports to students

D. Assisting with Community Asset Mapping

Paraprofessionals can help identify local businesses and resources that support transition goals, while also offering valuable insights into students’ strengths and interests.

E. Serving as Job Coaches

Paraprofessionals may accompany students to job placements, assisting with:

  • Application and interview preparation
  • Learning workplace communication and job-specific skills

F. Contributing to Transition Planning

Their close work with students across different settings gives paraprofessionals a unique perspective that enriches transition planning discussions and decisions.

Empower Paraprofessionals Through Training and Inclusion

To maximize their effectiveness, paraprofessionals must receive appropriate training in transition-related tasks and strategies. When they are fully integrated into the transition team, their observations and experiences become invaluable assets. Their involvement ensures that students receive consistent, informed support across environments.

By recognizing and investing in paraprofessionals as key team members, educators and transition professionals can enhance the quality and impact of secondary transition services.

Resources:

Bonus Tips:

INSTRC staff will present at the 2025 Heart to Heart Conference on Thursday, September 25 at 3 p.m. ET. Dr. Cathlene Hardy Hansen, Dr. Mary Pearson, and Michael Nevins will share resources to support educators, families, and individuals with disabilities in achieving goals for employment, education, and independent living. Topics include transition planning, disability benefits, LifeCourse and Person-Centered Planning, and CCLC’s partnerships and training programs such as Family Employment Awareness Training (FEAT). Register on the Indiana Family to Family website today.

Voting is an important civic responsibility for citizens of the United States. There are elections every year—many are for local positions like the school board, city council, and mayor. Most elections happen in two phases: the primary election and the general election. Primary elections are held first, and they determine which candidates will represent their political party in the general election. The general election then decides which candidate will win the position.

These elections are held for a variety of offices, including state legislative members, state governors, U.S. Representatives, and U.S. Senators. The people who hold these positions are responsible for creating laws and making decisions that affect you, your state, and the country. Every four years, we also have an election to choose the next President of the United States.

To vote, you must be:

  • A U.S. citizen and a resident of Indiana.
  • 18 years of age on or before the next national or local election.
  • Not currently serving time in prison after being convicted of a crime.
  • Living in the area where you plan to vote for at least 30 days before the election
  • Registered to vote.

Having an Indiana driver's license or state ID is very beneficial when registering. Review the websites linked below for information on voter registration online, in person, or by mail.

Federal law ensures that voters with disabilities have the right to cast their ballots independently and privately. There are accommodations available to assist your students. For example, an individual may be eligible to vote by absentee ballot if their disability prevents them from going to a polling place. Additionally, every polling place is required to have at least one voting booth that is accessible for wheelchair users.

To learn more, review the websites linked below.

Want to share how you implement this information in your classroom or transition activities? We'd love to hear some of your creative ideas! Please email us at instrc@iu.edu.

Bonus Tips:

2025 and beyond is packed with learning opportunities. Review our upcoming education and training opportunities below.

Empowering students and their families with self-advocacy and self-determination resources can be challenging for teachers, particularly given the numerous demands of education and the need to prepare students for adulthood. To make it easier to share these resources and encourage self-advocacy both in and out of school, we've summarized what families have told us they prefer in terms of products, topics, and how they receive information.

Families need resources that are easy to understand and use. When creating these resources, it's helpful to:

  • Use clear, straightforward language.
  • Limit the amount of information offered per page.
  • Develop content with people with disabilities.
  • Ensure cultural relevance and offer multiple languages.
  • Include graphics and visual aids. Use headings, bold fonts, bullet points, indexes, graphics, and statistics.
  • List follow-up resources and contact information, including phone numbers, email addresses, and website links.

Based on what families have shared, here are the key topics they need information on:

  • Funding for assistive technologies
  • Employment, including benefits eligibility
  • Postsecondary planning
  • Alternatives to guardianship
  • Products specific to certain periods of life and developmental stages
  • Accessible housing on/near campus
  • Information on healthy relationships, intimacy, and sex
  • Life tips, emotional support, and coping strategies

Based on feedback from families, you’ll find a summary of the most effective ways to share resources below.

When to Disseminate Information

  • Timely and at key moments (e.g., just after diagnosis, before a transition, or before key events)
  • In a “slow-drip” format

Who Should Disseminate Information

  • High school and higher education professionals
  • Adult-serving agencies
  • Healthcare professionals
  • Informal community settings (e.g., community centers, faith-based organizations, support groups)

A Cautionary Note on Online Products

While online resources can make self-advocacy information more accessible, it's important to design them in a way that families will use. According to families, effective online resources should be:

  • Well-organized websites that are intuitive, colorful, inviting, and easy to navigate.
  • Affirming and evidence-based content that celebrates disabilities and various cultures.
  • Engaging and interactive activities, instructional sessions, and videos.

