Understanding Transition Activities/Services in the IEP
Understanding Transition Activities/Services in the IEP
Unlike some areas of special education, neither state nor federal legislation has issued a single, step-by-step guide for determining transition services that are appropriate. Instead, the process relies on thorough evaluation using a combination of measures, such as:
Observations and anecdotal information,
Standardized testing,
Performance-based assessments, and
Transition assessments.
These evaluations focused on transition areas (postsecondary employment, postsecondary education, postsecondary training, adult services, independent living, and community participation) are the basis of which to create valid activities.
The Law Says...
The Law Says...
Under IDEA regulations, “the coordinated set of activities must…include instruction, community experiences, and the development of employment and other adult living objectives” [Section 300.29(b)]. However, the law also recognizes that students vary greatly in disability type, severity, personality, abilities, cultural values, and interests. This means:
Transition services must be individualized.
The IEP team may decide that a service is not needed in one or more areas—if the reason is documented in the IEP.
These decisions must be reviewed at least annually [Section 300.346, Note 2].
Example:
A student planning to attend a local university may only need objectives related to the application process and disability accommodations. If community-based experiences are unnecessary, the IEP must state this and explain why. A clear and professional way to explain why a community-based experience might not be needed is to link the decision directly to the student’s goals, current skill set, and readiness should be included.
Here’s an example statement for an IEP:
The IEP team has determined that a community-based experience is not required at this time because the student’s postsecondary goal is to attend a local university, and they have demonstrated the ability to navigate the campus and community independently. Current transition objectives focus on completing the university application process, securing financial aid, and identifying/requesting disability accommodations. These activities align with the student’s needs and will prepare them for their identified postsecondary environment.
Other justifications might include:
Skills already mastered (e.g., independent travel, social interaction in community settings)
No direct relevance to the student’s chosen postsecondary path
Focus on higher-priority skills needed before graduation
Time-limited school years where services are prioritized to meet immediate postsecondary readiness goals
For each area an activity/service is not offered for the student, it is important that it is addressed with a justification. You can also share through the "priority" election, that the student will revisit this area upon the next annual review.
What is a coordinated set of activities for transition plans?
The coordinated set of activities focus on academic and functional achievement to facilitate movement from school to post-school life.
These activities/services are directly related to the MPGs and the needs of the student in the acquisition of knowledge and skills that will facilitate the movement toward achievement of those postsecondary goals.
Areas to be considered for activities include:
Instruction (beyond the standard curriculum)
Community Experiences-includes community agencies and the world around us socializing.
Related Services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education and includes speech-language pathology and audiology services; interpreting services; psychological services; physical and occupational therapy; recreation, including therapeutic recreation; early identification and assessment of disabilities in children; counseling services, including rehabilitation counseling; orientation and mobility services; and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services; social work services in schools; and parent counseling and training. Related services do not include a medical device that is surgically implanted including cochlear implants, the optimization of device functioning (e.g., mapping), maintenance of the device, or the replacement of that device. The list of related services is not exhaustive and may include other developmental, corrective, or supportive services (such as artistic and cultural programs, and art, music and dance therapy), if they are required to assist a child with a disability to benefit from special education. (§ 22.1-213 of the Code of Virginia; 34 CFR 300.34(a) and (b))
Employment skill building- includes the 21 work readiness skills
Adult Living- those things exclusive to adulting such as getting a drivers license, registrating to vote,
Daily Living Skills-those things done daily such as travel, hygiene, meal prep, shopping, medication, exercise,
Functional Vocational Evaluation
Activities are not required for ALL areas, but must be considered by the IEP team and documented in the IEP if . Hampton requires at least two quality activities supporting each MPG based on student need.
Key Questions to Ask During Transition Planning
Key Questions to Ask During Transition Planning
What competencies and knowledge does the student need to successfully move into adult life (employment, education, training, independent living, community participation, etc.)?
What skills and knowledge does the student currently have in each area?
What gaps remain, and will a functional evaluation help determine the student’s current skill level?
The answers guide the IEP team in selecting appropriate transition services and creating a plan that targets the areas where the student most needs to build skills or knowledge.
Planning with the Future in Mind: Who is driving the bus?
Planning with the Future in Mind: Who is driving the bus?
