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As the year comes to a close, the Indiana Secondary Transition Resource Center sends warm wishes for a festive holiday season and a prosperous year.

Thank you for being a dedicated subscriber to Tuesday’s Transition Tips. We especially want to recognize the invaluable, hard work you perform every day to serve youth, students with disabilities, and their families. Your commitment is the foundation for the successful future of those you serve.

We look forward to connecting with you again in 2026!

Bonus Tips:

In the new year, we remain committed to providing robust support through professional development and technical assistance, including:

  • Explore the new and improved Transition Miniseries. This 7-course miniseries is a free online training from INSTRC. Each course is designed to help you become more familiar with the components of the cyclical planning process and support you as you create quality Transition IEPs and Portfolios with your students. Register today.
  • Enroll in the Transition Educators Facilitating Employment course. A 10-week, comprehensive online training that gives educators, specialists, Pre-ETS providers, transition coordinators, and other professionals the foundation, techniques, and effective strategies necessary for successful adult vocational transition. Register today.
  • Join Virtual 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. Our 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.

Positive Behavioral Interventions and Supports (PBIS) can be a transformative tool to support students with disabilities as they prepare for life after high school. This continuum of interventions and supports can be especially beneficial for promoting soft skill development in adult environments, like Pre-Employment Transition Services (Pre-ETS), work trials, and employment settings, where independence, emotional regulation, and social success are essential.

To ensure PBIS is implemented effectively during this critical transition period, educators can use the following strategies:

  1. Align Behavioral Expectations with Adult Outcomes
    Frame school-wide expectations (e.g., respect, responsibility, safety) in the context of adult environments like workplaces, college campuses, and community settings. Teach behaviors that directly support independence, self-determination, and employability.
  2. Individualize Supports Based on Transition Goals
    Use students’ IEP transition plans to guide behavioral instruction and reinforcement. For example, a student aiming for competitive employment may benefit from targeted support in punctuality, communication, and task persistence.
  3. Embed PBIS into Real-World Experiences
    Reinforce positive behaviors during community-based instruction, internships, and job shadowing. This helps students generalize skills across settings and see the relevance of school-based expectations.
  4. Use Meaningful Reinforcers
    Choose reinforcers that reflect adult life, such as increased autonomy, mentorship, or leadership opportunities, rather than traditional school-based rewards.
  5. Collaborate Across Systems
    Partner with families, adult service providers, and community organizations to ensure consistency in behavioral expectations and supports across environments.
  6. Monitor Progress and Adjust Supports
    Use data to track behavioral growth and make timely adjustments. Celebrate progress toward adult readiness, not just compliance.

By integrating these strategies, PBIS becomes a bridge to adulthood that empowers students with disabilities to thrive beyond high school.

Bonus Tips:

Ready to sharpen your skills in preparing students for a transition to the workplace? Enroll in Transition Educators Facilitating Employment, a comprehensive, 10-week online training beginning January 5, 2026.

This essential course is designed for educators, specialists, Pre-ETS providers, transition coordinators, and all related professionals ready to elevate their practice.

You will gain:

    • A strong foundation in adult vocational transition.
    • Proven techniques for effective job placement.
      • A strong foundation in adult vocational transition.
      • Proven techniques for effective job placement.

Cost: $250

Transform your approach to transition education, enroll today!

By now, everyone should know there are four domains in the transition portfolio. Similarly, there are four domains included in recognized High-Leverage Practices (HLPs) for special education professionals. HLPs are foundational practices and competencies that every educator should master and incorporate into their professional practice. Using HLPs optimizes educator readiness to meet the diverse needs of students, thus enhancing student outcomes.

The Four Domains:

a four-panel graphic with white outline icons and text on colored squares. The first blue square: icon of four hands meeting in the center. Text: Collaboration. The second orange square: icon of a gear atop a rising line graph with an arrow. Text: Data-Driven Planning. The third green square: icon of a teacher pointing to a whiteboard/easel. Text: Instruction in Behavior and Academics. The fourth red square: Icon of a clipboard with a checklist and a pen. Text: Intensify and Intervene as Needed.

HLPs Within Each Domain:

  1. Collaboration: Cooperating and partnering with general educators, paraprofessionals, support staff, and families.
  2. Data-Driven Planning: Using various assessment tools, interpret the results to identify student goals and design student-centered instruction.
  3. Instruction in Behavior and Academics: Developing and delivering instruction that more effectively manages student behavior and increases engagement by creating, practicing, and reinforcing clear expectations.
  4. Intensify and Intervene as Needed: Align instructional strategies and support methods with students’ academic and behavioral needs.

For more information and self-guided learning about HLPs, we invite you to explore the four resources listed below.

Resources:

Bonus Tips:

On Monday, December 15, 2025, from 9 a.m. to 12 p.m. ET at Easterseals Crossroads (4740 Kingsway Drive, Indianapolis), the Center on Community Living and Careers and Easterseals Crossroads will host A Place of My Own, a free session exploring residential options for individuals with disabilities. The program covers housing models, funding, regulations, workforce challenges, and intentional communities, and welcomes families, transition-age students, caregivers, and professionals.

