Professionals

Student IEP Participation 

With prompting and support as needed: 

• Identify IEP members and their roles. 
• Share “All About Me,” such as name, birthday, age, address, friends, pets. 
• Share 3 strengths, 3 preferences (likes and dislikes), interests (including hobbies and leisure activities), and needs. 
• Share at least 1 IEP goal. 
• Share at least 1 support that helps them learn. 

Self-Management and Personal Responsibility 

• Use simple tools, such as checklists, folders, timers, or visual schedules with guidance. 
• Stay organized during classroom tasks with support. 
• Manage classroom materials using simple organizational tools. 
• Begin choosing which tools help them complete tasks. 
• Identify tools that help them stay organized and ready to learn. 

Positive Identity and Disability Identity 

• Identify personal strengths, needs, and learning preferences. 
• Share what helps them learn and participate. 
• Hear examples of how people use supports to succeed. 
• Learn that disabled people can use supports at school and in the community. 
• Recognize that needing support is a normal part of learning and growing. 

Career Exploration and Work-Based Learning 

• Participate in classroom activities that introduce different jobs and helping roles. 
• Recognize that adults and community members have different jobs. 

Least Restrictive Environment & Participation 

• Participate in general education settings and school activities with appropriate supports. 
• Engage in learning, play, and group activities with peers. 

Access & Supports 

• Recognize that supports and tools help with learning. 
• Begin using accommodations and supports with guidance. 

Transition Planning

• Begin thinking about personal interests and preferences.  
• Participate in simple conversations about future goals and what they enjoy learning or doing. 

Career Exploration 

• Recognize different personal interests, preferences, and strengths in self. 
• Recognize that people have different jobs and begin exploring a variety of careers through classroom activities, stories, and guest speakers. 

Workplace Knowledge 

• Learn that jobs have different roles, responsibilities, and settings. 
• Identify basic workplace rules such as following directions, being safe, and respecting others. 

Employability & Work Habits

• Demonstrate emerging work habits such as following directions, completing tasks, cooperating with others, taking turns, and beginning to stay on task with support. 

Career Planning  

• Recognize that school helps prepare students for future jobs. 
• Express simple ideas about future work and set short-term goals with guidance. 

Support Use 

• Recognize when help is needed and identify adults or tools that can provide support. 
• Practice asking for help and using supports in classroom tasks. 

Self-Care 

• Complete basic self‑care routines, such as hygiene, dressing, and privacy practices, andidentifywhen help is needed with guidance and reminders.

Meals and Cooking 

• Prepare simple meals with minimal assistance, make healthy food decisions, and clean up with reminders. 

Household Chores and Maintenance 

• Build basic household skills by completing simple chores, such as cleaning personal spaces, and beginning basic laundry tasks. 
• Use selected household tools and appliances safely with reminders. 

Healthcare 

• Expand knowledge of healthy lifestyles (e.g., nutrition, exercise, and sleep). 
• Participate in health care by asking 1-2 questions at visits, identifying doctors and nurses, and naming medications). 

Safety and Emergency Preparedness 

• Practice personal, home, and community safety skills by identifying trusted adults, recognizing unsafe situations including strangers or risky behavior, participating in preparedness routines, and seeking help when they feel unsafe. 

Technology and Digital Responsibility 

• Use technology and online tools safely with adult guidance. 
• Use basic digital tools and ask for help when technology does not work. 
• Begin to recognize confusing or unsafe online content; and avoid sharing personal information. 

Money Management and Financial Skills 

• Follow a simple budget, save toward short‑term goals, and make spending choices. 
• Learn concepts of long‑term financial planning. 

Community Participation and Belonging 

• Participate in school and classroom activities with guidance by following rules, showing respectful behavior, and staying safe and with the group in familiar settings. 

Healthy Relationships 

• Build positive peer relationships by practicing respect, empathy, and basic boundaries while learning how to cooperate and solve small problems with guidance.

Transportation and Mobility 

• Follow safety rules and stay with the group while moving through school and community settings; begin recognizing signs, symbols, or landmarks with guidance when walking, riding in vehicles, or biking in supervised areas. 

Housing and Community Living 

• Explore different types of community housing. 

Student IEP Participation 

With minimal prompting and support: 

• Introduce IEP members and describe their roles. 
• Share “All About Me,” such as name, birthday, age, address, friends, pets). 
• Share 3–5 strengths, 3–5 preferences (likes and dislikes), interests (including hobbies and leisure activities), and needs (things they want to get better at). 
• Share at 2 IEP goals. 
• Share 2 supports that help them learn. 

Self-Management and Personal Responsibility 

• Organize materials and follow daily routines with some support. 
• Use simple time-management tools such as homework logs, to-do lists, color-coded folders, or timers. 
• Plan steps for short assignments with guidance. 
• Choose tools that help complete classroom tasks and stay organized. 
• Manage belongings and materials across different settings with support. 

Positive Identity and Disability Identity 

• Describe personal strengths with growing confidence. 
• Describe personal challenges in simple, respectful ways. 
• Learn that disability is one part of a person’s identity. 
• Understand that many people have disabilities. 
• Begin learning about disability communities and shared experiences. 

Career Exploration and Work-Based Learning 

• Explore a variety of jobs and careers through classroom and school activities. 
• Describe how different jobs help people in the school and community. 

Least Restrictive Environment & Participation 

• Participate in general education and school activities with appropriate supports. 
• Contribute ideas that help build positive relationships with peers during classroom and extracurricular activities. 

Access & Supports 

• Identify accommodations, tools, or strategies that support learning and participation. 
• Use supports with increasing independence. 

Transition Planning 

• Begin to describe personal strengths, interests, and preferences. 
• Participate in discussions about future goals and aspirations. 
• Begin identifying areas where they would like to learn new skills. 

Career Exploration 

• Recognize personal interests, preferences, and strengths and identify activities or careers that connect to them.
• Identify the different skills and responsibilities that are required for different jobs through classroom activities, stories, and guest speakers.

Workplace Knowledge 

• Describe how jobs involve different roles, responsibilities, and work environments.
• Demonstrate understanding of workplace expectations including following directions, safety, responsibility, and respectful behavior.

Employability & Work Habits

• Demonstrate developing work habits by completing tasks, cooperating with peers, following routines, and sustaining attention with decreasing support.

Career Planning  

• Describe how school learning and experiences connect to future work and opportunities.
• Describe future work interests and participate in setting short-term goals with support.

Support Use 

• Identify situations when support is needed and select appropriate adults, tools, or strategies for assistance.
• Ask for help and use supports in classroom tasks.

Self-Care

• Complete daily self‑care routines, including hygiene, dressing, and privacy routines, and appropriately request assistance when difficulties arise with minimal prompts.

Meals and Cooking

• Make healthy food choices consistently, prepare simple meals with limited support, and clean up the area independently.

Household Chores and Maintenance

• Complete routine household chores with minimal prompts, including cleaning personal and shared spaces, and beginning laundry steps with guidance.
• Use common household tools and appliances safely and appropriately.

