Transition Planning: 18+ Transition Services

Functional/Supported Independence Level

• Project SEARCH
• SELF 2 Independence
• SELF 2 Strive
• SELF 2 Community
• Home Campus

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Project SEARCH

Academic & Vocational Skills from High School

• Meets eligibility for graduation Option II or III, and 1 year of participation in Vocational Education.
• Student’s transition assessments support ability/desire to sustain 32-plus hours per week of an internship.

Independence Level in the Four Life Domains

Based on the Transition Matrix Performance Check

Functional to Supported Independence Level, between or has 2 clearly needed areas in Supported Independence

• Demonstrates need for support in the further development of employability skills
• Demonstrates training needs in interpersonal relationships, adaptability, flexibility, complex time management, or problem solving as relates to adult living and employment skills
• Aiming for adult living with minimum long-term adult support
• Consider Supported Decision-Making Agreement (SDMA)

Assessment Requirements

Transition planning tools and assessments are used to determine need for continued services or exiting public school to outside agency services.

• Transition Matrix
• Vocational Competency Checklist
• Employability Skills Checklist
• Adult Employability Profile Tool

Postsecondary Education & Training Opportunities

• Community College or Technical Trade Schools
• Certificate Programs
• Continuing Education
• Community-sponsored Training Programs
• On-the-Job Training

Employment Outcomes

• Paid employment for 16-plus hours per week, with supports as needed from agencies. (For example, TWS-VRS, Bluebonnet Trails Community Services, Integral Care, Goodwill).
• Entrepreneurial options.

Read more about the 2023 Project SEARCH Graduation ceremony.

Back to Continuum Levels

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SELF 2 Independence

Academic & Vocational Skills from High School

• Meets eligibility for graduation Option II or III, and 1 year of participation in Vocational Education.
• Student’s transition assessments support ability/desire for paid employment at 10 hours or more per week (up to 40 hours a week) with needed vocational supervision. 10–15 hours per week of 18+ service time per ARD Committee.

Independence Level in the Four Life Domains

Based on the Transition Matrix Performance Check

Functional to Supported Independence Level, between or has 2 clearly needed areas in Supported Independence

• Demonstrates need for support in the further development of employability skills
• Demonstrates training needs in interpersonal relationships, adaptability, flexibility, complex time management, or problem solving as relates to adult living and employment skills
• Aiming for adult living with minimum long-term adult support
• Consider Supported Decision-Making Agreement (SDMA)

Assessment Requirements

Transition planning tools and assessments are used to determine need for continued services or exiting public school to outside agency services.

• Transition Matrix
• Vocational Competency Checklist
• Basic Transition Skills Checklist
• Adult Employability Profile Tool

Postsecondary Education & Training Opportunities

• Community College or Technical Trade Schools
• Certificate Programs
• Continuing Education
• Community-sponsored Training Programs (for example, Project SEARCH)
• On-the-Job Training

Employment Outcomes

• Paid employment for 16-plus hours per week, with supports as needed from agencies. (For example, TWS-VRS, Bluebonnet Trails Community Services, Integral Care, Goodwill).
• Entrepreneurial options.

Back to Continuum Levels

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SELF 2 Strive

Academic & Vocational Skills from High School

• Meets eligibility for graduation Option II or III, and 1 year of participation in Vocational Education.
• Student’s transition assessments support the need for Supported Employment, Work Based Learning or Community Volunteer work aiming at paid employment with the goal of 10 hours or more per week. 10–20 hours per week 18+ service time per ARD Committee

Independence Level in the Four Life Domains

Based on the Transition Matrix Performance Check

Supported to Functional Independence Level

• Demonstrates need for support in the further development of employability skills
• Demonstrates training needs in interpersonal relationships, adaptability, flexibility, complex time management, or problem solving as relates to adult living and employment skills
• Aiming for adult living with minimum long-term adult support
• More opportunities to consistently practice employability/living skills
• Consider Supported Decision-Making Agreement (SDMA)

Assessment Requirements

Transition planning tools and assessments are used to determine need for continued services or exiting public school to outside agency services.

• Transition Matrix
• Vocational Competency Checklist
• Basic Transition Skills Checklist or Life Skills Inventory
• Adult Employability Profile Tool

Postsecondary Education & Training Opportunities

• Community Postsecondary options explored (for example, ACC STEPS)
• Certificate Programs
• Continuing Education
• Community-sponsored Training Programs (for example, Project SEARCH)
• On-the-Job Training

Employment Outcomes

• Paid employment or Adult Volunteer participation for 10 to 15-plus hours per week, with supports as needed from agencies. (For example, TWS-VRS).
• Strongly consider support from Bluebonnet Trails Community Services or Integral Care.
• Entrepreneurial options.

