TRANSITION SERVICES GUIDE
The school system, in collaboration with the Vocational Rehabilitation service provider, deliver opportunities designed to prepare students and youth with disabilities for careers in the 21st century workforce. This section describes services and key requirements of the Individuals with Disabilities Education Act (IDEA) and the Rehabilitation Act of 1973 that facilitate the transition from school to post-school activities, including postsecondary education and competitive integrated employment. These requirements are in place for students and youth with disabilities to seamlessly access services and supports to achieve their career goals. Examples of how States implement transition requirements, descriptions of services for youth with disabilities who are no longer in school, and a sample flow chart of key points in the transition process are also presented.
Transition Services
Transition services are integral to a Free Appropriate Public Education (FAPE) under IDEA. A primary purpose of IDEA is to ensure that all children with disabilities have available to them a FAPE that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. IDEA contains transition services requirements for students with disabilities, which must be addressed in the first IEP to be in effect when the student turns 16, or younger, if determined appropriate by the IEP Team. The Rehabilitation Act authorizes a continuum of services, such as pre-employment transition services, transition services, job placement services other Vocational Rehabilitation services, and supported employment services for students and youth with disabilities, as appropriate, to secure meaningful careers. Implementing regulations for both the schools and the State Vocational Rehabilitation Services program define transition services similarly. Providing transition services is a shared responsibility between the school and Vocational Rehabilitation agency. The definition of transition services is listed in the glossary at the end of this guide.
Transition Services for Students under IDEA
Schools provide an array of supports and services for IDEA-eligible students designed to enable them to be prepared for college or careers. Under IDEA, States and school districts must make FAPE available to all eligible children with disabilities in mandatory age ranges. FAPE includes the provision of special education and related services at no cost to the parents in conformity with a properly developed IEP. Each child with a disability must receive FAPE in the least restrictive environment (LRE), and, to the maximum extent appropriate, must be educated with children who do not have disabilities. The LRE requirements apply to transition services, including employment-related transition services, and apply equally to the employment portion of the student’s program and placement.
The Individualized Education Program: Postsecondary Goals and Transition Services
Each student with a disability served under IDEA must have an IEP developed by a Team that includes:
- The parent(s) of a child with a disability;
- Not less than one regular education teacher of such child (if the child is, or may be, participating in the regular education environment);
- Not less than one special education teacher or, where appropriate, not less than one special education provider of such child;
- A representative of the public agency (generally the local educational agency (LEA)) who is: qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of children with disabilities, knowledgeable about the general education curriculum, and knowledgeable about the availability of resources of the LEA;
- An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described above;
- At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
- Whenever appropriate, the child with a disability. Parents are an essential source of information in IEP development and play an important role in the IEP Team to establish the student's IEP goals. There are many resources to assist parents through the IEP and transition processes.
Other Agency Representatives at IEP Team Meetings
Representatives of other agencies, such as the VR agency, can be invited to participate at IEP Team meetings in which transition services and postsecondary goals are discussed if that agency is likely to be responsible for providing or paying for the transition services to be included in the student's IEP. However, IDEA requires the consent of the parents or the student who has reached the age of majority under State law to invite other agency representatives to participate in the meeting. See section 4 of this guide for additional information about the age of majority. If a participating agency, other than a public agency, fails to provide the transition services described in the student's IEP, the public agency must reconvene the IEP Team to identify alternative strategies to meet the transition objectives for-the-student. To meet IDEA's transition services provisions, the IEP must contain the services and supports needed to assist the student to gain the skills and experiences necessary to reach his or her desired post-school goals. If the first IEP to be in effect when the student turns 16, or younger, if determined appropriate by the IEP Team, and updated annually thereafter, the student's IEP must include:
- Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills;
- The transition services (including courses of study) needed to assist the student in reaching those goals; and
- Age-appropriate transition assessments based on the individual needs of the student to be used to determine appropriate measurable postsecondary goals.
States and school districts are in the best position, along with the student and the student's family member or representative, to determine the most appropriate types of transition assessments based upon a student's needs. As a student ages, the IEP Team must consider whether the student's needs have changed, taking into account the student's strengths, preferences and interests; and develop measurable goals that are focused on the student's life after high school, specifying the transition services needed to help him or her reach those goals. We strongly encourage parents to recognize that decisions about the specific content of postsecondary goals and transition services are the responsibility of the IEP Team. These decisions are made at IEP Team meetings, which sometimes include additional school personnel with specific knowledge related to the identified goals and services. Nothing in IDEA requires a specific service, placement, or course of study to be included in the student's IEP as a transition service. Rather, IDEA leaves such decisions to the IEP Team.