Healthcare

• Demonstrate understanding of healthy lifestyles.
• Participate in health care by speaking first, and describing symptoms.
• Keep and use a simple checklist of medications (name/purpose) with support.

Safety and Emergency Preparedness

• Apply personal, home, and community safety skills by identifying and avoiding unsafe situations, distinguishing strangers from trusted adults, practicing appropriate responses during drills, and seeking help or reporting concerns when needed.

Technology and Digital Responsibility

• Use technology safely with some reminders.
• Try simple troubleshooting when technology or assistive tools do not work.
• Identify basic signs of credible and noncredible information. 
• Protect personal data with guidance; and navigate digital tools with growing independence. 

Money Management and Financial Skills 

• Apply money-management skills by creating and following a basic budget, saving for wants, and making informed spending decisions.
• Understand the importance of long-term financial planning. 

Community Participation and Belonging 

• Participate in school and community activities with some support, follow expectations across settings, and show respectful and safe behavior in different situations. 

Healthy Relationships 

• Expand peer relationships by showing respect and empathy in more settings, using healthy boundaries, and practicing simple conflict‑resolution skills with some support. 

Transportation and Mobility 

• Move safely through school and community settings with some support by following posted signs and directions, staying aware of surroundings, and practicing safe behavior when walking, biking, or riding in different situations.

Housing and Community Living 

• Identify current housing type and available community housing types. 

Student IEP Participation

With increased independence: 

• Introduce IEP members and explain their roles. 
• Share “All About Me,” such as name, birthday, age, address, friends, pets. 
• Share 3–8 strengths, 3–5 preferences (likes and dislikes), interests (including hobbies and leisure activities), and needs. 
• Share at least 3 IEP goals. 
• Share at least 3 supports that help them learn.

Self-Management and Personal Responsibility 

• Use checklists, timers, and simple planners with increasing independence. 
• Organize materials and complete assignments at school and home. 
• Track due dates using planners, calendars, or apps. 
• Choose tools that help manage assignments and materials. 
• Adjust steps for completing work with guidance. 

Positive Identity and Disability Identity 

• Explain how supports help with learning and participation. 
• Describe tools, strategies, and accommodations that help them succeed. 
• Recognize that people with disabilities belong to communities. 
• Learn that disability communities may share experiences, culture, or goals. 
• Describe disability as one part of identity and belonging. 

Career Exploration and Work-Based Learning 

• Explore career clusters and a variety of occupations that match personal interests and strengths. 
• Describe skills and responsibilities associated with different jobs. 

Least Restrictive Environment & Participation 

• Participate meaningfully in general education settings, extracurricular activities, and school events using appropriate supports. 
• Demonstrate collaboration and teamwork skills with peers. 

Access & Supports 

• Identify accommodations, supports, and tools that help them learn and participate successfully. 
• Use supports and accommodations with greater independence. 

Transition Planning 

• Identify strengths, interests, preferences, and goals related to future learning and careers. 
• Participate actively in conversations about future plans and aspirations. 

Career Exploration 

• Explain how personal interests, preferences, and strengths relate to and influence possible career choices. 
• Compare skills and responsibilities required for different jobs. 

Workplace Knowledge 

• Explain how workplace roles, responsibilities, and environments impact job performance and success. 
• Apply workplace expectations including responsibility, communication, teamwork, safety, and respect in classroom settings. 

Employability & Work Habits

• Demonstrate increasing independence in work habits by completing tasks, staying organized, cooperating with others, following routines, and managing responsibilities with minimal support. 

Career Planning  

• Explain how current learning, skills, and interests connect to future career pathways and opportunities. 
• Identify and refine future work interests and set short-term goals with increasing independence. 

Support Use 

• Analyze situations to determine when and which supports are most effective. 
• Independently request, use, and evaluate supports to improve task success in a classroom setting. 

Self-Care 

• Demonstrate self‑care routines with increasing independence across settings, consistently demonstrating hygiene, dressing, and privacy skills, and seeking support appropriately when needed. 

Meals and Cooking 

• Make healthy food choices consistently, prepare simple meals with limited support, and clean up the area independently across settings. 

Household Chores and Maintenance 

• Carry out household chores with increasing independence across settings, including cleaning personal and shared areas, performing beginning‑to‑intermediate laundry tasks. 
• Safely and appropriately using household tools and appliances as needed. 

Healthcare 

• Demonstrate understanding of healthy lifestyles by setting 1-3 health goals (e.g., drinking water, getting enough sleep, exercising). 
• Participate in health care by speaking first at visits, answering basic questions, and practicing confirming appointment date and time. 
• Track daily medications with a checklist or other tool. 

Safety and Emergency Preparedness 

• Follow safety routines with increasing independence by recognizing warning signs, responding appropriately to unsafe situations (including threats or risky behavior), identifying safe adults, and asking for help or following directions to stay safe. 

Technology and Digital Responsibility 

• Use technology and online tools responsibly with fewer reminders. 
• Use basic troubleshooting to solve simple technology or assistive technology problems. 
• Identify credible and noncredible online information. 
• Protect personal data more independently; and navigate digital environments with increasing independence. 

Money Management and Financial Skills

• Create and follow a budget with increasing independence; track saving and spending; and make informed choices based on needs, wants, and goals.
• Explain how short‑term and long‑term financial decisions affect future plans. 

Community Participation and Belonging 

• Participate in school and community activities with increasing independence by following expectations, showing responsible behavior, and staying safe in a wider range of situations. 

Healthy Relationships 

• Build and maintain healthy peer relationships by using respectful communication, empathy, and boundaries; begin resolving conflicts more independently. 

Transportation and Mobility 

• Move safely and responsibly through school and community settings with increasing independence; follow posted signs and directions; and show safe behavior when walking, riding with others, or waiting in public places. 

Housing and Community Living 

• Demonstrate understanding of available community housing types and describe current housing type. 

Student IEP Participation 

• Introduce IEP members and explain their roles.
• Share “All About Me.”
• Share 3–8 strengths, 3–5 preferences (likes and dislikes), interests (including hobbies and leisure activities), and needs.
• Describe what they want to be when they grow up.
• Communicate progress for at least 2 previous IEP goals.
• Share at least 3 IEP goals.
• Explain at least 3 supports that help them learn.

Self-Management and Personal Responsibility 

• Build routines for organization, task completion, self-care, and responsibilities.
• Use routines at home and school with increasing independence.
• Choose tools such as planners, checklists, or apps.
• Use tools that support daily routines and responsibilities.
• Complete tasks and manage responsibilities with support as needed.

Positive Identity and Disability Identity 

• Understand that disability is one part of personal identity.
• Identify individual strengths, needs, and lived experiences.
• Explore how personal experiences connect to disability history.
• Learn about disability culture and community.
• Describe how strengths and needs shape identity and belonging.

Career Exploration and Work-Based Learning 

• Participate in career awareness activities. 
• Participate in school-based tasks. 

Least Restrictive Environment & Participation 

• Demonstrate collaboration and teamwork skills by sharing responsibilities and working toward common goals with peers. 
• Contribute ideas and perspectives that support positive relationships and inclusion during classroom and extracurricular activities. 