Transition planning must look several years ahead and ask:
How many years of public school remain?
Where is the student now, and where do they need to be by graduation?
What services are needed this year and in each remaining year?
Skills should be developed in a progressive continuum—each year building on the last. While IDEA does not require annual goals or short-term objectives for transition services, using them is a best practice. Goals and objectives make it easier for everyone—schools, families, and students—to track progress and stay focused on the destination: a successful life after high school.
So who is driving the bus? The IEP Team with the Student driving the bus with a lot of back seat drivers, like you! The activities and services offered are led by the student, the school, or the family. Community Agencies are typically involved as well as local business partners. Best practice is to sit down as a team early, and create a plan of what needs to be done to successfully graduate the portrait of a Hampton City School graduate and the roles of the members on the team.
Below are examples of ways a student can demonstrate self-determination, along with actions the school or family can take to support the student in achieving their desired postsecondary goals.
Student Driven Examples
Student Driven Examples
Employment:
Meet with the school counselor to ensure you are on track for meeting graduation requirements
Identify a career pathway in one area of interest
Identify the skills needed for the career pathway and how to gain those skills
Participate in virtual job shadowing through Pathfuls.
Participate in mock interviews and/or job fairs
Complete informational interview with a business partner related to career interest
Research colleges/universities to identify which schools have the program of study that aligns with your interests
Connect with at least two potential employers to discuss employment options now and after graduation based on course of study
Complete a job application
Discuss summer plans with your case manager, DARS counselor, and/or career counselor
Request accommodations in the worksite as needed
Ensure three references are ready for job applications by determining who to ask; contacting them to ask if you can use them; obtaining contact information (name, address, phone, email)
Education:
Complete tours of colleges or training programs, either in-person or virtual
Visit or contact the disability support office to discuss accommodations and AT options at your school of choice
Complete college applications (with assistance from school staff, if needed)
Ask counselor for support in how to complete the FAFSA form and save documentation for future use
Review financial aid video and explore work-study and campus job opportunities
Ask case manager how to upload documents into selected college’s student information system
Request accommodations in school as needed
Update resume and cover letter to include SOS experience, SOS references, industry credentials, etc.
Connect with DARS by completing all required DARS paperwork, and email or call a DARS representative for adult services
Add any new documents you have created to portfolio (reference list, important contacts)
Add information from worksite supervisors, job coaches, or work evaluations to portfolio
Training:
Identify ways to continue building career skills after high school (on-the-job; online; Workforce Development Center; Wilson Workforce Center; etc.)
Work toward an industry certification or credential in CTE class
Request accommodations while in training
All WorkBased Readiness Skill Practice
Independent living:
Identify the skills needed to live independently (transportation, financial management, decision-making, and healthy relationships)
Develop a personal budget
Establish a personal email account
Establish a reminder routine to check emails daily for updates from your college of choice or employer
Explore how to obtain a driver’s license
Identify transportation options
Demonstrate safe use of public transportation and ride-sharing
Identify ways to be involved in and contribute to the community (new friendships; recreational, civic, and religious activities)
Demonstrate an understanding of how to make doctor appointments and fill prescriptions
Show how to use a cellphone for independence (calendar, maps, email, calls)
Confirm that all documentation related to your disability and accommodations is up to date
Discuss your Summary of Performance with your case manager
Create a contact list of people you may need to keep in touch with long-term
Created a transition portfolio that contains the latest IEP, documentation of disability, DARS contact information, information for technology supports, resume, references, HS transcript
Add updated documents related to your disability (IEP, evaluations, Summary of Performance)
School/Family Driven Examples
School/Family Driven Examples
These are activities that teachers and families can do to promote any postsecondary goal. They can be integrated into classes, simulated real-world scenarios, and/or by involving students in goal-setting to build confidence and competence:
Teach problem-solving skills. Developing the ability to think critically and solve complex problems is essential for success in the workplace. Encourage your students to think outside the box and use creative solutions to tackle difficult problems.
Implement career exploration activities. Introduce students to different career paths and help them explore their interests and passions. Talk to them about the benefits and drawbacks of each field and provide advice on how to pursue a career.
Encourage collaboration. In the future, working in teams and collaborating with others will be essential. Teach your students how to work well with others and develop their interpersonal skills.