School districts, which are responsible for conducting IEP Team meetings, must:
- Invite the student to an IEP Team meeting if the purpose of the meeting is to discuss the student's postsecondary goals and the transition services needed to assist the student in reaching those goals;
- Take steps to ensure that the student's preferences and interests are considered, if the student does not attend the meeting;
- Take steps to ensure that the parents are present at IEP Team meetings or are afforded the opportunity to participate;
- Notify parents of the meeting early enough to ensure that parents have an opportunity to attend, and specifically inform them if a purpose of the meeting is consideration of postsecondary goals and transition services for the students;
- Schedule the meeting at a mutually convenient time and place;
- Use other methods to ensure parental participation, including individual or conference telephone calls, if neither parent can attend the meeting; and
- Use alternative means of meeting participation, such as videoconferences and conference calls, if agreed to by the parent and the school district.
Parental and student input is vital in determining postsecondary goals related to postsecondary education and training services needs for post-school activities, including independent living and employment. Students with disabilities and their parents should be knowledgeable about the range of transition services available, and how to access those services at the local level.
School districts should encourage both the student and their parents to be fully engaged in discussions regarding the need for and availability of other services, including application and eligibility for VR services and supports to ensure formal connections with agencies and adult services, as appropriate.
The participation of a Vocational Rehabilitation agency representative on the IEP Team helps to ensure that the vocational- or employment-related provisions in the IEP provide a bridge from the receipt of services provided by secondary schools to the receipt of services provided by Vocational Rehabilitation agencies. Further, recent amendments to the Rehabilitation Act authorize the Vocational Rehabilitation agency, along with the school, to provide or arrange for the early provision of preemployment transition services for all students with disabilities who are eligible or potentially eligible for VR services. Representation of the VR agency at the IEP meeting fosters the opportunity for pre-employment transition services to be provided early and in keeping with the student's postsecondary goals.
Transition Timeline
8th Grade
- Identify interests, learning styles, begin career exploration and EDP, tour career center
- Practice self-advocacy skills, communication
- Learning about disability
- Open Pre-ETS- Spring
9th Grade
- Identify interests, assess aptitudes, identify post-secondary goals
- Identify Course of Study, continue self-advocacy and communication skills
- Open Pre-ETS case with Michigan Rehabilitation Services
- Independent Living Skills
10th Grade
- Review interests, aptitudes, post-secondary goals
- Adjust Course of Study; job or career exploration; agency linkage
- Determine graduation status: Credit/required diploma or Certificate of Completion
- Independent Living Skills
11th Grade
- Review interests, aptitudes, post-secondary goals
- Adjust Course of Study; work experience and/or technical training;
- Open full case with Michigan Rehabilitation Services
- Review graduation status
- Independent Living Skills
12th Grade
- Complete graduation/ Certificate of Completion requirements
- Apply to post-secondary options, continue work experience or training
- Write Summary of Performance at exit
- Independent Living Skills
18 – 21 Years
- Work based learning within the school community
- Independent living training
- Develop transportation, leisure/recreation skills
- Connect and open with service agencies
22 – 26 Years
- Work based learning outside the school
- Connect and open with service agencies
- Complete Certificate of Completion requirements
- Write Summary of Performance exit
Reference: CGRESD
Agency Contact List
| Agency Name | Agency Services | Contact Information | What else do they need? |
|---|---|---|---|
|
statewide resource that connects families of children with disabilities to resources to help improve their children’s education. |
Michigan Alliance for Families 1325 S. Washington Ave 800.552.4821 |
Consent form parent or guardian | |
| Lansing Community College (LCC) |