James M. “Jim” McCarten, a special needs attorney specializing in SSI, Medicaid, and Special Needs Trusts, will lead the session. In-person seating is limited to 60 participants, and a virtual attendance option is available. Please help us spread the word! Share the registration information with families and colleagues.

As Thanksgiving approaches, it’s the perfect time to pause and reflect on the incredible dedication of our high school teachers, staff, and administrators. You are mentors, advocates, and champions for every student who walks through your doors.

You shape minds and futures with every lesson, every encouraging word, and every moment spent helping a student believe in themselves. Your work is not easy. It requires patience, creativity, resilience, and above all, heart. And yet, day after day, you show up with unwavering commitment to your students’ growth and success.

As educator Rita Pierson once said, “Every child deserves a champion—an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be.” You are those champions!

To every teacher, staff, and administrator who has helped a struggling student, celebrated small victories, and who has believed in potential even when it wasn’t yet visible – thank you. Your impact is immeasurable, and your service is deeply appreciated. May this season remind you that your work is valuable, and your presence in our schools is a cherished gift that we appreciate.

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. Schools, Pre-Employment Transition Services (Pre-ETS), Vocational Rehabilitation, adult service agencies, families, and their community support systems are among the many who could find this information useful. 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!

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.

A successful transition to adulthood requires students to practice self-advocacy and communication skills and utilize community resources and services with their families. These strategies help high school students build self-determination, resilience, and strong support networks for their future. As extended holiday breaks approach, we are reminded of the transitions students and families experience before graduation. These seasonal periods offer a S.M.A.R.T. opportunity to use transition strategies that alleviate stress and support mental health, behavioral adjustments, and environmental changes.

What is the S.M.A.R.T. Criteria?

S – Support Communication and Self-Advocacy

Encourage students to express their needs and emotions. Using tools like visual aids, communication apps, or guided conversations as needed. These skills are essential for navigating environments and relationships.

M – Monitor for Warning Signs

Watch for changes in behavior, mood, or engagement before extended school breaks. Early signs of distress, especially during high-stress times like the holidays, may warrant timely intervention.

A – Access Mental Health Resources

Proactively connect families to reliable resources such as:

These tools offer guidance on therapy, crisis support, and transition planning.

R – Reduce Pressure and Redefine Success

Create realistic academic and social expectations to minimize student overload before extended school breaks. Emphasize progress, connection, and well-being just before the holiday season.

T – Teach Coping Strategies

Introduce techniques like mindfulness, movement breaks, and sensory regulation. These strategies help students manage stress now and build resilience for adulthood.

Bonus Tips:

Want to better support your students as they prepare for a career after graduation? The CCLC Learning Academy offers 10 online courses, created by professionals with lived experience and over 70 years of combined expertise. All courses provide the deep understanding and practical applications needed to help people reach their vocational goals.

Join our upcoming cohort starting Monday, December 1.

  • Mental Health Series: Explores anxiety, bipolar, personality disorders, schizophrenia, and more.
  • Special Populations: Deep dive into Acquired Brain Injury, Autism, Substance Use Disorders, Trauma-Informed Care, and Formerly Incarcerated Individuals.
  • Online & Affordable: $75 per course, with professional development credits available.

These courses come with a certificate of completion, CRCs, PGPs, and more. Register for one or more 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.

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:

Twice-exceptional students, referred to as 2e, may be in your special education classrooms regardless of school size or geographic area. Research shows that between 2% and 9% of special education students are twice exceptional. These students simultaneously exhibit both exceptional (gifted) abilities and a disability recognized under the Individuals with Disabilities Education Act (IDEA).

As a special educator, you must recognize the potential for both giftedness and disability to be present, significant, and experienced jointly by the same student. While you may not encounter 2e students often, having global knowledge about this population will serve you, the student, and the student’s family well.

2e students benefit from intervention and strategies specific to both attributes. This is a tall order for educators and school systems. Students benefit from having an Individualized Education Plan (IEP) while also focusing on nurturing their strengths and giftedness. Twice-exceptional students may have an IEP if they have at least one disability as defined by IDEA categories and demonstrate a need for special education. Indiana also provides a High Ability Coordinator Handbook outlining services and best practices for identifying and serving 2e students.

The Identification Challenge

Identifying 2e students can be challenging. Often, the strengths of high-ability students can mask their disability-related needs, which makes it difficult to recognize their challenges. This phenomenon is known as masking. On the other hand, the effects of a disability can also hide one's giftedness. Additionally, there is a risk of missed diagnoses in this complex process.

The 2e student may be diagnosed as neither disabled nor gifted. The student might be assessed as having high ability but not as disabled. Alternatively, the student could be assessed as disabled but not as gifted. None of these three scenarios is beneficial because the student does not receive a suitable education, making it difficult for them to experience success and achievement.

Supporting 2e Students

Given the complexities described above, an excellent starting point for your self-directed learning are the resources listed below.

Bonus Tips:

Join us for the "From Transition IEP Knowledge to Portfolio Application" webinar series, featuring six focused 90-minute virtual training sessions. This training is designed for the entire student transition team: special education educators, coordinators, and administrators; employment professionals and agencies; and family members. Each session will cost $35 and run from 11:30 am to 1:00 pm ET.

  • 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, visit the INSTRC Training and Technical Assistance webpage.

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.