# data[].attributes.attachment_link.readable_text
The Virginia Division on Career Development and Transition in conjunction with Virginia Department for Aging and Rehabilitative Services and Virginia Department of Education will cohost a pre-conference prior to the Raining the Standards Conference. The pre-conference will begin at 8:00 AM with a team welcome, current Pre-ETS landscape and celebrations. A working lunch will be provided. There is not an additional cost to attend the pre-conference.

The topics to be discussed during the pre-conference include:

· NTACT-C Schools and VR: Effective Strategies for Collaborative Service Delivery of Pre-ETS for Students with Disabilities

· Transition Self-Assessment Tool Results, Next Steps, and Recommendations for Collaborative Pre-ETS for Students with Disabilities

· Virginia's Transition Centers - Planning and Coordinating Transition Services and Activities for Students with Disabilities

· DARS and VDOE Leadership Vision: Strengthening Pre-ETS and Outcomes for Students with Disabilities through teamwork

# data[].attributes.attachment_link.description
Eventbrite - VADCDT presents Raising the Standards - Monday, March 11, 2024 | Tuesday, March 12, 2024 at The Hotel Roanoke & Conference Center, Curio Collection by Hilton, Roanoke, VA. Find event and ticket information.

# data[].attributes.headline
Student Involvement in the IEP - Video Modules

# data[].attributes.subject
Student Involvement in the IEP - Video Modules

# data[].attributes.attachment_link.readable_text
Parents and caregivers have certain goals in mind when their children go to school. In order for your child to achieve these goals, there are certain decisions that you, as a parent, will have to make along the way.

# data[].attributes.attachment_link.title
Student Involvement in the IEP - Video Modules - I'm Determined

# data[].attributes.attachment_link.description
Students can learn important self-determination skills by attending and participating in their IEP process. These modules give youth, educators, and families tips on how to increase student involvement.

# data[].attributes.attachment_link.provider_name
Virginia Division on Career Development and Transition

# data[].attributes.attachment_link.title
Welcome Virginia Division on Career Development and Transition

# data[].attributes.attachment_link.description
Book your hotel room for the event at special rates, available here on an exclusive basis.

# data[].attributes.body
https://transitiontn.org/person-driven-planning-collaboration-and-community-engagement/

# data[].attributes.headline
PEATC's Guide to Transition for Families of Youth with Disabilities in Virginia

# data[].attributes.subject
PEATC's Guide to Transition for Families of Youth with Disabilities in Virginia

# data[].attributes.body
https://peatc.org/transition-guide/

# data[].attributes.attachment_link.title
Guide to Transition for Families of Youth with Disabilities in Virginia - PEATC

# data[].attributes.attachment_link.description
Welcome to PEATC's Guide to Transition for Families of Youth with Disabilities in Virginia. When young people move from high school to adulthood, a lot of

# data[].attributes.body
https://centerontransition.org/

# data[].attributes.attachment_link.readable_text
Helping students to reach their career aspirations requires careful, thoughtful, and early planning including career exploration & work experience.

The acquisition of independent living skills can significantly impact a student's future and quality of life.

What Makes Us Innovative

We're not just saying it, we're doing it. In addition to offering rich information to support your work to improve transition outcomes, we are in the field demonstrating and researching models to better serve youth with disabilities.

Start on Success

Project SEARCH

Customized Employment

ACE-IT in College

CTI Projects
Transition Tips for Teachers

Make sure the assessment process is comprehensive and ongoing
Gather transition assessment data throughout the school year in a variety of environments to assist students in developing career interests, functional skills, and work-related behaviors.

Develop and provide work experiences to students while in school
A variety of work experiences emphasizing work-based learning, such as job shadowing, school-based internships, community-based experiences, volunteering, or paid employment, will assist students to build their skill sets, explore interests, and increase their understanding of work expectations.

Teach students about careers and career readiness
Teachers should make sure students have knowledge of the career and technology courses available within their schools.

Use transition assessment data to drive instruction
If a student has identified a particular postsecondary outcome, then instruction and transition services should support the attainment of that outcome.