The student Engagement & Admissions Team is your connection to LCC. We are here to work with future students, families, high school staff, business partners, and others. |
Student Admissions and Engagement Team 419 N. Capitol Avenue 517.483.1999 |
Consent from parent or guardian |
|
Michigan Rehabilitation Services (MRS) Dansville, Halslett, Leslie, Mason, Okemos, Stockbridge, Webberville, Williamston, and PSAs |
Employment- Pre-training, job shadows, on the job experiences, education/training and placement |
1048 Pierpont St #1, 517.281.4409
|
Consent from parent or student over the age of 18. Recommendation involve MRS through Pre-ETS counselors beginning 4 years from exit. Student/Family will need to provide a copy of student’s Social Security Card. |
|
Michigan Rehabilitation Services (MRS) Holt, East Lansing, SLC, Waverly, and Project SEARCH
|
Employment- Pre-training, job shadows, on the job experiences, education/training and placement |
1048 Pierpont St #1, 517.242.8477
|
Consent from parent or student over the age of 18. Recommendation involve MRS through Pre-ETS counselors beginning 4 years from exit. Student/Family will need to provide a copy of student’s Social Security Card. |
|
MRS- Pre-ETS Mason |
Pre-Employment Training Skills |
1048 Pierpont St #1, 517.219.2456 |
Pre-ETS form |
|
MRS- Pre-ETS Dansville, East Lansing, Haslett, Holt, Lansing, Leslie, Okemos, Stockbridge, Waverly, Webberville, Williamston |
Pre-Employment Training Skills |
1048 Pierpont St #1, Lansing, MI 48911 517-245-3311 |
Pre-ETS form (2-sided) |
|
Community Mental Health (CMH) Crisis Hotline |
Counseling, Case Management Services, Respite, supported employment, housing |
adleman@ceicmh.org 812 E. Jolly Road, 517.346.8362 |
Student/ family must receive Medicaid to receive CMH services. |
|
Bureau of Services for Blind Persons (BSBP) Clinton, Ingham, Eaton Counties |
Employment- Pre-training, job shadows, on the job experiences, education/training and placement |
702 W. Kalamazoo St. |
IEP Documentation or eye report is required for Pre-ETS and VR Eligibility |
| MI Works |
Development of Employment skills and training. GED Prep Must qualify as low income or having a disability for youth |
201 N Washington Sq. #2, Lansing, MI 48933 |
Must be working towards a credential. (Transcripts) Need: Social Security Card, Birth Certificate, ID |
| Department of Health and Human Services (DHS) |
DHHS can assist with:
|
Ingham, Eaton, Clinton Counties 7725 Richard Dr |
Applications |
|
Disability Network Capital Area (DNCAP) |
Information and referral services, community awareness and advocacy, transition, independent living support, peer support, employment, financial, housing, and transportation |
DNCAP 901 E Mt Hope Ave, |
Families, students and adults can reach out to Disability Network, no restriction currently. |
| Michigan Career and Technical Institute (MCTI) | A residential vocational training facility that provides an educational center for adults with disabilities offering career assessment services that help students explore job options |
11611 W Pine Lake Rd, 269.664.4461 877.901.7360 |
Applicants must be 18 years of age and be referred by MRS, BSBP, Veterans Affairs, private rehabilitation agencies, or private pay student. May require interview. |
| Wilson Talent Center | Career and Technical Education training for Juniors and Seniors in high school |
Rick Ballentine, 611 Hagadorn Rd, |
Referral from counselor, completion of a tour and online application. |
| Michigan 2-1-1 | A free service that connects Michigan residents to agencies and resources in their communities |
Dial: 211 or 844.875.0921 Text your zip code to: 898211 Chat: via website at Michigan 211 |
Consent from parent or guardian |
| Capital Area College Access Network | Assists with college readiness, participation, and completion in Michigan, particularly with low-income students, first generation students going to college, and students of color |
200 N. Washington St., |
Consent from parent or guardian |
Assessment Guidance
| Years from Exit/ Grade Level | Resource Room/ Teacher Consultant/ Ancillary Only | Self-Contained | SXI |
|---|---|---|---|
| 6 Years from Exit (7th grade) |
Interests Inventory Develop EDP – Career Cruising: |
Interest Inventory Develop EDP |
Child Preference Indicators |
| 5 Years from Exit (8th grade) |
Career Pathways Interest Survey Self Determination Assessment Update EDP- Career Cruising: |
Career Pathways Interest Survey Life Skills Assessment Update EDP |
Child Preference Indicators Personal Preference Indicators |
| 4 Years from Exit (9th grade) |
ESTR, or STAT, or TPI, or START V3 Discovery process Update EDP- Career Cruising: Career Matchmaker, My skills |
