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The following conversation starters will help teams start conversations and think about how a student's day will look after graduation and what steps the team can take now to get them there. Starting transition conversations earlier rather than later helps ensure a more robust and successful transition plan. IEP teams may find a benefit in using some of the conversation starters earlier in high school. Teams may evolve as planning for beyond 18 starts and may include student, family, school, community, outside agencies and any others supporting the student upon graduation. Using a community resource map or asset mapping is a valuable resource as teams begin conversations. Teams may also reference or utilize the templates at the end of this section to guide planning and documentation.
What are the student’s goals for life after high school?
With the end goals in mind, identify the steps or experiences needed to get there. Work backwards to plan how to meet the student’s goals and identify what the school and outside agencies need to do at this time to ensure support is put into place to support long term goals.
What would meeting those goals look like?
Envision the life the student wants and plan for how to get there! What past experiences have helped along the way?
Look at the IEP and PTP goals and discuss which ones need additional support and what that support might look like moving forward.
What will the student’s least restrictive environment look like after age 18? Where will students be living, working, and recreating alongside their same age peers?
What supports and outside agency resources can help a student transition into life after high school?
What might a student’s day look like in different areas of their life such as, recreation and leisure, employment, postsecondary education and training, belonging in the community, and independent living?
How many hours a week will the student work, attend school or engage in social activities?
How could you mirror a student's day to look like life after high school?
How will the team plan for the transition from school-based supports and services to those accessed in the community?
How will the student transition to ensure a gradual release from direct full day support from school staff to a team of adults supporting the student in the community?
Identify resources and supports that are used now, and think about additional community resources to connect with moving forward. Consider support in many different areas such as relationships, technology, employment, transportation or postsecondary. Identify those supports that are available to anyone in the community versus those supports that the student may need to qualify for or apply for to receive.
Who is on the student’s team now and who should be brought to the table moving forward?
Does the student have health and medical support and how will the student access that support once leaving school?
What does a “meaningful day” look like to the student?
A meaningful day should empower the student and prompt learning and skill development, with a goal of self-advocacy and learning all their capabilities. What is meaningful to the student?
What are the student’s skills and interests?
What are the student’s fears?
What are the student’s hopes and dreams?
What activities are they part of now in and out of school?
Where do they like to go in the community?
How will the student access transportation to their job, postsecondary education or training, and community when they graduate from high school?
What are some natural options to explore and help support while they are still connected to school?
e.g.: rideshare, bike, bus, family/friends, Uber, purchase vehicle, obtain driver’s license, community transportation, other
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