The local primary agency for schools within the Area Special Education Cooperative is the local public health nursing service in Marshall and Polk counties, and the Area Special Education Cooperative in Red Lake and Norman Counties. The local primary agency must:
administer funds received through the annual fund request;
provide oversight for data collection efforts;
facilitate completion of interagency early intervention duties;
request mediation from the state lead agency, if necessary;
request assistance from the state lead agency when disputes between agencies cannot be resolved within 20 calendar day; and
receive written requests from parents for matters that may be resolved through due process hearings.
Since the local primary agency for Marshall and Polk counties is not an education agency, resources distributed under the early intervention fund must be transferred from a local educational agency to a non-education agency using a state provided contract. A local primary agency may budget for indirect costs at an amount not to exceed five percent of the amount allocated from the early intervention fund. The fiscal agent for Marshall County is the North West Regional Interdistrict Council, the Crookston Schools is the Polk fiscal agent and the Area Special Education Coop is the fiscal agent for Norman and Red Lake Counties.
10.01.02 Responsibilities of County Boards and School Boards
Coordination of Services
It is the joint responsibility of county boards and school boards to coordinate, provide, and pay for appropriate services, and to facilitate payment for services from public and private sources. Appropriate services for children must be determined in consultation with parents, physicians, and other educational, medical, health, and human services providers. The services provided must in conformity with an IFSP for each eligible infant and toddler from birth through age two and its family, or an individual education plan (IEP) or individual family service plan (IFSP) for each eligible child ages three through four.
Minn. 125A.29(a)
Appropriate Services
Appropriate services include family education and counseling, home visits, occupational and physical therapy, speech pathology, audiology, psychological services, special instruction, nursing, respite, nutrition, assistive technology, transportation and related costs, social work, vision services, case management including service coordination, medical services for diagnostic and evaluation purposes, early identification, and screening, assessment, and health services necessary to enable children with disabilities to benefit from early intervention services.
Minn. Stat. 125A.29(b)
Responsibility for Services/Procedural Safeguards
This section applies to school and county boards for children from birth through age two who are eligible for Part H, Public Law Number 102-19, and their families.
A parent has the right to:
inspect and review early intervention records;
prior to written notice of a proposed action in the parents' native language unless it is clearly not feasible to do so;
give consent to any proposed action;
selectively accept or decline any early intervention service; and
resolve issues regarding the identification, evaluation, or placement of the child, or the provision of appropriate early intervention services to the child and the child's family through an impartial due process hearing.
If the child's parent is not available, the child has the right to have a surrogate parent appointed by the district. Please contact your special education director for information on surrogate appointments.
If at the time of initial referral for an educational assessment, or a reassessment, the district determines that a child with disabilities who is age 3 through 21 may be eligible for interagency services, the district may request that the county of residence provide a representative to the initial assessment or reassessment team meeting or the first individual education plan team meeting following the assessment or reassessment. The district may request to have a county representative attend other individual education plan team meetings when it is necessary to facilitate coordination between district and county provided services. Upon request from a district, the resident county shall provide a representative to assist the individual education plan team in determining the child's eligibility for existing health, mental health, or other support services administered or provided by the county. The individual education plan team and the county representative must develop an interagency plan of care for an eligible child and the child's family to coordinate services required under the child's individual education plan with county services. The interagency plan of care must include appropriate family information with the consent of the family, a description of how services will be coordinated between the district and county, a description of service coordinator responsibilities and services, and a description of activities for obtaining third-party payment for eligible services, including medical assistance payments. Any state, county, or city government agency responsible for providing services or resources to students with disabilities under this section is subject to the same dispute resolution systems as local school districts, and all such agencies must comply with corrective action requirements that ensue from these systems.
MN Stat. 125A.10
10.01.03 Coordination of Early Intervention Services
The school districts and county boards of Marshall, Polk, Norman and Red Lake Counties have developed interagency agreements that establish agency responsibilities that assures early intervention services are coordinated, provided, paid for, and that payment is facilitated from public and privThese agreements are a part of each county collaborative governance agreement.
10.01.04 Local Interagency Agreements
School boards of the 14 member districts of the Area Special Education Cooperative and the county board of Marshal, Polk, Norman and Red Lake have entered into agreements to cooperatively serve and provide funding for children with disabilities, under age five, and their families within their specified geographic area. These agreements are a part of each county collaborative governance agreement.
10.01.05 Coordinated Interagency Services
10.02 Interagency Committees
A school district, group of districts, or special education cooperative, in cooperative with the health and human service agencies located in the county or counties in which the district or cooperative is located, must establish and interagency early intervention committee for children with disabilities under age five and their families and for children with disabilities ages three to 22. Committees must include representatives of local and regional health, education, and county human service agencies, county boards, school boards, early childhood family education programs, parents of young children with disabilities under age 12, current service providers, and may also include representatives from other private or public agencies and school nurses. The committee must elect a chair from among its members and shall meet at least quarterly.
MN. Stat. 125A.30(a)
The Area Special Education Cooperative, in cooperation with the health and human service agencies located in the four counties in which the cooperative is located, have established interagency early intervention committees for children with disabilities under the age of five and their families. Each of the four counties IEIC may run somewhat differently however each IEIC has as its core members representatives from each school district within its boundaries, special education cooperatives serving that county, human services, public health nursing, mental health, representation from a CAP agency providing Head Start services in the county, and county corrections. Parent participation is provided through community council membership or as a representative of the collaborative team.
The local committee shall also:
participate in needs assessments and program planning activities conducted by local social service, health, and education agencies for young children with disabilities and their families; and
review and comment on the early intervention section of the total special education system for the district, the county social service plan, the section or sections of the community health services plan that address needs of and service activities targeted to children with special health care needs, and the section of the maternal and child health special project grants that address needs of and service activities targeted to children with chronic illness and disabilities.
Minn. Stat. 125A.30(b)
Periodically, as appropriate, members of the local IEIC's of Marshall, Polk, Norman and Red Lake counties participate in identifying needs and program planning activities as well as reviewing the early intervention sections of the various plans.
Marshall County IEIC Child Link Committee
Marshall County IEIC/Child Link Team is comprised of professionals from the member agencies who have or will have involvement with a particular child age birth through 5. The child and his/her family will serve a leading role in the planning and implementation process.
Each team member will provide for the child’s needs from the point of view of his/her professional discipline and agency mission, and will serve as a resource to the IEIC team. All members will have input into the development of the plan, when appropriate. Team meetings will be conducted in a way that supports open dialogue and participation of team members. Member agencies will agree to support the functioning of the treatment team process by encouraging designated individuals to attend and participate in Interagency meetings.