 

For students with disabilities, developing self-advocacy skills can lead to powerful outcomes. These outcomes include greater independence, smoother transitions to adulthood, positive self-identity, better stress management, and improved overall quality of life. These skills are essential for fostering long-term success both in and beyond the classroom.

However, building self-advocacy and self-determination can be challenging—not only for students but also for their families. As educators, you play a critical role in guiding and supporting this development. To help, we compiled a collection of free, educator-friendly self-advocacy resources.

The Self-Advocacy for K-12 and Higher Education Skills sheet includes details on each resource’s format, intended audience, and purpose, making it easy to find tools that fit your classroom needs. The self-advocacy resources focus on transition planning, employment readiness, lifelong skills, and collaboration strategies.

Your students can also learn how to build these skills through our August issue of What’s Next?: Exercising Self-Advocacy and Self-Determination. If you find these tools helpful, feel free to share them with your colleagues—they may find them just as valuable in their classrooms.

Bonus Tips:

2025 and beyond is packed with learning opportunities. Review our upcoming education and training opportunities below.

Welcome back, transition education professionals! As summer days shorten and the new school year approaches, the Indiana Secondary Transition Resource Center (INSTRC) is excited to partner with you again to support student success.

Starting a new school year can be daunting, but a little preparation can alleviate stress and boost your confidence. Ready to dive back in? Improve your classroom with the following resources:

We’re eager and excited to support your secondary transition needs! Connect with us in three easy ways:

2025 and beyond is packed with learning opportunities. Our upcoming learning opportunities include:

Bonus Tip:
Join us for six days of virtual Family Employment Awareness Training (FEAT). Learn about local, state, and federal resources supporting young adults with disabilities who want to work in their communities. Families, transition-age students and young adults with disabilities, and the professionals who support them, are welcome to attend. All sessions are free and will be held from 6:00 – 8:00 PM ET. Register today!

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.

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.

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.

Meeting the needs of students transitioning from high school is a complex process. Supporting students in the transition to adulthood is beyond the capacity of any one person or agency and is shown to be less effective in isolation. Effective transition planning demands collaboration, a shared vision, diverse expertise, and integrated services to achieve beneficial outcomes for teams and students.

What is an Interagency Transition Team (ITT)?

An ITT is a collaborative group of stakeholders who work together to support students with disabilities’ vision for a meaningful life after high school. They prioritize preparation for employment and/or further education and training.

Why are Interagency Teams needed?

Successful teams provide comprehensive support, improved coordination, and the sharing of knowledge and resources. When education professionals, adult service agencies, students, and families manage transition programming together, students receive comprehensive services that may lead to better postsecondary outcomes.

Who do Interagency Teams include?

Team members include the student and family, school professionals including teachers, administrators, related service personnel such as occupational, physical, and speech therapists, mental health or benefits counselors, as well as Pre-Employment Transition Services (Pre-ETS), Vocational Rehabilitation, case managers, and other community members as needed.

What do Interagency Teams do?

Professionals collaborate with students and families to develop a personalized pathway, ensuring students graduate with the skills necessary to achieve their postsecondary goals. Collaborative strategies strengthen relationships and build effective partnerships that contribute to a return on investment in effort, time, money, and most importantly student success.

Collaborative interagency teamwork from schools, agencies, students, and families, is a strong predictor of positive post-school outcomes including paid employment (Test et al., 2009; Wehman, et al., 2014).

Learn more from the following resources.

Despite the cold, it’s time to start planning for summer. You can encourage students to build transition-related skills by sharing opportunities available in their local area! Explore various camps by using the Indiana Disability Resource FINDER, otherwise known as FINDER.

To find free, day, overnight, and disability-specific camps, open the FINDER homepage. On the FINDER homepage, find the keyword search bar in the top right corner and type “camps.” You will see over 100 organizations offering a variety of camps across Indiana and beyond, such as  My Summer Camps. You may print or save a list by clicking on the printer icon in blue. From there, you can select all, click print, and then save as a PDF for email sharing with families. If there is a specific camp you know they would be interested in, just copy the link, and send it to parents via your preferred classroom communication tool.

Check out a few Indiana camps below.

Camp Red Cedar is an inclusive summer camp located in Fort Wayne, Indiana. Enjoy the beautiful scenery in an entirely wheelchair accessible environment. From arts and crafts, canoeing, games, horseback riding, and swimming, every camper will make lasting memories and friendships.

Camp Millhouse located in South Bend, Indiana, offers campers a full day of fun with music, time at the pool, dancing, and outdoor activities. Camp Millhouse offers campers a place where they are “free to be themselves.” 

Bradford Woods is the home of Camp Riley. Camp Riley offers 8 unique camping experiences. With generous support from the Riley Children’s Foundation, sponsorships for campers are available.

Happiness Bag Camp in Terre Haute, Indiana offers the only camp for individuals with disabilities in the Wabash Valley! An 8-week summer day camp, offering options to attend full day, or a few hours. Happiness Bag features quality adaptive education and recreation experiences that inspire personal growth and create lasting memories.

