Student Directed Transition Planning Checklist

Student Directed Transition Planning Checklist

Each item below is a recommended practice that, when implemented, is more
likely to result in transition to higher education and a meaningful job/career.
Any boxes that remain unchecked should prompt a plan of action

☐ Are you included on your IEP transition planning team and encouraged to share your dreams and goals for life after high school?

☐ Do you have a typical daily schedule: age appropriate, general education classes in high school and supports provided so that you can be successful?

☐ Are your general education classes and activities aligned with your goals for the future?

☐ Do you move through grades (9-12) in a typical fashion and participate in the same grade-related activities as other students your age? Examples might include move-up day, graduation planning, college visits, and college counseling.

☐ Do you use your school library, cafeteria, and other common spaces alongside your typical peers?

☐ Are you able to get assistance from your school nurse, guidance counselor, and other staff used by typical peers when needed?

☐ Do you feel valued for your participation in school? Do your grades, transcript, and diploma reflect this?

☐ Are you supported to have friends and meaningful relationships in and out of school?

☐ Do you have an after school, weekend, and summer job and the supports necessary to succeed at your job?

☐ Are you participating in community-based instruction (job exploration, banking, using public transportation) after school, on weekends, during your summers, and after senior year?

☐ Are you involved in planning for your future including college and career planning?

☐ Do you have regular contact with a guidance counselor to discuss meaningful plans for your future?

☐ Are you planning to graduate high school after your senior year and continue to receive supports in your community through the school and adult systems until age 21? If so, do you have a plan for what services you will receive and from where, such as vocational rehabilitation?

☐ Are you feeling supported enough to plan for career, higher education, housing, and recreation choices after completion of your senior year in high school?

☐ Is your school collaborating with vocational rehabilitation, the area agency system, STABLE NH, and others to help you successfully prepare for life after high school?

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DRC-NH, in collaboration with the UNH Institute on Disability and the New Hampshire Council on Developmental Disabilities, distribute a quarterly RAP sheet to educate community members and policy makers about the latest research, policy, practice, and advocacy issues affecting individuals with disabilities and their families.

Latest RAP Sheet

We Must Do Better

By Kelly Nye-Lengerman, Stephanie Patrick, and Isadora Rodriguez-Legendre Every few months, staff from the Disability Rights Center-NH, UNH Institute on Disability, and NH Council on Developmental Disabilities gather together to plan the focus area for each issue. We consider the most pressing issues and look at where there are opportunities to help our readers understand these...