The IEIC team will decide upon a case manager for each child that was referred, most often the local district Early Childhood Special Education teacher. It will be the responsibility of the case manager to maintain the written plan developed by the team and secure the needed signatures. The case manager will coordinate all services and activities and referrals made by the IEIC team. Team meetings are conducted to promote open dialogue and participation of all team members, as well as the family of the child. Member agencies agree to support the functioning of the IEIC process by encouraging attendance by members of their staff.
The IEIC team reviews each child on the IEIC program at intervals determined by the team, with a minimal review of twice a school year. Once a child is eligible for special education services and is on an IFSP/IEP/IIIP the child is dismissed from review by the IEIC Child Link Committee.
Upon entry into school or after the child turns 6, the child will be transitioned to the staff of the school for possible educational assessments, planning and services. The school continues to provide case management under a coordinated, inter-agency system until the child graduates or turns 21.
Norman County IEIC Review Team Committee
Polk County First Steps Review Team
Red Lake Falls Collaborative Review Team
10.02.02 Community Transition Interagency Committee (CTIC), CTIC Membership, CTIC Responsibilities
The responsibilities of the Community Transition Interagency Committee (CTIC) is under the umbrella of the county collaborative in Marshall, Polk, Norman and Red Lake Counties. Because of the small size of each of these counties and because the agency representatives on the collaborative are the same representatives for the CTIC, all duties and responsibilities are carried out within the collaborative process.
10.03 Disciplinary Records and Interaction with Law Enforcement
10.03.01 Transmission of Discipline Records
The State may require that a public agency include in the records of a child with a disability a statement of any current or previous disciplinary action that has been taken against the child and transmit the statement to the same extent that the disciplinary information is included in, and transmitted with, the student records of nondisabled children.
The statement may include a description of any behavior engaged in by the child that required disciplinary action, a description of the disciplinary action taken, and any other information that is relevant to the safety of the child and other individuals involved with the child.
If the State adopts such a policy, and the child transfers from one school to another, the transmission of any of the child's records must include both the child's current IEP and any statement of current or previous disciplinary action that has been taken against the child.
34 C.F.R. 300.229
10.03.02 Referral to an Action by Law Enforcement and Judicial Authorities
Nothing in this part prohibits an agency from reporting a crime committed by a child with a disability to appropriate authorities or prevents State law enforcement and judicial authorities from exercising their responsibilities with regard to the application of Federal and State law to crimes committed by a child with a disability.
34 C.F.R.300.535(a)
If the district is the agency reporting a crime committed by a child with a disability, the district must ensure that copies of the special education and disciplinary records of the child are transmitted for consideration by the appropriate law authorities.
The district reporting a crime may transmit copies of the child's special education and disciplinary records only to the extent that the transmission is permitted by the Family Educational Rights and Privacy Act.
34 C.F.R. 300.535(b)
10.04 Children with Disabilities in Adult Prisons
10.04.01 Exception to Obligation to Provide FAPE
The obligation to make FAPE available to all children with disabilities does not apply with respect to the following:
Children aged 18 through 21 to the extent that State law does not require that special education and related services be provided to students with disabilities who, in the last educational placement prior to their incarceration in an adult correctional facility:
The exception to the above section does not apply to children with disabilities, aged 18 through 21 who:
Had been identified as a child with a disability and had received services in accordance with an IEP, but who left school prior to their incarceration; or
Did not have an IEP in their last educational setting, but who had actually been identified as a child with a disability.
Children with disabilities who are convicted as adults under State law and incarcerated in adults prisons are not required to participate in general assessments or transition planning and transition services when their eligibility under Part B of the Act will end, because of their age, before they will be eligible to be released from prison.
10.04.02 Modification of IEP
When a student with a disabilities is convicted as an adult and incarcerated in an adult prison, the IEP team may modify the student's IEP or placement if the State has demonstrated a bona fide security or compelling penological interest that cannot otherwise be accommodated.
10.2 Transition Procedures
Transition services means a coordinated set of activities for a student with a disability that are designed within an outcome-oriented process, which promotes movement from school to post school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. Transition is based upon the individual student's needs, taking into account the student's preferences and inters and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.
Early Childhood Transition
The ASEC is committed to making transitions for toddlers as smooth as possible. Parent's must be prepared for each transition and be provided with the opportunity to visit the various setting options and to have questions answered. Because parents are always key members of their child's team no decision can be made without them.
Toddlers Eligible for Preschool Services
The case manager of a toddler should notify the home district that the toddler will be eligible for preschool special education services. With the approval of the family of the child, the case manager will convene a conference among the agencies involved with the child, the family and the school at least 90 days (and at the discretion of such parities, up to 6 months) before the child turns three years of age to discuss such services that the child may receive.
At this meeting the team should:
- review the present level of functioning;
- identify areas of need:
- write an IEP/IFSP.
Toddlers Not Eligible for Preschool Services
In the case of a child who may not be eligible for such preschool services, and with the approval of the family, the case manager should make reasonable efforts to convene a conference with the school, the family, and providers of other appropriate services for children who are not eligible for preschool special education services to discuss the appropriate services that the child may receive.
At this meeting the team should:
- review the child's program options for the period from the child's third birthday through the remainder of the school year; and
- establish a transition plan.
Documentation
For students who initially meet the noncategorical criteria for Developmental Delay (e.g. 1.5 SD’s below the mean in 2 areas) and are placed in an ECSE program option with the child’s "label" being ECSE*, it is necessary to meet initial eligibility criteria in a disability category upon transition (e.g. when the child enters kindergarten, when the child turns 7, etc.) from the ECSE program.
For students who initially meet categorical criteria (e.g. vision impaired, speech/language impaired, etc.) and are placed in an ECSE program option with the child’s "label" being disability specific, it is not necessary to meet initial eligibility criteria in a disability category upon transition (e.g. when the child enters kindergarten, when the child turns age 7, etc.) from the ECSE program.
