Text Options for the Visually Impaired Font Size: a- A+ Color: A A A Revert 
Close vision bar
Open vision bar

Secondary Transition Information

Secondary Transition Planning - A multi-year process

For children with disabilities in Ohio, educators have the opportunity each year to engage the child and family in planning for the child's future. This opportunity is built into the IEP process beginning with section one, future planning. Conversations and discussions about the future should be ongoing and occur outside of the context of a formal meeting. The IEP form is merely a place to document the thoughts, ideas, plans, visions, and processes that are discussed and identified for transition to adult life.

Educators and other school or agency personnel working with the child might change from year to year; however, child and family are the constant members of the IEP Team. As such, they bring the continuity of information about the child's preferences, interests, needs, and strengths. Children and families must be empowered to "own" their plans for the future, thereby facilitating seamless transitions from year to year and, eventually, to life as an adult.

Future Planning is always child centered and directed. Team members can use section three, the profile, to describe the child as an individual including the child's preferences, interests, needs, and strengths. As the child moves from grade to grade getting closer to graduation, the plans for the future should become more specific to adult environments. By age 14, the child and his or her family will be ready to begin making informed decisions about high school courses for study and services needed for success in the transition to high school and beyond.

When Future Planning is an ongoing discussion throughout the years, the child, family and all members of the IEP team should be confident that the Measurable Post Secondary Goals developed at age 14 are both realizable and visionary.

Resources:

livebinder: IEP, ETR, Transition  links to resources, forms and materials used in SST training

WIOA documents

http://education.ohio.gov/Topics/Special-Education/Federal-and-State-Requirements/Secondary-Transition-Planning-for-Students-with-Di

http://education.ohio.gov/Topics/Special-Education/Federal-and-State-Requirements/Operational-Standards-and-Guidance

AATA Library- The Age Appropriate Transition Assessment Library (AATA) website was designed to be a resource for educators working with transition-aged youth in Ohio.  The assessments and other resources offer formal and informal assessments to support our students with disabilities as they work towards post secondary transition.

Indicator 13-  Ohio’s version of the NSTTAC Indicator 13 Checklist is designed to help district staff review the secondary transition plan components of their IEPs 

Indicator 14- Secondary Transition and Post School Outcomes- ODE's website explains indicator 14 as well as provides a link to the Ohio Longitudinal Transition Study (OLTS) website.  

Ohio Means Jobs When you register an account, you'll be able to create an employment plan, save jobs, build a resume, and more

National Technical Assistance Center on Transition (NTACT) NTACT’s purpose is to assist State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment

http://www.ohioemploymentfirst.org/ Employment First is a policy to ensure every individual of working age has an opportunity to seek employment. Agencies are directed to provide a person-centered planning process for every individual of working age to identify their desired employment goal and their place on the path to community employment

The Office of Special Education and Rehabilitative Services (OSERS) is pleased to publish A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities.  Along with our partners in the Rehabilitation Services Administration, the Office of Special Education Programs has issued this guide to advance our efforts in ensuring that all students and youth with disabilities are equipped with the skills and knowledge to be engaged in the 21st century workforce

http://www.ocali.org/center/transitions  The Lifespan Transitions Center offers resources, training, technical assistance, and consultation to support the successful transition of individuals with autism and multiple disabilities throughout their school careers and into their adult lives. Resources address community living and employment.

Backwards Planning Template

Backwards Planning Template Example

Improving Outcomes for  Youth With Disabiities in Juvenile Corrections   https://www.osepideasthatwork.org/jj