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 begen 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.
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