For students who initially meet categorical criteria (e.g. speech impaired, emotional/behavioral disordered, etc.) and are placed in an ECSE program option with the child’s "label" being ECSE*, it is not necessary to meet initial eligibility criteria in a disability category upon transition (e.g. when the student enters kindergarten, when the student turns age 7, etc.) from the ECSE program if:
the child’s initial assessment team summary report indicates in the summary and recommendation section of the report that the child is "eligible" or "qualifies" for early childhood special education services because s/he meets the categorical criteria for (i.e.) speech/language impairments. (The documentation required for meeting each of these criteria would be found in the appropriate sections of the assessment team summary report. It would also be appropriate, on the state recommended eligibility determination form, to mark both boxes for "early childhood special education" and "speech/language impaired")
AND
the child’s assessment team summary report at the time of transition indicates that the child continues to be "eligible" or "qualifies" for special education services because the child initially met the categorical criteria for speech/language impairments and has not met his/her IEP goals and objectives. (The documentation required would be found in the appropriate sections of the assessment team summary report. It would be appropriate, on the state recommended eligibility determination form, to mark the box for "speech/language impaired".)
Per memorandum dated 4/10/92 from Robyn Widley, CFL *ECSE has been changed to Developmental Delay
At the time of transition, the student must be formally dismissed from ECSE through the Notice of Special Education Services. If the student will continue special education services through a categorical placement, simply indicate in the comments section of the Notice of Special Education Services, that the dismissal is for Early Childhood Special Education services only.
Plan Development
These procedures have been written to ensure smooth transition planning from one program to another for young children with special needs, parents, teachers, and any other sending and receiving staff in school districts, agencies or programs who provide services to children within the ASEC. This process to all transitions that take place (e.g., home based to center or community based program). The ECSE teacher will actively involve parents at all times throughout the transition process.
Transition to Kindergarten
In the fall, parents of children enrolled in ECSE programs who are potentially eligible for kindergarten the following year should be informed about transition at the first IEP or review meeting. The parents should be given the option of visiting a kindergarten classroom within the district of residence, if transition into kindergarten appears likely.
Best practice would suggest that the ECSE teacher should visit the kindergarten setting and observe the routine and expectations for functioning in a kindergarten environment so that transition goals and objectives can be incorporated into the IEP.
The ECSE teacher should send a list of students tentatively transitioning to each elementary principal of the student’s school of residence by March 1st to ensure that students are placed on the kindergarten enrollment list. Any support services, transportation requirements and other issues and concerns should be conveyed to the principal to facilitate a smooth transition in the fall. The ECSE teacher should meet with the kindergarten teacher to discuss classroom routines and their impact on the child who is transitioning.
Spring IEP meetings, reviews and/or home visits should be held during March in order to continue transition planning. Staff from community based programs such as Head Start or Learning Readiness should be invited to attend the meeting of ECSE children who are involved in or being served through community based programs, since they will have useful information about the needs of the child. If possible, this meeting should be held in the resident school district in order to facilitate participation of the kindergarten teacher and other staff. Expectations for kindergarten such as classroom interactions and routine should be reviewed and a plan developed to smooth the transition. The team should discuss who the IEP manager/service provider(s) will be. Any assessments needed for the student’s transition should be planned at this time and conducted as early as possible so that the Assessment Summary meeting and staffing can be completed by May 15th.
Secondary Transition Procedures
Every district shall ensure that all students with disabilities are provided the special instruction and services which are appropriate to their needs. The student’s needs and the special education instruction and services to be provided shall be agreed upon through the development of an individual education plan. The plan shall address the student’s need to develop skills to live and work as independently as possible within the community. By grade 9 or age 14, the plan shall address the student’s needs for transition from secondary services to post secondary education and training, employment, community participation, recreation and leisure, and home living. The plan must include a statement of the needed transition services, including a statement of the interagency responsibilities or linkages or both before secondary services are concluded. (M.S. 120.17 Subd.3a)
By grade nine or age 14, the IEP plan shall address the pupil’s needs for transition from secondary services to post-secondary education and training, employment, and community living.
A. For each pupil, the district shall conduct a multidisciplinary assessment of secondary transition needs and plan appropriate services to meet the pupil’s transition needs. Areas of assessment and planning must be relevant to the pupil’s needs and may include work, recreation and leisure, home living, community participation, and post secondary training and learning opportunities. To appropriately assess and plan for a pupil’s secondary transition, additional IEP team members may be necessary and may include vocational education staff members and other community agency representatives as appropriate. A number of assessment tools are available in Making the Transition Team Work, 2nd Edition 1998 which is available through ASEC
B. Secondary transition assessment results must be documented as part of an assessment summary according to part 3525.2750. Current and secondary transition needs, goals, and instructional and related services to meet the pupil’s secondary transition needs must be considered by the team with annual needs, goals, objectives, and services documented on the pupil’s IEP. (3525.2950)
Transition planning must go beyond preparing for the world of work to include a full spectrum of independent living activities within the community. Although work preparation is important, the ability to develop recreation and leisure skills, manage a budget, take part in community activities, develop friendships, plan for personal health care, etc., is of equal importance for a quality adult life.
IEP/Transition Planning Team
All students with IEP’s who have reached grade 9 or age 14 must have and IEP that focuses on transition. Individuals who can assist and support students in their adult lives are invited to join the existing IEP team to plan for the future. When selecting people to assist students with their plans for the future, the team should first consider the types of services and supports the student may need to meet his or her adult goals.
A student’s IEP/transition planning team should be put together by the IEP manager in consultation with the student and family. The student and parent(s) may identify key individuals that are already involved in their lives, such as a relative, county case manager, mental health counselor, or parole officer. Students and their parents should be given information about available post-school services and community resources so that they can make informed decisions about the individuals they want on the team.
Non-School Participants
When inviting non-school participants to the IEP/transition planning meeting, the IEP manager should clearly explain why the person is being invited and what role the person is expected to assume at the meeting. For example, a person may be invited to provide information about services, or to negotiate shared service provision. When choosing new members for the team, consider inviting representatives from agencies who might be valuable in supporting a student in attaining his or her anticipated post-school outcomes.
In general, involvement of non-school participants should be requested at least two years before the student will leave high school. If the IEP manager is in doubt about when to invite a non-school service provider, contact the provider to discuss the request for involvement.
Essential Members of an IEP/transition Planning Team
In order to ensure compliance with the Individuals with Disabilities Act (IDEA), certain members must be present at the IEP/transition planning meeting. In addition, certain individuals must be invited to attend; other may be included as appropriate. The following team members must be present:
An administrator or designee. The administrator may be the school principal or director of special education; an administrative designee may be a special educator authorized by the principal to commit district resources. When a student’s parents reside in a district other than the providing district, an administrator or designee from the resident district must be invited to the meeting. The resident district may appoint a member of the providing district as its administrative designee.
The student’s regular education teacher. An appropriate regular classroom teacher must be present even when the student has no regular education placement.
A special education teacher. A teacher holding the license of the student’s primary disability.
