Talking About Your Transition Goals
Rehearsal for student-led transition planning, required under IDEA from age sixteen.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Rehearse the introduction out loud, more than once. Speaking first at your own meeting changes the room, and a student who has said the sentence in a quiet office can say it in front of eight adults. The ask-for-something-specific card is the point of the whole board — a transition plan the student has asked something of is theirs in a way a plan written for them is not. Twenty minutes covers half the board properly.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentSet up the situation and wait for the student to respond on their own.Log as correct
- Nonverbal cueUse a look, a gesture or a point to the visual cue card.Log as cued
- Indirect promptAsk 'What could you say now?' or 'How do you think they feel?'Log as cued
- ModelShow what to say or do, then run the moment again so the student can try it.Log as cued
Adjust it
Give a script or two choices of what to say, and practise with you before a peer.
Role-play with a new partner, or add a twist the student has not planned for.
Matching IEP goal
Given school and community scenarios, Student will state a need or a plan clearly to the right person in 4 of 5 opportunities across 3 consecutive sessions, given no more than an indirect prompt.
Send it home through the parent portal →About this activity
Eight rehearsal tasks for a student-led transition meeting: what do you want to be doing two years after graduation, in one sentence; name one job you would like and one skill it needs that you already have; who is on your team — teacher, counsellor, family, case manager; practise introducing yourself at your own IEP meeting; ask for something specific in your transition plan.
What to listen for
Listen for a goal that is concrete enough to plan from. Get a job is not a goal a team can build steps toward; work in a garden centre is. Notice whether the student can name a skill they already have, which is a harder question than it sounds and is where students most often stall.
Carrying it home
Families can ask the same questions without it being a meeting. What do you want to be doing in two years, asked over dinner, gets a more honest answer than the same question in a conference room.
What's in this activity
- What do you want to be doing two years after graduation? Say it in one sentence.
- Name one job you'd like and one skill it needs that you already have.
- Who is on your team -- teacher, counselor, family, case manager? Name them.
- Practice introducing yourself at your own IEP meeting.
- Say one thing that is working in your program and one that isn't.
- Ask for something specific in your transition plan.
- What supports do you want after you turn eighteen?
- Practice: 'My goal is ___. What I need help with is ___.'
Questions
- What ages is this for?
- Ninth through twelfth grade. Transition planning is required under IDEA from age sixteen, and student participation is the intent.
- Do I need an account?
- No, all eight tasks are free to use here.
- Why rehearse rather than let the team lead?
- Because a student who has never spoken at their own meeting will not start under pressure. One rehearsed sentence is usually enough to change how the meeting goes.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.