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This website is straight from KDE, which shows what resources are available. This provides special education teachers and families with frameworks for transition planning and assessments. This is a great tool for families and schools alike to better outline transition services and assessments.

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Transition Resources - Kentucky Department of Education

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The IDEA ’04 and the Kentucky Administrative Regulations require that “for students who graduate or age out of the program, the LEA shall provide the child with a summary of the child’s academic achievement and functional performance including recommendations on how to assist the child in meeting the child’s postsecondary goals (707 KAR 1:300 Section 4 (21)). In an effort to assist districts in meeting this requirement, two optional formats for documenting the “Summary of Performance” have been developed. The options are:

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This website has a timeline of transition services in which goes into detail on how assessments work. The following excerpt is on the website: "Transitions occur at many stages throughout an individual’s life and early planning is a helpful way to ensure that the student, family, school, and community are well-prepared for the  future. The transition process involves identifying the strengths, needs, and preferences of the individual, across multiple settings, including school, work, home, and community. Start young so the progression of planning and programming is streamlined to best support the individual’s future.

The transition from home-based early intervention to preschool is the first transition that many families experience in the educational system with their child, followed a couple of years later by the transition into Kindergarten. Moving on to middle school and high school will happen at different times, depending on the specific school district, but each time the student moves into a new classroom with a new team is a transition. The focus of this article is on the postsecondary transition from high school to adult life."

This is a great starting point for families to see how transition assessments work and what they consist of. Which allows for open communication between schools and families.

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Transition planning helps prepare students for their journey from high school to adult life. Here’s a timeline of action steps for ages 14 through 22.

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This PDF has a comprehensive list of resources and directions for all transition planning services that teachers and families alike can refer to in order to kickstart transition planning, it covers interpersonal skills by hyperlinking the NY office of Mental Health that also contains resources for students and their families to help build those interpersonal skills that is needed for life after high school.

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This website has a plethora of digital assessments for transition planning. The following excerpt is at the top of the website: "As a special education teacher, assessments can help extract powerful information that helps us plan our curriculum as well as plan for our students’ futures.  Student IEP goal baselines should be based on various types of assessments to get the most accurate information.  Student preferences as well as parent/caregiver input are also extremely important when planning for a student’s future (in particular, their Transition Plan). Below you will find a list comprised of free assessments, checklists, rubrics, surveys and more, that you can use on the computer or print and use depending on your needs.

All of the links provided are assessments created by others (noted with each link) and lead to outside websites.  If a link is not working – there is a chance it has been taken down or is no longer available."

Here is a list of assessments that are offered: College and Career framework, TransitonTN, Post Secondary Transition Plan Center, What is your learning style, and Preferences for Leisure Attributes(PLA) Assessment.

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Free Independent Living Assessments for Transition Planning

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As a special education teacher, assessments can help extract powerful information that helps us plan. Here are a list of free assessments.

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National Parent Center on Transition and Employment

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National Parent Center on Transition and Employment

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This website provides resources for students with disabilities and their families who are in the transition planning process. This organization has resources formatted in a way that professionals use during transition planning to keep the process consistent for all families. There are also various resources for special education teachers to use as well. There are personal stories shared by students in which they reflect on how the transition process was for them along with the successes they have found throughout their life after high school. This is a great resource to plan for college/career readiness.

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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.

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National Parent Center on Transition and Employment

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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.

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National Technical Assistance Center on Transition: The Collaborative (NTACT:C)

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National Technical Assistance Center on Transition: The Collaborative (NTACT:C)

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This website has resources to explore job/career interests for students who are in the transition planning process. There are also a list of offered trainings for educators, parents, and students alike to better understand college life, work life, transition planning, etc. There are also links to resources to guide families through the transition planning process.

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NTACT:C | National Technical Assistance Center on Transition

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The Collaborative (NTACT:C) Supporting you to improve opportunities and outcomes for students and youth with disabilities

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As I briefly mentioned in the post above discussing this website and how it gives deadlines on applying for accommodations, this website goes more in depth with guiding families through the process of accommodating their child for college education. It gives instructions on how to apply, when applications are due, how to manage accommodations, and a plethora of other resources for students with goals of going to college.

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College Board is committed to providing services for students with disabilities to enable participation in our tests with the accommodations they need.

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This website has resources for transition planning, college education preparation, career preparation, and more. This has a link to college board.org, where it gives deadlines and information for applying for accommodations in college, which in turn can be an extension of the IEP if we are speaking hypothetically. When planning the transition, we must keep in mind how to accommodate the students if they have aspirations of going to college. There are resources for families as well. I firmly believe that this is a great resource to start at when planning the transition alongside families to help take the stress of planning for life after high school off of the families and to hold their hand through the process.

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School Preparation
School-based preparatory experiences occur in the classroom and the educational environment. This section focuses on academic and career-technical standards, academic support, and developing a course of study.

Career Preparation
Career preparation and work-based learning is experience and instruction that occurs in the community, or brings community partners to the classroom to help you develop confidence in making informed choices about their future employment goals. This section focuses on exploring postsecondary education, postsecondary training, and certification opportunities.

Youth Development and Leadership
Youth Development and youth leadership are critical to helping youth with disabilities meet the challenges of adolescence and adulthood. This section focuses on study skills, learning styles and self-advocacy.

