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Transition Services and Activities by Grade Level

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Transition Services and Activities by Grade Level

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Transition Activites and Services by Grade Level Examples

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Fantastic resource for a student to explore who is looking into going into a trade.

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Are You Built To Succeed?

WELCOME TO THE CONSTRUCTION INDUSTRY!

You could not pick a better time to consider a career in construction. Economic growth and new technology have created an explosion of opportunity in construction. From skilled tradesmen to project managers to technical engineers and even company owners... the depth of opportunity has never been greater! Instead of simply registering for four years of education, consider an apprenticeship program that can offer you education and a career in one of the nation's hottest industries.

Join more than 70,000 tradesmen throughout Indiana who are Built To Succeed, just like you!

Learn More About Why They Chose A Career In Construction

Applying to an educational institution is a big step toward securing your future. But, the world of education is changing. Traditional college is not for everyone. Are you a technical thinker, a problem solver and a hard worker who is interested earning AND learning at the same time? You might have something in common with our students!

Contact Us/Stay Informed

If you are interested in learnng more about a career in construction, have questions or would like to sign up for our newsletter, please fill out the form below.

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Are You Built To Succeed? WELCOME TO THE CONSTRUCTION INDUSTRY! You could not pick a better time to consider a career in construction. Economic growth and new technology have created an explosion of opportunity in construction. From skilled tradesmen to project managers to technical engineers and even company owners...

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Vocational Rehabilitation Referral Form for Conference participation

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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We know there are questions and we welcome them. Join with us during Ask-Learn-Share with HANDS in Autism®: Free Open Office Hours to ask your questions or share your successes and challenges related to your role, your setting and the topics you're finding most pressing.

Discussion topics might include: " Providing structure and routine during unstructured time"; " How teachers and parents can team to improve e-learning opportunities"; " Decreasing stress during medical visits "

Due to security reasons currently experienced on the Zoom platform, known as zoombombing, please REGISTER.

HANDS in Autism® open office hours are for families, educational personnel, healthcare providers and others seeking information or collaborative discussion pertaining to the use of evidence-based practices with individuals with disabilities across ages and settings.

Join-Ask-Share with HANDS in Autism® : Open Office Hours
Join us online for a question and answer session on Tuesday or Thursday, from 3:30 to 5:00pm EST. Registration required!

Contact hands@iupui.edu with any questions.

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We know there are questions and we welcome them. Join with us during Ask-Learn-Share with HANDS in Autism®: Free Open Office Hours to ask your questions or share your successes and challenges related to your role, your setting and the topics you're finding most pressing.

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Individual Home, School and Community-Based Consultation*

Community-based consultation and services may be completed within home, work or school‐based settings during which a HANDS trainer provides a combination of evaluation, direct services, and/or consultation related to the needs and request for the client/individual to inform, support, train and address the individualized needs of a particular client who requires individualized consultation (e.g., at risk of a more restrictive placement, losing or failing to access employment or student status or for those clients whom display associated travel risks) or among client(s) that more intensive community‐based services are warranted:

Sample strategies and/or outcomes:

Set up data systems for behavior, vocational and functional skills

Conduct functional behavioral assessment (FBA) for effective behavior planning

Facilitate the development of behavior intervention plans

Conduct informal assessments focused upon skills and work habits that inform the learning plan, ongoing data collection, and programming

Direct work in training systems and implementing protocols for eventual use and integration by other caregivers

Develop training materials and supports to support necessary areas of skills teaching and development for work and post‐secondary training and readiness

Set up work‐related spaces that proactively support client work styles and task‐ related needs

Facilitate team collaboration and caregiver engagement

Other as determined with the individual's team

Setting-based consultation may be coordinated as part of Pre-ETS or VR provider services. Similarly, it may be determined to be most appropriate as part of a contract. via self-pay, or with potential access to scholarship funds depending on the payee and initial request. Travel greater than 75 miles from the HANDS Center and/or reports are not included as part of the onsite hours and are included separately as desired or needed. Coordination and confirmation of applicable service and funding avenues will be reviewed upon referral or inquiry.

Web-Based Consultation

Setting-based consultations can occur in a home, work, school, or community-based setting with consultation goals and needs driving the best format given the needs and goals. Web-based consultation, occurring via zoom or other accessible technology platforms, helps provide just in time support that is not limited by locale. Consultation among families or caregivers, providers, teams, or businesses can serve as an initial or ongoing step across a range of areas with potential topics as follows:

Review, evaluation and assessment of practices and routines

Readiness assessment and building towards recent or new initiatives

Adoption and implementation of evidence-based practices

Cross-systems collaboration (e.g., home/school collaboration, school/provider collaboration, business/service collaboration)

Navigation of services and resources

Facilitation of quality improvement and systems change efforts

Facilitated implementation of improved pre-boarding and onboarding processes

Consultation is coordinated for up to an hour each time and may occur across single or multiple, hourly occasions. No review of records is involved in this consultation and coordination occurs to ensure individuals or teams can effectively engage for the duration with all activities occurring during scheduled times. Video or web conference capabilities are required for effective consultation.