Leverage technology. Technology is revolutionizing the workplace and it’s important that students learn to use technology effectively. Encourage your students to become familiar with different software and digital tools.
Practice communication. Effective communication is a key skill for the workplace. Teach your students how to communicate ideas and opinions clearly and concisely.
Foster a growth mindset. Empower your students to believe in themselves and develop a growth mindset. Encourage them to challenge themselves and look for opportunities to learn and grow.
Develop self-awareness. Help your students understand their strengths and weaknesses. Teach them how to recognize their emotions and how to manage them effectively.
Introduce them to the world of work. Take your students on field trips or invite guest speakers to your classroom to give them an insight into the world of work.
Prepare them for interviews. Help your students prepare for job interviews by role-playing different scenarios and teaching them how to answer common questions.
Promote financial literacy. Teach your students the basics of financial literacy and how to manage their finances.
22 Lessons for Work Readiness can be found HERE on the CTE website!
Does the special education teacher/case manager has to be available whenever the activity is taking place?
The process of developing appropriate transition activities is an IEP TEAM effort.
The transition activities are not restricted to school hours or days, so the student and parents (as appropriate) must be involved in the selection and planning to ensure the activity can be completed.
Activities should be identified and state who will complete what and who will support what
Some activities will require the teacher to complete for the student to benefit: Identify the LEA as support.
Ultimately, the LEA is responsible for all activities/services listed in the IEP; therefore, ensure the communicated activity is written from a supportive view at all times. HCS cannot guarantee that a student will acquire a driver's license or a certification. But we can share the information, offer support, and connect the student/family with the additional support and/or services they may need to be successful. If a parent or student will be responsible to oversee and complete the activity, write it in a way that demonstrates the school is supporting the activity as appropriate.
Important Consideration! Service Minutes
Remember: If a student is engaged in any WBL opportunities that takes them out of academic classes. You may need to reconvene with the IEP team to consider a reduction in service minutes while a student is out of class and missing time designed for SDI.
Generalized Transition Activity Suggestions:
Generalized Transition Activity Suggestions:
The template below is meant to give you a starting point for planning coordinated services. It is based on grade level, tied to each student’s course of study and Academy pathway. It’s just a guide—make sure to adjust it for your student’s actual grade, their IEP start date, and their individual needs.
**If a student’s annual IEP starts mid-year or toward the end of the school year, shift the activities so they make sense for their current timeline.
8th Grade:
8th Grade:
Employment
Take initial vocational assessments to create a baseline for strengths, preferences, interests and needs
Verbalize individualized SPIN
Explore/Research various careers of interest based on SPIN
Explore the academies/pathways associated with SPIN
Visit the Academies of Hampton of your choice
Education
Assess learning style
identify academic goals for high school and course selection based on interest
Discuss with counselor high school courses based on interest
Complete and turn-in class/homework on-time
Identify stress and anxiety triggers and practice management
Training
Practice task completion
Follow directions
Ask for support when needed
Independent Living
Maintain personal hygiene routines (showering, brushing teeth, grooming)
Understand and follow public behavior expectations (waiting in line, asking for help)
Identify unsafe situations and respond appropriately
Set alarms as reminders
Develop and implement strategies to increase responsibilities and independence at home.
Self-Determination
Complete self-awareness assessment
Learning about disability/IEP introduction
Discuss academic, social, language/communication, occupational, self-help skills, and self-advocacy skills with case manager in building first transition IEP.
Social Skills
Engage in group projects emphasizing teamwork
Engage in family game night and social events
Identify Social-Coping Skills
Identify positive and negative relationship characteristics
Additional 8th Grade Activities
Additional 8th Grade Activities
All postsecondary transition services should specifically identify the specialized instruction, activities, and/or experiences that will be provided this annual IEP year.