Spotlight Virginia
Cumberland High School
Cumberland High School provides each senior with the opportunity to complete a Senior Project. The Senior Project allows students to explore their future career field or achieve their passion projects throughout their last year of high school.
Virginia Beach and DARS
The Virginia Beach and DARS partnership at Ocean Lakes High School is an exemplary collaborative interagency model providing complementary transition services to transition-age youth with disabilities.
Scott Jones and Delta Hotels
Mr. Scott Jones is recognized for his outstanding collaboration, leadership, and advocacy in promoting and supporting the employment of individuals with disabilities. Mr. Jones, the General Manager of the Delta Hotels by Marriott in Richmond, is an employer who understands the benefits of diversifying a workforce.

# data[].attributes.attachment_link.title
Virginia Commonwealth University Center on Transition Innovations

# data[].attributes.attachment_link.description
Helping students to reach their career aspirations requires careful, thoughtful, and early planning including career exploration & work experience. The acquisition of independent living skills can significantly impact a student's future and quality of life. We're not just saying it, we're doing it.

# data[].attributes.headline
National Technical Assistance Center on Transtion (NTACT)

# data[].attributes.subject
National Technical Assistance Center on Transtion (NTACT)

# data[].attributes.body
https://transitionta.org/

# data[].attributes.headline
VDOE: Secondary Transition Services for Students with Disabilities

# data[].attributes.subject
VDOE: Secondary Transition Services for Students with Disabilities

# data[].attributes.body
https://www.doe.virginia.gov/programs-services/special-education/secondary-transition-services-for-students-with-disabilities

# data[].attributes.body
http://www.ldonline.org/indepth/transition

# data[].attributes.attachment_link.description
LD OnLine is the leading website on learning disabilities, learning disorders and differences. Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders.

# data[].attributes.attachment_link.description
The I'm Determined project, a state directed project funded by the Virginia Department of Education, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior.

# data[].attributes.headline
National Parent Center on Transition and Employment

# data[].attributes.subject
National Parent Center on Transition and Employment

# data[].attributes.body
https://www.pacer.org/transition/

# data[].attributes.attachment_link.readable_text
Middle & High School Transition Planning

Middle & High School Transition Planning

Transition planning can begin many years before youth with disabilities graduate from high school. Find out about some of the early steps you can take.

Postsecondary Education

Postsecondary Education

Postsecondary education can open doors of possibilities for youth with disabilities. Learn about the differences between accessing accommodations in high school and college, as well as other important postsecondary information.

Employment

Employment

Employment is a crucial aspect of transition. This section contains resources on finding that first job, understanding what services are available to support employment, and helping youth advocate for themselves.

# data[].attributes.attachment_link.title
National Parent Center on Transition and Employment

# data[].attributes.attachment_link.description
The road to adulthood for youth with disabilities is filled with opportunity, and parents play a key role. PACER's National Parent Center on Transition and Employment is ready with the information families want, presented in a way families can use.

# data[].attributes.body
https://peatc.org/services/transition-to-adulthood/

# data[].attributes.headline
Using State Indicator Data for Long-Term Transition Planning 

# data[].attributes.subject
Using State Indicator Data for Long-Term Transition Planning 

# data[].attributes.body
https://centerontransition.org/publications/download.cfm?id=181

# data[].attributes.attachment_link.description
TTAC Online is a place to search a wide range of resources by age level, category, disability area, or topic.

# data[].attributes.headline
VDOE State Performance Plan/Annual Performance Reports

# data[].attributes.subject
VDOE State Performance Plan/Annual Performance Reports

# data[].attributes.attachment_link.readable_text
Your browser does not support JavaScript! This site uses JavaScript but is fully functional without it.

Special Education

Virginia's Special Education State Performance Plan/Annual Performance Reports (SPP/APR) - Part B/C: 2015-Earlier

IDEA requires states to submit a performance plan which includes baseline data, targets, and improvement activities for indicators developed by the United States Department of Education.

To review Virginia's SPP/APR for 2015 and earlier, go to GRADS360 IDEA Part B/C .

Report to the Public on State & School Division Level Performance on APR Targets

State and division-level performance on APR targets, reported annually.