Web-based consultation may be coordinated as part of Pre-ETS or VR provider services. Similarly, it may be determined to be most appropriate as part of a contract, via self-pay, or with potential access to scholarship funds depending on the payee and initial request. Coordination and confirmation of applicable service and funding avenues will be reviewed upon referral or inquiry.

Program Evaluations*

Program evaluations can occur across a range of levels including but not limited to a particular program, building, district, subgroup, department, or organization. Evaluations progress from meetings and information gathering that inform and help the HANDS team derive an initial understanding of the needs and goals that resulted in the program evaluation request to further data collection via evidence-informed measures and mixed method analyses including but not limited to record review, interview, observation and collection of permanent products (e.g., data, reports, informational materials). Data is then shared as part of an executive summary, report of findings, and recommendations to applicable stakeholders in the best written or visual formats (e.g., call, presentation, one-page slick) for the associated audience(s). Additional consultation avenues, implementation or facilitation support, training and service options will be recommended and further discussed as part of this process.

Contact us at (317)274.2675 or hands@iupui.edu with any questions.
*Costs for in person or setting-based consultation or program evaluation are subject to additional travel fees for settings greater than 75 miles from the HANDS in Autism® Interdisciplinary Training and Resource Center located on the Indiana University School of Medicine campus in Indianapolis, IN.

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Community-based consultation and services may be completed within home, work or school‐based settings during which a HANDS trainer provides a combination of evaluation, direct services, and/or consultation related to the needs and request for the client/individual to inform, support, train and address the individualized needs of a particular client who

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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INDLS CTE Courses

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Transition Planning Student Interview Form Sharepoint

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Driver's Permit Quizlet Study Link

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Indiana Learner’s Permit -Written Exam Practice-2022 Flashcards | Quizlet

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Start studying Indiana Learner’s Permit -Written Exam Practice-2022. Learn vocabulary, terms and more with flashcards, games and other study tools.

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Independent Living Transition Assessment
Please DUPLICATE before sharing with students

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Please make a copy of this before sharing with students.

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Please make a copy of this before sharing with students.

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Boats and boating--Equipment and supplies

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Curriculum Overview | CIP Autism & LD Transition Programs

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Students with learning differences and autism benefit most from support in the area of social skills, college academics, career development, and life skills.

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College Internship Program, Bloomington

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It is our practice to facilitate accommodations, as needed within reason, for students with temporary disabilities. We will need documentation from a qualified professional that states the disability/ medical condition, the restrictions in place and the anticipated length of time for recovery.

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It is our practice to facilitate accommodations, as needed within reason, for students with temporary disabilities. We will need documentation from a qualified professional that states the disability/ medical condition, the restrictions in place and the anticipated length of time for recovery.

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Success Tips for Incoming Freshman-Before Classes Begin

Before you move into campus housing, be sure that you have thought through daily responsibilities such as doing your own laundry, managing a bank account, and handling your own medicine. Several structured supports that were in place during high school will not transition with you to the college setting.

Discuss your family health care plan and how you might access confidential health care services if necessary.

In order to have your accommodations in place early in the semester make sure you have submitted appropriate documentation before the beginning of the school year. You will receive a follow-up email or phone call to set up an appointment once your documentation has been reviewed.

Understand your disability. Be able to discuss your strengths, weaknesses, and functional limitations with the Disability Resources Coordinator. This conversation will assist with developing appropriate accommodations.

When scheduling classes, don't schedule classes back to back. Leave some extra time in between classes if you plan to utilize extended time on exams.

Learn study skills by setting up an appointment with an academic coach in Academic Skills.

Success Tips-After Classes Have Begun

Meet with your instructors during office hours to provide them with your letters that list your accommodations. Try to have a conversation with your professors and develop a good relationship with them.

Manage time wisely. Look at the syllabi from all of your classes. Fill out a calendar to include due dates for all assignments and for all exams. This will help you to be proactive and to pace yourself so that you can spread out the work load especially when you have multiple assignments due and exams around the same time.

Attend tutoring and supplemental instruction. These free services will provide you with extra support and will help you study for your classes.

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Success Tips for Incoming Freshman-Before Classes Begin Before you move into campus housing, be sure that you have thought through daily responsibilities such as doing your own laundry, managing a bank account, and handling your own medicine. Several structured supports that were in place during high school will not transition with you to the college setting.

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The following information is adapted from the National Secondary Transition Technical Assistance Center. http://nsttac.or g
Laws Documentation Self-Advocacy

Student is identified as student with a disability by the school and is supported by parents and teachers.

Student must self-disclose disability to Disability Resources Office before accessing accommodations.

Primary responsibility for arranging accommodations belongs to the school.

Primary responsibility for arranging accommodations belongs to the student.

