What is Transition Planning?

Transition planning is a focus on helping students transition from high school to real-life activities, such as employment, further education, and independent living. It is required by federal Special Education law. Although many school districts begin Transition Planning in 9th grade, age-appropriate transition activities can be done by parents and teachers much earlier! Transition planning is done by the IEP team (including the parents/guardians) and should take into account the student’s strengths, interests, preferences, and the family’s cultural values.

 (Content above on Transition Planning obtained  from Davis School District .)
Taxonomy for Transition Programming 2.0
The Taxonomy for Transition Programming 2.0 is based on effective practices that have the goal of improving post-school outcomes and transition for students with disabilities. (Kohler, P.D., Gothbert, J.E., Fowler, C. & cyole, J. (2016). Taxonomy for transition programming 2.0: A model for planning, organizing, and evaluating transition education, services , and programs. Kalamazoo, MI: Western Michigan University. Retrieved from http://www.transitionta.org)
The categories and practices, which were identified from literature reviews, evaluations, metaevaluation, and concept mapping, are:
Student-Focused Planning practices that use assessment information, student self-determination, and student postsecondary goals to develop Individual Educational Plans  (IEPs).

Student Development practices that emphasize life, employment, and occupational skill development via school-based and work-based learning in addition to student assessments and accommodations.

Inter-agency Collaboration practices that facilitate involvement of community businesses, organizations, and agencies in transition education including interagency agreements that articulate roles, responsibilities, communications, and other strategies to foster collaboration and enhance curriculum and program development.

Program Structure practices that relate to efficient and effective delivery of transition-focused education and services including philosophy, planning, policy, evaluation, human resource development, and the structures and attributes of schools.

Family Involvement practices that increase the ability of family members to work effectively with educators and service providers in planning and delivering education and transition services.

Taxonomy for Transition Programming (document by Paula D. Kohler, Ph.D.)

Source:  National Secondary Transition Technical Assistance Center. Cross-referencing the Taxonomy for Transition Programming with the NASET National Standards and Quality Indicators and the [NCWD/Youth] Guideposts for Success for Transition-Age Youth.  Charlotte, NC:  University of North Carolina Charlotte. Available at http://www.nsttac.org/sites/default/files/assets/pdf/pdf/capacity_building/CrosswalkTaxonomy.pdf

(Information above obtained from Project10 Transition Education Network.)
Resources on the topics below are posted on the Special Education Transition page at the Utah State Office of Education
  • Assessment
  • Regulation
  • College
  • Dropout Prevention
  • Guidelines
  • IEP
  • Resources
  • Self-Determination
  • Utah Post High School Outcomes Survey (UPHSOS)
  • Utah State Office of Rehabilitation (USOR)
  • Conferences

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