Start planning a fun-filled summer now with FINDER.

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.

Transition teams should prioritize building strong, reciprocal relationships with families, transforming parent involvement into true collaborative partnerships. This foundation of trust, respect, and shared purpose creates powerful opportunities for students to thrive.

Consider the following questions from the SWIFT Education Center’s Trusting Family Partnerships Resource:

  1. How are family partnerships defined at our school?
  2. What roles do family members currently hold at our school?
  3. Are family partnerships important to student outcomes? Why or why not?
  4. What are our school’s goals for partnering with family members?

We invite you to consider the following roles for parents during the transition process.

Parents As Transition Team Members

Parents are core members of the case conference committee, particularly for transition planning, impacting their child's education, safety, and future. To truly address student needs, all team members must actively collaborate with families, fostering a foundation of trust built upon consistent, open communication.

Parents Provide a Unique Perspective

Parents provide critical insights into a child's academic, behavioral, and personal needs. Their observations from home and social settings, coupled with understanding the family's values and environment, are essential for supporting the child's development.

Parents Champion Their Child

A parent’s perspective may differ from other team members, and that’s okay. When parents are seen as active team members, they are more likely to share concerns and offer solutions. Parents can continue the momentum towards meeting academic and behavioral goals in the home by reinforcing strategies and services.

Parents are a Second Set of Eyes

Consistent and transparent communication from schools allows parents to effectively monitor their child's progress toward academic and developmental benchmarks. A parent’s valuable feedback, detailing what is working well and what needs revision, enables educational professionals to tailor their strategies effectively.

Center on Community Living and Careers Resources:

The resources below will guide you toward actionable steps and strategies for communication between parents and school staff.

Bonus Tips:

The virtual Family Employment Awareness Training (FEAT) concludes this week. English language FEAT will take place today, Tuesday, March 4. Spanish language FEAT will take place on Thursday, March 6. To register, visit the English FEAT registration and Spanish FEAT registration webpages.

Alternative diplomas have become a common option for high school students in many states. Designed for those who may not follow the traditional graduation route, alternative diplomas can be a beneficial goal for some students. Depending on specific state guidelines and requirements, alternative diplomas could be an option for those who face challenges in typical learning environments such as students with disabilities, those at risk of dropping out, or individuals who need a more flexible schedule. 

These diplomas may have different requirements compared to standard high school diplomas but that does not mean alternative diplomas are somehow less valuable or require less from the student. Alternative diplomas may focus on practical skills, vocational training, or personalized learning plans to meet the individual needs of each student. These diplomas are designed to provide an equitable education, preparing students for success in their postsecondary goals.

A specific example is the Indiana Alternative Diploma. In Indiana, the alternate diploma is a standards-based diploma available to students with the most significant cognitive disabilities who participate in the state’s alternate assessment. There are additional requirements for the Indiana alternative diploma, including:

A student must:

  • Earn a minimum of 40 high school credits, applied units, or a combination of both.
  • Complete one of the following activities:
    • Complete an industry-recognized certification, one year certificate, or state-approved alternative,
    • Complete a project-based or work-based learning experience as determined by the Career and College Counselor (CCC),
    • Earn a work ethic certificate, or
    • Participate in part-time employment or other work-related activities as determined by the CCC.
  • Develop a transition portfolio that demonstrates work experience, credentials, or work certificates that the student completed during high school.

A case conference committee must determine that the alternative diploma is appropriate for the student.

Alternative diplomas are a good option for students when traditional school structure and/or diplomas do not meet their needs. To learn more about specific diploma options, contact your state's Department of Education.

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. 

Attention, educators! The Center on Community Living and Careers (CCLC) along with the Family Employment First Coalition (FEFC), a group of key disability advocacy organizations across the state, have developed several new resources for schools and families and we are excited to share them with you.

We're excited to share four new resources available on the CCLC website and would love your feedback! As educators, your insights on the content, quality, and usefulness of these resources are invaluable in helping us promote competitive integrated employment.

Please take a few minutes to review one or more of the resources linked below and share your thoughts in this short survey: Transition Resources Feedback Survey. We would like your feedback by February 28, 2025.

  • What is Transition? Main Messages: This document highlights the keys to a successful transition from high school, including the Transition Individualized Education Program (IEP), the case conference team, and connecting to adult services.
  • Transition Planning and Processes: This document assists students in successfully transitioning from school to work.
  • The Transition IEP: This guide emphasizes each part of the Transition IEP and its role, encouraging families to promote self-advocacy skills and early planning.
  • Transition Best Practices from School to Work: This guide explains key features of exemplary transition practices, from school to competitive integrated employment.

We've also developed a variety of other resources on transition-related topics. Visit the Information for Students and Families webpage to learn more. Thank you for your time and for sharing these resources with others who may benefit.