Levels of Support

Parents, teachers, and counselors monitor student progress and advocate for student to seek additional help as needed.

Numerous supports available at the college level such as tutoring and supplemental instruction, but the student is responsible for locating and accessing those supports.

Teachers approach student if they believe student needs assistance.

Professors are usually open and helpful, but most expect students to initiate contact if they need assistance.

Study Responsibilities High School Teachers vs. College Professors

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Differences Between High School and College

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The following information is adapted from the National Secondary Transition Technical Assistance Center. http://nsttac.or g Laws Documentation Self-Advocacy Student is identified as student with a disability by the school and is supported by parents and teachers. Student must self-disclose disability to Disability Resources Office before accessing accommodations.

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Center for Exploring Majors

The mission of the Center for Exploring Majors is to provide academic services that enhance the connection between students and the university. To meet the needs of our ever-changing students, we strive to be knowledgeable, collaborative, and student-centered in all that we do.

As academic advisors and classroom instructors, we support the university's mission to help students live wisely and to develop and achieve their personal, educational, and life goals. Creating a diverse and welcoming environment is also paramount to our work.

Finally, we aim to serve as a resource to others in the university community and promote the importance of academic advising as a vital component of a student's university experience.
We advise:

students who choose not to declare a major when they enroll at the University

students classified as non-degree seeking

Students may choose an advisor or have one assigned to them.
We help students:

Explore academic interests and determine an appropriate major

Design a program of study, meeting individual interests and needs

Map out students' schedules and prepare for registration

Monitor students' academic progress

Clarify students' educational and life goals

Find activities and opportunities to enhance students' academic experience

Develop an action plan, if students are placed on probation

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Center for Exploring Majors | University of Southern Indiana

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Center for Exploring Majors The mission of the Center for Exploring Majors is to provide academic services that enhance the connection between students and the university. To meet the needs of our ever-changing students, we strive to be knowledgeable, collaborative, and student-centered in all that we do.

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Academic Skills | University of Southern Indiana

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USI offers academic support services like tutoring, writing help and and study advice through the Academic Skills office.

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Student Support Services

Student Support Services (SSS) is one of the eight grant funded TRIO programs offered through the U.S. Department of Education.

At USI, the SSS Program motivates eligible students to successfully complete their degree requirements. The SSS Program provides students free comprehensive services through classroom instruction, academic skill development, academic assistance and career development, personal and financial aid counseling, and experiences designed to enhance the collegiate experience on USI's campus.

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Student Support Services Student Support Services (SSS) is one of the eight grant funded TRIO programs offered through the U.S. Department of Education. At USI, the SSS Program motivates eligible students to successfully complete their degree requirements.

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The purpose of documentation is to:

establish that the student has a disability

assist the student and Disability Resources personnel in determining what accommodations would be reasonable

identify situations in which accommodations may be necessary to assure access

assist in making a logical connection between the disability and the requested accommodations

It is the responsibility of the student to provide information which verifies that the student's condition meets the definition of a disability as defined by applicable laws (i.e., Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the ADA Amendments Act of 2008). Federal Law requires that requests for services for students with disabilities be considered on an individual, case-by-case basis.
Documentation - General Information
Sources of information used for determining a disability and/or accommodations may include a combination of the following: documentation from qualified evaluators or professionals, medical records, school records that show a history of accommodations related to functional limitations, student's self-report and direct observation and interaction with the student.

The documentation should provide information on how the disability currently affects the student in day to day life as well as in an academic setting so that effective accommodations can be identified. Common sources of documentation are health care providers, psychologists, diagnosticians, and/or information from a previous school that includes a psychological evaluation (e.g., accommodation agreements/letters, 504, IEP, or SOP documents). Documentation must be submitted by a qualified practitioner who is not a family member of the student.

Required Documentation - 7 Elements:

1. Typed on letterhead, dated, and signed by a qualified professional.

2. Diagnostic statement with any related diagnostic methodology including whether this rises to the level of a disability. (A diagnosis alone is not sufficient documentation.)

3. Statement addressing the impact the diagnosis and/or treatment may have on this student in an academic setting.

4. Severity and/or expected progression.

5. Current medication(s) and any related side-effects. (if applicable)

6. Current and/or past accommodations. (if applicable)

Please use the Verification of Disability form available in the right hand column of this page. Print out the Verification of Disability form and provide it to your physician and/or evaluator when requesting documentation. If you have any questions about documentation that is requested, please contact the Office of Disability Resources at 812-464-1961.
When and How to Submit Documentation
Please don't delay meeting with the Office of Disability Resources out of concern for not having sufficient documentation. Call 812-464-1961 to schedule an appointment. During our meeting we will determine what documentation may be needed and try to assist you in getting it.

Disability Resources will consider all relevant information provided in documentation. Documentation will be reviewed on an individual, case-by-case basis in the order that it was received. Please submit your information at least 30 days prior to the date that services are needed. If you will require any accommodations that may involve securing services or materials from others outside the university such as: sign language interpreters, books in audio format or specialized housing requests, please submit your documentation at least 60 days prior to the date that services are needed.