Access & Supports 

• Recognize and use accommodations, supports, and related services with guidance. 
• Begin awareness of assistive technology. 

Transition Planning 

• Become aware of transition planning and future goals through introductory discussions. 
• Identify interests and preferences to inform future postsecondary development. 

Career Exploration 

• Compare skills and responsibilities required for different jobs and recognize that some workers need supports to do their jobs. 
• Participate in basic career awareness activities (guest speakers, career days). 

Workplace Knowledge 

• Begin to identify how personal strengths, preferences, and interests relate to workplace roles, responsibilities, and environments. 
• Apply workplace expectations including responsibility, communication, teamwork, safety, and respect in different school settings. 

Employability & Work Habits

• Practice basic social skills (listening, taking turns, following directions). 
• Begin developing awareness of responsibility. 

Career Planning

• Recognize that education is connected to future work. 
• Begin expressing simple ideas about future jobs. 

Support Use 

• Recognize and request help when needed in a classroom setting. 

Self-Care 

• Practice increasing independence in self‑care routines, including hygiene and privacy practices with reminders, and identifying when personal health support is needed. 

Meals and Cooking 

• Make simple healthy food choices, help prepare snacks and meals with supervision, and participate in cleaning up. 

Household Chores and Maintenance 

• Assist with basic household chores with supervision, including simple laundry tasks, basic room cleaning. 
• Use common household tools and appliances safely with adult guidance. 

Healthcare 

• Build knowledge of healthy lifestyles. 
• Participate in regular health‑care visits and learn about personal conditions and treatments. 
• Practice basic self‑advocacy by asking and answering questions. 
• Begin tracking medications. 

Safety and Emergency Preparedness 

• Follow personal, home, and community safety procedures by distinguishing trusted adults from strangers, recognizing potentially unsafe or high‑risk situations, and responding appropriately by seeking help or using safety steps with guidance.

Technology and Digital Responsibility 

• Use technology and social media safely with close guidance. 
• Get help when technology does not work. 
• Learn the difference between credible and noncredible information. 
• Protect basic personal information; and begin navigating digital tools safely. 

Money Management and Financial Skills 

• Increase awareness of money management by identifying wants versus needs and practicing simple budgeting with support. 
• Begin to save small amounts. 

Community Participation and Belonging 

• Participate in community activities (sports, cultural, religion, hobbies), with guidance while learning appropriate communication, social cues and public behavior. 

Healthy Relationships 

• Build positive peer relationships by practicing respect, empathy, and healthy boundaries with guidance. 

Transportation and Mobility 

• Use school and community transportation with support by locating stops, reading simple signs, and practicing safe behavior. 

Housing and Community Living 

• Demonstrate understanding of different community housing options and identify likes/dislikes with guidance. 

Student IEP Participation

• Introduce themselves and IEP members and explain their roles.
• Share 3–8 strengths, 3–5 preferences (likes and dislikes), interests (including hobbies and leisure activities), and needs.
• Describe where they want to go to school and work after high school and how their strengths, preferences, and interests connect with future goals.
• Explain how their disability impacts their learning.
• Communicate progress toward at least 2 previous goals.
• Communicate at least 3 IEP goals.
• Communicate at least 3 supports that help them learn.

Self-Management and Personal Responsibility 

• Increase independence in organization, time management, and daily living tasks.
• Manage responsibilities across settings.
• Select tools such as digital calendars and alarms.
• Use tools to keep track of assignments, materials, and daily tasks.
• Adjust routines and strategies when responsibilities change.
• Positive Identity and Disability Identity

Positive Identity and Disability Identity 

• Reflect on personal identity, including disability, culture, and values.
• Describe disability as one part of identity.
• Explore positive examples of disabled people and leaders.
• Learn about disability communities that advocate for access and inclusion.
• Identify ways people support inclusion and belonging.

Career Exploration and Work-Based Learning 

• Explore a variety of careers.
• Participate in structured school or community-based work experiences (e.g., job shadowing, service learning).

Least Restrictive Environment & Participation 

• Build and maintain positive relationships with peers across academic and extracurricular settings.
• Collaborate effectively in group activities by contributing ideas, completing assigned responsibilities, and supporting team members.

Access & Supports 

• Understand when and why accommodations, supports, and related services are needed.
• Use assistive technology with increased independence.

Transition Planning 

• Participate in transition discussions and begin identifying postsecondary interests and preferences.
• Update identified interests and begin informal alignment to potential career pathways.

Career Exploration 

• Identify personal strengths, preferences, interests, and emerging skills related to work.  
• Explore a variety of career clusters through structured activities. 

Workplace Knowledge 

• Describe basic job duties, common workplace expectations, and introductory safety concepts. 
• Identify common types of supports and accommodations used in workplace settings to help employees complete tasks successfully. 

Employability & Work Habits

• Practice communication, teamwork, and task completion with guidance. 
• Begin focusing on timeliness and staying on task. 

Career Planning  

• Begin focusing on timeliness and staying on task. 
• Set simple, short-term goals related to interests. 

Support Use 

• Practice asking for help in structured settings. 

Self-Care 

• Demonstrate increasing independence in self‑care routines with minimal reminders, including hygiene, privacy, and recognizing when personal health support is needed across school and home settings. 

Meals and Cooking 

• Prepare simple meals with minimal assistance by following multistep directions, make healthy food decisions, and clean up independently. 

Household Chores and Maintenance 

• Complete basic household chores with minimal prompts, including starting simple laundry loads, routine housekeeping tasks. 
• Safely use common household tools and appliances. 

Healthcare 

• Apply knowledge of healthy lifestyles. 
• Participate more independently in routine health care, learn about personal conditions and treatments. 
• Practice self‑advocacy by asking and answering questions. 
• Begin tracking medications. 

Safety and Emergency Preparedness 

• Practice safety skills across school, home, and community settings by recognizing unsafe situations or potential risks, identifying trusted adults, avoiding unsafe people or scenarios, and responding appropriately, including asking for help. 

Technology and Digital Responsibility 

• Use technology and social media safely with some guidance. 
• Try to troubleshoot when simple technology or assistive technology does not work. 
• Identify credible and noncredible online information. 
• Protect personal data; and navigate digital tools more responsibly and independently. 

Money Management and Financial Skills 

• Practice money management by following a simple budget, saving toward short‑term goals, making spending choices.  
• Learn early concepts of long‑term planning. 

Community Participation and Belonging 

• Participate in community activities with increasing independence while demonstrating appropriate communication, behavior and social expectations. 

Healthy Relationships 

• Expand peer relationships while practicing empathy, respect, and healthy boundaries in a wider range of situations. 

Transportation and Mobility 

• Navigate transportation options with some support by finding stops, reading posted information, and using safe practices, recognizing when to ask for help. 

Housing and Community Living 

• Explore different types of community housing and identify preferences related to safety, comfort, and level of independence. 