Bonus Tip:

The virtual Family Employment Awareness Training (FEAT) continues this week! Sessions are being offered in English and Spanish from January 28 through March 4, 2025. To learn more, visit the English FEAT registration and Spanish FEAT registration webpages. 

The Postsecondary Transition Plan and Annual Goals are two essential components of Transition IEPs. The postsecondary transition plan outlines the student’s interests, desires, and needs for their lives as they become adults in the areas of education and training, employment, and independent living. Annual goals should focus on the student’s academic, behavioral, and personal needs.

Specifically, the annual goals should be written to support at least one of the student’s postsecondary goals. The Indiana IEP requires the identification of the supported postsecondary goal as part of the information provided for each annual goal. Teachers should consider student’s postsecondary goals as they plan, write, and evaluate progress on a student’s annual goals.

For example, suppose a student has a postsecondary goal to complete a college degree for their education and training transition goal. In that case, their annual academic goals should support preparation for future college academic work. If a student’s postsecondary employment goal is to work in customer service, and their annual goal is to improve social interactions with other people, this demonstrates how behavioral goals should directly support employment goals.

Connecting the transition plan and annual goals is crucial for students’ transitions to adulthood. By ensuring all Transition IEP components align with the student's desired future, we prioritize their long-term success. Furthermore, for students with significant learning needs, the documented data and artifacts gathered while monitoring these interconnected goals become valuable assets for their Transition Portfolios. These portfolios serve as powerful tools for demonstrating their skills, progress, and readiness for community living and employment.

The Transition IEP and Transition Portfolio Crosswalk includes a section on annual goals and examples of examples of portfolio artifacts such as achievement certificates, data, photographs, or videos that can become part of a student’s portfolio.

Bonus Tip:

We are excited to offer the “From Transition IEP Knowledge to Portfolio Application” webinar series. These trainings will consist of 6 separate one and a half hour sessions focusing on quality aspects of each section of the transition IEP and how these sections intersect with a quality transition portfolio. All sessions will include breakout rooms where you can ask questions and access additional support.

Upcoming dates:

  • February 5: Transition IEP and Transition Portfolio Intersections – Present Levels
  • February 12: Transition IEP and Transition Portfolio Intersections – Transition Assessments and Postsecondary Goals
  • February 19: Transition IEP and Transition Portfolio Intersections – Transition Services and Activities
  • February 26: Transition IEP and Transition Portfolio Intersections – Annual Goal Statements
  • March 5: Quality Transition Portfolio Format, Uses, and Examples
  • March 12: Transition IEP and Transition Portfolio Work Session Breakout Rooms

To register for these upcoming webinars, visit the INSTRC Training and Technical Assistance webpage.

The virtual Family Employment Awareness Training (FEAT) starts tonight! Sessions will be offered in English and Spanish from January 28 through March 4, 2025. To learn more, visit the English FEAT registration and Spanish FEAT registration webpages.

The Transition Portfolio and Transition IEP should work together to provide information about a student’s strengths, preferences, interests, and needs in relation to employment, education, and independent living. The portfolio is a presentation document positively demonstrating a student’s abilities in Student Information, Student Learning Characteristics, Academic Skills, and Employability Skills. We have created the Transition IEP and Transition Portfolio Crosswalk to explain how each component of the Transition IEP aligns with and can be used within the Transition Portfolio domains.

The Transition Services and Activities section of the IEP, aligned with each postsecondary goal, guides students in choosing, maintaining, or adjusting their chosen path. Transition Services and Activities are individualized, meaningful, and coordinated experiences supporting the direction students want to pursue in employment, education, and independent living.

Some activities may include: 

  • Internships
  • Job shadowing 
  • Community job experiences
  • In-school jobs

Experiences expose students to a variety of new and unique career possibilities that are culturally sensitive and individualized. These experiences also include needed supports and services.

Transition Portfolio Artifacts highlight successful transition services and activities. These artifacts may be appropriate for multiple portfolio domain areas.

Any service or activity with supporting documentation IS AN ARTIFACT that can be used across the 4 portfolio domains:

Student InformationAcademic SkillsStudent Learning & CharacteristicsEmployability Skills

Some of these artifacts may include:

Learn more about the ways you can showcase elements of IEP progress in Transition Portfolios in our upcoming IEP/Portfolio training series.

Upcoming dates:

  • February 5: Transition IEP and Transition Portfolio Intersections – Present Levels
  • February 12: Transition IEP and Transition Portfolio Intersections – Transition Assessments and Postsecondary Goals
  • February 19: Transition IEP and Transition Portfolio Intersections – Transition Services and Activities
  • February 26: Transition IEP and Transition Portfolio Intersections – Annual Goal Statements
  • March 5: Quality Transition Portfolio Format, Uses, and Examples
  • March 12: Transition IEP and Transition Portfolio Work Session Breakout Rooms

To register for these upcoming sessions, visit the INSTRC Training and Technical Assistance webpage.

