Indiana Transition Meeting Questions for Parents: What to Ask at the CCC

Walking into an Indiana CCC transition meeting without a question list means accepting whatever the team puts in front of you. Most school teams are well-intentioned, but they're also managing dozens of transition plans and won't volunteer information you don't ask for. These are the specific questions that surface the gaps.

Questions About Transition Assessments

The transition IEP must be grounded in age-appropriate transition assessments under 511 IAC 7-43-4(h)(1)(B). If those assessments haven't been administered, the postsecondary goals in the IEP are built on nothing.

• What transition assessments have been administered this year, and can I get copies of the results?
• Were the assessments designed to measure employment interests, independent living skills, and postsecondary education readiness — or just one of those areas?
• How were the assessment results used to write this year's postsecondary goals?
• Are you using a published assessment instrument, or an informal school-developed tool?

If the team can't point to specific assessment data driving the goals, the TIEP may not be compliant.

Questions About Diploma Pathways

The diploma pathway decision affects whether FAPE continues after the student finishes their credits. A regular diploma terminates eligibility immediately. An alternate diploma or Certificate of Completion does not.

• Which diploma pathway is documented in this IEP, and when was that decision last reviewed?
• If we're on the regular diploma track, has anyone explained to us that graduation will terminate all special education services?
• If we're considering the alternate diploma or Certificate of Completion, what does the course of study look like for the remaining years through age 22?
• Is the student building a Transition Portfolio? What's in it so far?

Questions About Outside Agency Coordination

Under 511 IAC 7-43-4(e)(2), the school is required to invite representatives from agencies likely to provide or pay for transition services — but only with the parent's or, if applicable, the student's written consent.

• Have you requested our consent to invite Vocational Rehabilitation to this meeting?
• Has the student been connected with a Pre-ETS provider? If not, why not — and what's the plan to get that started?
• Have you coordinated with BDS or discussed waiver application timing with us?
• Which specific outside agencies have been invited to this CCC, and did any of them attend?

If VR and Pre-ETS providers have never been at the table, the school's coordination obligation may not be met.

Questions About Post-School Planning

These become critical as the student approaches their final years in school:

• When will the transfer-of-rights notification be provided (legally required one year before the student's 18th birthday)?
• If our child cannot provide informed consent at 18, what is the school's process for appointing an Educational Representative under 511 IAC 7-43-6?
• Has anyone discussed the BDS waiver application timeline with our family?
• When will the Summary of Performance be developed, and who will be involved?
• What is the plan for the student's last day of eligibility — is everything in place for the adult services handoff?

How to Use These Questions

Bring them on paper. Ask them in order. Document the answers. If the team doesn't have answers, ask them to add the question as an action item with a responsible person and a deadline. Ask for the meeting's decisions and action items in writing so you can verify that your questions and the team's responses are captured.

The Indiana IEP Transition to Adulthood Guide includes a CCC Meeting Preparation Checklist organized by age, so you know which questions matter most at 14, 16, 17, and each year through exit.

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