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. 

Support for the student to learn about a variety of career options to make informed choices about current and future employment. 

1. Support students to explore career interests 

2. Determine student’s skills and strengths related to work 

3. Help student gather information about colleges and/or job training programs 

4. Give student information about the Division of Vocational Rehabilitation (DVR) 

5. Help student complete Division of Vocational Rehabilitation (DVR) application 

6. Help student with resume, job applications, cover letters (can include visual resume) 

7. Teach student interviewing skills 

8. Share career fair opportunities and support student to attend 

9. Give student information about adult services and the Aging and Disability Resource Center (ADRC) 

10. Help student apply for adult services 

11. Introduce student to people who work at employment support agencies 

12. Give student information about Work Incentive Benefits Counseling 

13. Teach student about disability disclosure and employment rights 

14. 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)   

15. Teach student soft skills (e.g. - hygiene, punctuality, attendance, interpersonal and communication skills, following directions, and problem-solving) 

16. Take student on tours of local businesses 

17. Take student for informational interviews and job shadows 

18. Provide information about apprenticeships through the Department of Workforce Development 

19. Provide information about level 1 and 2 youth apprenticeship certifications 

20. Help student apply for work experience

21. 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.

1.  Help student get involved in jobs at school (school store, library, office, cafeteria, coffee shop)

2.  Talk to student about how to discuss her/his disability with a boss 

3. 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) 

4. Assist student in finding a summer job (job development – may include customized employment) 

5. Support student to have an internship/youth apprenticeship (school year or summer) 

6. Assist student in finding a job during the school year (job development – may include customized employment) 

7. Provide systematic instruction to teach student to complete job tasks independently (job coaching) 

8. Figure out what assistive technology might help student at work 

9. Teach the student about money management (how to read a paycheck, taxes, and deductions from a paycheck, direct deposit, and budgeting) 

10. Review and discuss what makes a good employee and a bad employee with student 

11. 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. 

1. Review and discuss academic skills, strengths, and accommodations needed in college with student 

2. Review Section 504 of the Rehabilitation Act and Americans with Disability Act with student and family to help them prepare for college 

3. Set up student meeting with the school counselor to talk about college and job training options 

4. Plan with student for high school classes to reach her/his goals 

5. Work with student to figure out what assistive technology might be helpful for school 

6. Assist student with academic needs through resource room, homework help, tutoring, mentoring 

7. Plan student classes to match her/his goals (course of study) 

8. Provide opportunities for the student to take college level courses in high school and receive college credit 

9. Plan one or more college tours with student 

10. Support student with evaluations needed for a college application and accommodations 

11. Support student to apply for accommodations for the college entrance exams 

12. Provide student opportunities to practice taking the college entrance exams (ACT, Compass) 

13. Review student results of college entrance exam(s) and create plan based on results 

14. Discuss college requirements and options with student, family, and school counselor 

15. Share and discuss disability documentation needed for college with student and family 

16. Talk to student, family, and school counselor about applying for financial aid for college 

17. Assist student to audit courses at UW System and Technical Colleges 

18. Support student participation in Adult/Continuing Education and/or Community College Courses 

Support the student to build skills for increased independence at home. 

1. 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.) 

2. Support the student to become more independent at home chores based on assessment 

3. Provide opportunities for student to learn about and practice being in the community (what to do at a restaurant, bank, grocery store, etc.) 

4. Teach student communication skills (phone, e-mail, social media), including safety issues 

5. Teach student about meal planning, healthy choices, grocery shopping, and storing food safely 

6. Provide sex education and personal safety instruction 

7. Figure out assistive technology needs for home 

8. Teach student how to make medical appointments 

9. Teach student about any medications she/he is taking 

10. Teach student how to keep a calendar/schedule and manage time 

11. Teach student money skills including setting up a home budget, opening a bank account, paying bills, filing taxes 

12. Support student and family to explore places to live after graduation 

13. 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 

14. 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) 

15. 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. 

1. Figure out supports needed for student to be safe in the community 

2. Teach safety skills based on assessment (street crossing, strangers, emergencies) 

3. Teach student to use public transportation 

4. 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.) 

5. Support student involvement in community activities (sports, art work, volunteering) 

6. Teach student about civic duties (Selective Service registration, voting, jury duty) 

7. Provide support for student to get a driver’s license 

8. 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. 

1. Teach student the skills to speak up for her/himself at school, work, and in the community 

2. Provide opportunities for student to choose and participate in general education classrooms, extracurricular activities, and community-based opportunities 

3. Support student to learn to keep her/himself physically healthy 

4. Support student to learn to keep her/himself mentally healthy 

5. Teach student ways to stay calm and deal with anger and frustration (self-regulation) 

6. Teach student how to talk about their disability and tell others about support needs 

7. Provide opportunities for student to talk about strengths, challenges, and accommodation needs in school 

8. Provide a learning styles inventory to identify preferred learning methods and review with student and family 

9. Set-up peer mentoring opportunities as a means of self-advocacy skill development and practice 

10. Provide opportunities for the student to run their own IEP/PTP meetings 

11. Review and discuss strengths, challenges, and accommodation needs in community, college, and employment areas with student