The virtual Family Employment Awareness Training (FEAT) starts January 28 and runs through March 4, 2025. These sessions are offered in both Spanish and English. To learn more, visit the English FEAT registration and Spanish FEAT registration webpages.

The Indiana Secondary Transition Resource Center (INSTRC) has created valuable resources to help you support students and families throughout the transition process. The Transition IEP and Transition Portfolio Crosswalk explains how each component of the Transition IEP aligns with and can be used within the Transition Portfolio. Today’s tip highlights two sections within the Transition IEP and the Transition Portfolio: Student Information and Present Levels and Progress Monitoring.

Student information is personally identifiable information on a student such as their home address, phone number, and email address. Student information is pertinent to the Transition Portfolio as it is a way for employers to reach the student via mail, phone, or email. Any information or documentation shared in the Transition Portfolio is considered an artifact, or evidence.

The Present Levels of Academic Performance and Progress Monitoring within the IEP is a rich story describing the student's strengths and needs. Data provided in this section explains how the student’s disability affects their progress in all environments. Information from this section is valuable within the Transition Portfolio as it communicates the student’s progress on IEP goals, and any supports the student needs to be successful academically and on the job.

By using the Transition IEP and Transition Portfolio Crosswalk, you can easily identify how the IEP fulfills many of the information needs of the Transition Portfolio.

Bonus Tips

INSTRC is excited to offer 2025 intensive Transition IEP and Transition Portfolio Trainings, “From Transition IEP Knowledge to Portfolio Application.” These trainings consist of 6 separate one and a half hour sessions focusing on quality aspects of each section of the transition IEP and how these sections intersect with a quality transition portfolio. All sessions will include breakout room work sessions where you can ask questions and access additional support.

Each session will cost $35 and run from 11:30 am to 1:00 pm ET.

Upcoming dates:

  • February 5: Transition IEP and Transition Portfolio Intersections – Present Levels
  • February 12: Transition IEP and Transition Portfolio Intersections – Transition Assessments and Postsecondary Goals
  • February 19: Transition IEP and Transition Portfolio Intersections – Transition Services and Activities
  • February 26: Transition IEP and Transition Portfolio Intersections – Annual Goal Statements
  • March 5: Quality Transition Portfolio Format, Uses, and Examples
  • March 12: Transition IEP and Transition Portfolio Work Session Breakout Rooms

To register for these upcoming webinars, visit the INSTRC Training and Technical Assistance webpage.

Family Employment Awareness Training (FEAT) provides free instruction to parents, young adults with disabilities, families, educators, and transition and employment professionals. FEAT attendees learn about local, state, and federal resources that help young adults with disabilities who want to work.

In addition to the information about high expectations for employment, there is also:

  • an opportunity to hear from individuals with disabilities who are successfully employed,
  • the chance to meet people from agencies providing support to transitioning individuals, and
  • much, much more!

Delivered by the Center on Community Living and Careers (CCLC) at Indiana University and funded by Indiana Vocational Rehabilitation, FEAT is expanding its offerings in 2025. This year, CCLC is excited to provide virtual FEATs in both English and Spanish. English language FEAT will take place every Tuesday from January 28th through March 4th. Spanish language FEAT will take place every Thursday from January 30th through March 6th. Participants are encouraged to attend each FEAT session for unique and valuable topics and information. State agencies that provide related support and services will also attend the trainings.
  
Upcoming Family Employment Awareness Trainings: 

For more FEAT information and to register for these and other events, visit the CCLC FEAT webpage. 

 

Bonus Tips

February and March are packed with learning opportunities. We are excited to offer the “From Transition IEP Knowledge to Portfolio Application” webinar series. All sessions will include breakout room work sessions where you can ask questions and access additional support. Each session will cost $35 and run from 11:30 am to 1:00 pm ET.

Upcoming dates:

  • February 5: Transition IEP and Transition Portfolio Intersections – Present Levels
  • February 12: Transition IEP and Transition Portfolio Intersections – Transition Assessments and Postsecondary Goals
  • February 19: Transition IEP and Transition Portfolio Intersections – Transition Services and Activities
  • February 26: Transition IEP and Transition Portfolio Intersections – Annual Goal Statements
  • March 5: Quality Transition Portfolio Format, Uses, and Examples
  • March 12: Transition IEP and Transition Portfolio Work Session Breakout Rooms

To register for these upcoming webinars, visit the INSTRC Training and Technical Assistance webpage.

Planning daily activities is a personal experience. Students should choose activities based on their preferences, interests, and needs. With your guidance, they can prioritize skill development, exercise independence, and live a fulfilling life. These daily activities also empower individuals with disabilities to transition from sheltered employment.

To help students develop a well-rounded routine, use the Evansville Resources Wellness Chart. This tool incorporates all wellness domains and can be adapted to any community.