Family
Families support, guide, mentor and advocate for youth as they progress toward successful transition outcomes in employment. This section focuses on the information parents need to help their children navigate the expectations of postsecondary education.

Collaboration
Collaboration with programs and agencies that support youth with disabilities enhances the potential for students to be prepared for postsecondary education. This section focuses on learning what is available in your local community in regard to postsecondary education and training options.

Questions: Programs and Partnerships Unit | 916-327-0878

Last Reviewed: Wednesday, March 22, 2023

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Resources and guidelines for educators, parents and agencies that will assist transition age youth identify and move toward their postsecondary goals in education and/or training.

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Summary of how to apply website to school:

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Summary of how to apply website to school:

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This is a great website to unveil resources for the teacher to use or to share with families to better understand transition planning. As we all know, terminology and explaining processes in education can be overwhelming for families. This website was created by a coalition of special education teachers, for special education teachers and families that they will be collaborating with.

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At the top of the website, this excerpt is shown: As most adults know from their own experience, the period known as adolescence is probably the most difficult and unsettling period of adjustment in one's development. It is a time filled with physical, emotional, and social upheavals. Until a child leaves secondary school, a parent experiences a sense of protective control over the child's life. This protective guidance normally involves educational, medical, financial, and social input to assist the child's growth. When the child leaves this setting, a parent undergoes a personal struggle in "letting go." There is always a certain amount of apprehension associated with the child's entrance into the adult world, as the greater responsibility for adjustment now falls on the child and the parent's role diminishes.

For the child with a disability, this developmental period can be fraught with even greater apprehension, for a variety of reasons. Depending on the nature and severity of the disability, special education professionals and parents may play more of an ongoing role in the child's life even after he or she leaves secondary education. Historically, parents and their children have spent years actively involved in Individual Educational Plan (IEP) development and meetings, transitional IEP (ITEP) development, and Committee on Special Education (CSE) meetings concerning educational and developmental welfare. Depending on the mental competence (the capability to make reasoned decisions) of the child with disabilities, some parents may have to continue to make vital decisions affecting all aspects of their children's lives; they need not shy away, thinking that they are being too overprotective if they are involved in the child's life after the child leaves school. On the other hand, the parents of children not affected by diminished mental competence should use all their energies to encourage the child's steps toward independence.

Since planning for the future of a student with disabilities can arouse fear of the unknown, a parent may tend to delay addressing these issues, and instead focus only on the present. It is our belief, however, that working through these fears and thinking about the child's best future interest will ensure a meaningful outcome. Regardless of the nature and severity of a disability, parents will be exposed to a transitional process during the child's school years that will provide a foundation for the adult world. This transitional process will include many facets of planning for the future and should be fully understood by everyone concerned each step of the way. Planning for the future is an investment in a child's well being and the purpose of this section of NASET  is to help you understand all the aspects of this important time.

If you are a special education professional or professional, working with students 14 and older than you will need to be fully informed of all the areas involved in the transition phase. While you will not be directly involved in many of these areas, you can assist the parent through awareness, information, and support. Knowing what students and parents must face in order to successfully transition into adult life is a crucial part of special education for children ages 14-21.NASET hopes this section will provide that education and awareness.

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The website is a hub for defining what transition services are and showing what resources are available for special education teachers to use to help get started in effectively planning transitions for students on their caseload. This website offers professional development opportunities for teachers to better understand what transition planning is and how impactful it is to children with disabilities. Being a new teacher, I understand that this can be very overwhelming, especially if you have multiple students on your caseload.

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National Association of Special Education Teachers

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National Association of Special Education Teachers

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For the child with a disability, this developmental period can be fraught with even greater apprehension, for a variety of reasons. Depending on the nature and severity of the disability, special education professionals and parents may play more of an ongoing role in the child's life even after he or she leaves secondary education. Historically, parents and their children have spent years actively involved in Individual Educational Plan (IEP) development and meetings, transitional IEP (ITEP) development, and Committee on Special Education (CSE) meetings concerning educational and developmental welfare. Depending on the mental competence (the capability to make reasoned decisions) of the child with disabilities, some parents may have to continue to make vital decisions affecting all aspects of their children's lives; they need not shy away, thinking that they are being too overprotective if they are involved in the child's life after the child leaves school. On the other hand, the parents of children not affected by diminished mental competence should use all their energies to encourage the child's steps toward independence.

Since planning for the future of a student with disabilities can arouse fear of the unknown, a parent may tend to delay addressing these issues, and instead focus only on the present. It is our belief, however, that working through these fears and thinking about the child's best future interest will ensure a meaningful outcome. Regardless of the nature and severity of a disability, parents will be exposed to a transitional process during the child's school years that will provide a foundation for the adult world. This transitional process will include many facets of planning for the future and should be fully understood by everyone concerned each step of the way. Planning for the future is an investment in a child's well being and the purpose of this section of NASET is to help you understand all the aspects of this important time.

If you are a special education professional or professional, working with students 14 and older than you will need to be fully informed of all the areas involved in the transition phase. While you will not be directly involved in many of these areas, you can assist the parent through awareness, information, and support. Knowing what students and parents must face in order to successfully transition into adult life is a crucial part of special education for children ages 14-21. NASET hopes this section will provide that education and awareness.

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Special Education Web Site - Teachers Teaching Special Education National Association of Special Education Teachers