Under IDEA, Transition Services are meant to provide coordinated experiences and skill development that prepare students for success. Once the IEP team begins to include transition services in the IEP, the purpose of planning shifts from simply developing annual goals to now including post-school goals offering clear guidance on life after the school bus stops.
These goals are developed to facilitate the movement from school to post-school activities including postsecondary education, training, integrated employment, and independent living. Activities necessary to achieve the student’s post-secondary goals will occur both in the school and community. The opportunity for students to participate in pre-employment transition services offered in collaboration with vocational rehabilitation provides greater access to experiences that lead to outcomes that reflect a student’s strengths, preferences, and interests.
Transition services and Pre-ETS are best delivered when there is coordination between education and VR that actively involve the student and family and are focused on postsecondary outcomes.
There are 6 basic components to the Transition Services/Pre-ETS as outlined by WIOA law. Below you will find more information about each of the components. These are activities that can be asked of DARS for students enrolled in Pre-Employment Transition Services (Pre-ETS).
Support for the student to learn about a variety of career options to make informed choices about current and future employment.
Support students to explore career interests
Determine student’s skills and strengths related to work
Help student gather information about colleges and/or job training programs
Give student information about the Division of Vocational Rehabilitation (DVR)
Help student complete Division of Vocational Rehabilitation (DVR) application
Help student with resume, job applications, cover letters (can include visual resume)
Teach student interviewing skills
Share career fair opportunities and support student to attend
Give student information about adult services and the Aging and Disability Resource Center (ADRC)
Help student apply for adult services
Introduce student to people who work at employment support agencies
Give student information about Work Incentive Benefits Counseling
Teach student about disability disclosure and employment rights
Teach student about Section 504 of the Rehabilitation Act, as amended by the Workforce Innovation and Opportunity Act (WIOA), and the Americans with Disabilities Act (ADA)
Teach student soft skills (e.g. - hygiene, punctuality, attendance, interpersonal and communication skills, following directions, and problem-solving)
Take student on tours of local businesses
Take student for informational interviews and job shadows
Provide information about apprenticeships through the Department of Workforce Development
Provide information about level 1 and 2 youth apprenticeship certifications
Help student apply for work experience
Help student take the Armed Services Vocational Aptitude Battery (ASVAB)
Provide opportunities for the student to gain hands-on experience to identify strengths and interests and develop skills for employment.
Help student get involved in jobs at school (school store, library, office, cafeteria, coffee shop)
Talk to student about how to discuss her/his disability with a boss
Support student volunteering in the community Support student to gather information needed for a job (social security card, address, birth certificate, state ID or driver’s license, and work permit if under 16)
Assist student in finding a summer job (job development – may include customized employment)
Support student to have an internship/youth apprenticeship (school year or summer)
Assist student in finding a job during the school year (job development – may include customized employment)
Provide systematic instruction to teach student to complete job tasks independently (job coaching)
Figure out what assistive technology might help student at work
Teach the student about money management (how to read a paycheck, taxes, and deductions from a paycheck, direct deposit, and budgeting)
Review and discuss what makes a good employee and a bad employee with student
Review and discuss differences in workplace environments with student
Assist the student to achieve academic goals during high school and explore various types of college and job training programs.
Review and discuss academic skills, strengths, and accommodations needed in college with student
Review Section 504 of the Rehabilitation Act and Americans with Disability Act with student and family to help them prepare for college
Set up student meeting with the school counselor to talk about college and job training options
Plan with student for high school classes to reach her/his goals
Work with student to figure out what assistive technology might be helpful for school
Assist student with academic needs through resource room, homework help, tutoring, mentoring
Plan student classes to match her/his goals (course of study)
Provide opportunities for the student to take college level courses in high school and receive college credit
Plan one or more college tours with student
Support student with evaluations needed for a college application and accommodations
Support student to apply for accommodations for the college entrance exams
Provide student opportunities to practice taking the college entrance exams (ACT, Compass)
Review student results of college entrance exam(s) and create plan based on results
Discuss college requirements and options with student, family, and school counselor
Share and discuss disability documentation needed for college with student and family
Talk to student, family, and school counselor about applying for financial aid for college
Assist student to audit courses at UW System and Technical Colleges
Support student participation in Adult/Continuing Education and/or Community College Courses
Support the student to build skills for increased independence at home.
Create a list with the student and family of things the student can do at home (make a sandwich, set the table, load the dishwasher, cut the lawn, rake the leaves, etc.)
Support the student to become more independent at home chores based on assessment
Provide opportunities for student to learn about and practice being in the community (what to do at a restaurant, bank, grocery store, etc.)
Teach student communication skills (phone, e-mail, social media), including safety issues
Teach student about meal planning, healthy choices, grocery shopping, and storing food safely
Provide sex education and personal safety instruction
Figure out assistive technology needs for home
Teach student how to make medical appointments
Teach student about any medications she/he is taking
Teach student how to keep a calendar/schedule and manage time
Teach student money skills including setting up a home budget, opening a bank account, paying bills, filing taxes
Support student and family to explore places to live after graduation
Give the student and family a copy of “Now That You're 18" VA BAR Booklet and talk about what changes when the student turns 18 years of age
Talk about services needed by the student after high school to help with independence (recreational therapy, occupational therapy, physical therapy, speech therapy, orientation and mobility specialists, and vision/hearing supports, Alcohol and Other Drug Abuse Counseling, Mental Health Counseling)
Provide information to the student and family about adult long-term care services and the process to apply for these services
Support the student to build skills for increased independence in the community.
Figure out supports needed for student to be safe in the community
Teach safety skills based on assessment (street crossing, strangers, emergencies)
Teach student to use public transportation
Talk about and connect students with available community resources that match student interests (examples: libraries, museums, civic organizations, religious organizations, club sports, special interest clubs, fitness centers, volunteer opportunities etc.)
Support student involvement in community activities (sports, art work, volunteering)
Teach student about civic duties (Selective Service registration, voting, jury duty)
Provide support for student to get a driver’s license
Support student to get a state ID card with parent
Provide information, guidance, and experiences for the student to gain self-knowledge and skills to appropriately express needs and opinions.
Teach student the skills to speak up for her/himself at school, work, and in the community
Provide opportunities for student to choose and participate in general education classrooms, extracurricular activities, and community-based opportunities
Support student to learn to keep her/himself physically healthy
Support student to learn to keep her/himself mentally healthy
Teach student ways to stay calm and deal with anger and frustration (self-regulation)
Teach student how to talk about their disability and tell others about support needs
Provide opportunities for student to talk about strengths, challenges, and accommodation needs in school
Provide a learning styles inventory to identify preferred learning methods and review with student and family
Set-up peer mentoring opportunities as a means of self-advocacy skill development and practice
Provide opportunities for the student to run their own IEP/PTP meetings
Review and discuss strengths, challenges, and accommodation needs in community, college, and employment areas with student