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It provides a practical outline of what to consider, including Individualized Education Program (IEP) involvement, Personal Learning Plans, transition assessments, person-centered planning, benefits exploration, and skill-building for self-advocacy. 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It’s the time when students, families and schools look at what the student will need, in addition to academics, to live and work as independently as possible when they transition from school to adult life.  \nThis checklist is an outline of what you and your student should consider during this time. This is a general list of ideas for students age 14-21. Activities will vary depending on the needs of the student.  \nThere are a variety of Arc Guides that provide more information on services, programs and options. Check them out at [https://arcminnesota.org/arc-guides/](https://arcminnesota.org/arc-guides/)  \nThe Transition Process: Ages 14-16  \nGENERAL  \n􀂆 Beginning at grade 9 , the student must be asked to be part of the Individualized Education Program (IEP) process. Ask the student’s special education teacher about helping the student lead the meeting or take part as much as possible.  \n􀂆 All students must have a Personal Learning Plan in high school. This is in addition to the IEP. This plan should be looked at as a life plan that includes academic scheduling, career exploration, career and employment-related skills, community partnerships, college access, all forms of postsecondary (after high school) training, and experiential (real life) learning opportunities.  \n􀂆 At grade 9, the school should do a transition assessment which includes standardized tests (tests that are given and scored in the same way for all test takers) . In addition to whatever testing the team agrees on, the assessment must include tests that measure life skills and career readiness. Examples of assessments are the Enderle-Severson and Brigance Transition Skills Inventory.  \n􀂆 Add people to the IEP team who can offer help planning for the adult world for the student. Think about meeting with the school guidance counselor and inviting him/her to the meeting. Also consider whether it would be beneficial to have the county social worker attend.  \n􀂆 Look at the school catalog for classes with your student. Consider all classes and extracurricular activities when planning schedules. Think about and plan for courses required for post-secondary education (college, vocational or trade school, other training programs) if the student will be going on to one of those programs.  \n􀂆 Be sure the IEP has transition goals for both academic and functional (everyday living) needs. The IEP should include regular high school classes based on transition needs and goals. Based on the  \nassessed needs of the student, goals can be in the areas of employment, post-secondary training and learning, home, independent living and healthy relationships.  \n􀂆 Explore a person-centered planning process that focuses on the student and what they want for their future. These are tools that ensure the student is at the center of decisions that relate to their life and what is important to and important for them. A person centered process involves listening, thinking together, coaching, sharing ideas and seeking feedback from the student and persons important in their life. (The Arc Minnesota offers multiple Person Centered Planning process to help students and families consider options. )  \n􀂆 Explore Medical Assistance (government health insurance) and Social Security benefits (financial assistance) .  \n􀂆 Explore county human services. Request a MnCHOICES assessment from the county if you have not already done this. This is a checklist that is done in the student’s home by a person from the county trained to look at the student’s skills and needs. This assessment determines if your student is eligible for county or other services.  \n􀂆 Encourage the development of skills to allow the student to advocate for their own needs (selfadvocacy) . Help the student understand his/her own disability and how to communicate their needs t","cbCailBEE5CgXtXS","https://ap.wps.com/l/cbCailBEE5CgXtXS","pdf",356310,6,"English","# Transition Process: Ages 14-16\n## General\n## Employment\n## Post Secondary Training and Learning Opportunities\n## Recreation, Leisure and Community Participation","[{\"question\":\"When should the transition process start for students?\",\"answer\":\"The checklist begins with the transition process during ages 14–16, starting at grade 9 for initiating involvement in the IEP process and beginning transition assessment planning.\"},{\"question\":\"What should be included in a high school Personal Learning Plan?\",\"answer\":\"The Personal Learning Plan should function as a life plan that includes academic scheduling, career exploration, career and employment-related skills, community partnerships, college access, postsecondary training, and real-life learning opportunities.\"},{\"question\":\"How are transition assessments used at grade 9?\",\"answer\":\"At grade 9, the school should conduct a transition assessment that includes standardized tests and also measures life skills and career readiness; examples include the Enderle-Severson and Brigance Transition Skills Inventory.\"},{\"question\":\"What employment-related steps does the checklist recommend?\",\"answer\":\"It recommends exploring career options and adding career planning goals to the IEP, teaching job application and interview skills, reviewing benefits resources like db101.org, encouraging volunteering, building home responsibility skills, and discussing Pre-Employment Transition Services (PreETS) through school case management or special education.\"}]","GetSet - for Transition Checklist - General | PDF",1789198913]