The following individuals must be invited:
The student must be invited to the planning meeting. Students should always be involved in their transition planning and encouraged to attend their own meetings.
One or both parents must also be invited to any meeting where transition services will be discussed, and they must be informed that the purpose of the meeting is to discuss transition planning.
A member of the assessment team must be invited. This may be the student’s teacher, a representative of the district, or some other person who is knowledgeable about the assessment procedures used with the student.
The following individuals may be invited to attend, as appropriate:
Related service providers such as an occupational therapist, physical therapist, audiologist, psychologist, adaptive physical education, doctor or nurse, rehabilitation counselor, or social worker.
Representatives of non-school agencies such as a Division of Rehabilitation Services counselor, county case manager, health care provider, residential service provider, supported employment service provider, community leisure service provider, or post-secondary education support service facilitator.
Other individuals at the discretion of the parents(s) and student. Parents and students need to be informed of their right to bring anyone of their own choosing to the meeting.
Representatives from an outside district, agency or school when the Assessment Team Summary Report recommends placement options outside the resident district.
Roles of IEP/Transition Planning Team Members
Student. Involving students in making decisions about their own lives is extremely important. It is not enough to a student simply attend the meeting. Individuals who are active participants in the planning of their future are more likely to be committed to reaching their goals. All students regardless of their disability, should be encouraged to advocate for themselves. Some students have had limited experience in expressing personal preferences and advocating for themselves. Teachers and parents can help prepare students to participate in the meeting by talking about the meeting’s purpose, describing what goes on and who typically attends, and discussing transition issues before and after the meeting occurs.
Some students may benefit from rehearsing certain parts of the meeting, such as how to greet team members or the way to express preferences or suggest alternatives. The ultimate goal is for students to assume control, with appropriate levels of support, over their education and transition and identify and manage its various components.
The role of students in developing their IEP/transition plan includes:
providing information about their future adult goals to the team;
determining their strengths and challenges and communicating them to the team;
expressing a desire for certain program components;
contributing information about their preferences; and
collaborating in the decision-making process.
Family members. One of the most important responsibilities of parents is to prepare their children to be independent and successful adults regardless of their child’s abilities. Because students with disabilities are likely to encounter a variety of obstacles, transition to life as an adult may have to be more carefully planned. Families bring a wealth of information about their son/daughter that is critical to effective transition planning. The following is a list of ways the family members can assist in the development of transition plans:
Sharing information about "what has worked" for their sons and daughters, family strengths and resources, incentives that school cannot offer, and most importantly, sharing their "dream" of the future for their child;
Becoming informed about quality transition planning and services in the community that can assist and support their child in achieving success as an adult;
Assisting in the implementation of identified transition activities;
Assigning specific duties to the child around the home; emphasizing good grooming, physical fitness, and social and communication skills;
Making sure that the intentions of agreements and collaborative efforts between various agencies are fully met;
Providing an assessment of their child’ skills outside of the school environment;
Actively supporting efforts to provide training in a variety of community settings and sharing contacts to assist in securing training sites; and
Providing a variety of community experiences for their child.
Educators and other school personnel. Educators prepare students for adult life. The role of educators and related service personnel includes:
Informing students and family members about transition planning;
Preparing students by teaching skills that can be used in work, living, and leisure activities outside of school;
Assisting students in the selection of accommodations and assistive technology that may increase independence or participation in activities;
Coordinating IEP/transition planning and assessment, as well as the delivery of both direct and indirect services as designed by the team;
Educating families about support alternatives available in the community;
Involving students and family members in the design and implementation of a written, formal transition plan;
Incorporating modifications used in the classroom into the transition planning process (e.g., testing considerations, physical accommodations, or taped texts); and
Encouraging family members to allow students to practice making choices and to follow through on decisions.
Community Service Providers. Community service providers provide an important link to community resources and can assist in accessing services. They are responsible for working with the students and parents to achieve work, residential, social, and leisure goals both before and after graduation.
Transition Planning
Transition planning is an ongoing process which takes place in a systematic progression throughout the student’s secondary school years. In planning for the future, the team should consider the student’s entire family and the support they can provide in the process. Sometimes the needs of different family members are in conflict with one another. There may also be times when family members disagree about what they believe is right for the person with the disability. Nevertheless, involvement by family members is important.
Reaching consensus can take a lot of time and discussion, which are reasons why it is important to start transition planning at age 14. The most important task is to come to a clear understanding of the student’s desires and then to build on that annually. Don’t start over every year. The real art of good transition planning is to build and refine the plan throughout each year of a student’s high school career.
The transition plan should:
A. Represent programming and future opportunities in four major areas:
1. community living skills;
2. social/leisure skills;
3. residential living; and
4. vocational competence.
B. Contain precise objectives, training activities, materials and resources, and evaluation strategies that are individualized;
C. Have the involvement and input of parents/guardians and student;
D. Include the input of educators and adult service providers who will be involved in providing future services;
E. Include related professionals and evaluators to present information on how to ease the transition from school to work and community living;
F. Include provisions for training in the actual future environments that the student will experience upon leaving school; and
G. Be longitudinal in nature and place priorities on the goals that will be needed for the student to function successfully in post school environments.
Five transition areas must be assessed and annually addressed in the IEP/transition planning process for all Minnesota students with special education needs age 14 years and older. These transition areas are:
A. Home Living: developing necessary skills to live as independently as possible;
Earned Income | Supplemental Security Income (SSI) |
Unearned Income (gifts/dividends) | Social Security Benefits |
Insurance (life, annuities) | Trust/Will or similar income |
General Public Assistance | Minnesota Supplemental Assistance |
Food Stamps | Commodities |
| 11. Meals on Wheels/Home Delivery Meals | Medical Assistance |
Counseling | Visiting arrangements |
Health Aide/Home Attendant | Churches |
Support Group | Minnesota Family Subsidy |
Respite Care | County Human Services |
Tax Deduction for Developmentally Disabled Individuals who reside at home | |
Develop personal care skills including hygiene, health, private and public behavior.
Develop housekeeping and cooking skills
Develop budgeting skills
Identify who to call and what to do in emergency situations
Explore possible living arrangements
With family | Share Living (roommate) |
Adult Foster Care | Independent Living (own house, apartment) |
Shelter Care Group Home | Low Income Housing |
Specialized Shelter Care Group Home (training) | Shared Ownership (Supportive Living Services, etc.) |
Semi-independent (supervised) Living Services | |
B. Recreation and Leisure: knowing about and experiencing social and free time activities;
Develop an array of specific and affordable recreation and leisure skills.
