Transition Domains
Transition Planning
Transition planning is process in which the IEP team develops a plan to help a student with disabilities be successful in employment, post-secondary education, and independent living following high school. In this domain I have included examples of the development of a transition IEP, measuring compliance with IDEA, and student-centered planning.
Assessment
Transition assessment is necessary for the development of student-centered transition plans. Assessment allows the team to gather information about the student's interests, preferences, and strengths, which can then be used to develop the transition plan. In this domain, I include examples of transition and annual goals based on assessment, the development of an assessment plan, and modifications to the administration of assessments to meet individual student needs.
Family Involvement
In the development of Transition Plans and IEPs, the family should have a meaningful role in the process alongside the student and the school personnel. Parents, grandparents, and extended family members know the student better than anyone else, and they can provide valuable insight into the student's strengths, preferences, and support needs. In this domain, I have included examples of facilitating family involvement, working with CLD families, and educating families about the transition process and community resources.
Secondary Academic Programs
When preparing students with disabilities for education and training following graduation, it is important to balance academic skills with transition skills. Providing students with the tools to identify and request academic supports while in high school and beyond is crucial to their success. In this domain, I have included examples of adapting the general curriculum, the development of annual goals that support transition goals, and resources to help students seek accommodations in college.
Community-Referenced Curriculum & Programs
Students with disabilities often face challenges with community participation, employment, and independent living. However, research has shown that providing explicit instruction for self-determination, social skills, and daily living skills can increase the post-school success of individuals with disabilities. In this domain, I have included examples of soft skills and self-determination curricula, as well as evidence-based practices to teach independent living skills and to increase community access.
Career Development
Career development and providing students with disabilities with authentic work experiences has long been a primary focus of transition planning and preparation for graduation. When schools facilitate opportunities for students to explore careers, to work, and to develop employable skills, they are also reducing the student drop-out rate and increasing the likelihood for gainful employment for students who are at-risk or have disabilities. In this domain, I have included examples of career exploration, developing a vocational support plan, and work basked learning.
Interagency Collaboration
Research has shown that collaboration between schools, agencies, and service providers has a positive impact on the employment, post-secondary education and independent living of students with disabilities. In this domain, I have included examples of strategies to connect families with local resources and to educate them about available services, coordinating meetings with service providers, and sharing information in many different ways.
Leadership & Policy
With the reauthorization of IDEA in 2004, SEAs and LEAs were given more detailed mandates on the development of transition plans, transition service requirements, and accountability measures. In this domain, I included examples of state collected data for Indicator 14, assessment for measuring the effectiveness of a transition program, evaluation of transition policies and compliance with IDEA, and strategies for improving transition practices.