Student IEP Participation 

• Begin to coordinate the IEP meeting date and time with parents and teachers. 
• Participate in annual transition assessments. 
• Contribute to the development of their postsecondary and annual transition goals. 
• Introduce themselves and IEP members and explain their roles. 
• Share 3–8 strengths, 3–5 preferences (likes and dislikes), interests (including hobbies and leisure activities), and needs. 
• Describe where they want to go to school (postsecondary education) and work (postsecondary employment) after high school and how their strengths, preferences, and interests connect with future goals. 
• Explain what helps them learn. 
• Explain how their disability impacts their learning. 
• Communicate progress toward at least 3 previous goals. 
• Communicate at least 3 IEP goals and accommodations or modifications needed to reach the goals. 

Self-Management and Personal Responsibility 

• Demonstrate consistent independence in personal responsibility, organization, and daily living skills. 
• Use routines across school, home, and community settings. 
• Select tools that best support schedules, tasks, and routines. 
• Use tools to manage materials, responsibilities, and daily tasks. 
• Adjust tools and routines to stay organized and complete responsibilities. 

Positive Identity and Disability Identity 

• Describe how disability may influence learning and participation. 
• Explain how disability can connect to self-advocacy. 
• Identify supports that help with learning, participation, and access. 
• Explore opportunities to connect with peers or groups. 
• Recognize shared interests, needs, or disability experiences as part of belonging. 

Career Exploration and Work-Based Learning 

• Begin linking interests to potential career pathways. 
• Engage in more independent work-based experiences, including volunteer or introductory paid opportunities where appropriate. 

Least Restrictive Environment & Participation 

• Independently access and participate in inclusive environments, including extracurricular activities. 
• Use effective communication, collaboration, and problem-solving skills to achieve shared goals. 

Access & Supports 

• Independently request and effectively use accommodations, supports, and related services across settings. 
• Independently request and effectively use assistive technology across settings. 

Transition Planning 

• Actively participate in transition planning aligned with measurable postsecondary goals prior to high school entry (or by age 15). 
• Ensure initial development of a course of study aligned with identified career interests to support high school planning and diploma pathway. 
• Document student participation in transition planning aligned with future postsecondary goals. 

Career Exploration 

• Identify strengths, preferences, interests, and skills connected to potential career paths. 
• Participate in career exploration activities such as job fairs and workplace visits. 

Workplace Knowledge 

• Explain job duties, work settings, employer expectations, and workplace safety rules in more detail. 
• Explain how workplace supports and accommodations improve job performance and safety, and describe when and why they are used in different work environments. 

Employability & Work Habits

• Demonstrate consistent work habits such as communication, appropriate social interaction, punctuality, following directions, and task completion. 
• Demonstrate responsibility by consistently completing tasks, managing time effectively, staying on task, and meeting expectations in simulated workplace settings. 

Career Planning  

• Explain how education connects to career options. 
• Set early goals for future careers and training pathways. 

Support Use 

• Independently ask for help and appropriately use supports in work or simulated work settings. 

Self-Care 

• Manage self‑care routines with minimal reminders, including hygiene, privacy, and recognizing when personal health support is needed across school and home settings. 

Meals and Cooking 

• Make healthy food choices consistently, prepare simple meals with limited support by organizing ingredients and steps, and clean up independently. 

Household Chores and Maintenance 

• Complete routine household chores with limited support, including sorting laundry and using washers/dryers, performing housekeeping tasks. 
• Safely operating tools and appliances needed for household upkeep. 

Healthcare 

• Demonstrate understanding of healthy lifestyles. 
• Participate more independently in health care and learn about conditions and treatments. 
• Communicate clearly and advocate for my health. 
• Know medications and their purpose, track medication refills, and practice making appointments by phone or through a health app. 

Safety and Emergency Preparedness 

• Apply personal, home, and community safety skills more independently by identifying unsafe situations, differentiating strangers from trusted adults, using emergency plans, responding to threats or risk, and seeking immediate help when needed. 

Technology and Digital Responsibility

• Use technology and social media responsibly with minimal support. 
• Troubleshoot technology and assistive technology problems. 
• Check if online information is credible or noncredible. 
• Protect personal data and privacy; and navigate digital environments safely and independently. 

Money Management and Financial Skills 

• Expand money-management skills by creating and following a personal budget, using a checking or savings account with support, making informed spending and saving decisions. 
• Begin to understand how credit and financial choices affect future goals. 

Community Participation and Belonging 

• Participate in community activities independently while consistently demonstrating appropriate communication, social cues and behavior. 

Healthy Relationships 

• Build and maintain healthy peer relationships, expand social networks, and demonstrate consistent respect, empathy, and boundaries. 

Transportation and Mobility 

• Use transportation more independently by locating stops, reading schedules, monitoring safety, and planning simple routes. 

Housing and Community Living 

• Identifying what different housing options best fit personal needs for safety, comfort, and independence. 

Student IEP Participation 

• Coordinate the IEP meeting date and time with parents and teachers. 
• Invite one of their general education teachers. 
• Participate in annual transition assessments.
• Contribute to the development of their academic and postsecondary and annual transition goals. 
• Introduce themselves and IEP members and explain their roles. 
• Share their strengths, preferences, interests (including hobbies and leisure activities), and needs. 
• Communicate their postsecondary goals and how their strengths, preferences, and interests connect with future goals. 
• Explain how their disability impacts their learning. 
• Communicate progress toward their goals. 
• Communicate at least 3 IEP goals and accommodations or modifications needed to reach the goals.
• Communicate their annual transition goals for the IEP. 

Self-Management and Personal Responsibility 

• Manage time and responsibilities across school, activities, free time, and community. 
• Choose and use planners, apps, or calendars to schedule tasks and activities. 
• Break work into steps to complete assignments and responsibilities. 
• Meet deadlines with minimal prompts. 
• Seek help appropriately when support is needed. 

Rights and Adult Responsibilities 

• Learn about legal rights and responsibilities that happen at age 18. 
• Explore decision-making options for adulthood. 
• Begin to understand how IDEA supports students in school. 
• Begin to understand how Section 504 and the ADA support access and accommodations. 
• Identify basic differences between IDEA, Section 504, and the ADA. 

Positive Identity and Disability Identity 

• Use knowledge of strengths, needs, disability, and personal identity. 
• Make decisions about supports that help with learning and participation. 
• Choose communication strategies that work best in different situations. 
• Participate in school, social, or disability-community activities. 
• Explain how identity and disability may connect to choices, supports, and belonging. 

Career Exploration and Work-Based Learning 

• Participate in meaningful work-based learning or volunteer experiences identified in the transition plan. 
• Practice foundational employment skills (e.g., job search basics, completing applications, interview preparation). 
• Document transition services, including work-based learning, that support attainment of postsecondary goals and are aligned to diploma pathway. 

Least Restrictive Environment & Participation 

• Actively participate in general education coursework aligned with career interests and graduation goals. 
• Begin balancing academic instruction, work experiences, and social development with guidance. 

Access & Supports 

• Identify and use accommodations, supports, and assistive technology for academic success with guidance. 
• Explore and document assistive technology that supports learning, employment, and independent living that align with postsecondary goals. 