Develop spectator or audience member skills.
Identify activities through community education classes.
Identify acceptable dress behavior for a variety of situations.
Arrange social activities.
Establish exercise routines.
Identify possible social supports through family and community (church, clubs, etc.).
C. Community Participation: accessing community resources including people, places, and activities in the community;
Develop shopping skills
Assess vulnerability status
Open and learn to use a bank account
Register for military selective service
Register to vote and vote in a local precinct
Learn to schedule appointments
Learn to order and dine at restaurants
Access/Medical Services
Medical Care: Intermittent Care Daily-Long-Term Care | Financial Resources, Group Policy, Available Individual Policy, Medicaid, other |
Medical Services: General medical services (check-ups, etc.) | TTY/TTD (Communication for Hearing Impaired) |
Medication Supervision, Dental Care | Medical Assistance |
Medical/Accident Insurance | |
Independence (own car, bicycle, etc.) | Ride-Share |
Public transportation (bus, taxi, train) | Community Volunteers |
Specialized transportation (electric wheelchair, etc.) | Car pooling |
Guardianship, Conservatorship | Legal Aid |
Wills/Trusts, other | PACER, ALCD, ARC, VCP |
Self-Advocacy | |
D. Jobs and Job Training: developing employment skills; and
Participate in work responsibilities (chores) at home.
Visit possible employment sites and "shadow" employees.
Become aware of career opportunities and interest.
Receive vocational training within the community.
Develop interpersonal skills necessary to maintain employment.
Participate in summer employment.
Identify people and agencies who can assist in job search.
Apply for support from the Division of Rehabilitation Services.
Identify and check eligibility requirement for other job supports.
Identify and apply for day training and habilitation services.
Identify and arrange for transportation to and from work.
E. Postsecondary Education and Training: developing skills to access life-long learning opportunities.
Identify personal learning styles.
Become aware of career interests and options.
Become aware of post-secondary enrollment options.
Visit post-secondary institutions.
Register and take college entrance exams.
Develop a resume and request letter of recommendation.
Identify and apply to post-secondary institutions.
Identify supports needed at post-secondary sites.
Identify and check eligibility requirements for adult support.
Check courses and credits toward high school graduation.
Apply for financial aid, scholarships, etc.
Arrange for transportation and housing, if necessary.
In assessing the learner’s present level of performance and future transition needs, consideration should be given to the relationship between transition areas A through E and the learner’s skills and abilities in the following areas:
Communication. What communication skills does the student have that would allow him/her to interact in a social setting, on the job or training site?
Emotional. What are the emotional issues that might impact this learner in going swimming or on a job with a high demand for personal interaction with the general public?
Academics. How does the learner presently use his/her math, reading, or other academic skills in each of the five areas?
Technology. What is the learner’s past use of, present use of, or need for technology, as it applies to the five areas?
Transportation. What does the learner presently use, know how to use, and/or need to use in the future?
Interpersonal/Social. How does the learner use these skills in each of the five areas? What is needed to develop these skills?
Medical/Physical. Are there medical or physical concerns which impact the level of performance in any of the five areas?
Advocacy/Legal. What level of ability does the learner need to know his or her rights in each of the five transition areas?
Learner Preference. What activities does the learner want to participate in each of the five areas.
Anticipated Future Environments. What is the learner’s knowledge of and ability to function in the desired future environments for each of the five areas?
The following is a suggested plan for assessing students with disabilities throughout their transition years.
A. By the time a student with an IEP reaches age 14 or grade nine, he or she needs a multidisciplinary assessment of transition needs and a plan for obtaining services to meet those needs. School districts with Carl D. Perkins funding need to begin vocational awareness activities for students in 8th grade. This assessment and plan should be updated annually.
B. For initial referral, transition assessment cannot occur until signed parent permission is received. Permission is given when a parent or guardian signs the Notice of an Educational Assessment/Reassessment Plan. For students with an existing IEP, reassessments may begin unless the parent(s) or guardians object in writing within ten school days after receiving the request. If the team reviews existing data and determines that no further assessment is needed the parent must sign the Notice of No Additional Information Needed for Reassessment.
C. In addition, a letter further explaining transition to parents may be sent with the Notice of an Educational Assessment/Reassessment Plan or with the notice of an IEP/transition planning meeting. (see sample letter)
D. For transition planning, all five areas must be addressed using more than one assessment tool. In many instances, the use of surveys, interview, observations and formal or standardized assessments will provide the most effective transition assessment tools.
E. In general, a student’s IEP Manager will be the primary person to ensure that transition assessment and planning is carried out. Other members of a student’s planning team may and should conduct any appropriate assessment to obtain a holistic picture of the person. For some student's with disabilities it may be appropriate to include other agencies (i.e., county social services) as early as age 14 in order to address issues such as guardianship and supported living and work situation planning may begin.
Grade 8
Each eighth grader with a disability will complete an interest inventory. A Transition Planning Record will be started to document the planning process. Eighth grade would also be the year that career exploration would be emphasized using Industrial Tech. and Personal and Family Life Science classes. Efforts should be made for appropriate Senior High School Special Education staff to meet with parents of each student by the end of the school year if your district would have a change in service providers.
Area of Instruction
Teach and reinforce strategies to improve study habits, time management, and general organization skills.
Prepare students for active involvement in their IEP meeting and begin to explore future goals in all transition areas. Teach students to be self-advocates.
Assist students in selecting courses that will allow them to explore career interests and skills through School-to-Work activities.
Teach and reinforce learning strategies in academic areas.
Prepare students to take basic graduation standards test.
Explore the use of a variety of school, home, and community accommodations with students.
Offer opportunities for students to learn about high school courses, activities and services.
Encourage involvement in community organizations, extra-curricular activities and School-to-Word student organizations.
Encourage students to select general education courses that offer service learning opportunities.
Assist students in developing a personal transition file in which to collect important information such as: school and medical records, IEPs, samples of academic work, evaluation information, transcripts and test scores, record of school-based, work-based, and service learning School-to-Work activities.
Grade 9
Parents will complete transition information questionnaires. Transition goals and objectives are developed in conjunction with the annual review of the student’s IEP. Further vocational class options will be emphasized. If the student has a developmental delay as defined by human services, county social services should be provided an opportunity to meet with the parents to discuss issues regarding guardianship, SSI, and supported living and work opportunities.
Area of Instruction:
Assist students in clarifying the exact nature of their disabilities-this could be done by sharing with students their assessment results (interpret as needed so students understand).