Public Reporting - Part B

Section 618 Data Definitions

Part B - Assessment - Table 6 - The assessment data are counts, by grade level, of the number of students with disabilities participating in state assessments and their performance on those assessments.

Part B - Assessment - State, Division, and School Levels - The assessment data are counts, by grade level, of the number of students with disabilities participating in state assessments disaggregated at the state level, district level and school level.

Part B - Child Count and Ed Environment - The child count and educational environment data are the unduplicated, actual counts of all children and students with disabilities served under IDEA, Part B, ages 3 through 21, by age group and disability category, according to their educational environment.

Part B - Exiting - The exiting data are counts of the number of students with disabilities exiting special education.

Part B - Discipline - The discipline data are counts of the number of children and students with disabilities removed to interim educational settings, the acts precipitating those removals, and the number of children and students with disabilities subject to long-term suspension or expulsion.

Part B - Dispute Resolution - The dispute resolution data are counts of the written, signed complaints; mediation requests; hearing requests; and expedited hearing requests for children ages 3 -21 in each state and outlying area.

Part B - Personnel - The Personnel data are counts of the number of full-time equivalent personnel employed or contracted to provide special education and related services on or about the child count date.

MOE and CEIS - LEA Allocations, Maintenance of Effort (MOE) and Coordinated Early Intervening Services (CEIS)

Data

2020-21

2019-20

No Assessment Available for School Year

2018-19

2017-18

2016-17

2015-16

Public Reporting - Part C

Section 618 Data is available from the Infant & Toddler Connection of Virginia

Child Count & Setting

Dispute Resolution

Exiting

Other Reports

# data[].attributes.headline
Virginia's Special Education State Performance Plan/Annual Performance Reports (SPP/APR)

# data[].attributes.subject
Virginia's Special Education State Performance Plan/Annual Performance Reports (SPP/APR)

# data[].attributes.attachment_link.readable_text
Your browser does not support JavaScript! This site uses JavaScript but is fully functional without it.

Special Education

Virginia's Special Education State Performance Plan/Annual Performance Reports (SPP/APR) - Part B/C: 2015-Earlier

IDEA requires states to submit a performance plan which includes baseline data, targets, and improvement activities for indicators developed by the United States Department of Education.

To review Virginia's SPP/APR for 2015 and earlier, go to GRADS360 IDEA Part B/C .

Report to the Public on State & School Division Level Performance on APR Targets

State and division-level performance on APR targets, reported annually.

Public Reporting - Part B

Section 618 Data Definitions

Part B - Assessment - Table 6 - The assessment data are counts, by grade level, of the number of students with disabilities participating in state assessments and their performance on those assessments.

Part B - Assessment - State, Division, and School Levels - The assessment data are counts, by grade level, of the number of students with disabilities participating in state assessments disaggregated at the state level, district level and school level.

Part B - Child Count and Ed Environment - The child count and educational environment data are the unduplicated, actual counts of all children and students with disabilities served under IDEA, Part B, ages 3 through 21, by age group and disability category, according to their educational environment.

Part B - Exiting - The exiting data are counts of the number of students with disabilities exiting special education.

Part B - Discipline - The discipline data are counts of the number of children and students with disabilities removed to interim educational settings, the acts precipitating those removals, and the number of children and students with disabilities subject to long-term suspension or expulsion.

Part B - Dispute Resolution - The dispute resolution data are counts of the written, signed complaints; mediation requests; hearing requests; and expedited hearing requests for children ages 3 -21 in each state and outlying area.

Part B - Personnel - The Personnel data are counts of the number of full-time equivalent personnel employed or contracted to provide special education and related services on or about the child count date.

MOE and CEIS - LEA Allocations, Maintenance of Effort (MOE) and Coordinated Early Intervening Services (CEIS)

Data

2020-21

2019-20

No Assessment Available for School Year

2018-19

2017-18

2016-17

2015-16

Public Reporting - Part C

Section 618 Data is available from the Infant & Toddler Connection of Virginia

Child Count & Setting

Dispute Resolution

Exiting

Other Reports

# data[].attributes.attachment_link.readable_text
OTHER WORKFORCE SERVICES

Small supply chain partners of businesses forced to close under Executive Order 53 or 55 as well as businesses that received CARES Act funding are now eligible to receive a $10,000 Rebuild VA grant.