Employment
• Explore general interest inventory (Positive Personal Profile)
• Support in exploring careers of interest (online or in person)
• Complete a career interest inventory
• Talk with an employee in a business of interest
• Talk with an employer about their business (informational interview)
• Enroll in Pre-employment Transition Services (Pre-ETS) (Identify specific Pre-ETS service)
• Watch career videos & identify interests
Education
• Complete a learning styles inventory and coach student to explain their learning style
• Complete and analyze results from an executive functioning checklist
• Complete a study skills inventory and choose technique to practice
• Instruction in study skills strategies (identify specific strategy)
• Instruction in organizational skills (identify specific skill)
• Instruction in disability awareness and accommodation/modification needs
• Explore the Career and Technical Education (CTE) pathways available in high school
• Explore university/college campus requirements
• Instruction in leading their own IEP meetings
Training
Independent Living Skills
• Tour the city library and complete library card application
• Instruction in street crossing
• Participate in service-learning activities
• Teach cell phone skills
• Practice memorizing personal contact information
• Practice memorizing emergency contact information
• Instruction on how to operate household appliances
• Instruction in use of visual schedule to complete tasks and activities independently
• Instruction in telling time on analog and/or digital clock
• Instruction in daily hygiene skills
• Instruction and practice carrying and using emergency card
• Instruction and practice in ordering meals independently at restaurants
Pre-ETS Activities:
Pre-ETS Activities:
In-class and after school Pathways Work Readiness, Job Exploration Counseling, and Instruction in Self Advocacy
Consider: WWRC Virtual PERT Referral!
Generalized Transition Activities/ 9th Grade:
Generalized Transition Activities/ 9th Grade:
Employment
Complete Pathful Baseline Assessment battery: Skills, Interest, and Values Assessment
Triangulate assessments to identify Skills, Preferences, Interests, and Needs (SPIN)
Attend My Future, My Journey and reflect on experience
Connect SPIN to career research : Identify 2-3 careers of interest (OOH)
Research careers and identify Education and Training required for attainment and rate the likelihood of accomplishing goal.
Identify areas in need of growth for activities for Employment MPG (based on O*Net Characterization and Job Description)
Practice and monitor areas needed for growth based on future workplace expectations while in school: i.e. punctuality, attire, communication
Select an academy based on career interest
Education
Develop a ten-year plan that includes postsecondary education expectations
Commit to graduating and hold self accountable with perfect attendance
Review course of study in relationship to PSG, adjust as needed in relationship to career interest
Investigate how to calculate GPA and graduation requirements
Explore community postsecondary education options in the area
Engage in activities that emphasize time management, prioritizing, creating a schedule, organization, and note-taking skills
Identify areas of support needed and explore assistive technology options
Recognize the consequences for not not being dedicated to your studies- Commit to Graduation- estimate current GPA, compared to desired GPA and calculate the amount of time/courses needed to raise the grade.
Community Experiences
Send Pre-ETS referral home, if appropriate.
If appropriate, Obtain parental consent so that the appropriate adult agency representative can be invited to the annual IEP
If appropriate, Meet with Pre-Ets Counselor
Create a Google Community Map
Volunteer in the community building work readiness skills.
Training
Introduction to Workplace Readiness Skills: personal assessment on level of attainment
Participate in work readiness training such as the Pre-Ets/PAES/ MECA Lab
Practice Time Management- ensure always on time for classes
Practice accepting criticism- reflect on teacher comments, written and verbal with case manager to create corrective actions and discovering one's growth
Practice managing stress: know the signs, practice in the moment stress busters (breathing, counting, etc.), build long-term resilience by thing such as exercising, setting realistic expectations, setting a firm bedtime, etc, and know when to get support.
Practice reframing thinking: Is it in your control--if no, let it go. Replace “I have to” with “I choose to” and Break big tasks into small, manageable steps
Independent Living
Memorize personal information including address, emergency contact numbers, and social security number
Identify appropriate behavior between differnt types of relationships: strangers, acquaintances, friends, best friends, teachers, family, work circles, crushes...
Create a personal budget using sample income and expenses
Research local housing options (apartments, shared housing) and estimate monthly costs
Successfully manage an agenda for assignments, appointments, and personal schedule.
Set personal short-term goals and self-monitor progress
Self-Determination
Using Im Determined Student Rubric for IEP Participation, complete at least one level.
Identify given accommodations and explain how they help support you in accessing the curriculum.
