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Transition-focused planning begins no later than age 14

Cultural and linguistic considerations embedded throughout the planning process

Planning team leader identified

IEP meeting time and preparation are adequate to conduct planning that engages relevant stakeholders

Planning and meeting time and place support student and family engagement

Planning process is student-centered planning (e.g., applies person-center planning; MAPS, PATH, PFP)

Comprehensive age-appropriate transition assessments are used for transition planning (e.g., achievement, intelligence, behavior, career, aptitude, skills, interests, preferences, readiness)

Referral to adult service provider(s) occurs prior to student’s exit from school

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Planning team includes student and family members

Students are prepared to actively participate in the IEP development process and meeting

Students evaluate their progress on previous IEP goals and objectives

Self-determination is facilitated within the planning process

Students express their interests, preferences, and limits

Planning decisions are driven by students and their families

Accommodations are made for communication needs (e.g., interpreters)

Students evaluate their participation in the planning process and meeting

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Student interests and preferences are documented

Progress or attainment of goals is reviewed annually

Options identified for each outcome area

Postsecondary education or training goals and objectives specified

Occupational goals and objectives specified

Community-related and residential goals and objectives specified (e.g., voting, driving)

Recreation and leisure goals and objectives specified

Educational program corresponds to specific goals, including elective courses

Pathway to diploma or other exit document identified and aligned with postsecondary goals

Goals are measurable

Personal needs are addressed in planning (e.g., financial, medical, guardianship)

Specific goals and objectives result from student choices

Planning process considers integrated developmental and service settings with appropriate supports

Responsibility of participants or agencies specified

Evaluation of participant fulfillment of responsibilities

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Post-secondary Transition Manual for Students who are Deafblind

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Post-secondary Transition Manual for Students who are Deafblind

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Strategies for Special Populations Success - Practical Tips and Tools for Educators

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Strategies for Special Populations Success - Practical Tips and Tools for Educators

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Transition Planning and Services Course Enhancement Modules

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Transition Planning and Services Course Enhancement Modules

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Rationale

A growing body of evidence indicates that effective transition planning is essential for improved graduation and post-school outcomes for students with disabilities. The importance of transition planning is illustrated by its increasing focus in the several reauthorizations of the Individuals with Disabilities Act (IDEA, 2004; Pub. L. 94-142, §§ A-D). Despite progressively greater legislative emphasis on effective transition planning, however, students with disabilities continue to graduate at significantly lower rates than do their peers without disabilities-64.6% compared to 83.2%, respectively (U.S. Department of Education, 2015). In addition, individuals with disabilities experience significantly higher rates of unemployment and significantly lower rates of employment in comparison to peers without disabilities (U.S. Bureau of Labor Statistics, U.S. Department of Labor, 2014).

To assist pre-service and professional-learning educators in closing the graduation and post-school outcomes gaps, the Transition Planning CEM is organized by the five areas outlined in Taxonomy of Transition Planning: student-focused planning, student development, interagency collaboration, family engagement, and program structure (Kohler, Gothberg, Fowler, & Coyle, 2016).

Objectives

After completing this CEM, users will be able to:

1. Describe the components of an effective transition plan.

2. Articulate the major elements of effective transition planning.

3. Write postsecondary measurable goals for individualized education programs (IEPs).

4. Explain the differences between evidence-based practices (EBPs) and predictors of post-school outcomes.

5. Identify essential characteristics of effective transition program structures.

6. Demonstrate the importance of building self-determination in students with disabilities.

7. Present strategies for involving secondary students with disabilities with individualized planning, including the transition IEP.

8. Discuss the importance of including families of students with disabilities in the self-determination process.

9. Explain the importance of providing transition-related activities within a general education setting.

10. Demonstrate how to embed transition-related activities within the general education curriculum and coursework.

11. Identify academic EBPs to support students with disabilities.

12. Review the law on family engagement in transition planning.

13. Learn how family involvement in transition planning predicts positive post-school outcomes.

14. Identify EBPs for facilitating family involvement and engagement in transition planning.

15. Demonstrate the importance of cross-disciplinary planning (i.e., intra-agency and interagency).

16. Understand the critical elements of interagency collaboration.

17. Identify actions that schools can take to increase interagency collaboration and expectations for post-school employment and postsecondary education.

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Transition Planning and Services | CEEDAR

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As a part of the Course Enhancement Modules, this page provides an overview for Transition Planning and Services.

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You Got This: Taking a Leadership Role in Your IEP Meeting

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You Got This: Taking a Leadership Role in Your IEP Meeting

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Evidence-Based Predictors for Post-Schol Success

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Evidence-Based Predictors for Post-Schol Success

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Student-Led IEP Resource Hub from PaTTAN

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Student-Led IEP Resource Hub from PaTTAN

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Student-Led IEP Resource Hub from PaTTAN - For Schools & Educators

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With help from you and the family, the student can learn how to become part of their IEP process. Learning how to be part of, and eventually lead, their own IEP process is one of the best ways to help the student learn to self-advocate.

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Ohio Colleges and Universities Disability Resource Directory

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Ohio Colleges and Universities Disability Resource Directory

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https://padlet.com/statesupportteam11/ohiocollegedisabilitiesresourcedirectory

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Explore resources developed by youth with disabilities across the country to access tools to successfully engage and involve youth partners in projects to support impactful change.

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Welcome to Youth Engagement NowExplore resources developed by youth with disabilities across the country to access tools to successfully engage and involve youth partners in projects to support impactful change.Youth Engagement ToolsChoose a topic to get started.Laying theFoundationHow to Find YouthDisability Training 101Disability Awareness / KnowledgePrincipals of DEI and IntersectionalityFind Foundational ToolsBecoming AdvocatesExplore LeadershipYouth Code of ConductStorytelling / Brand BuildingCommunity ...

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Young people with disabilities, families and professionals who support them make up a powerful network of relationships, knowledge and experience for what's working in transition. Through the power of collaboration, our initiative connects these networks into a detailed road map for success.

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Young people with disabilities, families and professionals who support them make up a powerful network of relationships, knowledge and experience for what's working in transition. Through the power of collaboration, our initiative connects these networks into a detailed road map for success.

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https://padlet.com/statesupportteam11/TaxonomyforTransitionProgramming2Resources

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What Works for Work: Evidence Based Transition Practices and Predictors

Handout_1_Evidence-Based-Predictors-for-Post-school-Success-2018.pdf (ocali.org)

Evidence Based Practices for Transition Based Youth (ocali.org)

I‘m Determined | Employment First (ohioemploymentfirst.org)

Charting the LifeCourse | Employment First (ohioemploymentfirst.org)

Secondary Transition Roadmap for Families with children with Disabilities, ages 3-21 (ohio.gov)

BackwardsPlanningTemplate-Annotated-2.pdf (ohioemploymentfirst.org)

OCALI | Age-Appropriate Transition Assessment Planning Guide | Tools for Developing Adult Life Goals

OCALI | Age-Appropriate Transition Assessment Planning Guide | Some Tools to Consider When Building a Youth's Profile

OCALI | Age-Appropriate Transition Assessment Planning Guide | Tools for Developing an Assessment Plan

OCALI | Transition Planning and the IEP

The Journey: A Suite of Resources | Employment First (ohioemploymentfirst.org)

A Process for Facilitating Multi-Agency Transition Planning (ohioemploymentfirst.org)

A Process for Facilitating Multi-Agency Transition Planning (ohioemploymentfirst.org)