next Step Program
Next STEP Program
The Next STEP is a high school transition program that applies informed decision-making processes to promote personal growth and develop competencies in self-awareness, interpersonal relationships, employment readiness, independent living, and citizenship. The goals of the program are to increase student employ-ability skills, to develop career awareness and a life plan.
Next STEP is a program designed to help students with disabilities learn both vocational and home-living skills, providing the students with the greatest opportunities for an independent and fulfilling future. Each student in STEP has an individualized program based on specific goals and objectives as determined by the student’s Individualized Education Program (IEP) Team.
The Next STEP is a high school transition program that applies informed decision-making processes to promote personal growth and develop competencies in self-awareness, interpersonal relationships, employment readiness, independent living, and citizenship. The goals of the program are to increase student employ-ability skills, to develop career awareness and a life plan.
Next STEP is a program designed to help students with disabilities learn both vocational and home-living skills, providing the students with the greatest opportunities for an independent and fulfilling future. Each student in STEP has an individualized program based on specific goals and objectives as determined by the student’s Individualized Education Program (IEP) Team.
Next STEP Purpose Statement
Secondary Transition Planning is the process of preparing students for life after high school and includes planning for postsecondary education or training, employment, and independent living. The goal is to ensure that young people with disabilities who are attending school experience a smooth transition to adult life. Transition planning was designed to prepare students to make a smooth transition and to assist them in overcoming obstacles.
Transition services are a coordinated set of activities based on the individual student’s needs which take into account the student’s preferences and interests. The student’s Individual Education Program (IEP) plan must address his/her need to develop skills to live and work as independently as possible within the community. Addressing a youth’s transitional needs requires collaboration and creativity. The process must involve planning with the youth along with his or her parents, special educators, vocational educators, and adult service system representatives (i.e., social services, Independent Living Services counselors, Rehabilitation Services counselors, and possibly employers). Areas to address include academic & post-secondary education or training, employment, and independent living which include community participation, home living, and recreation/leisure.
In Minnesota every school district must ensure that all youth with disabilities are provided the special instruction and related services that are appropriate to their needs. The youth’s needs and the special education instruction and services to be provided shall be agreed upon through the development of the individual educational program (IEP). The plan must address the youth’s need to develop skills to live and work as independently as possible within the community.
Transition services are a coordinated set of activities based on the individual student’s needs which take into account the student’s preferences and interests. The student’s Individual Education Program (IEP) plan must address his/her need to develop skills to live and work as independently as possible within the community. Addressing a youth’s transitional needs requires collaboration and creativity. The process must involve planning with the youth along with his or her parents, special educators, vocational educators, and adult service system representatives (i.e., social services, Independent Living Services counselors, Rehabilitation Services counselors, and possibly employers). Areas to address include academic & post-secondary education or training, employment, and independent living which include community participation, home living, and recreation/leisure.
In Minnesota every school district must ensure that all youth with disabilities are provided the special instruction and related services that are appropriate to their needs. The youth’s needs and the special education instruction and services to be provided shall be agreed upon through the development of the individual educational program (IEP). The plan must address the youth’s need to develop skills to live and work as independently as possible within the community.
Next STEP Transition Program Goal
- To give students the opportunity to learn beyond the limits of the available curriculum.
- To give students access to resources and facilities not available within in the traditional high school setting.
- To give students access to professional leadership role models in the community.
- To raise student awareness of their personal education and career options and assist them in making informed decisions about these options.
- To provide the student with appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills.
- To provide the student with the transition services (including courses of study) needed to assist the student with a disability in reaching those goals.
secondary transition planning
Secondary Transition Planning is the process of preparing students for life after high school and includes planning for postsecondary education or training, employment, and independent living. Southern Minnesota Education Consortium has taken a leadership role in the effort to make provisions for effective transition planning and services for young adults with disabilities. The goal is to ensure that young people with disabilities who are attending school experience a smooth transition to adult life. Transition planning was designed to prepare students to make a smooth transition and to assist them in overcoming obstacles.
Beginning sometime during grade 9, transition services are a coordinated set of activities based on the individual student’s needs which take into account the student’s preferences and interests. The student’s Individual Education Program (IEP) plan must address his/her need to develop skills to live and work as independently as possible within the community. Addressing a youth’s transitional needs requires collaboration and creativity. The process must involve planning with the youth along with his or her parents, special educators, vocational educators, and adult service system representatives (i.e., social services, Independent Living Services counselors, Rehabilitation Services counselors, and possibly employers). Areas to address include academic/general skills, post-secondary education or training, employment, and independent living which include community participation, home living, and recreation/leisure.
In Minnesota every school district must ensure that all youth with disabilities are provided the special instruction and related services that are appropriate to their needs. The youth’s needs and the special education instruction and services to be provided shall be agreed upon through the development of the individual educational program (IEP) or the individual interagency intervention plan (IIIP). The plan must address the youth’s need to develop skills to live and work as independently as possible within the community. The youth’s plan must contain a statement of the needed transition services before secondary services are concluded, including a statement of the interagency responsibilities or linkages or both. The statement of transition service needs should relate directly to the youth’s goals after high school and show how planned activities are linked to these goals.
Beginning sometime during grade 9, transition services are a coordinated set of activities based on the individual student’s needs which take into account the student’s preferences and interests. The student’s Individual Education Program (IEP) plan must address his/her need to develop skills to live and work as independently as possible within the community. Addressing a youth’s transitional needs requires collaboration and creativity. The process must involve planning with the youth along with his or her parents, special educators, vocational educators, and adult service system representatives (i.e., social services, Independent Living Services counselors, Rehabilitation Services counselors, and possibly employers). Areas to address include academic/general skills, post-secondary education or training, employment, and independent living which include community participation, home living, and recreation/leisure.
In Minnesota every school district must ensure that all youth with disabilities are provided the special instruction and related services that are appropriate to their needs. The youth’s needs and the special education instruction and services to be provided shall be agreed upon through the development of the individual educational program (IEP) or the individual interagency intervention plan (IIIP). The plan must address the youth’s need to develop skills to live and work as independently as possible within the community. The youth’s plan must contain a statement of the needed transition services before secondary services are concluded, including a statement of the interagency responsibilities or linkages or both. The statement of transition service needs should relate directly to the youth’s goals after high school and show how planned activities are linked to these goals.