Develop self-management routines
Developed personal elevator speech
Introduce self and interest at the IEP Meeting
Attend your IEP meeting and advocate for the classes you need that will set you up for your postsecondary goals
Develop a graduation credit plan
Explore/visit postsecondary school options
Understand which areas you need for support – explore the use of assistive technology
Understand actions and consequences as they relate to postsecondary education
Social Skills
Role-playing Appropriate Workplace Interactions, Stress Management, and Social-Coping Skills
Additional 9th Grade Activities
Additional 9th Grade Activities
All postsecondary transition services should specifically identify the specialized instruction, activities, and/or experiences that will be provided this annual IEP year.
Employment
• Instruction in job applications and interview skills
• Participate in a work readiness training through Vocational Rehabilitation (VR or Pre-ETS)
• Participate in a community-based work experience
• Participate in a school-based work experience such as coffee shop, school store, library, science lab, office runner, teacher assistant
• Enroll in Pre-employment Transition Services (Pre-ETS) (identify specific Pre-ETS service)
Education/Training
• Support the student to lead their postsecondary transition IEP meeting
• Support the student in using the Transition Elevated Planning App to prepare for their postsecondary transition IEP
• Support in completing an executive functioning assessment and setting goals
• Instruction in researching college majors and entrance requirements
• Instruction in analyzing student success skills through a self-assessment
• Plan out a CTE pathway of interest with school counselor
Independent Living Skills
• Instruction in budgeting skills
• Instruction and practice in self-advocacy skills
• Support with independent daily hygiene skills
• Instruction and practice in obtaining a learner’s permit
• Participate in community-based instruction to practice purchasing
• Support completing application to VR
• Participate in chores or household responsibilities
10th Grade
Generalized Transition Activities:
Generalized Transition Activities:
Employment
Review and Update Transition Plan based on new assessments
Define work readiness skills and transferable skills
Engage with Academy guest speakers by asking at lease one relevant question after the presentations.
Attend work readiness training/pathway class/club either before school or during class (Applied Only)
Have instructors ask open ended questions to engage student in critical thinking and communication skills.
Offer Role-playing opportunities to develop appropriate ways to respond to various work place scenarios.
Ask family to support ensuring you have all employment documents: social security card, birth certificate, and a state ID.
Refer to DARS for a WBLE to explore possible interest
Explore opportunities for community involvement and volunteer work
Volunteer to gain transferable work skills
Create or update electronic portfolio and resume
Attend Academies of Hampton BizTalks
Education
Explore postsecondary options as they align with postsecondary goal
Compare options based on size, cost, programs offered, location, student services, transporation access, etc.
Meet with counselor/case manager to review Transcript
Share how the accommodations offered in the IEP support you academically and start identifying support that may be needed in college
Create a list of prerequisites needed for admittance and compare them to current status: Make a plan to obtain to obtain prerequisites
Prepare for the PSAT/sign up...
Investigate scholarship opportunities and funding sources (if applies)
Practice note taking techniques and study techniques
Training
Complete Executive Functioning Assessment: Based on results develop a plan to increase skill(s)
Compare different training options and identify how individual strengths and preferences will support success
Start a journal with thoughtful reflections to grow from experiences
Independent Living
Increase responsibilities and independence in the home (chores, laundry, cooking, shopping)
Interview family about household management and decisions made for living
Create a short-term goal for healthy eating and/or appropriate exercise for a healthy lifestyle.
Create a Community Google Map that labels doctors offices and local business frequented in the community
Identify various transportation options in the community
Practice DMV app to prepare to obtain a drivers license: Refer student to WWRC for a driving assessment if needed.
Self-Determination
Practicing self-advocacy by asking for help when needed: Role-play with case manager if uncomfortable
Decide how to share your voice during the IEP meeting even more by sharing post-secondary goals and activities
Identify the nine characteristics in self determination and rank yourself in each area.
Explore the I'm Determined Conference, maybe register!
Allow one-on-one to fade off
Social Skills
Role-play conflict resolution scenarios
Practice social awareness.
Request opportunity to attend a PEERS class with DARS- 16 week 1x/week virtual.
Additional 10th Grade Activities
Additional 10th Grade Activities
All postsecondary transition services should specifically identify the specialized instruction, activities, and/or experiences that will be provided this annual IEP year.