Transition Planning 

• Develop academic and career goals in collaboration with counselors, advisors, and transition staff. 
• Ensure measurable postsecondary goals, annual transition goals, and course of study are aligned with career interests and discussed during IEP meetings. 
• Ensure measurable postsecondary goals, annual transition goals, and course of study are documented in the IEP and aligned with diploma pathway. 
• Explore postsecondary options (two- and four-year colleges, applied programs, and career/technical training). 
• Understand education, training, certification, and credential requirements for careers of interest. 

Career Exploration 

• Identify careers that align with personal strengths, preferences, and interests. 
• Explore a range of career options, including working independently, as part of a team, or self-employment. 

Workplace Knowledge 

• Describe how different career pathways require varying education, training, and workplace expectations. 
• Recognize the role of workplace readiness skills in employment success. 

Employability & Work Habits

• Participate in introductory work-based learning experiences to develop workplace readiness skills such as communication, social interaction, and time management. 

Career Planning  

• Explore courses, including Career and Technical Education (CTE) and concurrent enrollment, that connect to career interests. 
• Begin identifying a sequence of courses aligned to potential career pathways. 

Support Use 

• Identify needed accommodations and supports in school and work-based settings. 
• Begin accessing community resources such as Pre-Employment Transition Services (Pre-ETS) and Vocational Rehabilitation (VR) with guidance. 

Self-Care 

• Independently manage personal self-care routines, including hygiene, hair and skin care, privacy, and seek help appropriately when support is needed. 

Meals and Cooking 

• Demonstrate growing independence in daily living skills by selecting and preparing simple meals with minimal prompts and cleaning up the kitchen after cooking. 

Household Chores and Maintenance

• Complete laundry tasks and routine housekeeping with minimal prompts, including safe and appropriate use of household tools and appliances. 
• Begin participation in minor maintenance tasks. 

Healthcare 

• Understand personal health, including mental health and medical needs. 
• Learn about conditions and treatments. 
• Practice advocating and asking questions during appointments. 
• Begin tracking medications. 
• Participate in medical‑emergency planning and drills. 
• Apply healthy‑lifestyle practices (e.g., making healthy food choices, staying active, getting enough sleep, and using wellness routines more independently.) 

Safety and Emergency Preparedness 

• Demonstrate understanding of personal, home, and community safety by identifying trusted adults, recognizing strangers, noticing unsafe or potentially dangerous situations, following established safety procedures, and asking for help or reporting concerns with guidance. 

Technology and Digital Responsibility

• Use technology and social media responsibly. 
• Troubleshoot technology and assistive technology with some independence. 
• Identify credible and noncredible information online. 
• Use strategies to protect personal data and privacy; and navigate digital tools safely across settings. 

Money Management and Financial Skills 

• Develop basic money‑management skills including understanding accounts, credit, budgeting, and long‑term impacts. 
• Begin exploring financial and legal considerations that support future stability. 

Community Participation and Belonging 

• Engage in school and community clubs or activities based on interests, preferences, and personal/disability identity by demonstrating effective communication, situational awareness, and beginning to take on simple roles that contribute to group belonging and shared purpose. 

Healthy Relationships 

• Understand healthy and unhealthy relationship qualities and use this understanding to make safe choices in friendships and interactions. 

Transportation and Mobility 

• Explore and practice transportation options, including walking, riding with friends or family, or using community transit. 
• Begin developing a transportation plan with routes, schedules, driving requirements, DMV preparation, if appropriate and with support as needed. 

Housing and Community Living 

• Identify and explore housing options in the community and discuss future living preferences and adult goals. 

Student IEP Participation 

• Coordinate the IEP meeting date and time with parents and teachers. 
• Invite one of their general education teachers. 
• Participate in annual transition assessments. 
• Contribute to the development of their academic, postsecondary, and annual transition goals. 
• Introduce themselves and IEP members and explain their roles. 
• Lead portions of their IEP. 
• Share their strengths, preferences, interests, and needs. 
• Communicate their postsecondary goals and how their strengths, preferences, and interests connect with future goals. 
• Explain their disability in their own words and how it impacts their learning. 
• Communicate progress toward their goals. 
• Communicate at least 3 IEP goals and accommodations or modifications needed to reach the goals.
• Communicate their annual transition goals for the IEP. 

Self-Management and Personal Responsibility 

• Prioritize tasks across school, home, work, and community settings. 
• Consistently use personally selected digital or paper tools, such as weekly planners, reminder systems, or time-blocking apps. 
• Maintain a weekly schedule to manage tasks and responsibilities. 
• Monitor progress on assignments, activities, and responsibilities. 
• Adjust plans as needed to stay on track. 

Rights and Adult Responsibilities 

• Understand legal rights and responsibilities that change at age 18. 
• Learn that IEP services end at graduation or aging out. 
• Explore adult decision-making options and supports. 
• Compare protections under IDEA, Section 504, and the ADA. 
• Explain basic responsibilities for requesting supports and accommodations as an adult. 

Positive Identity and Disability Identity 

• Develop a positive disability identity. 
• Describe disability as one part of personal identity. 
• Identify supports that help with independence. 
• Identify supports that help with well-being in adult life. 
• Explain how strengths, needs, and supports can help with future goals. 

Career Exploration and Work-Based Learning 

• Engage in sustained work-based learning experiences (e.g., internships, part-time work, service learning) that increase in responsibility and align with postsecondary goals and diploma pathway. 
• Apply skills to obtain and maintain employment with increasing independence (e.g., job applications, interviews, workplace expectations). 

Least Restrictive Environment & Participation 

• Independently engage in inclusive academic and extracurricular settings aligned with postsecondary goals. 
• Independently engage in inclusive academic and extracurricular settings aligned with postsecondary goals. 

Access & Supports 

• Update and refine supports to reflect increased independence and alignment with postsecondary goals. 
• Independently use and evaluate accommodations, supports, and assistive technology across school, work, and community settings. 
• Apply knowledge of supports to postsecondary education and employment environments. 

Transition Planning 

• Review and update measurable postsecondary goals, annual transition goals, and course of study with increasing independence to ensure alignment with postsecondary goals and diploma pathway. 
• Take an active role in aligning the diploma pathway and course of study with postsecondary goals during IEP meetings. 
• Examine admission requirements, program expectations, and graduation pathways, including diploma options. 
• Identify available supports, accessibility services, and accommodations in postsecondary education and training programs. 

Career Exploration 

• Refine and prioritize career interests based on strengths and preferences. 
• Analyze different work settings (independent, team-based, self-employment) to determine best fit. 

Workplace Knowledge 

• Explain how workplace expectations, training requirements, and job responsibilities vary across careers and industries. 
• Connect workplace expectations, training requirements, and job responsibilities to personal career goals. 

Employability & Work Habits

• Demonstrate and apply workplace readiness skills (communication, teamwork, time management) in work-based learning or community experiences with increased independence. 

Career Planning  

• Select and plan courses, including CTE and concurrent enrollment, that align with identified career goals and postsecondary options. 

Support Use 

• Communicate needed accommodations in school and community/work settings. 
• Access and use community resources (e.g., Pre-ETS, VR) more independently to support college and career preparation. 

