mission plain

  • Educator Resources
  • Transition



Purpose of Transition Services 

▪ To ensure that all students with disabilities have available to them a free and appropriate education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.

▪ Transition is a results-oriented, student centered, and collaborative effort between students, families and outside agencies.

Transition Planning for Independent Living

What do I need to learn now to be able to live where I want after high school?

These are the skills a person needs to function independently in life and include such areas as transportation and travel training, cooking, budgeting, safety, technology, housing, time management, social interaction and recreation. The goal is to help individuals learn to be as independent as possible.

Transition Planning for Employment

What do I need to learn now to be able to work where I want after high school/post high?

These are the skills necessary for employment including competitive employment, self-employment, customized, supported and sheltered employment. These skills may be in areas such as career exploration, job-sampling, applying for jobs, filling out resumes, time-management, following directions, associating with colleagues and job specific skills including transportation. Unfortunately, people with disabilities are often unemployed or underemployed when compared to people without disabilities. Active transition planning for employment can help remedy these problems. Transition services include career exploration, job shadowing, and job sampling opportunities.

Transition Planning for Post-Secondary Education

What skills do I need to gain now to be able to learn where I want to after high school?

These are the skills needed to prepare to attend a variety of post-secondary education settings such as universities, community colleges, technical schools, military, apprenticeships, and job-training programs. These skills may be in areas such as choosing a major, class selection, assignment completion, test-taking, organization, and study skills. All students with disabilities can and should attend some form of post-secondary education. Even students with intellectual disabilities and other intense needs can attend college, learn skills and be successful. Many colleges and training centers across the country are developing programs for students with intellectual disabilities, and most colleges have resource centers to help students with disabilities.

Transition Assessment: The first (and perhaps most important!) step in Transition Planning it to conduct assessment. Assessment can and should occur repeatedly to help students, families, and educators to make informed decisions about necessary services. The assessments can include formal, standardized ests; but should also include surveys, observations, interviews, work samples, and skills practices. Assessments give information about a student’s interests, strengths and weaknesses to help set specific goals and create a plan to help them accomplish them. Students need to be taught to understand the results to help them set specific goals.

Transition Surveys

Initial Student Transition Assessment- (8th grade)

Parent Transition Assessment Survey

Transition Assessment Survey for Students on a Certificate Track

Transition Assessment Survey for Students on a Diploma Track

USBE Transition Manual

Tool Kit

Link to USBE Page

Independent Living

SDOC-Self Determination Observation Checklist

The ARC’s Self Determination Scale

The AIR Self Determination Scale

Self Care Abilities Checklist

Self Determination/ Self Advocacy Checklist-1 page


Career Clueless-Middle School Interest Inventory

Career Cluster Interest Inventory

▪ Career One Stop- Career Exploration, Training and Jobs- US Dept of Labor

Job Related Interest and Preference Inventory

 My Next Move- Occupational planning

What’s My Bag? one page checklist of work preferences

UtahFutures.org provides a variety of assessment tools on ersonality, job skills, job-matching, budgeting skills, and many more. Students create log-ins that will store their information (log-in based on school information; speak to counselor if you have questions).

▪ O-Net online: Occupation career search and planning

O*NET Interest Profiler: This online interest survey provides results in Holland's RIASEC Career Choice theory (realistic, investigative, artistic, social, enterprising, conventional). This theory links personality type to working environments.

Post Secondary Education Planning

▪ Career Preferences Survey

▪ Multiple Intelligences Test for Adult Literacy and Education

▪ What’s Your Learning Style 

New Links to scholarhips, Adventures in Education, etc.

● Adventures in Education- Scholarship Search

 Disability Scholarship Resources

● Financial Aid for Students with Disabilities

 Going to College- Website for students with disabilities

● Grants for Students with Disabilities

● Think College is a great website that provides information about college options for students with intellectual disabilities. However, the resources and tools on the site are easily generalized to students with all disabilities.

● Dixie State University- Disability Resource Center

● Dixie Applied Technology Center

● DXATC Supports for students with Disabilities

● Southern Utah University-Disability Support Center

● University Of Utah- Center for Disability and Access

● Utah State University -Aggies Elevated- A program for students with disabilities

● Utah Valley University Passages Program- Support for college students on the Autism Spectrum

● Weber State University- Students with Disabilities 

Transition Plan

Transition and other assessment data drives the transition plan. The plan must:

▪ The Transition Plan is a required part of the IEP

▪ Be in place prior to student ‘s 14th birthday

▪ It must include a measurable Post -Secondary Goal

▪ It must reference age appropriate Transition Assessments that are functional

▪ It must contain goals that are related to further education, employment and independent living

▪ The team must consider who might be providing or paying for these services (agencies)

▪ It must contain a multi year plan and course of study that focuses on student's preferences and strengths

▪ The student must be invited to the IEP and participate in the planning

Teacher Resources and Curriculum for Teaching Transition Skills

Skills to Pay the Bills

It’s My Choice

Transition Workbook

Me! Curriculum- Website to download lessons for teaching self awareness and self advocacy. Table of contents lists the lesson content.

▪ National Transition Assistance Center Downloadable Curriculum for Independent Living Skills, Employment and Self Determination (Click on area, then on topics and subjects and lesson material will pop up)

 Self Determined Model of Instruction​

▪ ChoiceMaker Self-Determination Assessment: This is a curriculum referenced tool that measures student's self ​determination skills and progress in the ChoiceMaker curriculum by assessing middle and high school students with mild to moderate disabilities in three areas (Setting personal, vocational and educational goals, student involvement in  IEP meetings and student attainment of IEP goals).
​Personal Preference Indicator: (For students with Developmental Disabilities)​
▪ ​Autism Speaks-Transition Tool Kit
​▪ Real People, Real Jobs- Website to help teachers and agencies get ideas from shared stories for customized employment

Community Agency Resources

Provide opportunities for students to investigate or attend orientations of service providers and community resources based on their needs. (Ex: Vocational Rehabilitation Orientations, Work Force Services, Disability Resource Centers at College, Applied Technology Classes, etc)

▪ ​Division of Services for People with Disabilities

Five County Government Community Services Directory

▪ Local Agency Resource Information for People with Disabilities

Red Rock Center for Independence

Utah State Office of Vocational Rehabilitation

▪ Utah Futures www.utahfutures.org

Washington County Resource List

▪ Workability Utah http://www.workabilityutah.org/

Utah Parent Center- From No Where to Know Where –Handbook for Transition to Adult Life


When a student turns 18, they become their own legal guardian. The means that they are competent to make their own decisions and sign their own paperwork, unless it is proven otherwise. So, for some students with severe disabilities, parents who wish to retain authority after the student turns 18 may decide to apply for guardianship. There are five main types of guardianship: guardianship of person, guardianship of property, full guardianship, limited guardianship, and temporary guardianship.

For more information, check out the following resources:

Transfer of Rights at Age of Majority Pamphlet

Public Guardian Services from the Utah Department of Human Services

Guardianship Associates of Utah -- non-profit organization that provides information and services

Court Forms and Instructions for applying for guardianship

Post High School Program

Information Pamphlet about WCSD Post High

Contact Information

▪ Coordinator- Logan Fielding - District Office (435) 673-3553 x 5143

▪ Post High Facilitator-Weldon Mickelson-Post High Building (435) 634-0092



Special Education
121 West Tabernacle
St. George, Utah 84770
T: (435) 673-3553 x.5147
F: (435) 634-5859
Department Director
Suraj Syal
(435) 673-3553 x.5147
Department Secretary
Liline Walter
(435) 673-3553  Ext. 5147

District Home Mobile

return to district home