Employment
• Participate in mock interviews to prepare for employment
• Support with obtaining a part-time paid job
• Participate in paid/unpaid internship/work experience/work-based learning (CTE)
• Help student connect with a Career and Technical Student Organization (CTSO)
• Enroll in Pre-Employment Transition Services (Pre-ETS) (Identify specific Pre-ETS service)
• Support with a mock interview with employer
• Instruction in exploring career pathways in the student’s area of interest
• Instruction in resume writing
• Develop an employment portfolio (electronic and/or hardcopy) highlighting the student’s employment strengths, experiences, and interests
Education/Training
• Support the student to lead their own postsecondary transition IEP meeting
• Support the student in using the Transition Elevated Planning App to prepare for their postsecondary transition IEP
• Support in creating a file for researching specific college majors and entrance requirements
• Support to complete ACT/SAT preparation/accommodations
• Support in exploring Advanced Placement (AP) and Concurrent Enrollment (CE) course options
• Tour postsecondary programs aligned with student’s interests
Independent Living Skills
• Instruction in available independent living support for the future
• Instruction on how to obtain a driver's license or state identification card
• Instruction in registering with selective services (males)
• Instruction in and practice with advocating for accommodations in class and/or workplace
• Instruction in using the public transit system
• Support in opening a bank account
• Instruction in online banking
• Instruction in the use of a debit card and tracking expenses
• Instruction in the use of an alarm clock
• Support with independent meal preparation
• Instruction in doing their own laundry
Pre-ETS Activities:
Pre-ETS Activities:
In-class /After school Pathful or Work Readiness/WBLE Experience/ WE Experience/ PERT Assessment/ PEERS Communication, Counseling on Educational and Training Options, Instruction and Self Advocacy
Consider: Referral to Start on Success Program.
WWRC Specialized Employment Assessment/Certification Camps, ie National Retail Federation Certification Week.
Generalized Transition Activities:
Generalized Transition Activities:
Employment
Participate in Academy Job Shadow event
Create/ Update a resume/application
Look and apply for an Internship, Volunteer, or a part-time job:
Create a resume/application
Identify challenges and options to remove such challenges
Education
Attend a college tour, vocational school visit, or visit an appropriate continued adult learning center
Training
Participating in mock interviews: Consider a mentor in your field of interest
Independent Living
Investigate meal planning and create a grocery shopping list: identify and collect important adult documents ( State Picture ID, Birth Certificate, and Social security Card); Memorize SS number, Participate in Travel Training, Create a budget, Build independent skills of challenging self and being self-motivated
Self-Determination
Evaluating progress on the 10-year plan, update as needed. Present findings at IEP meeting, I'm Determined Conference, PYCouncil
Social Skills
Attend a club meeting or community meeting of interest, focus on building professional relationships and practice networking skills (and how it varies to personal relationships)
Update transition assessment and refine post-secondary goals based on progress and evolving interests.
Engage in more advanced work-based learning experiences (e.g., internships, paid employment, apprenticeships).
Develop independent living skills (e.g., budgeting, transportation, self-care).
Explore financial aid and scholarship options for post-secondary education
Investigate Social Security Income effects on employment and turning 18.
Take practice entrance exams for post-secondary education goals
Gather employment materials (state ID, birth certificate, social security card).
Identify community resources to support independence and belonging.
Take the college entrance exam
Increase academic success
Complete college applications
Participate in a college prep program
Contact disability services office(s) at potential colleges to determine needed documentation and available supports
Continue IEP involvement – practice advocating for your accommodations and make sure your needs are met
Additional 11th Grade Activities
Additional 11th Grade Activities
All postsecondary transition services should specifically identify the specialized instruction, activities, and/or experiences that will be provided this annual IEP year.
