Supporting students with Complex Needs

Postsecondary Transition Planning (PTP) Overview

When developing a Postsecondary Transition Plan (PTP) for students with significant disabilities, IEP teams must discuss the student's diverse skills, strengths, limits, and support needs. This conversation, along with input from the student and others who know them well, helps create a purposeful and meaningful PTP.

Guiding Questions for IEP Team Discussions

To ensure a meaningful PTP, the team should consider:

• Can the student express their interests? If not, gather input from families, staff, and caregivers.

• What are the student's special health care needs?

• What are the needs and challenges for integrated community work?

• Who will provide education and training, and where will these occur?

• What can the student achieve independently now and in the future?

• What can the student achieve with supports like job coaches or adult service providers?

• What activities will create a meaningful day and a satisfying life after high school?

Age-Appropriate Transition Assessments

• These assessments guide PTP discussions and answer the above questions.

• If the student cannot or will not share their preferences, use:

  • Teacher observations

  • Input from families or caregivers

  • Information from the student’s records

Consider summarizing the transition assessment results in a narrative format within the PTP’s “Additional Information” box. Example summaries:

• “Jon was given a picture interest inventory and consistently selected jobs in social settings.”

• “Karen prefers quiet environments and tasks requiring organization based on situational assessments.”

Sample Scenarios and PTP Goals

1. Nathan (15, social preferences, mild seizure disorder)

   • Education Goal: After high school, Nathan will attend community-based instruction classes focusing on workplace and social skills at the community center.

   • Training Goal: After high school, Nathan will receive training with the assistance of a job coach to place brochures in display racks in offices and local hotels.

   • Employment Goal: After completing on-the-job training, Nathan will work in merchandising as a brochure stocker.

2. Megan (17, medically fragile, enjoys videos/music)

   • Education Goal: After high school, Megan will receive home-based education support through the community services board counselor and social services to enhance her communication and decision-making skills.

   • Training Goal: After high school, Megan will receive training in her home to operate a double switch for demonstrating choice.

   • Employment Goal: After high school, Megan will volunteer as a library AV assistant, helping with tasks aligned to her interests in movies and music.

3. Holly (16, deaf/blind, enjoys tactile tasks)

   • Education Goal: After high school, Holly will participate in classes offered through DARS focused on vocational tasks and social interactions.

   • Training Goal: After high school, Holly will receive one-on-one support and training to complete job tasks in a nursery, such as watering plants.

   • Employment Goal: After high school, Holly will work as a nursery worker, focusing on water-based plant care tasks.

4. Tanner (20, skilled in pottery)

   • Education Goal: After high school, Tanner will take community-based business management classes to understand the basics of entrepreneurship.

   • Training Goal: After high school, Tanner will receive one-on-one training from a community specialist to set up and operate his own pottery business.

   • Employment Goal: After high school, Tanner will work as a craft artist, creating wind chimes and wall pockets, with support from an employment specialist.