Johnston Transition – Foundational Matrix

The Transition Foundational Matrix (see below) was developed by the Johnston Community School District to specifically address the needs of students with significant disabilities. It outlines the Johnston Transition Phases and serves as a roadmap for developing essential transition skills in a structured and accessible way. This matrix is grounded in the Iowa Transition Model and the Career Connected Learning model, both of which emphasize intentional pathways to help students plan for life beyond high school.

Johnston Transition Phases - Foundational Learning Skills

Designed by back-mapping from the skills outlined in the core transition matrix, this tool ensures that students with significant disabilities can access meaningful opportunities for growth. It is organized into five core skill areas—Assess, Awareness, Exploration, Preparation, and Training—and spans five progressive phases:

  1. Beginning
  2. Developing
  3. Exposure
  4. Experience
  5. Mystery

Johnston Transition Phases – Foundational Learning Skills

Beginning Developing Exposure Experience Mastery
Assess Participate in transition assessments for living, learning, and working Develop Postsecondary Expectations for living, learning, and working based off of results of assessments Identify skills needed to meet Postsecondary Expectations Determine gaps between current skills and Postsecondary expectations Summarize results and plans to address needs for living, learning, and working
Awareness Identify current strengths, interests, preferences, and skills. Access new living, learning, and working activities to expand strengths, interested, preferences, ands skills. Create focused pathways related to individual postsecondary plans. Participate in community outings related to living, learning, and working. Finalize plans related to individual postsecondary expectations for living, learning, and working
Exploration Build awareness around living, learning, and working skills in a structured setting through modeling & observation. Explore a variety of options through current information around living, learning, and working. Participate with support in focused experiences related to individual postsecondary expectations. Explore more focused outings aligned to individual postsecondary expectations Identify necessary steps to achieve the plans around postsecondary goals
Preparation Participate in living, learning, and working activities through observation and modeling. Actively engage in activities to identify skills needed in the areas of living, learning, and working. Develop identified skills in the areas of living, learning, and working through guidance and support within a structured setting. Apply skills aligned to individual postsecondary expectations in a community setting Initiate next steps to achieve postsecondary plans
Training Participate in simulated living, learning, and working activities through observation and modeling. Actively engage in repeated and purposeful practice related to individual postsecondary goals. Build independence through purposeful practice related to individual postsecondary goals. Hone skills through focused activities aligned to individual postsecondary goals Complete necessary steps to achieve plans around postsecondary goals.