Assist students in developing a profile of their own unique strengths and limitations.
Assist students in understanding how their disabilities affect their lives.
Help students understand their legal rights under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act-especially as related to their legal right to accommodations.
Assist students in selecting and using learning strategies and accommodations that are most effective for them.
Teach students to request appropriate accommodations in school, home, work and community environments.
Assist students in pinpointing specific academic needs and developing goals to address them.
Assist students in refining their future goals in all transition areas and selecting performance measures within graduation standards that will help them successfully meet their goals.
Assist general educators in adapting and modifying graduation standards performance measures to meet unique student goals and needs.
Continue to encourage involvement in community organizations, extra-curricular activities and School-to-Work student organizations.
Continue to assist students in selecting courses that allow them to refine career interests and skills through School-to-Work activities.
Assist students in developing and following through with solutions to academic and social difficulties.
Continue to assist students in collecting resources, organizing, and using their personal transition files.
Grade 10
Updating of the Transition Planning Record and IEP goals and objectives will take place. The student may be provided with an opportunity to attend career fairs or college fairs and tour possible technical or other post secondary facilities and potential job sites.
Area of Instruction:
Assist students in clarifying the exact nature of their disabilities-this could be done by sharing with students their assessment results (interpret as needed so students understand).
Assist students in developing a profile of their own unique strengths and limitations.
Assist students in understanding how their disabilities affect their lives.
Help students understand their legal rights under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act-especially as related to their legal right to accommodations.
Assist students in selecting and using learning strategies and accommodations that are most effective for them.
Teach students to request appropriate accommodations in school, home, work and community environments.
Assist students in pinpointing specific academic needs and developing goals to address them.
Assist students in refining their future goals in all transition areas and selecting performance measures within graduation standards that will help them successfully meet their goals.
Assist general educators in adapting and modifying graduation standards performance measures to meet unique student goals and needs.
Continue to encourage involvement in community organizations, extra-curricular activities and School-to-Work student organizations.
Continue to assist students in selecting courses that allow them to refine career interests and skills through School-to-Work activities.
Assist students in developing and following through with solutions to academic and social difficulties.
Continue to assist students in collecting resources, organizing, and using their personal transition files.
Grade 11
Updating of the Transition Planning Record and IEP goals and objectives will take place. Each student will have the opportunity to be processed through a vocational aptitude assessment. This data will be reflected in the IEP Present Level of Performance section. During this year the student would be eligible for secondary vocational classes. Vocational work experience programs are available to students beginning at Grade 11.
Area of Instruction:
Assist students in collecting information about institutions of higher education if post-secondary education is one of their future goals.
Encourage students to contact post-secondary institutions of interest to find out about services offered for students with disabilities.
Continue to develop and refine future adult goals in all transition areas.
Assist students in taking charge of their own transition-focused IEP meetings.
Assist students and families in applying for post-school support services (rehabilitation services, social services, health services, social security, etc.
Support students in continuing to use and improve the skills and learning strategies developed in previous years, such as determining and following through with solutions to academic and social difficulties they encounter in general education settings.
Continue to assist students in selecting performance measures within graduation standards that will help them successfully meet their transition goals. Assist general educators in adapting and modifying performance measures to meet unique student goals and needs.
Continue to encourage involvement in community organizations, extra-curricular activities and School-to-Work student organizations.
Continue to assist students in selecting courses that will allow them to refine career interest and skills through School-to-Work activities.
Grade 12
The transition process continues as in Grade 11 and will be completed by finalizing the Transition Planning Record, providing a list of recommendations for post secondary pursuits and appropriate resources, including names and phone numbers of contact people. An exit interview will be held at the end of the year and the Transitional Planning Record will be given to the student.
Area of Instruction:
Assist students in collecting information about institutions of higher education if post-secondary education is one of their future goals.
Encourage students to contact post-secondary institutions of interest to find out about services offered for students with disabilities.
Continue to develop and refine future adult goals in all transition areas.
Assist students in taking charge of their own transition-focused IEP meetings.
Assist students and families in applying for post-school support services (rehabilitation services, social services, health services, social security, etc.
Support students in continuing to use and improve the skills and learning strategies developed in previous years, such as determining and following through with solutions to academic and social difficulties they encounter in general education settings.
Continue to assist students in selecting performance measures within graduation standards that will help them successfully meet their transition goals. Assist general educators in adapting and modifying performance measures to meet unique student goals and needs.
Continue to encourage involvement in community organizations, extra-curricular activities and School-to-Work student organizations.
Continue to assist students in selecting courses that will allow them to refine career interest and skills through School-to-Work activities.
Depending on the individual disability, the following are possible options for transition:
Work-Site Field Trips
The elementary-middle school years can be an ideal time for learners to participate in work-site field trips. Work-site field trips are a process where learners take part in employer led tours work work-sites which provide information on work processes and technical skill requirements of different jobs. Learners learn the importance of thinking about career development through the career path stories their tour guides share. The importance of task management skills are also stressed. These short term experiences provide opportunities to explore a wide variety of occupational clusters. Learner involvement in the planning, coordination, and follow-up activities of a work-site visit tend to insure that the experience will have a lasting impact.
Job Shadowing
Job shadowing is typically a part of career exploration activities that occur late in middle school or early high school. A learner follows an employee at their workplace for a day or two to experience real day-to-day work in the particular occupation or industry. Sometimes learners job shadow in a number of different departments or with different employers to explore different occupations within an industry cluster.
Job shadowing is a short-term, non-paid experience that is intended to help learners explore a range of career objectives and select a career major. The length of the job shadowing experience is based on individual career objectives designed and agreed to by the participating business or industry, learner, teacher, and parent. Job shadowing does not teach the participants specific job skills; however, it can provide activities that increase work-readiness and can influence career pathway selection.
Service Learning
Service learning is a method of instruction which helps learners understand the needs of their local community while gaining valuable skills which will benefit them as citizens and employees. Community members benefit by having the learners help them meet their local needs. Service learning can be a short term program or a long term adventure. Learners are not employees. Service learning is a valuable experience for learners of all ages and abilities, and it can take many forms. Learners often receive credit toward high school graduation for their service and the activity they are involved in is closely linked with classroom learning.
Combining service learning and classroom work can produce dramatic improvements in learner's attitudes, motivation and achievement.
Examples of Service Learning include:
Volunteering at a nursing home, humane society, etc.