Use the following steps to guide students toward planning a meaningful day:

  1. Connect to Personal Goals: Outline what a student wishes to accomplish in all areas of life. Include goals for employment, education and training, and independent living.
  2. Design a Daily Schedule: Create a routine that includes work-life balance. This means striking a balance between work and free time. Be sure to include personal care activities.
  3. Focus on Health and Wellness: Schedule daily physical activities like meditation, journaling, exercise, and counseling sessions.
  4. Promote Independence: Prioritize learning and participation in skills that can be done alone such as cooking, shopping, and financial planning.
  5. Participate in Social Events: Join or volunteer for clubs and community events. Building meaningful relationships and social connections improves well-being.
  6. Seek Available Resources: Utilize online tools such as the “Building A Meaningful Day: A Step-By-Step Guide” to design personalized activities.

Continue to reference the steps above to help students create a daily routine that supports their personal growth and goals.

Bonus Tips:

We're excited to offer the Transition Educators Facilitating Employment course, starting January 13, 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.

Students with disabilities in Career and Technical Education (CTE) programs can be certified for specific skills through microcredentials. The Center on Community Living and Careers (CCLC) has partnered with the Indiana Commission for Higher Education and select Indiana secondary school Career and Technical Education (CTE) programs to develop microcredentials in Early Childhood Education and Auto Mechanics.

Microcredentials are competency-based certifications that focus on skills developed and demonstrated to show proficiency in a particular area. They should be related to the student’s postsecondary goals and are earned through:

  1. Personalized learning experiences
  2. Specific skill development
  3. Customized assessments that demonstrate mastery

Using industry standards, microcredentials allow students to highlight and validate specific job skills that meet employer needs. Students earning an alternate diploma or certificate of completion can use microcredentials within their transition portfolio and on resumes.

With appropriate accommodations and support, CTE programs can significantly enhance the postsecondary outcomes of students with disabilities.

  • Increased graduation rates - Research shows that students with disabilities who participate in CTE are more likely to graduate high school.
  • Improved academic performance - Students with disabilities who participated in CTE programs made significant progress in academic proficiency.
  • Enhanced career and college readiness - Students who have earned three or more sequential credits in any state-approved CTE program in grades 9 through 12 are expected to pass technical skill assessments that align with industry-recognized standards, if available and appropriate.
  • Employment - Research states that students from varying disability groups who had three or more semesters of CTE are more likely to be employed.
  • Competitive and integrated employment - Earning CTE microcredentials provides greater leverage for customized employment in competitive, integrated employment, including opportunities for career advancement.

Would you like to learn more about participating in our microcredential pilots in the areas of Early Childhood Education and Auto Mechanics? Contact us at INSTRC@IU.edu.

Bonus Tips:

The Transition Educators Facilitating Employment course starts on January 13, 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.

The Positive Behavioral Interventions and Supports (PBIS) Indiana, a project of the Center on Education and Lifelong Learning (CELL), is hosting a training series focusing on restorative practices. Restorative practices focus on building positive relationships and addressing the root causes of conflict. They offer schools an alternative to exclusionary discipline by emphasizing healing, repairing harm, and restoring relationships rather than punishment. To learn more and register, visit the PBIS Indiana website.

 

Psychologist William James notes, "A chain is no stronger than its weakest link, and life is after all a chain." Each link is vital to the strength and connectedness of the whole. This Thanksgiving, we extend our gratitude for your dedication to traveling alongside students whose lives are comparatively more challenging and complex. Your efforts strengthen our interconnected community by supporting and enabling students toward personal achievement.

You empower students to take control of their lives and set ambitious goals. By fostering their courage and confidence, you inspire them to pursue a life of achievement and personal fulfillment. Your unwavering commitment strengthens our community and enables us to overcome challenges together.

You may not hear this very often but know that we are thankful for your contributions and value the impact you make in the lives of the children in our community—and we are proud to partner with you.

With heartfelt thanks,

Your friends at the Indiana Secondary Transition Resource Center (INSTRC)

Bonus Tip:

The Transition Educators Facilitating Employment course starts on January 13, 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.

By now you’ve heard the exciting news that the Transition IEP Guidebook has a new look with updated features to guide you through writing a transition IEP. One exciting new component in the Transition IEP Guidebook is the case studies of two students receiving special education services.

Lucy is a 15-year-old high school student with significant impacts of disability. She has a severe cognitive disability and is on an alternative diploma track.

Rita is a high school senior on a diploma track that receives speech services for a speech impairment classified as stuttering. She has frequent problems with the normal fluency and flow of speech that inhibit her ability to speak and communicate frequently.

As you make your way through the Guidebook, you will learn how to create a quality and useful document in each section of the transition IEP. Follow Lucy and Rita's journeys to understand each section of the transition IEP, including:

  • Present Levels of Academic and Functional Performance
  • Summary of Findings of Age-Appropriate Transition Assessments
  • Postsecondary Goals
  • Transition Services and Activities
  • Annual Goal Statements

Lucy and Rita’s examples, the direct transition services and annual goal examples, and other transition information included make the Guidebook a valuable resource for educators.