Employment
• Support in exploring ROTC programs/military careers/meet recruiters
• Instruction in steps to prepare for the Armed Services Vocational Aptitude Battery test (ASVAB)
• Support with obtaining a paid part-time job in a preferred career field
• Instruction in preparation for informational interview in preferred career field
• Support in contacting student’s VR counselor to develop individual plan for employment (IPE)
• Instruction in labor market and potential job growth careers
• Enroll in Pre-Employment Transition Services (Pre-ETS) (Identify specific Pre-ETS service)
• Instruction in applying for Department of Workforce Development Services (DWS)
• Support in applying for an internship in career area of interest (CTE, Pre-ETS, DWS)
Education/Training
• Support in exploring the steps to admission requirements for technical college
• Support in arranging visits to college campuses to meet with disability services
• Complete college readiness skills assessment
• Support the student in independently using the Transition Elevated Planning App to prepare for their postsecondary transition IEP
• Support student to independently lead their own postsecondary transition IEP meeting
• Support in exploring college programs for students with Intellectual and Developmental Disabilities (I/DD)
Independent Living Skills
• Learn to make grocery lists and purchase groceries
• Instruction in following a recipe including understanding of measurements
• Assist student with using a stove, kitchen knives, and oven independently
• Assist student in obtaining Paratransit pass and support student in riding
• Support student in researching and enrolling in community recreational programs
• Learn next dollar strategy to make purchases independently
• Instruction in and practice with using apps that will assist in organization, transportation, etc.
• Support student in exploring if medical providers must change at 18 and research options
• Support student in learning about medications and taking medications independently
• Instruction in independent mobility in the community
Pre-ETS Activities:
Pre-ETS Activities:
In-class Pre-ETS Work Readiness/WBLE Experience/ WE Experience/ PERT Assessment/ PEERS Communication, Counseling on Educational and Training Options, Instruction and Self Advocacy, Discussion of VR Services
Consider: Referral to DARS Adult Services, WWRC, and postsecondary support.
For Applied Studies: Referral to Project SEARCH
Generalized Transition Activities:
Generalized Transition Activities:
Employment
Internship, Connect with employment agencies
Education
Completing college or vocational school applications, complete FAFSA
Training
Investigate specialized training in selected career pathway
Independent Living
Review housing options, Review Turning 18, and Identify opportunities within the community to get involved
Self-Determination
Advocating for personal needs in IEP meetings, I'm Determined Conference, PYCouncil
Social Skills
Networking and relationship-building
Finalize post-secondary goals and develop a transition plan beyond high school.
Complete graduation requirements and obtain necessary credentials or certifications.
Apply for post-secondary education or training programs, if applicable.
Access transition services and supports to facilitate a smooth transition to post-school life.
Develop a plan for ongoing support and monitoring of post-school outcomes after graduation.
Contact community resources to support independence and belonging.
Continue IEP involvement – know the supports you need, how to advocate for them, and the language that is needed to maintain those supports in your postsecondary environmentFinalize postsecondary education/training plan, including documentation
Understand and use the Summary of the Performance
Coordinate services and support with disability services office(s)
Meet with instructional staff regarding needed accommodations and supports
Additional 12th Grade Activities
Additional 12th Grade Activities
All postsecondary transition services should specifically identify the specialized instruction, activities, and or experiences that will be provided this annual IEP year.
Employment
• Instruction in how and when to communicate with your employer
• Instruction in professional writing (cover letters, emails)
• Support with researching, interviewing, and evaluating employment providers
• Support student in completing job applications
• Instruction in independent work-related problem-solving skills
• Support in researching online job openings
• Enroll in Pre-employment Transition Services (Pre-ETS) (Identify specific Pre-ETS service)
Education/Training
• Support the student in independently using the Transition Elevated Planning App to prepare for their postsecondary transition IEP
• Assist student with completing & submitting applications to postsecondary institutions
• Support in research and apply for college scholarships
• Assist in contacting disability services at postsecondary institutions to apply for services
• Instruction in disability and accommodation laws(504/ADA)
• Assist student with registering for a community adult class
• Assist student in meeting with a Job Corps counselor
• Instruction in adult social skills
• Support with completing FAFSA
• Support with research apprenticeship opportunities for certification in a career of interest (CTE/Technical college)
Independent Living Skills
• Practice requesting accommodations with current teachers
• Assist with registering to vote
• Assist with obtaining a public transportation pass
• Assist student in learning about and explore housing options
• Support student in making their own doctor's appointments
• Support with developing their own weekly/daily schedules
Pre-ETS Activities:
Pre-ETS Activities:
In-class Pre-ETS Work Readiness/WBLE Experience/ WE Experience/ PERT Assessment/ PEERS Communication, Instruction and Self Advocacy, Consideration of VR Services
Generalized Transition Activities:
Generalized Transition Activities:
Employment
Job coaching and placement services
Education
Enroll in community college or continuing education classes
Training
On-the-job training programs: Practice reflective learning and accepting constructive criticism
Independent Living
Access housing and transportation resources; apply to paratransit or travel training; Apply for VR services; build a community map.