Take the GED test for free! Visit the website or call the GED Helpline phone number (877-376-9433) which will connect you to a local program.

Have you completed the 2020 Census? Don't be left out - get counted today! It only takes a few minutes to help your community for the next 10 years.

Whether you're an employer, a job seeker, veteran, or a student we have some great workforce resources just for you!

This grant program provides a pay-for-performance model for funding noncredit workforce training that leads to a credential in a high demand field.

Virginia Career Works is Virginia's vital link between meaningful employment and growing businesses. Learn more about us and what we provide.

# data[].attributes.attachment_link.description
OTHER WORKFORCE SERVICES Small supply chain partners of businesses forced to close under Executive Order 53 or 55 as well as businesses that received CARES Act funding are now eligible to receive a $10,000 Rebuild VA grant. Take the GED test for free!

# data[].attributes.body
https://drive.google.com/file/d/1o8Qjeqq7vsliYt-vImk5fTCHkArza_Pw/view?usp=share_link

# data[].attributes.headline
Age Appropriate Transition Assessment Toolkit

# data[].attributes.subject
Age Appropriate Transition Assessment Toolkit

# data[].attributes.body
https://drive.google.com/file/d/1T9AZ-AyHIofTbPOmyFiKe6PVh4P3RNN2/view?usp=share_link

# data[].attributes.body
https://docs.google.com/document/d/1ElZ-8nKuUBsZ2G6GbFsbUeEDzaBUR74u/edit

# data[].attributes.body
https://docs.google.com/document/d/1EsRnV8XPNlpY8r3-uo_DoIxEHJz3jAD9/edit

# data[].attributes.body
Free download from Zarrow Institute highlighting 30 different formal and informal transition assessments with links to each.

# data[].attributes.attachment_link.readable_text
The free PDF resource is your guide to over 30 formal and informal transition assessments. Each page highlights a different transition assessment and shows key elements of the assessment. A link to the corresponding assessment is included on each page!

By: Peighton Pratt, Isela Plasencia de Alba, and Jeanette Driffill

# data[].attributes.attachment_link.description
The free PDF resource is your guide to over 30 formal and informal transition assessments. Each page highlights a different transition assessment and shows key elements of the assessment. A link to the corresponding assessment is included on each page! By: Peighton Pratt, Isela Plasencia de Alba, an...

# data[].attributes.headline
IRIS Module: What is the transition planning process for students with disabilities?

# data[].attributes.subject
IRIS Module: What is the transition planning process for students with disabilities?

# data[].attributes.body
The IRIS Center at Vanderbilt University offers some online modules to help people understand Secondary Transition. Some topics include: the school counselor's role, transition assessments, Preparing for postsecondary education and employment, preparing for independent living, and agency referrals.

# data[].attributes.attachment_link.title
IRIS | Page 1: An Overview of Secondary Transition

# data[].attributes.attachment_link.description
Students with disabilities experience many changes throughout their educational lives (e.g., elementary to middle school, middle school to high school, teacher changes). Two of these transitions require specific planning under the Individuals with Disabilities Education Improvement Act (IDEA ’04):

# data[].attributes.headline
Course Enhancement Module: Transition Planning and Services

# data[].attributes.subject
Course Enhancement Module: Transition Planning and Services

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
Transition Planning and Services | CEEDAR

# data[].attributes.attachment_link.description
As a part of the Course Enhancement Modules, this page provides an overview for Transition Planning and Services.

# data[].attributes.attachment_link.readable_text
Parents and caregivers have certain goals in mind when their children go to school. In order for your child to achieve these goals, there are certain decisions that you, as a parent, will have to make along the way.

# data[].attributes.attachment_link.title
Student Involvement in the IEP - Video Modules - I'm Determined

# data[].attributes.attachment_link.description
Parents and caregivers have certain goals in mind when their children go to school. In order for your child to achieve these goals, there are certain decisions that you, as a parent, will have to make along the way.