Send materials to:
Ronda Stone
Disability Resources Manager
SC2206
8600 University Blvd
Evansville, IN 47712

If you will be requesting accommodations on your placement exams please have your documentation submitted 30 days prior to your orientation date.

All documentation should be submitted in person or delivered via mail at the address above. Documentation may also be faxed to 812-464-1935. Once the submitted documentation has been reviewed you will be contacted to schedule a meeting.

You are welcome to set up a meeting with a Disability Resources Coordinator and bring your documentation with you at that time. After the meeting your documentation will be reviewed. After review you will be contacted to set up a meeting to finalize an accommodation plan. Call 812-464-1961 to schedule an appointment.

USI Disability Resources reserves the right to request additional information or evaluation.
Accommodation Requests for Other Universities and Testing Agencies
It should be noted that documentation policies differ from one institution to another. Other colleges and universities may require more extensive external documentation of disability. Additionally, testing agencies, which administer standardized tests such as the GRE, CASA, NCLEX .... often have strict documentation guidelines. The student is responsible for researching those documentation policies and should investigate requirements at least six months prior to an anticipated start date or test date.

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The purpose of documentation is to: establish that the student has a disability assist the student and Disability Resources personnel in determining what accommodations would be reasonable identify situations in which accommodations may be necessary to assure access assist in making a logical connection between the disability and the requested

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Current Students: To request professor letters for Spring 2022, please contact DR staff for request form.

After you complete this electronic form, you will receive a renewed copy of your professor letter for Spring 2022 via email. You will be responsible for sending/forwarding your professor letter to your new spring class professors.

Prospective Students: We love to meet our new and prospective students! If you would like to visit please call or email us to set up a time. We will be happy to meet with you on campus or via Zoom.

USI Disability Resources (DR) coordinates services and academic accommodations for USI students with disabilities to ensure equal access to facilities, programs, services and resources of the University. We review documentation for eligibility, collaborate with students to determine appropriate accommodations, assist with the implementation of the accommodations, offer support and guidance, and advocate for access as needed. Disability Resources is located in the Science Center, room 2206.

It is the policy of the University of Southern Indiana to be in full compliance with all federal and state non-discrimination and equal opportunity laws, orders and regulations relating to race, color, religion, sex (including pregnancy), national origin, age, disability, genetic information, sexual orientation, gender identity, or veteran status. Questions or concerns should be directed to the Affirmative Action Officer, USI Human Resources Department, University of Southern Indiana, 8600 University Boulevard, Evansville, Indiana 47712.

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Disability Resources - University of Southern Indiana

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Current Students: To request professor letters for Spring 2022, please contact DR staff for request form. After you complete this electronic form, you will receive a renewed copy of your professor letter for Spring 2022 via email. You will be responsible for sending/forwarding your professor letter to your new spring class professors.

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No Need for IL Postsecondary Goal Sample Citations

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Microsoft is dedicated to making its products and services accessible and usable for everyone. Windows 10 includes accessibility features that benefit all users. These features make it easier to customize the computer and give users with different abilities options to improve their experience with Windows. This topic helps IT administrators learn about built-in accessibility features, and includes a few recommendations for how to support people in your organization who use these features.

General recommendations

Be aware of Ease of Access settings - Understand how people in your organization might use these settings. Help people in your organization learn how they can customize Windows 10.

Do not block settings - Avoid using Group Policy or MDM settings that override Ease of Access settings.

Encourage choice - Allow people in your organization to customize their computers based on their needs. That might mean installing an add-on for their browser, or a non-Microsoft assistive technology.

Vision

Accessibility feature

Description

Use keyboard shortcuts for Windows, Narrator, and Magnifier

Get the most out of Windows with shortcuts for apps and desktops.

Hearing

Physical

Accessibility feature

Description

Use the On-Screen Keyboard (OSK)

Instead of relying on a physical keyboard, you can use the On-Screen Keyboard to type and enter data and select keys with a mouse or othet pointing device. Additionally, the OSK offers word prediction and completion.

Cognition

Accessibility feature

Description

Use the On-Screen Keyboard (OSK)

Instead of relying on a physical keyboard, you can use the On-Screen Keyboard to type and enter data and select keys with a mouse or othet pointing device. Additionally, the OSK offers word prediction and completion.

Assistive technology devices built into Windows 10

Additional resources
Windows accessibility Designing accessible software Inclusive Design

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Windows 10 accessibility information for IT Pros (Windows 10) - Configure Windows

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Microsoft is dedicated to making its products and services accessible and usable for everyone. Windows 10 includes accessibility features that benefit all users. These features make it easier to customize the computer and give users with different abilities options to improve their experience with Windows.