Self-Determination
Creating personal development plans: identifying needs and support team, run IEP meeting and speak to skills, interest preferences, and needs and how they have directed your postsecondary goals, I'm Determined Conference, PYCouncil
Social Skills
Join a community or social group
Monitor progress towards post-secondary goals and adjust plans as needed.
Access community resources and support services to facilitate successful transition to adult life.
Pursue post-secondary education, vocational training, employment, or other meaningful activities aligned with post-secondary goals.
Maintain communication with school, family, and community stakeholders to provide updates on progress and seek additional support if needed.
Continuing Student Support:
Some additional considerations to add to the timeline for more significant disabilities may include:
➕Healthcare Transition: transitioning to an adult healthcare provider, including discussions about managing healthcare needs independently, transferring medical records, and accessing community healthcare resources.
Legal Considerations: Legal considerations relevant to adulthood, such as guardianship, powers of attorney, and rights under the Americans with Disabilities Act (ADA) might need to be considered. Learning how to navigate these legal processes can help ensure students' rights and autonomy are protected as they transition to adulthood.
Social and Emotional Support: Addressing social and emotional well-being during the transition process, including strategies for building self-confidence, coping with stress, and accessing mental health support services may also provide transition support.
Assessment and Use of Assisted Technology
Additional 13+ Grade Activities
Additional 13+ Grade Activities
All postsecondary transition services should specifically identify the specialized instruction, activities, and or experiences that will be provided this annual IEP year. Consider examples of postsecondary transition services listed earlier based on updated transition assessment information.
Employment
• Assist student with attending job fair
• Support with maintaining VR counselor appointments
• Assist student with using visual schedule to complete work tasks
• Support with researching and interviewing adult service providers
• Enroll in Pre-Employment Transition Services (Pre-ETS) (Identify specific Pre-ETS service)
• Support in updating student’s resume (traditional or video)
• Instruction in developing an employment portfolio (electronic and/or hardcopy) highlighting student’s employment strengths and interests
• Support with meeting with a benefits planner to learn how work affects their benefits
• Support with exploring Medicaid work incentives
*Employment-related Personal Assistance Services (EPAS)
• Support in creating a Positive Personal Profile for use with employment specialist
Education/Training
• Instruction and practice in accommodation needs and requesting accommodations
• Assist in touring local college/Applied Technology Colleges (ATC)
• Assist in enrolling in certificate programs to learn career-specific skills (i.e., cosmetology, Microsoft Word, medical coding, etc.)
• Assist in exploring college programs for students with disabilities (Aggies Elevated, Wolverines Elevated)
• Support in exploring on the job training options
• Contact colleges/technical schools about auditing courses
• Assist with enrolling in Utah Independent Living Center classes
Independent Living Skills
• Support in scheduling and keeping appointments independently (rescheduling appointments as needed)
• Support keeping track of replenishable household items (adding to shopping list before things run out)
• Support with following a morning schedule independently
• Support with following laundry schedule independently
• Support with checking mail and email daily
• Support with making phone inquiries independently
• Support with independently keeping track of important family member events
• Support with renewing transit pass
• Support with paying bills online
Community Resources Connections
• Community Mental Health Center
• Vocational Rehabilitation Services
• Pre-Employment Transition Services (Pre-ETS)
• Department of Workforce Services (DWS)
• Disability Services at higher education institutions in Utah
• Division of Services for People with Disabilities (DSPD)
• Housing Assistance Program
• Independent Living Center
• Social Security Agency
• Supplemental Nutrition Assistance Program (SNAP)
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Work-Readiness
Career Exploration
College Supports
Independent Living/ CBI
Work-Based Learning Exploration- Job Shadow/ College Tours
Internships
Education for Employment
Start on Success
PERT/ WWRC
Project SEARCH
Future of Work
Travel Training
Volunteer/ Job Coach
School Entrepreneurship
Apprenticeships
Adult Education
SSA
Waivers
Guardianship/ Advanced Directives
Financial Future
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