ESTR, or STAT, or TPI, or START V3 Discovery process Update EDP |
Personal Preference Indicator Supported Employment Indicators |
| 3 Years from Exit (10th grade) |
A guide to assessing College Readiness (if appropriate) START V3 Discovery process Update EDP- Career Cruising: Learning Styles Inventory, Career Selector, Post- Secondary Plan |
Employment Support Indicators Life Skills Assessment Tool START V3 Discovery process, or ULS Update EDP |
Child Preference Indicator Personal Preference Indicators |
| 2 Years from Exit 17-21 years of age (11th grade) |
Self Determination Assessment ESTR, or STAT, or TPI, or START V3 Discovery process Update EDP- Career Cruising: Career Matchmaker, My Skills, Career Selector, Career and Life goals, School Selector |
Career Interest Survey (PICS or ULS) ESTR, or STAT, or TPI, or ULS, or START V3 Discovery process Update EDP |
Child Preference Indicator Supported Employment Indicator |
| Last year of school 22-26 years of age (12th grade) |
A Guide to Assessing College Readiness (if appropriate) Learning styles START V3 Discovery process |
Life Skills Assessment Tool Job Characteristics/ ULS, or START V3 Discovery process Employment Support Update EDP: ULS? |
Personal Preference Indicator Supported Employment Indicator |
Assessment Options
Self-Determination Assessments
- TAGG(S)
- ESTR/TRS
- AIR Self-Determination Scale (Free)
- Choice Maker Self- Determination Assessment (Free)
- Transition Assessment Matrix
Life Skills Assessments
- Employability/Life Skills Assessment (Free)
- Life Skills Inventory for Independent Living Skills Assessment Tool (Free)
- A Guide to Assessing College Readiness (Free)
- Transition Assessment Matrix
Employment Assessments
- Career Clusters (Free)
- Employment Support
- Indicators (Free)
- Career Cruising Data ($)
- Employability/Life Skills Assessment
- The RIASEC Test (free)
- Job Characteristics I Like
- Transition Assessment Matrix
Learning Styles
- Career Cruising ($)
- Educator Planner. Org
- The VARK
- Transition Assessment Matrix
Interest Inventories
Grade 8 Checklist
Transition Assessment
- Addressing education, training, employment and independent living skills
- Provide students with interest inventory Participate in the EDP process
- Provide student with Learning Styles Inventory Record data in the IEP
Teach Student About Disability
- What is the name?
- How does it impact student’s learning, social, behavior skills?
- What accommodations are helpful for them?
Agency Connections
- If the student is turning 14 during 8th grade, connect with Michigan Rehabilitation Services at 517.241.5122
- Provide contact information for Community Mental Health if the student/family is Medicaid eligible and would benefit from counseling or home based behavioral supports
- Ingham County 517.346.8318; Pre-ETS sign up in the Spring
Attendance at Their IEP
- Sharing about their disability
- Sharing their strengths/concerns and vision for after school
- Sharing accommodations that work for them
- Learn about HS completion options
Develop Good Habits
- Work completion
- Attendance and appearance
- Student talking to staff and peers about disability and accommodations
- Participate in school activities
MICHIGAN MERIT CURRICULUM
Per the Michigan Department of Education (MDE), the following are the graduation requirements. Individual Boards of Education may have additional requirements. It is best to consult your guidance counselors and administration.
Michigan High School Graduation Requirements (18)
ENGLISH LANGUAGE ARTS (ELA) – 4 Credits
- Proficiency in State Content Standards for ELA (4 credits)
MATHEMATICS – 4 Credits
- Proficiency in State Content Standards for Mathematics (3 credits); and
- Proficiency in district approved 4th Mathematics credit options (1 credit) (Student MUST have a Math experience in their final year of high school.)
ONLINE LEARNING EXPERIENCE
- Course, Learning, or Integrated Learning Experience.
PHYSICAL EDUCATION & HEALTH – 1 Credit
- Proficiency in State Content Standards for Physical Education and Health (1 credit); or
- Proficiency with State Content Standards for Health (1/2 credit) and district approved extracurricular activities involving physical activities (1/2 credit).
SCIENCE – 3 Credits
- Proficiency in State Content Standards for Science (3 credits); or
- Beginning with the Class of 2015: Proficiency in some State Content Standards for Science (2 credits) and completion of a Department approved formal Career and Technical Education (CTE) program (1 credit).
SOCIAL STUDIES – 3 Credits
- Proficiency in State Content Standards for Social Studies (3 credits).