Self-Care 

• Maintain personal self-care routines independently across settings, problem-solving when challenges arise, and appropriately accessing available supports when needed. 

Meals and Cooking

• Prepare meals more consistently and independently by following recipes or meal plans, using safe food‑handling and cooking practices, and cleaning the kitchen and cooking tools with greater accuracy and efficiency. 

Household Chores and Maintenance 

• Perform daily living tasks—including laundry, housekeeping, and household organization—with increasing accuracy and independence. 
• Safely use common tools and appliances as needed for home maintenance. 

Healthcare 

• Demonstrate understanding of personal health, including mental health conditions. 
• Track medications or appointments with support as needed, practice refilling prescriptions, and schedule appointments. 
• Learn about health‑insurance basics. 
• Communicate health needs more independently during appointments. 
• Discuss transition goals with the care team. 
• Follow medical‑emergency procedures while maintaining identification and records with support. 
• Practice healthy‑lifestyle habits more consistently across settings. 

Safety and Emergency Preparedness

• Apply personal, home, and community safety skills more independently by distinguishing trusted adults from strangers, recognizing and avoiding unsafe situations, practicing safe decision‑making, using emergency contact information when needed, and seeking help appropriately during risky or dangerous situations. 

Technology and Digital Responsibility

• Use technology and digital tools responsibly across environments.
• Troubleshoot technology and assistive technology as needed. 
• Evaluate online information for credibility. 
• Protect personal data and digital privacy. 

Money Management and Financial Skills 

• Set up financial accounts with support and begin maintaining them. 
• Make informed financial decisions; compare financial products (checking, savings, credit). 
• Understand early legal and financial responsibilities. 

Community Participation and Belonging 

• Engage consistently in school and community activities related to personal and disability identity by practicing self‑advocacy, communicating effectively, showing flexibility across settings, and beginning to develop valued roles through helping others or contributing to group goals. 

Healthy Relationships 

• Apply understanding of healthy relationship dynamics by setting and maintaining boundaries and seeking support when encountering unsafe behaviors or interactions. 

Transportation and Mobility

• Use multiple transportation options independently in familiar situations, including walking, biking, riding with others, or community transit
• Refine a transportation plan, complete DMV/driving-readiness steps, request DMV accommodations, if appropriate. 

Housing and Community Living 

• Compare and evaluate housing options related to needs, budget, safety, and independence with emerging decision-making skills. 

Student IEP Participation 

• Coordinate the IEP meeting date and time with parents and teachers. 
• Invite one general education teacher. 
• Participate in annual transition assessments. 
• Contribute to the development of their academic, postsecondary, and annual transition goals. 
• Introduce themselves and IEP members and explain their roles, including outside agency representatives (e.g., VR Counselor, Pre-ETS Specialist, Counselor, CTE Instructor).
• Lead all or almost all of their IEP. 
• Communicate their strengths, preferences, interests, and needs. 
• Communicate their postsecondary goals and how their strengths, preferences, and interests connect with future goals. 
• Explain their disability in their own words and how it impacts their learning. 
• Communicate their progress toward their goals. 
• Communicate at least 3 IEP goals and explain accommodations or modifications needed to reach the goals. 
• Communicate their annual transition goals for the new IEP. 
• Describe their coordinated activities and courses of study. 
• Describe the age of majority in their own words. 

Self-Management and Personal Responsibility 

• Independently manage complex schedules across school, work, and community. 
• Use advanced organizational tools, such as project-management apps, long-term calendars, or workflow checklists. 
• Plan and complete long-term projects with independence. 
• Anticipate conflicts in schedules, responsibilities, or deadlines. 
• Maintain self-care routines while managing school, work, and community responsibilities. 

Rights and Adult Responsibilities 

• Deepen understanding that legal rights change at 18. 
• Compare IDEA, Section 504, and the ADA. 
• Understand IEP services end at graduation or aging out. 
• Begin planning for adult services and supports. 
• Identify adult rights, responsibilities, and support options for life after high school. 

Positive Identity and Disability Identity 

• Apply knowledge of disability identity, personal values, strengths, and support needs. 
• Make decisions about school, work, and community experiences. 
• Confidently describe needed supports and accommodations when planning for postsecondary goals. 
• Explore how disability communities can provide connection, resources, and advocacy. 
• Recognize how belonging to disability communities can support adult life, well-being, and empowerment. 

Career Exploration and Work-Based Learning 

• Participate in advanced work-based learning experiences (e.g., internships, apprenticeships) that align with diploma pathway and postsecondary goals. 
• Ensure enrollment and course of study, including electives, align with and support identified career interests and postsecondary goals. 

Least Restrictive Environment & Participation 

• Actively participate in rigorous education coursework and extracurricular activities aligned with postsecondary goals. 
• Balance academic, work, and social responsibilities with increasing independence. 

Access & Supports 

• Understand the differences between IDEA, Section 504, and ADA. 
• Learn how to access accommodations and supports in postsecondary education and training settings. 

Transition Planning 

• Discuss and refine postsecondary, education, training, and employment goals during IEP meetings. 
• Ensure enrollment and successful progress in a course of study aligned with a diploma pathway and postsecondary goals. 
• Explore concurrent and dual enrollment opportunities. 
• Participate in college visits, training program tours, and informational sessions. 
• Explore scholarships and funding sources. 
• Complete entrance exams, portfolios, and placement requirements with supports. 

Career Exploration 

• Participate in competitive integrated employment experiences to gain experience in areas of interest and further refine career preferences. 

Workplace Knowledge 

• Demonstrate understanding of workplace expectations in real employment settings, including employer standards, job responsibilities, and performance expectations. 

Employability & Work Habits

• Build and apply workplace readiness skills (communication, time management, reliability, social skills, critical thinking) in school-based and community employment experiences. 
• Begin developing and updating a resume that reflects education, skills, and work experiences. 

Career Planning  

• Develop a career action plan to pursue competitive integrated employment, including steps for education, training, and job exploration. 
• Learn how to search for and apply for jobs, including completing applications and preparing for interviews with support. 

Support Use 

• Identify needed workplace accommodations and practice self-advocacy with employers and supervisors during work experiences. 

Self-Care 

• Maintain consistent self-care routines across home, school, and community settings, demonstrating age-appropriate hygiene, privacy, and personal health management. 

Meals and Cooking

• Prepare a wider range of meals independently by using recipes, kitchen tools, and cooking techniques safely; organize cooking steps; and clean and maintain the kitchen after meal preparation across settings. 

Household Chores and Maintenance

• Maintain personal and shared spaces and complete laundry independently across environments. 
• Safely and appropriately use household appliances and basic tools to support routine home tasks. 

Healthcare 

• Communicate independently with adult health‑care and mental health providers. 
• Manage medications and health documentation. 
• Schedule and attend appointments. 
• Access services and understand basic health‑insurance options (including Medicaid, Medicare, and state programs). 
• Follow medical emergency procedures with increasing independence while seeking support when needed. 
• Maintain healthy‑lifestyle routines such as nutrition, physical activity, sleep, stress‑management, and preventive care. 