Bonus Tips:

The Transition Educators Facilitating Employment course starts on January 13, 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.

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 Zoom link.

The Transition IEP Guidebook is a new resource from the Indiana Secondary Transition Resource Center (INSTRC) to help educators develop quality transition IEPs. This Guidebook also includes useful resources and examples, replacing the Transition IEP Rubric. Parents may use this resource to better understand different components of a transition IEP.

As you explore each section of the Guidebook, you'll get to know Lucy and Rita.

Lucy, a 15-year-old tenth grader with multiple severe cognitive disabilities, and Rita, a senior on the diploma track who receives speech services, are the focus of the case studies.

The case studies illustrate each section of the IEP, including:

  • Present Levels of Academic and Functional Performance (PLAFP)
  • Transition Assessments
  • Postsecondary Goals
  • Transition Services and Activities
  • Annual Goals

Appendix A provides examples of Transition Services and Activities. This section includes quick reference guide that demonstrates how postsecondary goals and transition services align within an IEP. Additionally, it explains the rationale behind each service and provides both quality and non-compliant examples.

Appendix B includes examples of Annual Goals for a diverse range of student needs. These goals are both skill-based and measurable, making them a valuable resource for comparing compliant and quality IEP components. Under each goal topic, you'll find non-compliant, compliant, and quality examples, along with explanations for each.

Share this great new resource with your friends and colleagues!

Bonus Tips:

The virtual Family Employment Awareness Training (FEAT) starts in January! Join us for free English and Spanish sessions from 6:00–8:00 p.m. ET. All sessions are open to families, transition-age students and young adults with disabilities, and the professionals who support them.

Upcoming English sessions:

  • January 28
  • February 4, 11, 18, 12
  • March 4

Upcoming Spanish sessions:

  • January 30
  • February 6, 13, 20, 27
  • March 6

For more FEAT information and to register for these and other events, visit the CCLC FEAT webpage.

Drumroll, please…. We’re excited to announce that the new Transition Individualized Education Program (IEP) Guidebook, formerly known as the Transition IEP Rubric, is here!

So, what’s different besides the name? A few features of the Guidebook have changed. 

The new features include:

  • An expanded table of contents.
    • The Guidebook features a detailed table of contents with twelve numbered sections for easy navigation.
  • Considerations for student-led IEP meetings.
    • Want to get your student more involved in participating and leading their own case conference? The Guidebook contains some practical tools and resources for you to do just that!
    • Remember, the goal is for students to feel knowledgeable and be active members of the team. Start with small steps and gradually increase their involvement as they become more comfortable.
  • Thorough descriptions of each section of the Transition Individualized Education Program (IEP).
    • Each component of the transition IEP is explained in detail with examples to guide you along the way. Need a refresher on a particular section? We’ve got you covered.
    • Information from Transition Services and Activities: Making the Connection is now included in this guidebook. To reference the full document and its case studies visit: Transition Services and Activities: Making the Connection.
  • Written statements or case studies that illustrate quality components and alignment of the transition.
    • Get ready to meet Lisa and Rita. As you explore the Guidebook, their real-world stories will bring each component of the transition IEP to life. You'll learn how to document these components effectively through case studies.
  • Diploma decisions and graduation pathways for Indiana students.
    • The Guidebook has been updated with the most recent Indiana diploma options. Check the Indiana Department of Education (IDOE) website regularly as diploma information is continuing to develop.
  • Principles and process of supported decision-making.
    • The Guidebook includes new information and resources on supporting students and parents when discussing supported decision-making and guardianship.
  • Appendices with valuable insights and key points.
    • Appendices include information about quality annual goals and transition services, including examples of each.

Coming soon!  An updated Indiana Diploma Decisions Guide that will explain diploma and graduation options for Indiana students.

 

Bonus Tips:

The virtual Family Employment Awareness Training (FEAT) starts in January! Join us for free English and Spanish sessions from 6:00–8:00 p.m. ET. All sessions are open to families, transition-age students and young adults with disabilities, and the professionals who support them.

Upcoming English sessions:

  • January 28
  • February 4, 11, 18, 12
  • March 4

Upcoming Spanish sessions:

  • January 30
  • February 6, 13, 20, 27
  • March 6

For more FEAT information and to register for these and other events, visit the CCLC FEAT webpage

Administered through the Indiana Institute on Disability and Community (IIDC), FINDER is a robust, online collection packed with navigational aids to assist in finding Indiana-specific, disability-related resources and services. Developed originally by the AWS Foundation, this informational reservoir, including a service directory, program information, an events calendar, and articles features a step-by-step user guide, making this a powerful tool for teachers, students, and families.

