I-8.2 – Transition Services and Needs
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
TRANSITION SERVICES
Describe the transition services needed to assist the student in reaching the above goals. (Transition services include but
are not limited to instruction, related services, community experience, integrated employment including supported
employment, development of employment and other post-school adult living objectives, functional vocational
evaluations and, if appropriate, the acquisition of daily living skills.) If the transition services are contained elsewhere in
this IEP, you may provide a cross reference. If a particular transition service does not apply to this student, type IEP team
determined not applicable at this time.
Transition
Parties
Needs and Activities
Responsible
Services
Acquisition of Act responsibly in caring for own and other’s property
Application made for financial assistance to access post secondary training/learning options
Daily Living
Application made for post secondary housing
Skills
Application made to post secondary educational options
Apply for consumer education on home buying and informed decision-making
Visit adult service providers in the community
Apply for credit cards and manage personal debt
Apply for disability card for reduced fees with public transportation
Apply for housing assistance (HUD)
Collect information regarding the student's desired residential life beyond high school
Comparison shop
Contact a DHS case manager to be placed on the residential service waiting list
Contact Department of Health and Human Services
Demonstrates qualities of a good citizen
Demonstrates safety precautions
Demonstrates self confidence
Develop a contact list of agencies that provide residential supports in this county
Develop a network supports
Develop a personal fitness routine
Develop emergency procedures for use at home
Do own household chores.
Dresses appropriately for specific situations
Explore guardianship issues and estate planning
Explore insurance issues/needs
Explore possible technology and adaptive assistance
File taxes
Has an acceptable understanding of concepts related to sexual awareness
Help with household chores
IEP Team determined not applicable at this time.
Interview adults with disabilities
Interview utility company on establishing an account
Join the local YMCA, YWCA, health club, or community recreation center
Knows where and how to find post school housing
Learn about consumer skills, rights, and responsibilities
Learn about expectations for eating in restaurants
Learn about managing/maintaining/performing simple repairs on a home and obtaining
Listen to the weather forecast to plan daily/weekly outings
Maintain personal organizer
Manage daily time schedule
Manage money and pay bills
Meet with a doctor to discuss birth control/family planning options
Meet with a family financial planner
Meet with a social worker to discuss interpersonal skill development
Meet with adults with disabilities and their families who are receiving residential supports
Community
Experience
Obtain a bank ATM card
Obtain a driver's license
Obtain assistance on management of financial resources and legal issues
Obtain information on managing personal health and fitness
Open a bank account and manage finances/budgets/bills
Open a checking/savings account
Performs light household maintenance
Plan a meal
Plan for accessing post secondary education that matches student's career choice
Plan for vacation/leisure activities
Post secondary housing options have been identified
Practice attending class regularly.
Prepare an initial housing budget
Register for selective service and learn about public service obligations/opportunities
Register to vote and learn about the election process
Register with the Department of Human Services
Remain in classroom until collaborative transition to Resource Room.
Schedule and keep medical appointments
Select a primary care physician and dentist
Sign up for utilities (gas, water, electric, telephone, cable, etc.)
Take courses in foods, family life, child development, and life management
Understand directions for taking medications
Visit a bank to discuss a car or school loan
Visit a local car dealer to determine whether to buy or lease a car
Visit agencies that provide living skills training
Visit/tour a variety of adult housing options with supports
Able to get around in the community
.