Safety and Emergency Preparedness

• Follow emergency‑preparedness plans across settings by identifying potential hazards, distinguishing unsafe people or behaviors from safe ones, responding appropriately to threats or risk, using communication skills to seek help or report safety concerns, and practicing independent problem‑solving during drills and unexpected situations. 

Technology and Digital Responsibility

• Use technology responsibly in school, community, and work settings. 
• Troubleshoot technology and assistive technology problems independently. 
• Evaluate the credibility of online information and media; protect digital privacy; and navigate digital systems safely and confidently. 

Money Management and Financial Skills 

• Maintain financial accounts and follow a personal budget with support. 
• Explore alternatives to guardianship. 
• Understand special‑needs trusts. 
• Identify or apply for adult services, Social Security benefits, and community supports when appropriate. 

Community Participation and Belonging 

• Engage with community members through volunteer and community activities related to personal and disability identity by building social connections, contributing to shared tasks, and developing valued roles through service, leadership, or supporting peers. 

Healthy Relationships 

• Build and maintain healthy friendships by developing positive relationships with peers, mentors, and trusted adults, while using communication, boundaries, and conflict‑resolution skills. 

Transportation and Mobility

• Practice and refine transportation plan. 
• Learn to drive or obtain a license when appropriate and request DMV accommodations. 
• Navigate routes with minimal support across different environments. 

Housing and Community Living 

• Explore and plan for future living options after graduation and identify supports needed to achieve desired housing goals

Student IEP Participation 

• Coordinate the IEP meeting date and time with parents and teachers. 
• Invite one general education teacher. 
• Participate in annual transition assessments. 
• Contribute to the development of their academic, postsecondary, and annual transition goals. 
• Introduce themselves and IEP members and explain their roles, including outside agency representatives (e.g., VR Counselor, Pre-ETS Specialist, Counselor, CTE Instructor).
• Lead their IEP meeting.
• Communicate their strengths, preferences, interests, and needs, and accommodations. 
• Communicate their postsecondary goals and how their strengths, preferences, and interests connect with future goals. 
• Explain their disability in their own words and how it impacts their learning. 
• Communicate their progress toward their goals. 
• Communicate their new IEP goals and the accommodations or modifications needed to reach the goals. 
• Communicate their annual transition goals for the new IEP. 
• Describe their coordinated activities and courses of study. 
• Describe the age of majority in their own words. 
• Develop their Summary of Performance (SOP) and share it at their IEP meeting. 

Self-Management and Personal Responsibility 

• Sustain independent self-management across school, home, work, and community settings. 
• Choose and refine tools such as integrated digital systems, adult readiness planners, or scheduling apps. 
• Consistently coordinate deadlines, commitments, and daily routines. 
• Demonstrate reliable follow-through with responsibilities and expectations. 
• Prepare for postsecondary expectations by managing tasks with independence. 

Rights and Adult Responsibilities 

• Demonstrate understanding of the Age of Majority and adult rights. 
• Explain educational, healthcare, financial, and civic responsibilities. 
• Describe how IDEA, Section 504, and the ADA differ in adult settings. 
• Understand that the IEP ends at graduation or aging out. 
• Plan for needed adult services and supports after the IEP ends. 

Positive Identity and Disability Identity 

• Confidently describe disability identity and personal strengths. 
• Identify needed supports and accommodations for postsecondary goals. 
• Explain how supports and accommodations help with independence and success. 
• Recognize that disability communities can support adult life and well-being. 
• Describe how belonging to disability communities can support empowerment. 

Career Exploration and Work-Based Learning

• Demonstrate readiness to obtain and maintain employment or transition directly into training or education programs. 
• Actively engage in work-based learning experiences aligned with postsecondary goals to support completion of diploma pathway requirements and postsecondary goals. 

Least Restrictive Environment & Participation 

• Independently manage participation in academic, work, and community settings. 
• Demonstrate readiness for adult responsibilities in postsecondary environments. 

Access & Supports 

• Independently identify, request, and use accommodations and supports in postsecondary and employment settings. 
• Apply knowledge of rights and responsibilities in adult service systems. 

Transition Planning 

• Document attainment or progress toward measurable postsecondary goals in the IEP prior to exit. 
• Ensure completion of a course of study that meets diploma pathway requirements and aligns with postsecondary goals. 
• Complete applications for colleges, training programs, or employment. 
• Complete financial aid applications (e.g., FAFSA, Oklahoma’s Promise, OTAG, Oklahoma Access and Achievement Program) with support as needed. 
• Confirm post-graduation placement (education, employment, or training). 
• Demonstrate readiness to transition to postsecondary settings. 

Career Exploration

• Apply experiences from competitive integrated employment to confirm and prioritize postsecondary employment goals and career direction. 

Workplace Knowledge 

• Demonstrate understanding of workplace expectations by consistently meeting employer standards in competitive integrated employment settings. 

Employability & Work Habits

• Demonstrate consistent application of workplace readiness skills with increasing independence in competitive integrated employment settings. 
• Maintain a current, professional resume that reflects skills, work experience, and readiness for employment or postsecondary opportunities. 

Career Planning  

• Finalize and implement a career action plan that outlines postsecondary employment goals, training pathways, and next steps after graduation. 
• Independently search for and apply for jobs, complete applications, and participate in interviews to secure competitive integrated employment. 

Support Use 

• Independently communicate needed accommodations and consistently self-advocate in employment settings to support job success. 

Self-Care

• Manage self-care independently across all settings, consistently demonstrating personal health management and seeking or advocating for appropriate medical or personal support when needed. 

Meals and Cooking 

• Plan and prepare balanced meals independently by using safe food‑handling practices, cooking meals safely, managing grocery needs, and fully cleaning and maintaining the kitchen and cooking workspace in home or community settings. 

Household Chores and Maintenance

• Demonstrate full independence in maintaining living spaces and managing laundry. 
• Use tools and appliances safely and appropriately to complete household responsibilities and minor upkeep tasks. 

Healthcare 

• Communicate independently with health‑care providers. 
• Manage medications and health documentation. 
• Schedule and attend appointments. 
• Access services and make informed decisions about insurance and consent forms while seeking support when needed. 
• Maintain healthy‑lifestyle routines, including nutrition, physical activity, sleep, stress‑management, and preventive care to promote overall well‑being and prepare for adult health independence. 

Safety and Emergency Preparedness

• Independently follow personal, home, workplace, and community safety procedures by identifying and responding to hazards, distinguishing trusted adults from unsafe individuals, recognizing dangerous situations, responding appropriately to threats or risk, and seeking help, accommodations, or emergency assistance when safety needs arise. 

Technology and Digital Responsibility

• Use technology and digital tools responsibly for learning, work, and daily life. 
• Troubleshoot technology and assistive technology independently. 
• Check the credibility of online information and media. 
• Protect personal data and digital privacy across settings. 
• Navigate digital environments safely and with self‑advocacy. 

Money Management and Financial Skills 

• Independently manage personal financial accounts and maintain a functional budget. 
• Understand credit. 
• Compare legal and financial options. 
• Complete applications for adult services, Social Security, and community supports when applicable. 