# data[].attributes.attachment_link.readable_text
Page 15 of 51

Through the transition process, IEP teams are required to support the student in identifying adult life goals. For a student who is 14 or 15 years of age, such goals may not be well developed or defined. Or some students who have goals may encounter life events during high school that require adjustments to their post-school plans. In either case, the IEP team should be prepared to provide students with information and experiences to assist them with decision-making and also be prepared to review and revise, as necessary, the goals from year to year. Below are several examples of postsecondary goals that evolved over the transition years.

Page 15 of 51

# data[].attributes.attachment_link.keywords[]
ohio center for autism and low incidence

# data[].attributes.attachment_link.authors[].name
Ohio Center for Autism and Low Incidence

# data[].attributes.attachment_link.title
Examples of Evolving Postsecondary Goals

# data[].attributes.attachment_link.description
Ohio Center for Autism and Low Incidence

# data[].attributes.attachment_link.keywords[]
transition vdoe cti "center on transition" virginia innovation vcu "virginia commonwealth university" education

# data[].attributes.attachment_link.description
CTI is a leader in providing resources and innovative models to support students with disabilities in their transition to adulthood. We help keep transition stakeholders updated on evidence-based practices that will assist students to reach their goals after high school. CTI's work is funded through the Virginia Department of Education.

# data[].attributes.attachment_link.readable_text
This module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings (est. completion time: 2 hours).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

# data[].attributes.attachment_link.description
This module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings (est. completion time: 2 hours).

# data[].attributes.body
Online, facilitated course to assist with improving your transition practices to increase positive adult outcomes for students with disabilities.

# data[].attributes.attachment_link.readable_text
Making connections to improve postsecondary outcomes

Transition planning is an essential part of preparing students for life after high school, but how can you develop an effective transition plan to improve student outcomes? Whether you've been working in the field for years or you are new to transition planning, this course offers an opportunity to gain knowledge around effective transition practices while connecting with others in the field.

In this facilitated course, you will learn practical applications from experts in the field, including how to navigate the transition assessment process and develop effective transition plans based on data and effective practices. We will also cover how to prepare students for postsecondary education and/or training, competitive employment and living, and participating in communities.

Featuring videos, engaging discussion, and high-quality resources, this course is free, accessible, and provides 45 recertification points if approved by your building administrator.

Lesson 1: Effective Transition Planning

In this introductory lesson, we survey the historical and legal underpinnings that gave rise to what transition is today, and explore the current state of affairs.

Lesson 2: Age-Appropriate Transition Assessment

Successful transition planning starts with good data. In this lesson, we delve into the use of age-appropriate transition assessments and supporting practices needed to facilitate a successful transition after high school.

Lesson 3: Competitive Employment

Getting students ready for employment is one of the primary objectives of transition planning. In this lesson, we explore ways to improve employment outcomes for students with disabilities by focusing on setting goals, offering students opportunities to learn valuable job skills, and using customized employment.

Lesson 4: Postsecondary Education and Training

Many students with disabilities choose to continue their education and training after high school. In this lesson, we focus on understanding the reasons why some students choose postsecondary education and training, the options available to them, the steps to planning for this process, and the strategies that will help you improve postsecondary education and training outcomes for your students.

Lesson 5: Living and Participating in Communities

Part of preparing students with disabilities for a successful life after high school includes equipping them with the skills they need to be more independent. In this lesson, we discuss what independent living is, how to plan for it, the role of self-determination, and the resources you need to support your students in becoming more self-sufficient.

Audience

Registration is open to the first 100 Virginia secondary educators and service providers who register.

Technical requirements

Participants need a computer with internet access and the ability to view PDFs and watch videos. CTI video lectures are captioned and have transcripts.

# data[].attributes.attachment_link.description
Transition planning is an essential part of preparing students for life after high school, but how can you develop an effective transition plan to improve student outcomes? Whether you've been working in the field for years or you are new to transition planning, this course offers an opportunity to gain knowledge around effective transition practices while connecting with others in the field.