Sorting food at the food shelf
Cleaning-up a park or river bank
Planting trees for flowers in a park
Assisting other learners as a peer tutor
Painting the community center
Serving as a peer helper
Shelving books at the library
Serving meals to the elderly
A. Division of Rehabilitation Services (DRS): An individual may be able to get vocation rehabilitation services if he or she has a disability that makes it hard to get training or find a job. To find out if a student is eligible for services, a DRS counselor will look at medical and school records. The student and the DRS counselor will then identify the student’s assets and limitations and what support is needed. As part of the student’s transition plan, an Individualized Written Rehabilitation Plan (IWRP) will be developed. DRS provides many services, some of which include:
Assessment to determine individual needs;
Guidance in choosing, preparing for, and finding suitable employment;
Individual vocational counseling during rehabilitation and on the job;
Assistive technology to increase a student’s ability to work, such as adapted equipment or work site modifications;
Vocational training after high school to prepare for employment; this may include tuition, fees, books and supplies for education in a college, university, trade school, or on-the-job training;
Assistance with added costs incurred because of rehabilitation plan;
Job placement assistance; and
Job-related tools and licenses for individuals who are ready to go to work.
B. Centers for Independent Living: Independent living is often overlooked in the transition planning process; however, all students need to know how to access support for future living arrangements. Center for Independent Living can assist students in identifying individual goals in a wide variety of areas: socialization, housing, attendant management, financial management, transportation, sexuality, food preparation, community resources, recreation and leisure activities, health care, peer support, employment and educational opportunities, safety, self-advocacy, and individual rights.
C. State Services for the Blind and Visually Handicapped (SSB): If a student has a visual impairment, with or without additional physical or mental disabilities, the Minnesota State Services for the Blind and Visually Handicapped (SSB) can offer assistance in transition planning. An SSB counselor can be part of a student’s transition planning team, and can assist in creating a transition plan. Some of the services available from SSB include:
Adjustment to blindness, including orientation and mobility training and rehabilitation counseling;
Low vision services;
Counseling;
Assistance in finding and keeping a job;
Tools and supplies needed to reach goals;
Telecommunication and sensory aids; and
Vocational training.
D. County Social Services: County social services play a crucial role in assisting individuals in meeting a variety of essential daily needs, such as housing, employment, financial support, health care, and transportation. County case managers are the key to accessing these services and supports. The case manager can determine eligibility for services, help identify which services are needed, seek out appropriate services, and coordinate service delivery. Direction for the case manager’s involvement comes from a person’s Individual Service Plan (ISP). County social services are available in the categories of developmental disabilities, mental health, hearing impairments, and general assistance. Some of the Services that may be provided by county social services include:
Case management to individuals eligible to receive services such as Intermediate Care Facilities for persons with mental retardation (ICF/MR), home and community-based services, semi-independent living services, day training and habilitation services, employment services and support, and mental health services;
General relief programs, which provide assistance to persons who are needy and temporarily disabled who cannot qualify under the Supplemental Security Income Program (SSI) of the Social Security Administration;
Medical assistance program which seeks to provide medical assistance to individuals who receive payments from any of the various public assistance programs;
A program which provides food stamps for people who qualify under certain income, living arrangement, and maximum resources requirements.
E. Private Industry Counsel-Job Training Partnership Act: The Private Industry Council is a local committee that helps govern the implementation of the Job Training Partnership Act (JTPA). The JTPA is a program to enlist employers as partners in vocation training programs; the program can include both work experience and on-the-job training. Activities that occur during transition planning for eligible individuals may include:
On-the-job training conducted in the work environment to enable the trainee to learn a specific occupation through demonstration and practice;
Customized training, which often includes classroom education as well as on-the-job training, designed to meet the individual’s needs;
Job search assistance in a small group setting, which could include working on interviewing techniques, resume preparation, uncovering job leads and instruction regarding how to keep a job.
F. Rehabilitation Facilities and Day Training and Habilitation Centers: Both of these types of services require referral from another agency, usually the Division of Rehabilitation Services, State Services for the Blind, or county social services. Activities that occur during transition planning for eligible individuals may include:
Vocational evaluation and counseling;
Training in daily living, occupations, and personal or social skills;
Adult basic education; and
Job placement and follow-up.
G. Employers: Employers can assist during the transition planning process by:
Providing information on a student’s work habits and skill levels (if the student is working) or information for a student and family on the skills needed for certain kinds of work;
Offering job sites for training or placement and becoming integrally involved in a student’s learning; and
Offering their expertise at "career days" and as guest speakers.
H. Advocacy Services: Advocacy services may be available from a number of sources, such as PACER, local Arcs (formerly the Association for Retarded Citizens), LDM (Learning Disabilities of Minnesota), or the Minnesota Disability Law Center (Legal Advocacy). Services may include:
Advocates for persons with disabilities;
Involvement with legislation affecting person with disabilities;
Information and referral regarding potential services;
Investigation and intervention; and
Legislative support for lawyers working for clients with disabilities.
I. Post-secondary Schools: Post-secondary education can be pursued in public and private colleges, universities, community colleges, technical colleges, and business and trade schools. Most post-secondary schools have staff specifically assigned to counsel students with disabilities. Some schools work closely with high schools to provide training during the final years of high school. During the transition planning process, post-secondary support staff can provide information on survival skills, the application process, and support services offered by the institution.
J. Other Resources: A number of other resources exist that may be useful in the IEP/transition planning process. For example, a representative from the Social Security office can provide information regarding rules and regulations for persons with disabilities and application forms. Mental health centers can provide evaluations and support through therapy, counseling, and consultation. The state Job Service offices provide job listings and can help with planning application and employer contacts. An array of health services such as family planning, nutrition, personal health care, pre-natal care, and assistance with on-going health issues can be provided by public health nurses or other health care providers. Depending on the individual student, representatives from these agencies may be included on the IEP/transition planning team.
IEP/Transition Planning Team Considerations
A number of tasks and activities occur before, during, and after the IEP/transition planning meeting. In order to collaborate on a successful transition plan, team members will want to keep in mind the following guidelines:
Before an IEP/transition Planning Meeting:
The student, parent(s) and IEP manager develop and approve the list of people to invite to the IEP/transition planning team meeting.
All team members should be given reasonable advance notice to participate in the IEP/transition planning meetings.
The student and family member (or school staff on request of the student and/or parents) should invite potential service providers. The invitation should be made far enough in advance so that the provider will have an opportunity to get to know the student before the IEP/transition planning meeting. It is very uncomfortable to be assisted in personal planning by someone you have never met.