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© 1995-2017 by Register.com ™, Disclaimer and DMCA Notice. Trademark Free Notice

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Please have student (if 18) or guardian complete this form when referring to Voc Rehabilitation. It gives us permission to share information with Voc Rehab about the student.

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Release of Information to Vocational Rehabilitation (2)

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When you download this document, you will have the option to fill in the text via ADOBE. This makes it user friendly to anyone you send it to, or you can assist the family by filling out the form at conference time.

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pre ets 101 1.2022- Jonathan Kraeszig Director of VR Youth Services

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Working with Indiana VR Espanol

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VR and Schools Info About Referrals 2022

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Vocational Rehabilitation Counties by Youth Counselor  1.2022- Go by this list when inviting a VR representative to your conferences. 

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East Cadre PATINS AT and AEM for Transition Aged Youth 

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Screen Magnifier

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Assistive Technology Resource Guide by Student Need_PDF

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Apps for Apple

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A Lending Library of FREE Assistive Technology for schools!

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A state-wide technical assistance network that connects Indiana’s local education agencies (LEAs) to Accessible Materials, Assistive Technology, Professional Development & Technical Support through the Indiana Departments of Education and Administration.

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Skip to content

Grants are forms of FREE money for college that do not have to be paid back. Most grants are based on financial need, but some may have other requirements as well. Grants can come from the State and Federal government, as well as the college or university you attend. The good news is you only have to file one application in order to apply for these grants, the FAFSA!

State of Indiana Grants

Indiana ranks in the top 10 in the nation in grant aid per full-time student, making higher education more accessible and attainable for Hoosiers. Indiana has two primary grant programs: The Frank O'Bannon Grant, Indiana's primary need-based financial aid program, and the 21st Century Scholarship, Indiana's early promise program where students sign up in middle school.

Three ways to maximize your state grant eligibility:

The FAFSA must be filed and received by the federal processor by April 15 of each year you plan to attend school.

Set up an account on ScholarTrack around one week after filing the FAFSA to monitor your state grant eligibility and any updates that need to be made.

Submit any updates or corrections to the FAFSA as soon as possible so the college(s) can finalize your award packages.

For more information including a complete list of Indiana State Grants and their requirements, please visit the Indiana Commission for Higher Education's State Financial Aid page.

Federal Grants

The Federal Government offers a variety of grants to students attending four-year colleges or universities, community colleges, and career schools. Most Federal college grants are determined by the student's financial need, as indicated by the expected family contribution (EFC) on the FAFSA. For a complete listing and more information on Federal grants, please visit the Federal Student Aid's Grants and Scholarship page.

We'll Help!

Have questions on finding college grants or maximizing free money? INvestEd is here to help! Check out our Event Calendar to see when we will be at a location near you! You can also connect with us at Outreach@INvestEdIndiana.org or 317-715-9007.

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Skip to content Grants are forms of FREE money for college that do not have to be paid back. Most grants are based on financial need, but some may have other requirements as well. Grants can come from the State and Federal government, as well as the college or university you attend.

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Filling out the Free Application for Federal Student Aid, or FAFSA, is one of the most important steps students and their families can take to pay for college. In recent years, some states have even made completing the FAFSA a high school graduation requirement.

Federal financial aid can be awarded, such as with a grant; borrowed; or earned through work experience.

"The FAFSA is the application that is required to be used by all schools in awarding federal student aid," says Brad Barnett, financial aid director at James Madison University in Virginia. "So if you want federal loans, federal grants, federal work-study, you have to do the FAFSA."

Nearly all students who apply qualify for some form of federal financial aid. "It's very easy to qualify for aid based on the FAFSA," Barnett says.

But filling out the FAFSA can be a confusing, complex process for most families. The paper version of the FAFSA has more than 100 questions - that's twice as long as the standard federal income tax form.

The online FAFSA, however, uses skip-logic technology to present applicants with relevant questions. The amount of time it will take to complete the FAFSA can vary. Completion time is typically longer for dependent students, because they must provide both their own information and their parent's information. It also typically takes longer to complete the FAFSA the first time, compared with subsequent submissions as students progress through college.

According to the Department of Education, during the 2019-2020 FAFSA cycle, from Oct. 1, 2018, to Aug. 31, 2019, it took dependent students 47 to 58 minutes on average to complete a new form and 32 to 42 minutes to complete a renewal; the average completion time among independent students was 18 to 24 minutes for a new form and 14 to 19 minutes for a renewal form.

While the agency has streamlined the FAFSA process over the past two decades, students and parents often have questions about the form. Here's what to know about the FAFSA.

Where Do I Find the FAFSA?

The mobile version of the FAFSA launched last year and will continue to be available when the 2020-2021 FAFSA opens on Oct. 1. The Department of Education's phone-friendly version aims to increase FAFSA completion rates. According to the Pew Research Center, around 96 percent of Americans own a cellphone of some kind.

