Embedded Files
Must be services/activities that will help the student obtain their measurable post secondary goals after graduation
Must be services/activities that will help the student obtain their measurable post secondary goals after graduation
Be specific and measurable
Be specific and measurable
Are the skills going addressed in the classes they are taking? This can be general education courses as well as special education courses. If the skills being addressed in their classes align with the student’s identified needs, those courses and skills can be listed in the area of transition services.
Are the skills going addressed in the classes they are taking? This can be general education courses as well as special education courses. If the skills being addressed in their classes align with the student’s identified needs, those courses and skills can be listed in the area of transition services.
What skills will they gain from? (Use Course Registration Guide Description or talk to the teachers)
What skills will they gain from? (Use Course Registration Guide Description or talk to the teachers)
- Family and Consumer Sciences
- Car Care
- Foods and Nutrition
- Personal Finance
Transition services/activities must be completed within the 1 year timeframe of the IEP
Transition services/activities must be completed within the 1 year timeframe of the IEP
Transition services/activities must be updated annually
Transition services/activities must be updated annually
Case managers should track that the transition services listed in the IEP have been completed. You can document the completion through the use of the Transition Tracker or by listing the completed transition services in the PLAAFP on the annual IEP.
Case managers should track that the transition services listed in the IEP have been completed. You can document the completion through the use of the Transition Tracker or by listing the completed transition services in the PLAAFP on the annual IEP.
Agency Providing the Service on the IEP
Agency Providing the Service on the IEP
- When determining the transition services, the IEP team should discuss which agency will provide the services listed
- An agency can’t be expected to support the transition service/activity listed if they are unaware that they are listed on the IEP
Ultimately the District is responsible for the student completing the transition services (activities)
Agency Responsible may include:
- ISD 624 (Gen Ed or Special Ed)
- Student
- Parents
- Vocational Rehabilitation
- County Case Manager (or PCA)
- Other Outside agencies
Examples of Transition Services:
Examples of Transition Services:
Instruction:
Instruction:
Look at the student's schedule and then refer to the registration guide to see what skills will be addressed. Include the skills that are idenified as needs to the student.
Participate in the course Living on Your Own/Consumer Economics to gain instruction in: goal setting, career exploration, using credit and credit cards responsibly, keeping financial records, completing a résumé and cover letter
Participate in the Study Skills course to gain instruction in study skills including: Marking the text, Cornell notes, Anticipation Guides and KWL Charts, and exploring the use of organizational tools
Participate in the course Career Investigation to gain instruction in how to find and apply for a job, complete a resume and cover letter, complete a career assessment, understand the college application process and gain insight from listening to guest speakers
Participate in (List the 916 Career and Technical College or PSEO course) and add the skills the student will gain
Related Services:
Related Services:
Meet with School Counselor to complete college and career readiness activities in Naviance
Meet with School Counselor to: List skills they support student with
Meet with Vocational Rehabilitation Counselor to X
STUDENT is supported by County Case Management: (List County)
STUDENT receives support from a Personal Care Assistant (PCA): (List the skills the PCA works on)
Meet with School Social Worker to learn about (i.e. disability benefits)
Meet with the School Psychologist to (i.e. discuss coping strategies)
Other outside agencies
Note: Do not include outside Mental Health therapists or family therapist in the transition services/activities. If the student is seeing someone to support their mental health, that information can be include that in the PLAAFP, as appropriate.
Community Participation:
Community Participation:
*Must physically take place in the community
Participate in a job tour
Complete a college visit
Participate in activities in the community with family (movies, shopping, sporting events)
Practice Metro Mobility, City bus, Public Transportation Rideshare (Uber/Lyft)
Participate in work-based learning in the community
Special Olympics
Employment & Other Post-School Adult Living Objectives:
Employment & Other Post-School Adult Living Objectives:
Complete employment paperwork: resume, cover letter and thank you note
Obtain a letter of recommendation
Complete a job application
Complete an informational interview
Complete a mock interview
Obtain MN ID
Health Insurance
Explore what you need to open a checking or savings account
Explore steps to getting a driver’s license
Improve technology skills: (List specifics that will be addressed)
Fill out a rental application
Complete a W-4
Make an appointment
Participate in the course Family and Consumer Science to practice job application, resume and job interview.
Request a financial aid packet
Study for the Accuplacer
Role playing an admissions interview
Participate in work based learning
Daily Living Skills:
Daily Living Skills:
*If Appropriate: based on the needs identified from the evaluation or data in the PLAAFP. If NO NEEDS are identified this section can be left blank.
List the specific skill that will be worked on for the examples below:
STUDENT will work on:
Dressing skills
Bathing skills
Using a hygiene checklist
Using a hygiene kit (deodorant, toothbrush/toothpaste, comb)
Feeding skills
Laundry skills
Toileting skills
Cooking skills
Using appliances
Making a bed
Washing dishes
Increasing mobility
Speaking personal information
Making change
Budgeting skills
Telling Time
Shopping
Household chores (list)
Self Advocacy skills
Agency Providing Service on the IEP
Agency Providing Service on the IEP
The IEP team must determine the agency who will provide the support for the transition services/activities listed in the IEP. Often times the school district, student, parent or all 3 will be listed but other outside agencies can also be responsible for providing transition services including, but not limited to: Vocational Rehabilitation, County Case Worker, Personal Care Assistant (PCA), Therapist, etc.
The IEP meeting must include a representative from the public agency providing and supervising the transition activities
The ultimate responsibility for providing transition services rests with the school district
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