Families’ cultural background and intimate knowledge of and experience with their child informs the IEP

Families provide information about their child either orally or in writing p Families participate in the entire transition planning process including:

• student assessment

• evaluation of student’s program

• IEP and other individual program planning meeting

• decision making

Families participate in service delivery

Families participate in natural support network as trainers, mentors, peer advocates, or community liaisons

Families participate in program policy development

Families concerns and needs are represented in school governance

Non-family member interpreters provided

Transition information provided prior to student’s age 14

Information provided in their ordinary language and shared in culturally responsive and respectful manner

Structured method to identify family needs

Pre-IEP planning activities specific to families

Child care and respite care provided for transition-related meetings

Supports provided for families to engage youth in community experiences

Students and families linked with adult service providers during transition planning

Students and families are assisted to apply for college

Early Transition Planning | Employment First (ohioemploymentfirst.org)