# data[].attributes.headline
Skill Development and Employment of Neurodiverse Young Adults webinar

# data[].attributes.subject
Skill Development and Employment of Neurodiverse Young Adults webinar

# data[].attributes.attachment_link.title
Skill Development and Employment of Neurodiverse Young Adults

# data[].attributes.attachment_link.description
This presentation will focus on what skills are necessary for young neurodiverse people to succeed in the workforce and how they can learn these skills. This presenter will share what evidence-based research says about this topic. She will discuss the results of her own dissertation research evaluat…

# data[].attributes.body
Hear Matthew and those supporting him share how he moved toward independent living.

# data[].attributes.attachment_link.title
Spotlight Virginians - Student Success Stories: Matthew

# data[].attributes.body
Find out more about ACE-IT in College the inclusive college program at Virginia Commonwealth University.

# data[].attributes.attachment_link.description
VCU’s ACE-IT in College is an inclusive learning and training program for transition-age adults with intellectual disabilities. With individualized support, ACE-IT in College students participate in employment, college classes, and campus activities. These college experiences create opportunity and…

# data[].attributes.headline
Zarrow Institute on Transition & Self-Determination

# data[].attributes.subject
Zarrow Institute on Transition & Self-Determination

# data[].attributes.body
Discovering ME! is a person-centered planning assessment for school-age students with disabilities.

# data[].attributes.attachment_link.description
Discovering ME! helps students helps students with significant barriers to employment find and maintain employment in careers that align with their strengths and interests. Discovering ME! uses a youth-focused and person-centered transition assessment to build a foundation of work skills and customized work-based learning experiences.

# data[].attributes.body
None of us go it alone. We all have help with making big decisions. Check out this fast fact publication on what this might look like for students with disabilities and their educational planning.

# data[].attributes.headline
Wilson Workforce and Rehabilitation Center

# data[].attributes.subject
Wilson Workforce and Rehabilitation Center

# data[].attributes.headline
Charting the Course for Middle School Career Development

# data[].attributes.subject
Charting the Course for Middle School Career Development

# data[].attributes.attachment_link.readable_text
An Interactive Career Exploration Platform for Elementary Schools and K-5 Students

Meet The Career Crew

Cluster Overview: Arts, Audio Visual Technology, and Communications

Program Teaser Video

Cluster Overview: Energy

Not a customer yet? Schedule a demo to learn more!

Product Overview

Pathful Junior is an interactive, digital learning platform designed to position K-5 students for success in the 21st century world. Its career exploration lessons cultivate students' interest in a variety of professions while strengthening their digital literacy skills and reinforcing their academic coursework.

Want to experience a lesson for yourself? Explore our STEM Cluster for grades 4-5 now! | Launch Player!

Pathful Junior is a career education platform designed to inspire, motivate and empower elementary students. While cultivating their interest in a variety of professions, it reinforces the relevance of their academic coursework, and it underscores the value of their talents, passions, and efforts.
Schedule Demo

Engaging Lessons in the 17 Career Clusters

Pathful Junior consists of interactive, multimedia lessons featuring animated characters, career exploration videos, and engaging activities built to reinforce learning. Each lesson details careers in one of the following 17 clusters:

The SIIA CODiE Awards celebrate the best software products and services in business and education technology while recognizing corporate philanthropic excellence. Pathful Junior is honored to have been selected as a CODiE Award finalist in the highly competitive category, Best PK-12 Education Cloud-Based Solution.

Not a customer yet?

Schedule a demo to learn more!
Schedule My Demo

# data[].attributes.attachment_link.title
Career Exploration For Elementary Students * K-5

# data[].attributes.attachment_link.description
Travel the world with the Career Crew as they learn about career choices with VJS Junior's K-5 career exploration platform.

# data[].attributes.headline
Pathful Connect, K-12 Live, Virtual Work-Based Learning Platform

# data[].attributes.subject
Pathful Connect, K-12 Live, Virtual Work-Based Learning Platform

# data[].attributes.body
https://pathful.com/connect

# data[].attributes.headline
Spotlight Virginians: Marcus and Employment

# data[].attributes.subject
Spotlight Virginians: Marcus and Employment

# data[].attributes.body
Hear Marcus and his dad share their story about employment for Marcus and the family business.

# data[].attributes.attachment_link.title
Spotlight Virginians - Self-Employment (Marcus)