"(This) will be a great help to low-income families because some may not have access to computers, but most people do have mobile phones. Due to a lack of computer availability, many low-income families were not able to complete the online FAFSA forms. And they are the people that need the most help from the government grants," says Richard Sorensen, president of Tuition Funding Sources, a website focusing on financial aid and scholarships.

According to the Education Department, students and parents can start filling out the FAFSA on one device, like a cellphone, and complete the form on another, like a desktop. Parents and students don't have to complete the FAFSA at the same time when they're applying for financial aid.

What Is an FSA ID and How Do I Get One?

The FSA ID is required in order to sign the FAFSA online and to log in to the myStudentAid mobile app. "That FSA ID will take a little bit of time to set up; it'll take a couple of days to be active so you can actually use it. And then when you have the FSA ID, then I would sit down and do the FAFSA," Barnett says.

Parents and students will need to generate their own specific IDs, since applicants aren't allowed to create one on someone else's behalf. A parent who does not have a Social Security number cannot create an FSA ID. On the online FAFSA form, a student can enter all zeros where it asks for the parent's Social Security number, and then select the option to print a signature page at the end of the application.

For students age 24 and under who are seeking an associate or bachelor's degree, both a student and parent FSA ID are required unless the student is considered independent on the FAFSA.

To be considered independent on the form, the student must be married; a veteran or current member of the armed forces; an orphan; an emancipated minor; a homeless youth or one at risk of being homeless; a parent who provides more than half of the financial support for a child or dependent; or have received foster care or been a ward of the court for any period after age 13.

Graduate and professional students are considered independent on the FAFSA.

Who Is Eligible to Receive Federal Student Aid?

U.S. citizens, nationals, legal permanent residents and individuals who have an Arrival-Departure Record from U.S. Citizenship and Immigration Services showing certain designations, including refugees, are eligible to apply for federal student aid. Students need to be enrolled in a Title IV-eligible program, meaning one that can receive federal financial aid funds, to qualify.

Families that earn $26,000 or less annually are calculated as an automatic zero for the EFC in the 2020-2021 award year.

But even families with higher incomes qualify for some type of aid. "There is no explicit income cutoff. And different types of aid have different awarding criteria," says Mark Kantrowitz, publisher and vice president of research for Savingforcollege.com. Students who aren't eligible for a federal grant, for instance, may still qualify for work-study or federal loans, which typically carry lower interest rates compared with private education loans.

"All families should submit a FAFSA whether they think they will qualify for aid or not," says Ilyan Nunez, director of college and career placement at KIPP New Jersey who advises students on the college process. "Dependent undergrads can qualify for unsubsidized Stafford loans over four years regardless of their family's income."

The Step-by-Step Guide to Applying to College

What Type of Information Do I Need to Complete the FAFSA?

The FAFSA uses tax information from the prior prior year - verified tax returns from two years ago. A family completing the FAFSA for the 2020-2021 academic year, for instance, will use the 2018 tax return. The use of verified tax returns from the prior prior year reduces the need to use estimates on the form.

What Do I Need to Know About the IRS Data Retrieval Tool?

Students and their families can save time with the IRS Data Retrieval Tool, called DRT, which automatically transfers tax information to the online application. This feature is also available on the mobile app.

To use the tool, income tax returns from the prior prior year need to have been filed electronically two to three weeks prior to completing the FAFSA. If the tax returns were filed via mail, then applicants need to allow at least eight weeks before using the tool.

Under the financial information section of the FAFSA, an applicant can click "Link to IRS" to prefill the form with the prior prior tax year details. When using the tool, the applicant will be transferred to the IRS website. After the information transfers, the site will direct the user back to the FAFSA application.

"Whatever you submit to the federal government for tax returns is going to prepopulate on the form," says Pam Andrews, founder of The Scholarship Shark, a Delaware-based college coaching company that helps students and parents maximize awards.

What Is the Deadline for the FAFSA?

The FAFSA is available on Oct. 1. That's the first day an applicant can complete the form for the upcoming academic year. While deadlines vary for each school, the federal due date is June 30. But schools often establish priority filing dates, which can be as early as Dec. 1.

"If you miss a priority filing date, you may miss out on grant money," Barnett says, especially when it comes to institutional aid since many schools award their need-based grants based on information submitted on the FAFSA. "If you're interested in four or five schools, then it's advisable to find out the priority filing date for each one of those schools, and then get the FAFSA in by each one of those filing dates."

Andrews says there are three deadlines to observe. "I find the school deadlines are typically the earliest deadline. Then there's maybe state deadlines that drive state grants and some state scholarships, so you need to know that deadline. And then there's the hard-fast deadline, the June 30th deadline when the FAFSA closes."

Deadlines for state aid vary, but there are a few that distribute awards on a first-come, first-served basis. Kantrowitz says 13 states have adopted this policy, including Alaska, Illinois, Kentucky, North Carolina, Oklahoma, South Carolina, Vermont, Washington and West Virginia.