VISUAL, PERFORMING, AND APPLIED ARTS – 1 Credit
- Proficiency in State Content Standards for Visual, Performing, and Applied Arts (1 credit).
WORLD LANGUAGE – 2 Credits
(Effective with students entering 3rd Grade in 2006)
- Formal coursework or an equivalent learning experience in Grades K-12 (2 credits); or
- Formal coursework or an equivalent learning experience in Grades K-12 (1 credit) and completion of a Department approved formal Career and Technical Education program or an additional visual, performing, and applied arts credit (1 credit).
Michigan Merit Curriculum Requirements (School Board may have additional requirements.)
Personal Curriculum
Consideration of a Personal Curriculum (PC) will have to be discussed with the administrator, counselor and family.
Per the Michigan Department of Education, a PC may be used in the following scenarios:
- To go beyond the academic credit requirements
- To modify the mathematics requirement
- To modify the requirements based on the disability of a student with an IEP
- To modify credit requirements for a transfer student or from a non-public school and unable to meet the MID requirements
For additional state guidance please visit Michigan Department of Education, Personal Curriculum.
For more information regarding Personal Curriculum for students with and IEP, contact:
Rashell Bowerman, Education Consultant
517.335.3063
Diplomas, Certificates
| Situation | Michigan Merit Diploma with or without Personal Curriculum | Certificate of Completion | GED |
|---|---|---|---|
| Recognized by 4-yr Colleges | Yes | No | Yes |
| Recognized by Community Colleges | Yes | *No Financial Aid | Yes |
| Recognized by Trade Schools | Yes |
*Varies by Institution Examples: No – Northwestern Technological Institute |
Yes |
| Recognized by Private Colleges | Yes | *Varies by Institution | Yes |
| Eligible for Financial Aid/TIP | yes | Eligible for TIP, not Federal Financial Aid | Yes |
| Eligible for MRS Assistance | Yes | Yes | Yes |
| Recognized by Armed Services | Yes | Less than 5% | Yes |
| Recognized by Employers | Yes | *Varies by Employee/ Cannot Mark High School Graduate | Yes |
| Eligibility for Post High School Special Education Services | No | Yes | No |
| Eligibility for Post High School MRS Services | No | Yes | Yes |
*Contact institute or employer for specific details.
Lansing Community College - Center for Student Support
Capital Area College Access Network
Michigan State University - Resource Center for Persons with Disabilities
Grade 9 Checklist
Transition Assessment
- Addressing education, training, employment and independent Living Skills
- Provide students with interest inventory
- Participate in the EDP process
- Record data in the IEP
Teach Student About Disability
- What is the name?
- How does it impact student's learning, social, behavior skills?
- What accommodations are helpful for them?
Agency Connections
- Connect with Michigan Rehabilitation Services at 517.241.5122
- Provide contact information for Community Mental Health if the student/family is Medicaid eligible and would benefit from counseling or home-based behavioral supports
- Ingham County 517.346.8318
Attendance at Their IEP
- Sharing about their disability
- Sharing their strengths/concerns and vision for after school
- Sharing accommodations that work for them
- Learn about HS curriculum options
- Share about their plans after school and available options
Develop Good Habits
- Learn and practice informed decision making
- Participate in school clubs/sports
- Practice good hygiene and communication skills
- Develop good work habits
Grade 10 Checklist
Transition Assessment
- Addressing education, training, employment and independent Living Skills
- Provide students with interest inventory
- Participate in the EDP process
- Record data in the IEP
Teach Student about Disability
- What is the name?
- How does it impact student's learning, social, behavior skills?
- What accommodations are helpful for them?
Agency Connections
- Connect with Michigan Rehabilitation Services at 517.241.5122
- Provide contact information for Community Mental Health if the student/family is Medicaid eligible and would benefit from counseling or home-based behavioral supports
- Ingham County 517.346.8318
Attendance at Their IEP
- Sharing about their disability
- Sharing their strengths/concerns and vision for after school
- Sharing accommodations that work for them
- Review and update school completion plan
- Review payment options for plans after school
Develop Good Habits
- Learn and practice informed decision making
- Participate in school clubs/sports
- Practice good hygiene and communication skills
- Develop good work habits
- Monitor their grades
Grade 11 Checklist
Transition Assessment
- Addressing education, training, employment and independent Living Skills
- Participate in the EDP process
- Provide student with Learning Styles Inventory
- Record data in the IEP
Teach Student About Disability
- What is the name?