Assessment information should be compiled and shared with participants before the IEP/transition planning meeting. Planning meetings should not be dominated by a discussion of the student’s academic deficits, but rather focused on planning for the student’s future. Students can send their assessment information to service providers and home to their parents to give them ample time to prepare for the meeting.
All participants need to know what will take place at the meeting so they know how to prepare.
Students should meet with an instructor or advisor to review their previous goals, interest inventories, and transition surveys so that they are prepared for the meeting. Parent and service provider surveys should also be completed before the meeting.
During an IEP/transition Planning Meeting:
Everyone included as a team member should be given an active role in the planning meeting. Team members are not likely to attend many meetings if they do not feel that they have made a valuable contribution.
IEP/transition planning meetings where many people are in attendance are not the place to bring up personal issues, such as grooming or showering habits. The meeting should be kept positive so that the student will look forward to the future and to being included in the planning process.
All individual plans for a student (e.g., IEP, IWRP, ISP) could be developed cooperatively at the same meeting to assure that all are working together.
The completion of pre-meeting activities will ensure that the large team meeting can be completed in a reasonable period of time.
After an IEP/transition Planning Meeting:
A copy of the completed IEP/transition plan should be made available to the student. For example, students could keep a copy in their own transition file folder and check off objectives as they are completed.
Students and family members should have opportunities to check to see if all responsibilities designated in the IEP/transition plan are being carried out.
As youth with disabilities prepare to transition from school to adult life they may be eligible to receive benefits provided through the Social Security Administration. School personnel have a responsibility to assist these youth to access the benefits for which they are entitled.
Currently, many children and youth with disabilities are failing to collect benefits for which they are entitled through SSA. Youth with disabilities whose families have limited income and resources may qualify for monthly Supplemental Security Income (SSI) benefits. For youth with disabilities age 18 and older, eligibility for SSI disability programs depends on the individual’s income and is no longer dependent on family income, unless the youth is under 22 and a student regularly attending school or training. Eligible youth may also receive Medicaid, which can help pay their medical expenses. Individuals should apply as soon as possible, since upon being found eligible, the benefits may be paid back to the day of application.
The Social Security Administration has new rules for evaluating disabilities in children and youth which are expected to provide a more equitable assessment of disabilities. The new rules for eligibility provide for individual assessment of each child’s ability to function. The child’s ability to function is determined by looking at the impact of the impairment on the child’s everyday activities. If the child’s physical or mental impairment substantially limits his or her ability to function appropriately, independently, and efficiently in an age appropriate manner, the child may be found disabled. Data from school records, i.e., IEP, psychologist report, school medical records, can be used to provide documentation of the disability. Other new childhood disability regulations provide detailed guidelines for evaluating mental disorders in children, and, for the first time, specifically cover psychoactive substance dependence, anxiety disorders, hyperactivity, personality disorders, autism, tic disorders such as Tourette’s Syndrome, Downs Syndrome, cystic fibrosis, and anorexia.
Educators and health providers need only have families and individuals contact the local Social Security Administration for program and eligibility information An application can be completed over the phone in order to facilitate the eligibility process. The following is a list of Social Security Officers for the ASEC schools:
Norman and Polk
Rm. 308, Federal Bldg.
657 2nd Avenue N.
Fargo, ND 58108 | Red Lake
315 5th St.
Bemidji, MN 56601 | Marshall
124 N. 6th St.
P.O. Box 1678
Grand Forks, ND 58201 |
RESOURCES FOR TRANSITION PLANNING
Minnesota Education Services, formerly the Minnesota Curriculum Services Center (MCSC), provides a large variety of commercial, national, state and locally-produced curriculum resources available on a 3-week loan basis, free of charge. There is a listing available of MES’s large holding of materials on transition. A library technician is available to take orders and provide assistance, tours and other library services. MES is located at Capitol View Center, 70 West County Road B-2, Little Canada, MN 55117-1402. They are open from 7:30 a.m. to 4:00 p.m., Monday through Friday. (612) 483-4442, 1-800-652-9024 (Greater Minnesota); FAX (612 )483-0234.
The following resources may be useful in the transition planning process:
"Transition to Adult Life for Individuals with Disabilities." (1992).
This print and media guide lists current and significant materials on transition, including books, journals, journal articles, papers, training materials, videotapes, newsletters and organization. Available from the Institute of Community Integration, University of Minnesota, 109 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455, (612) 624-4512.
"Begin the Between: Planning for the Transition from High School to Adult Life." (1992).
This guide reviews basic issues on successful transition from high school to adult and community living. It provides strategies for planning and an introduction to the adult service system. Free to parents of Minnesota high school aged children and young adults with disabilities. A small fee for others. Available through PACER Center, 4826 Chicago Avenue S, Minneapolis, MN 55417-1055. (612) 827-2955.
"Community Transition Interagency Committee Yearly Summary."
This is the annual report on the status of CTICs in Minnesota, compiled for the Minnesota Department of Education by the Institute on Community Integration. Available from the Institute on Community Integration, University of Minnesota, 109 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455, (612) 624-4512.
Transition Brochures.
Topics include: Special Education Services and Programs, County Social Services, Division of Rehabilitation Services, State Services for the Blind, Preparing for Adult Life (consumer-focused) and A model of Interagency Collaboration (an overview of Minnesota’s Transition Model). A complimentary copy is available from the Interagency Office on Transition Services, (612) 295-5660. Multiple copies available from Minnesota Educational Services.
"Teaching the Possibilities: Jobs and Job Training Resource Guide for Transition Planning." (1991).
This guide contains resources and teaching tips to provide teachers and agency staff with a framework to address the needs of students as they prepare for future employment. Available through Minnesota Educational Services, 70 W. County Road B-2, Little Canada, MN 55117-1402, (612) 483-4442 or 1-800-652-9024.
"Teaching the Possibilities: Postsecondary Education and Training Resource Guide for Transition Planning." (1992).
This guide contains resources and teaching topics to provide teachers and agency staff with a framework to address the needs of students as they prepare for post-secondary and life-long learning. Available through Minnesota Educational Services, (see above address).
"Teaching the Possibilities: Identifying Individual Transition Needs." (1993).
This resource guide for transition planning was developed to assist special education teachers as they assess individual students’ transition needs. It includes a description of the transition assessment process, a list of assessment instruments in the five transition planning areas, and several future planning surveys to be used with parents and students. All secondary special education teachers could benefit from this resource. Available through Minnesota Educational Services (see above address).
"Teaching the Possibilities: Recreation and Leisure, and Community Participation" ( 1994).
Updated April 01, 2009