Back to Continuum Levels

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SELF 2 Community

Academic & Vocational Skills from High School

• Meets eligibility for graduation Option II or III, and 1 year of participation in Vocational Education.
• Student’s transition assessments support the need for volunteer work or community integration explored and practiced
• Student’s goal is to sustain work or be in the community for 1-2 hours per day. 10-20 hours per week 18+ service time per ARD Committee

Independence Level in the Four Life Domains

Based on the Transition Matrix Performance Check

Supported/Participation Independence Level

• Demonstrates the need for development of skills that focus on attention to task, task productivity, safety skills, and adapting to changes in routines
• Routines focus on adult living skills, personal grooming/hygiene skills, and engagement in their personal community
• Aiming for adult living with lifetime adult support in skills that will be addressed long term by family, attendant or group home
• Parents considering guardianship

Assessment Requirements

Transition planning tools and assessments are used to determine need for continued services or exiting public school to outside agency services.

• Transition Matrix
• Life Skills Inventory
• ACT On Life or Adult Employability Profile Tool
• Assessment of Functional Living Skills (AFILS) or Adult Living Skills checklist

Postsecondary Education & Training Opportunities

• On-the-Job Training or paid work
• Adult Volunteer Opportunities
• Structured routines trained and transferred to the home or adult living facility
• Structured use of free time and choice in the community
• Day Habilitation Center

Employment Outcomes

• Paid employment or Adult Volunteer participation for 2 to 6-plus hours per week, with supports as needed from agencies. (For example, TWS-VRS).
• Strongly consider support from Bluebonnet Trails Community Services or Integral Care
• Entrepreneurial options
• Placed Medicaid Waiver lists

Back to Continuum Levels

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Home Campus

Academic & Vocational Skills from High School

• All state credit classes are modified
• Students strongly rely on simple routines and have ability to cope with rotating 30-minute activities in a more structured predictable environment provided in the high school setting. Plan for 10-15 hours per week of 18+ service time depending on ARD Committee

Independence Level in the Four Life Domains

Based on the Transition Matrix Performance Check

Full Participation Independence Level

• Demonstrates the need for development of skills for participation that allow care givers to structure day, communicate basic wants and needs, and explore avenues of social engagement appropriate to student’s interest and strengths
• Demonstrates need for continued services or exit to agency focusing on postsecondary goals that are sustainable and meaningful
• ARDC will decide if public school continues to have an educational need
• Aiming for adult living skills to be addressed long term by family or in group home
• Parent Guardianship

Assessment Requirements

Transition planning tools and assessments are used to determine need for continued services or exiting public school to outside agency services.

• Transition Matrix
• Life Skills Assessment
• ACT On Life yearly
• Assessment of Functional Living Skills (AFILS) or Adult Living Skills checklist

Postsecondary Education & Training Opportunities

• Structured routines trained and transferred to the home or adult living facility

Employment Outcomes

• Long-term community participation most likely with adult day habilitation services.
• Build on chore skills in order for student to contribute in their home living situation. Will need to be connected to Bluebonnet Trails or Integral Care.
• Entrepreneurial options.
• Placed on the Medicaid Waiver lists.

Back to Continuum Levels

Transition services are provided in a community setting and are based on each student’s individual strengths, interests, preferences, and needs.

• Students meet throughout the week at various community sites, individually and/or in small groups to work on skills in adult living, employment, post-secondary education options and community access.
• The range of the student’s transition needs and post-secondary goals determine service time scheduled to support IEP goals.
• Students set goals for themselves through the use of visual tools such as the Adult Employment Profile Tool (AEPT), the Visual Interactive Support In Transition (VISIT) planning tool or the ACT on Life visual tool.
• Self Determination skills are taught, practiced and achieved!
• Students may participate in paid work, work-based learning and/or adult volunteer sites in the community, with varying levels of support from 2 to 25-plus hours per week based on assessments and need.
• Students receive job coach support as needed.
• Students on Participation independence level contribute or work at community sites which are based on their individual abilities.
• Students could enroll in college classes, certification programs, or adult continuing education with support from the Student Accessibility Services at ACC.
• Early College Start services are available through the partnership with Austin Community College for Leander ISD qualified students.
• Individuals enrolled in SELF are considered LISD students.
• After the student has attained functional self-help and employability skills, connect with community services, or reach age of 22, the graduate receives their high school diploma at a celebration.
• There is a continuum of 18+ Transition Services in LISD. SELF2Independence; SELF2Strive; SELF2Community; SELF Project SEARCH. The ARDC and the Transition Assessments drive the needs for 18+ services.

For more information regarding 18+ Transition Services in LISD contact:

• Denise Geiger – Senior Coordinator for Special Education Transition at [email protected]
• Justin Pine – Coordinator for 18+ and Transition Services at [email protected]
• Debbie Gauna – SELF 18+ Transition Services Team Leader at [email protected]