- How does it impact student's learning, social, behavioral skills?
- What accommodations are helpful for them?
- Learn about services available at their after school programming
Agency Connections
- Connect with Michigan Rehabilitation Services at 517.241.5122
- Provide contact information for Community Mental Health if the student/family is Medicaid eligible and would benefit from counseling or home-based behavioral supports
- Ingham County 517.346.8460
- Tour post-secondary institutions
Attendance at Their IEP
- Sharing about their disability
- Sharing their strengths/concerns and vision for after school
- Sharing accommodations that work for them
- Review and update school completion plan
- Review payment options for plans after school
Develop Good Habits
- Learn and practice informed decision making
- Practice good hygiene and communication skills
- Develop good work habits
- Participate in after school planning nights
- Work part-time/volunteer
Grade 12 Checklist
Transition Assessment
- Addressing education, training, employment and independent Living Skills
- Participate in the EDP process
- Provide student with Learning Styles Inventory
- Record data in the IEP
Teach Student About Disability
- How does it impact student's learning, social, behavioral skills?
- What accommodations are helpful for them?
- Learn about services available at their after high school programming
Agency Connections
- Connect with Michigan Rehabilitation Services at 517.241.5122
- Provide contact information for Community Mental Health if the student/family is Medicaid eligible and would benefit from counseling or home-based behavioral supports
- Ingham County 517.346.8460
- Tour post-secondary institutions
Attendance at Their IEP
- Sharing about their disability
- Sharing their strengths/concerns and vision for after school
- Sharing accommodations that work for them
- Review and update school completion plan
- Review payment options for plans after school
- Age of Majority
Develop Good Habits
- Learn and practice informed decision making
- Practice good hygiene and communication skills
- Develop good work habits
- Participate in after school planning nights
- Work part-time/volunteer
Students Turning 18
- Register to Vote
- Register for Selective Service
- Complete FAFSA/TIP Paperwork
Students Age 17-21 Years Checklist
Transition Assessment
- Addressing education, training, employment and independent Living Skills
- Personal Preference Indicators
- Participate in the EDP process
- Record data in the IEP
Teach Student About Disability
- How does it impact student's learning, social, behavioral skills?
- What accommodations are helpful for them?
- Learn about services available at their after high school programming
Agency Connections
- Connect with Michigan Rehabilitation Services at 517.241.5122
- Provide contact information for Community Mental Health if the student/family is Medicaid eligible and would benefit from counseling or home-based behavioral supports
- Ingham County 517.346.8460
Attendance at Their IEP
- Sharing about their disability
- Sharing their strengths/concerns and vision for after school
- Sharing accommodations that work for them
- Review and update school completion plan
- Review payment options for plans after school
- Age of Majority
Develop Good Habits
- Learn and practice informed decision making
- Practice good hygiene and communication skills
- Gain volunteer and work experience opportunities
- Identify community mentors outside of school setting
STUDENTS AGE 22-26 YEARS CHECKLIST
Transition Assessment
- Addressing education, training, employment and independent Living Skills
- Participate in the EDP process
- Provide students with Preference Indicators Inventory
- Record data in the IEP
Teach Student About Disability
- How does it impact student's learning, social, behavioral skills?
- What accommodations are helpful for them?
- Learn about services available at their after high school programming
Agency Connections
- Connect with Michigan Rehabilitation Services at 517.241.5122
- Provide contact information for Community Mental Health if the student/family is Medicaid eligible and would benefit from counseling or home-based behavioral supports
- Ingham County 517.346.8460
Attendance at Their IEP
- Sharing about their disability
- Sharing their strengths/concerns and vision for after school
- Sharing accommodations that work for them
- Review and update school completion plan
Develop Good Habits
- Learn and practice informed decision making
- Practice good hygiene and communication skills
- Gain volunteer and work experience opportunities
- Communicate school attendance
Positive Personal Profile
A Positive Personal Profile (PPP) is an inventory of student interests and relevant information related to employability and preparedness for employment. Information in the PPP encompasses assessments, observations, interviews, and additional input from people who know the student well. The Positive Personal Profile can be introduced with students in the 8th grade or 4years from exit and updated annually.
Information and guide to completing a Positive Personal Profile (PPP) can be found at the Indiana Secondary Transition Resource Center