"If your child is in one of those states, it really pays to file the FAFSA sooner," says Kantrowitz, who advises filing the FAFSA close to the Oct. 1 release date.

What Happens After I Submit the FAFSA?

After submitting the FAFSA, the applicant will receive a Student Aid Report, or SAR. The report includes the applicant's responses to the form's questions as well as the federal EFC if the application is complete. The Department of Education sends this report via email or postal mail.

The SAR is a summary of the FAFSA data submitted, so applicants should review it carefully for any mistakes, Andrews says. "Once you submit it, you can always make changes. You have to wait a day or two, but a family can go back in and update their FAFSA."

Some FAFSA forms are selected by the Department of Education for verification. About one-third of individuals who submit the form are asked to provide proof of their information through the verification process.

Who Do I Contact if I Need Help With the FAFSA?

Students and families with questions about the FAFSA can contact the Federal Student Aid Information Center, known as the FSAIC, which provides support on behalf of the Department of Education. The FSAIC is available at 800-433-3243, or 800-730-8913 for applicants who are hearing-impaired. Questions can also be submitted via email, web chat or through the agency's social media platforms on Twitter and Facebook.

"I've used the help line - it is helpful. There are times when it is busy, but eventually you will get through to an operator who can provide assistance, whether it's technical assistance with your ID, the form or if it's a question on a question. They understand all the questions on the form," Andrews says.
Trying to fund your education? Get tips and more in the U.S. News Paying for College center.

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Filling out the Free Application for Federal Student Aid, or FAFSA, is one of the most important steps students and their families can take to pay for college. In recent years, some states have even made completing the FAFSA a high school graduation requirement.

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Parent Survey

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Please click the link to complete this form.

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Is College for You - Setting Goals and Taking Action

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Excellent resource about the differences between navigating high school vs college. 2022 information provided by Candace Joles from Vincennes University

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Navigating the Transition to College - VU COPE Program 1-12-22

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INDLS Attendance Policy 2022 To review with LG during conferences

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Media Communications Work Based Learning Opportunity located in Indianapolis, Indiana.

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The Next Generation Initiative is a 501(c)3 organization designed to enable the next generation of media professionals to be successful.
The vision of The Next Generation InitiativeI is to carve out more pathways to career success in the media communications industry for more young people throughout the Indianapolis area. We achieve this by encouraging creative expression and providing high-level training on state-of-the-art digital equipment to young adults across the city. Through our innovative approach to professional training, and our real world, practical opportunities, aspiring professionals develop the skills necessary to compete in this very competitive industry.

The Next Generation program has provided tremendous opportunities for our participants since its inception, and continues to see great interest among young people. Our participants have had the opportunity to work with the NCAA, Tom Wood Automotive Group, Community Health, Teachers Credit Union and Papa John's, among many others. These opportunities have resulted in more than sixty former participants being actively employed in a media production/communications capacity at this time. Through partnerships and program sponsors we are able to provide these opportunities at no cost to the program participants.

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The Next Generation Initiative is a 501(c)3 organization designed to enable the next generation of media professionals to be successful. The vision of The Next Generation InitiativeI is to carve out more pathways to career success in the media communications industry for more young people throughout the Indianapolis area.

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Worked Based Learning located in Indianapolis, Indiana

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The mission of TeenWorks is to empower teens to achieve excellence in college, career, and community.

Work-based learning is a reality. It's one thing to learn what it means to be a great employee in the classroom - but you have to do it. And when it comes to exploring career pathways and options for life after high school, there's no better way than through a mix of real-life experiences, thought-provoking discussions with a trusted career coach, purposeful learning in a classroom, and getting to know community professionals and how they navigated their path. This is TeenWorks.

Our flagship summer program engages teens in Muncie and Indianapolis with 6-weeks of community-based work and weekly professional development. From there, teens can apply to participate in the year-round-Pro program where they can grow as a professional though entry-level work and later more sophisticated jobs, internships and apprenticeships. Teens who have completed 2 or more years of the program are encouraged to apply for a TeenWorks Scholarship through CICF.

TeenWorks empowers teens to discover a new level of self-confidence, recognize that achieving professional success is within their reach, and build their resources to make it happen.

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The mission of TeenWorks is to empower teens to achieve excellence in college, career, and community. Work-based learning is a reality. It's one thing to learn what it means to be a great employee in the classroom - but you have to do it.

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Vocational Rehabilitation Office Contacts Information

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Transition Information Presentation Tuesday January 4

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Search Indiana Code

Search by Keyword or Citation

. (a) This section applies to an individual:

(1) who:

(A) attends or last attended a public school;

(B) is at least sixteen (16) years of age but less than eighteen (18) years of age;  and

(C) has not completed the requirements for graduation;

(2) who:

(A) wishes to withdraw from school before graduation;

(B) fails to return at the beginning of a semester;  or

(C) stops attending school during a semester;  and

(3) who has no record of transfer to another school.