Community Participation and Belonging 

• Engage in school, community, and work‑based learning environments using strong communication, self‑advocacy, and social‑behavior skills while developing valued community roles through leadership, service, mentoring, or helping others. 

Healthy Relationships 

• Maintain supportive and healthy friendships and mentorships, apply boundaries, navigate conflicts, and seek support when relationships become unsafe or unhealthy. 

Transportation and Mobility

• Safely and independently navigate transportation options. 
• Complete steps toward a driver’s license or demonstrate independence using alternative transportation as appropriate. 

Housing and Community Living 

• Finalize a personalized post‑graduation housing plan, identify necessary supports, and demonstrate readiness to achieve desired housing goal. 

Student IEP Participation (Grades 13+), if applicable 

During the IEP meeting, the student will… 

• Introduce team members, including DRS Counselor, Pre-ETS Specialist, if applicable. 
• Lead all or almost all of their IEP. 
• Communicate their strengths, preferences, interests, needs, and accommodations. 
• Communicate their postsecondary goals, annual goals and progress toward their goals and graduation requirements. 
• Describe their coordinated activities and courses of study. 
• Describe the age of majority in their own words. 
• Develop their Summary of Performance (SOP) and share it at their IEP meeting, when applicable. 

Self-Management and Personal Responsibility 

• Independently manage daily routines, responsibilities, schedules, and long-term commitments. 
• Use organizational tools that work best for personal needs, such as digital calendars, task-management apps, planners, budgeting tools, or reminder systems.
• Manage responsibilities across work, home, and community settings. 
• Adjust strategies when situations or responsibilities change. 
• Demonstrate reliable follow-through with commitments and daily responsibilities.  

Rights and Adult Responsibilities 

• Apply adult rights and responsibilities after exiting IDEA services. 
• Access supports under Section 504 and the ADA. 
• Use adult service agencies to support education, employment, and independent living goals. 
• Identify supports needed for community participation. 
• Navigate adult systems with increasing independence and self-advocacy. 

Positive Identity and Disability Identity 

• Use a strong sense of disability identity and personal values. 
• Advocate for rights, access, and inclusion. 
• Connect with disability communities for support, leadership, culture, and belonging. 
• Use supports that promote long-term independence and well-being. 
• Explain how disability identity, community, and supports can strengthen adult life. 

Career Exploration & Work-Based Learning 

• Sustain participation in education or training programs aligned with an identified career pathway. 
• Continue developing skills through employment, volunteering, community activities, hobbies, or new areas of interest. 

Least Restrictive Environment & Participation 

• Independently engage and persist in postsecondary education, training, workplace, and community settings. 

Access & Supports 

• Independently locate accessibility services, provide documentation, and request and use accommodations and supports in education and employment settings. 
• Apply understanding of adult rights and responsibilities under IDEA (as applicable), Section 504, and ADA to advocate for needs. 

Transition Planning 

• Make informed decisions about coursework or training aligned with postsecondary goals. 
• Communicate effectively with advisors or program staff to request supports or changes. 
• Access and use academic, training, career center, employment agency, or workforce supports (e.g., vocational rehabilitation, workforce services) to obtain, maintain, or change employment.

Career Exploration 

• Obtain and maintain competitive integrated employment aligned with identified career goals and personal interests. 
• Continue to refine career direction through work experience, advancement opportunities, and changing interests over time. 

Workplace Knowledge 

• Understand and consistently apply employer and industry expectations, including reliability, productivity, cooperation, self-discipline, safety, and quality work performance across employment settings. 

Employability & Work Habits 

• Initiate and maintain professional communication with employers regarding interests, strengths, needs, scheduling, and workplace expectations to support job success and retention. 
• Apply job maintenance and advancement skills in competitive integrated employment, including maintaining professional interactions, adapting to workplace expectations, and pursuing new responsibilities. 

Career Planning 

• Identify, pursue, and engage in ongoing education, training, or career advancement opportunities to support increased earnings and long-term career growth. 
• Adjust career plans based on work experiences and evolving goals. 

Support Use 

• Determine the level of support needed for employment and collaborate with employers and service providers to request and implement workplace accommodations, including assistive technology when appropriate. 
• Identify and address barriers to employment by reflecting on past and current work experiences and developing strategies and improvement plans to increase success and independence. 

Self-Care 

• Manage personal self‑care independently across home, work, and community settings by maintaining age‑appropriate hygiene and grooming routines, using privacy and safety practices, monitoring health and wellness needs, and seeking medical or personal support when needed. 

Meals and Cooking 

• Plan, prepare, and cook balanced meals independently by using safe food‑handling and cooking practices, following recipes or meal plans, managing grocery needs and kitchen tools, and fully cleaning and maintaining the kitchen and cooking workspace after meals. 

Household Chores and Maintenance 

• Independently manage all household responsibilities—including laundry, housekeeping, organization, and routine maintenance—while consistently using tools and appliances safely, appropriately, and efficiently across home and community environments. 

Healthcare 

• Manage personal health independently by communicating with providers. 
• Manage medications and health documentation. 
•  Manage scheduling and attending appointments. 
• Make informed insurance and care decisions. 
• Maintain emergency plans. 
• Consistently use healthy‑lifestyle practices, such as balanced nutrition, physical activity, sleep routines, stress‑management, preventive care, and wellness strategies to support long‑term health. 

Safety and Emergency Preparedness 

• Independently apply personal, home, workplace, and community safety skills by recognizing unsafe situations and potential risks, distinguishing strangers from trusted adults, responding appropriately to threats, hazards, or unsafe behavior, and seeking support or emergency assistance as needed. 

Technology and Digital Responsibility 

• Use technology, digital tools, and assistive technology independently to manage daily tasks, work, and communication. 
• Solve technology problems as they arise. 
• Evaluate online information and media for credibility. 
• Protect personal data and digital privacy. 
• Advocate for needed technology supports across settings. 

Money Management and Financial Skills 

• Manage personal finances independently by maintaining financial accounts and following a budget. 
• Make informed spending and saving decisions. 
• Understand credit and financial products. 
• Access financial or community supports when needed to plan for long‑term stability. 

Community Participation and Belonging 

• Engage in community, civic, social, and recreational activities related to personal and disability identity by building supportive connections, contributing to shared spaces or groups, and developing valued community roles through leadership, service, or helping others, while seeking accommodations or support when needed to belong and engage safely. 

Healthy Relationships 

• Build and maintain supportive and healthy relationships with friends, coworkers, mentors, and community members by using respectful communication, setting and keeping boundaries, resolving conflicts appropriately, and seeking help or support when relationships become unsafe or unhealthy.

Transportation and Mobility 

• Safely and independently use transportation options that meet personal needs, including driving or community transit. 
• Plan and follow routes; solve transportation problems as they arise. 
• Access supports or accommodations when needed to travel reliably in work, community, and daily‑living settings. 

Housing and Community Living 

• Finalize and follow a personalized housing plan, identify and use needed supports, and maintain the responsibilities of the chosen living arrangement, such as paying bills, managing household tasks, and caring for the space or property, with increasing independence while seeking support when needed.