Able to get to relevant community resources
Able to identify appropriate resource for problem solving
Able to identify the locations of and get to social service agencies
Able to make and keep own appointments
Able to respond to emergency situations in the community
Able to understand purchasing options and pay for large purchases in the community
Accesses services and items which have a constant location
Acquire a State I.D. or Driver’s License
Demonstrate correct street safety
Demonstrates an understanding of basic insurance needs and where to purchase coverage
Demonstrates an understanding of cost saving techniques
Demonstrates appropriate social behaviors in the community
Develop a housing plan
Develop a realistic plan for addressing post secondary housing needs and demonstrates the ability
to secure housing
Explore volunteer opportunities
Finds specified areas with the student’s school and neighborhood
Has applied for residential services
Locates needed items in grocery store
Meet with the Transition Coordinator
Practice banking, budgeting, and shopping skills
Recognizes and understands cost and pays for small purchases in the community
Knows the dangers of accepting assistance or goods from strangers
Register with the Selective Service @ https://www.sss.gov/RegVer/wfRegistration.aspx
Safely crosses streets including those with traffic lights
Selects and orders own food in restaurants
Tour M.A.T.C. or college
Understands relevant community signs (Men, Women, Do Not Enter, Danger)
Uses relevant community resources
Visit a community recreation facility
Visit stores in the community
Development
and
Integration of
Employment
Able to access various resources for assistance in job searching
Able to locate and complete information for grants, loans, scholarships
Able to schedule and follow through on college/tech school visits
Accurately complete a job application
Attend transition fair or career fair at school and/or in the community
Collect information regarding the student's desired employment and career interests
Complete a draft tax return
Conduct an informational interview with military branch officers
Contact the state Commission for the Blind and Visually Impaired
Demonstrate good attendance
Demonstrate the skills necessary to perform successfully in a job interview
Demonstrates appropriate hygiene and grooming
Demonstrates the necessary interpersonal skills to work with others
Draft resume, cover letter, and thank you letters
Draft resume, cover letters, and thank you notes for after interviews
Draft/ laminate a standard job application
Exhibit punctuality
Explore possible summer employment through the Summer Youth JTP A program
Follow directions without complaint
Get a part-time job in your area of interest
Go on informational interviews with employers
Have a variety of successful community-based work experience
Invite D.V.R. counselor to IEP staffing
Learn about the county one-stop career centers
Learn how to interview, write resumes, cover letters, and do a job search
Learn more about the voucher for Ticket to Work
Learn your strengths and skills
Maintain a productive work rate
Maintain appropriate work habits when supervisor is not present
Meet with a DVR counselor to develop an Individualized Plan for Employment (IPE)
Meet with a Job Corps counselor
Meet with adult workers in the career field of choice
Meet with armed forces recruiter
Meet with D.V.R. counselor
Meet with Job Corps counselor
Meet with supported employment agencies to identify and evaluate their services
Memorize your Social Security number
Observe job site and develop a task analysis for job activities
Obtain a full-time job
Obtain a list of providers to DVR who conduct person-centered planning, job development and
placement, and job coaching
Obtain a paid job in an area of interest
Obtain a part-time job
Obtain information and/or apply for youth apprenticeship program
Complete the online application for DVR
Participate in a career awareness program
Participate in a Career Fair
Participate in a community-based career exploration program
Participate in a supported employment job experience
Participate in chores at home
Participate in job shadowing
Practice completing job applications and interviewing skills
Purchase clothes for job interviews
Recognizes the need to eventually support himself / herself
Register with Employment Services
Research being a part of a work release program through the high school
Research full-time job options
Research part-time job options
Functional
Vocational
Evaluations
Instruction
Research qualifications and specifications for resume development
Respond appropriately to verbal correction from others
Responds appropriately to authority figures
Schedule a visit with the local DVR office to determine eligibility for services
Take a career inventory
Take the ASV AP
Understand factors which influence job retention, dismissal, and promotion
Understands a paycheck
Understands how work contributes to self-confidence
Understands how work provides opportunity to develop personal relationships
Understands how workers contribute to society
Understands that some jobs do not require further education
Understands the relationship between specific jobs and the education required
Visit possible employment sites
Visit the labor organization offices for a local union
Volunteer in your community
Work towards obtaining a license
Write a Plan for Achieving Self-Support
Know how to respond to household emergencies
Complete a functional vocational evaluation
Complete a non-verbal interest inventory
Complete an ASVAB
Complete an Enderle-Severson Transition scale
Complete and interest/ aptitude survey
Complete application to DVR
Meet with the Transitional Coordinator
Produce observable work samples
Access tutoring services in school or through a private agency
Apply for a Big Brother / Big Sister to help with homework and mentoring
Apply for and take modified ACT testing
Collect information regarding the student's desired postsecondary educational involvement
College prep: courses, ACT/SAT, application
Complete a learning styles inventory to identify preferences and strength modes
Complete and submit an application for college
Develop Crisis Management skills
Develop work readiness skills and vocational English
Enroll in a SAT prep course
Enroll in Adult/Continuing Education courses
Enroll in an adult living course
Enroll in an internship/apprenticeship program
Enroll in and take classes through the local County Extension Program
Enroll in career and vocational education/vocational English
Enroll in Community College courses
Enroll in parenting classes
Enroll in remedial math class
Enroll in Self-Advocacy/Self-Awareness Studies
Enrollment in a cooperative education course
Enrollment in a tech-prep program
Explore admission requirements for part-time enrollment at a Vocational/Technical School
Explore new ways to use leisure time
Identified activities of choice to do with a provider
Identified activities of choice to do with family members or friends
Identified specific community facilities to join for recreation/leisure services
Identified specific recreation/leisure activities of choice and can participate independently
Identify any supports needed to participate in activities
Identify different living/housing options
Increase calculation skills, esp. fractions
Increase language skills to 6th grade level
Investigate graduation status and follow-up
Investigate participation in church/temple or social/recreation events
Investigate participation in community civic and social organization
Investigate participation in community sports teams or organizations (softball, bowling, etc.)