(b) An individual to whom this section applies may withdraw from school only if all of the following conditions are met:

(1) An exit interview is conducted.

(2) The individual's parent consents to the withdrawal.

(3) The school principal approves of the withdrawal.

(4) The withdrawal is due to:

(A) financial hardship and the individual must be employed to support the individual's family or a dependent;

(C) an order by a court that has jurisdiction over the child.

During the exit interview, the school principal shall provide to the student and the student's parent a copy of statistics compiled by the department concerning the likely consequences of life without a high school diploma.  The school principal shall advise the student and the student's parent that the student's withdrawal from school may prevent the student from receiving or result in the revocation of the student's employment certificate and driver's license or learner's permit.

(c) For purposes of this section, the following must be in written form:

(1) An individual's request to withdraw from school.

(2) A parent's consent to a withdrawal.

(3) A principal's consent to a withdrawal.

(d) If the individual's principal does not consent to the individual's withdrawal under this section, the individual's parent may appeal the denial of consent to the governing body of the public school that the individual last attended.

(e) Each public school, including each school corporation and each charter school (as defined in ), shall provide an annual report to the department setting forth the following information:

(1) The total number of individuals:

(A) who withdrew from school under this section;  and

(B) who either:

and for whom there is no record of transfer to another school.

(2) The number of individuals who withdrew from school following an exit interview.

(f) If an individual to which this section applies:

(1) has not received consent to withdraw from school under this section;  and

(2) fails to return to school at the beginning of a semester or during the semester;

the principal of the school that the individual last attended may deliver by certified mail or personal delivery to the bureau of youth employment a record of the individual's failure to return to school so that the bureau of youth employment revokes any employment certificates issued under IC 22-2-18 (before its expiration on June 30, 2021) to the individual and does not issue any additional employment certificates to the individual.  For purposes of (before its expiration on June 30, 2021), the individual shall be considered a dropout.

(g) At the same time that a school principal delivers the record under subsection (f), the principal may deliver by certified mail or personal delivery to the bureau of motor vehicles a record of the individual's failure to return to school so that the bureau of motor vehicles revokes any driver's license or learner's permit issued to the individual and does not issue any additional driver's licenses or learner's permits to the individual before the individual is at least eighteen (18) years of age.  For purposes of , the individual shall be considered a dropout.

(h) If:

(1) a principal has delivered the record required under subsection (f) or (g), or both;  and

(2) the school subsequently gives consent to the individual to withdraw from school under this section;

the principal of the school shall send a notice of withdrawal to the bureau of youth employment and the bureau of motor vehicles by certified mail or personal delivery and, for purposes of (before its expiration on June 30, 2021) and , the individual shall no longer be considered a dropout.

FindLaw Codes are provided courtesy of Thomson Reuters Westlaw, the industry-leading online legal research system. For more detailed codes research information, including annotations and citations, please visit Westlaw.

FindLaw Codes may not reflect the most recent version of the law in your jurisdiction. Please verify the status of the code you are researching with the state legislature or via Westlaw before relying on it for your legal needs.

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Indiana Code Title 20. Education § 20-33-2-28.5 | FindLaw

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Search by Keyword or Citation . (a) This section applies to an individual: (1) who: (A) attends or last attended a public school; (B) is at least sixteen (16) years of age but less than eighteen (18) years of age;  and (C) has not completed the requirements for graduation; (2) who: (A) wishes to withdraw from school before graduation; (B) fails to return at the beginning of a semester;  or (C) stops attending school during a semester;  and (3) who has no record of transfer to another school.

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Sample IEPs from the INSTRC (IU helps do our IEP audit from the state so we know these are excellent examples!)

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Indiana Secondary Transition Resource Center

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INSTRC staff have developed the transition IEP examples listed here so that transition teachers and other professionals can easily see how to structure a transition IEP for a variety of different students. Please keep in mind that transition IEPs are individualized; these are just examples and should not be copied.

If you have questions or need additional information, contact Joni Schmalzried at jeschmal@indiana.edu or 812-855-6508.

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Indiana Secondary Transition Resource Center

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INSTRC staff have developed the transition IEP examples listed here so that transition teachers and other professionals can easily see how to structure a transition IEP for a variety of different students. Please keep in mind that transition IEPs are individualized; these are just examples and should not be copied.

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Indiana Institute on Disability and Community

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High School Students with Disabilities Achieve Better Outcomes in Inclusive Academic Settings
Indiana high school students with disabilities who spent 80% of their educational time in general education classrooms scored higher on state reading and math assessments and were better prepared for postsecondary education and employment opportunities than their peers in less inclusive settings, according to a new study by Indiana University researchers.

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Indiana Institute on Disability and Community

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The Indiana Institute on Disability and Community (IIDC), Indiana's University Center for Excellence in Disabilities, has fostered a foundation of excellence for community investment in developmental disabilities since 1970.

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INSOURCE Youth Training Program Overview rev.09.2021F

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Tallo Resources for teachers and students (003)