Transition

Independent Living

Download a pdf from the state with some FAQs about Independent Living, including examples you can use.

If the answer is "Yes", (in other words, there IS evidence of sufficient skills), then you must explain why/how you determined this within your discussion of age-appropriate findings.

• TransitionCite evidence from a transition assessment and/or discussion with the parent and student. Write a complete summary to describe what specific skills the student can do.

  • • The Indiana Transition Resource Center Matrix contains some Independent Living assessments and resources that may be useful.

• If the student is older (e.g., junior) and it was determined previously (e.g., 8th grade) that the student had sufficient skills and an ILS postsecondary goal was not needed, then you can retain the original statement and update the information. The evidence must be present to be compliant. 

  • • Example: In 8th grade the TOR wrote, “Based on the Planning for Community Life Worksheet, Felix has typical developing skills in the area of money management, purchasing, grooming and hygiene, daily living skills and mobility as compared to his typical peers. His parents will provide the needed supports after high school." In a subsequent IEP, you might add: "During his sophomore year, Felix joined the band and yearbook club and continues to exhibit age-appropriate life skills."

If the answer is “No” (in other words, there is NO evidence of sufficient skills), you must write an Independent Living Goal.

• If you said "No" (There is not evidence of sufficient skills for independent living), you must write an Independent Living goal to describe the specific skills the student needs to acquire based on the results of your assessments and/or discussion with student and parents.

Some of the following sample goals were adapted from the Children’s Administration Division of Children and Family Services,  Adolescent Autonomy Checklist.

After high school, I will:

• utilize community resources (banking, rec/leisure, transportation)

• obtain supports needed for independence

• obtain community medical and mental health services

• participate in recreation/leisure activities

• utilize transportation to get to and from work

• utilize assistive communication device to communicate with people in the community

• receive training in money management skills.

• utilize a shopping list to plan meal and purchase groceries.

• participate in my physical care by showering regularly, keeping my hair neat and clean, and dressing in reasonably clean and appropriate clothing.

• utilize a calendar to take my medicine correctly and keep my medical appointments.

• participate in keeping my living area neat and clean by washing and putting away dishes, by sweeping or vacuuming the floors, and by using the correct cleaning products for the kitchen and bathroom.

• utilize public transportation. 

If a student is very low functioning, you may want to include a goal for “partial participation” in self care/rec leisure opportunities with assistance from an adult. Here are some examples:

After high school, I will:

• live at home with my parents and participate to the maximum extent possible in my daily routines (e.g., dressing, feeding, bathing, choice making, etc.) and environment through technology.

• participate in integrated community recreational activities related to music and art at the various community settings (e.g., museums, community college, parks and recreation).

• utilize an augmentative communication device throughout my daily routines to express my wants and needs effectively in all settings.

• live at home with my parents and participate to the maximum extent possible in my daily routines (e.g., dressing, feeding, bathing, choice making, etc.) through partial participation.

• live in a group home and participate to the maximum extent possible in my daily routines (e.g., dressing, feeding, bathing, choice making, etc.) through partial participation.

Employment

Post secondary goals must be written to occur AFTER high school and must be career based.

The "I will" statements MUST be measurable. (Measurable statements can be answered with "Yes" or "No").

These statements should incorporate what the student has indicated as his/her desire.

Even if you feel the student's goal is unrealistic (I want to join the NBA), make sure a transition activity is developed that will help them obtain solid information to inform their decisions (try out for the high school basketball team, research an NBA player).

Regarding Employment after high school, I will:

• participate in job development services and/or community rehabilitation program to assist me with obtaining competitive employment.

• obtain full-time or part-time work in the retail industry with supports.

• obtain competitive employment in the field of my interest.

• get a job// working with animals//in the field of technology//in a beauty shop//in the NBA//in the music industry...

Here are some examples for students who are more significantly cognitively impaired:

• participate in employment services.

• obtain a job based on my interests and support needs with the proper supports.

• obtain a job based on my interests and support needs after completing the necessary training.

• obtain employment in a supported environment.

• obtain supports from an adult agency to work toward a career through volunteering and job shadowing.

• work at                                (e.g., the public library checking materials in and out using the electronic scanning system, shredding, etc.) with the support from an adult provider that will lead to employment.

Education

Regarding Education and Training after high school, I will:

• participate in training to improve my work skills on my job.

• participate in career classes and counseling.

• enroll in postsecondary eduction//in my field of interest//in a veterinary training program//in cooking school//in cosmetology classes//in a commercial driving school//...

Here are some examples for students who are more significantly cognitively impaired:

• participate in a program designed to provide rehabilitative and vocational training with medical and therapeutic supports

• participate in a center based program designed to teach daily living skills along with community and social integration.

• participate in a center based program with an adult curriculum, receiving services to increase my stamina and mobility to prepare me for work. (Use this option for students who will be attending YAS)

Notice that both options regarding post secondary goals require that you discuss them at the conference.

When you click ADD a Transition Service you will see:

You can add narrative, and which areas will be supported.

The school must be one of the responsible parties for each Transition service/activity.

You may list others (i.e. Parent, Student) in addition to school personnel.

Examples

For examples of what you might use for a description, click the links below.

You must address each Transition area. While one service may address more than one area, make sure that all are included.

Examples to use for Diploma Track Students

• Education/Training Skills

• Employment Skills

• Independent Living Skills

Examples to use for Certificate Track Students

• Education/Training Skills

• Employment Skills

• Independent Living Skills

Services/activities should correlate with information garnered from current Transition Assessments must be based on individual students needs, taking into account:

• strengths

• preferences

• interests

Other possible Transition Activities:

• Referral to Vocational Rehabilitation

  • • The Referral to Vocational Rehabilitation can be made at any time, but services will not start until after the student leaves school

    • Add the referral as a Transition activity during the student's junior or senior year of high school

    • Referral for BDDS (Bureau of Developmental Disabilites)

    • Students on a Certificate Track may be referred to BDDS if they have a cognitive disability or label of autism.

• BDDS Application process is lengthy and could be done as early as freshman year.

  • • After the referral is made, parents fill out paperwork to complete the process.

    • Online Application

    • This application is generally done by parents, but in some instances they may be unable to fill it out, or unaware of the services available. Teachers may help to facilitate the process.

• Medicaid Waiver

  • • In some instances, families may not yet be aware of the Medicaid Waiver, and in most cases, they have already applied years earlier. It is a good idea to check to see if this has been done, and if not, help parents in the application process.

The date of completion defaults to the ending date of the IEP, but can be altered (only by shortening it-length of service cannot be longer than the ending date of the IEP).

Beginning and ending dates of the IEP are set under Schedule CCC Meeting.

To apply the current beginning and ending dates, click the green Apply button.