Investigate youth volunteer programs at the hospital
Investigate youth volunteer programs at the library
Join a community recreation center of YMCA
Join a community team or organization (church group, bowling league, etc.)
Join a group in their field of interest
Join local organization or club
Knowledgeable about banking options: checking, savings, etc.
Learn about and practice communication skills
Learn about and practice social skills
Learn about and visit potential places in the community to shop for food, clothes, etc.
Learn about community agencies that provide services and support to people with disabilities
Learn about employability skills and schedule a work experience
Learn about Section 504 of the Rehabilitation Act and Americans with Disabilities Act
Learn about the community historical preservation society
Learn about the community horticultural club
Learn about the community theater group
Learn about the decision making process and practice the skills
Learn about the process for accessing apartments for rent
Learn about time management
Learn and practice self-advocacy
Learn financial management-money skills
Learn to ride a skateboard, roller blade, bike, or other outdoor activity
Observe a courtroom or jury duty process
Obtain a state identification card or driver's license
Obtain information on continuing and adult education opportunities
Obtain, complete, and submit applications for tuition assistance programs
Obtain, complete, and submit applications to colleges of choice of interest
Participate in extracurricular activities
Participates with group activities supported by a provider
Practice attending class regularly
Practice negotiation skills for job raises, car purchases, etc.
Register for classes with city parks and adaptive recreation programs
Register to vote, learn how to vote
Register with Selective Service
Remain in classroom until collaborative transition to Resource Room
Research college scholarship opportunities
Schedule a work experience
Special Education supports in identified classed
Take a CPR/ First Aid course
Take a GED pre-test
Take classes through the local4-H organization
Take driver's education
Take occupation specific courses
Take Transportation Mobility courses
Tour apartments for rent
Tour colleges and technical schools
Tour M.A.T.C.
Tour post school occupational training programs
Understands and able to participate in the voting process
Use public transportation or get a driver's license
Visit a college campus
Visit college campuses and meet with student support services
Write an information letter to the disabilities resource coordinator at a postsecondary school
Related
Services
Any linkages to adult agencies or providers
Apply at adult support agencies
Apply for a mentor through a local, non-profit agency for counseling
Apply for eligibility with state transportation program
Apply for eligibility with the state division of Mental Health Services
Apply for Supplemental Security Income (SSI) from the Social Security Administration (SSA)
Complete an assistive technology evaluation
Contact college/tech school to arrange for class interpreters
Create links to adult agencies
D.V.R. interview
Develop a list of resources for you once you leave school.
Develop an address book
Engage in conversations using an augmentative communication device
Enroll in a delinquency prevention program
Explore city/county transportation options
Identify and visit community mental health agencies
Identify possible sources of support for coping with difficult life situations
Identify potential post school providers of related services and funding sources
Include involvement of school health and social work services
Interview a job coach for assistance with learning job tasks
Interview and select an adult provider
Learn about potential post school providers of speech therapy
Line up audiological services for post school
Modify vehicle - explore options for modified transportation
Obtain a driving capability assessment
Obtain new equipment (wheelchair, seating, braces, Assistive Technology, etc.)
Orientation and mobility services
Receive orientation and mobility training in place of employment
Rehabilitation counseling
Small-group problem solving
Speech & Language therapy
Transportation to and from a job
Visit potential post school providers of physical therapy
Write a Plan for Achieving Self-Support (PASS) and submit it to SSA to obtain funding for
If a particular transition service does not apply to this student, type EITHER
IEP team determined not applicable at this time. OR IEP team considered but deemed not
appropriate at this time.
Will other agencies likely be involved in providing or paying for any transition services?
Yes
No If yes, describe the services:
If yes, were representatives of the other agencies, with parent consent, invited to the IEP meeting?
why not?
Yes
No If no,