Patti Hays, CEO of AWS Foundation, shares, “Combined with IIDC’s leadership and specialized skills and experience, FINDER provides the latest technology to expand collaboration and develop new partnerships to help empower parents, teachers, caregivers, and others to find answers to disability-related questions and become a more informed advocate.” Read on to learn how educators can incorporate FINDER into various IEP-related activities.

Use FINDER in Creative Ways:

  • Educators can use FINDER to:
    • provide computer navigation practice to students.
    • develop self-sufficiency skills, such as locating and researching local adult and adolescent health care options.
    • connect families to critically needed, non-education related services, such as housing, food provision, clothing, tax assistance, mental health needs and so much more.
  • Students can use FINDER to support accomplishing transition service/activity goals, such as:
    • locating adult employment service agencies, as these adult agencies provide services to facilitate postsecondary employment goals.
    • finding housing-related resources in their community.
    • collecting information on various postsecondary-related services (e.g., transportation, health care, benefits counseling) locally, within their state, or nationally.

To learn more about FINDER and how to navigate its features, watch the FINDER Introduction video.

Bonus Tip:

The virtual Family Employment Awareness Training (FEAT) starts in January! Join us for free English and Spanish sessions from 6:00–8:00 p.m. ET. All sessions are open to families, transition-age students and young adults with disabilities, and the professionals who support them.

Upcoming English sessions:

  • January 28
  • February 4, 11, 18, 12
  • March 4

Upcoming Spanish sessions:

  • January 30
  • February 6, 13, 20, 27
  • March 6

For more FEAT information and to register for these and other events, visit the CCLC FEAT webpage.

When education professionals and families manage transition programming together, students receive collaborative, comprehensive services that may lead to better postsecondary outcomes. Collaboration is important to create tailored curricula and supports across service providers. Students are more likely to leave high school employed and with community-living skills that promote and sustain independence when professionals work as a team. Developing an interagency team requires reevaluating roles and expectations as well as identifying any service gaps that may impact postsecondary outcomes.

Developing Cohesive Teams

Transition teams often include students, parents or guardians, special education teachers, and building administrators. For more comprehensive support, teams may also benefit from the expertise of professionals in physical and occupational therapy, speech-language pathology, nursing, and behavioral management.

Offering Holistic Service Provision

Interagency teams can bring in additional professionals for holistic service provision. That includes early needs assessments, pre-employment training, and connections to Vocational Rehabilitation (VR) counselors. As students seek jobs, benefits counselors can help them understand the impact of earned income on government programs, including work incentives. If the students have a Medicaid waiver, their case manager ensures adult services are planned and in place at the time of graduation.

Case Studies on Collaboration

The following organizations highlight effective processes for collaboration. Way2Work Maryland's interagency team bridges service gaps and encourages shared responsibility among stakeholders. Their program operates by the acronym, MOST – Motivation to Succeed, Openness and Mutual Respect, Support for Team Goals, and Trust in Each Other.

The Vermont Core Transition Teams and Workforce Collaboration Model expand interagency team membership to college programs, adult learning programs, the Department of Labor, family networks and centers, and other programs working with youth. These programs demonstrate how effective transition planning requires a collaborative approach, leveraged by shared expertise across diverse service sectors.

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 Zoom link.

The second session of the Family Employment Awareness Training (FEAT) kicks off in Batesville on Friday, October 25. 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.

It's election season! On Tuesday, November 5, 2024, important national, state, and local elections will take place. All U.S. citizens aged 18 and older have the right to vote.

To cast a ballot in elections, adult citizens must register as voters. During an election year, like this one, the deadline to register to vote in most states is no later than November 1st. In Indiana, you must have registered to vote at least 29 days before election day, A few states allow same-day voter registration. Visit the Rock the Vote website to find out if your state offers this option and what the specific requirements are.

Legally, voting sites and voting options must be accessible to people with different disabilities. This includes the building, voting booths, machines, and access to voting options for those with vision, mobility, and reading disabilities. The US Election Assistance Commission provides information about accessible voting. After clicking on the US Election Assistance link above, select Voting Accessibility and then scroll down to the Voters section for more information.

Once registered, voters cast ballots at their designated precinct or polling place. Students should create a voting plan, research candidates and issues, and be cautious of misinformation, particularly online. The internet and social media can be valuable resources for informed voting, but students should learn how to critically evaluate the information.

To help young adults stay informed, we've compiled a list of helpful resources. Some of these links will take you to social media platforms, where you can find engaging content about voting. Keep in mind that not all TikTok videos offer closed captions.

Bonus Tips:

October is packed with learning opportunities. Join the third webinar of our fall series:

  • Portfolios and Profiles: Portals to Competitive, Integrated Employment (CIE)

This session will take place on Thursday, October 17 from 1:00-2:00 p.m. To register, visit the INSTRC Training and Technical Assistance webpage.

The Family Employment Awareness Training (FEAT) kicks off in Batesville, Indiana Friday, October 25. 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.