The reauthorization of IDEA in 2004 included specific requirements for the development of transition plans for youth with disabilities. This meant that schools were required to created student-centered transition plans based on age appropriate assessments, and they had to provide transition instruction that included opportunities for work experience and connection to area agencies (Wright, 2004). This change in policy meant that many schools across the country had to update their transition programs to provide students with the means to become productive members of society, and to reach their dreams for career, life-long learning, and independent living. 

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To measure the effectiveness of their transition program, many schools use the QI-2. The Quality Indicators of Exemplary Transition Programs Needs Assessment – 2 (QI-2) is an assessment available through the Transition Coalition that can be used to gauge the quality and comprehensiveness of school transition programs (Morningstar, Lee, Lattin, Murray, 2016). This assessment covers a wide range of domains, which are: Transition Planning, Transition Assessment, Family Involvement, Student Involvement, Transition-Focused Curriculum and Instruction, Interagency Collaboration and Community Services, Systems-Level Infrastructure. Within these domains, the QI-2 also measures the school's performance in student-centered planning, cultural responsiveness, and authentic life experiences (Morningstar, Lee, Lattin, Murray, 2016).

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As part of my SPED 856 course, I completed the QI-2 survey through the Transition Coalition to measure the effectiveness of my district's Transition program. I have included a copy of the results from the survey, as well as my reflection of the information provided. In this reflection I identify the strengths and weaknesses in my district's transition programming, and I provide strategies for enhancing the program to better fit the needs of our students.