Transition Planning LogoTransition Planning

Quality transition planning is student centered and student driven. The initial step is gathering information regarding a students’ current strengths, needs, preferences, and interests in the context of “of current and future working, educational, living, and personal and social environments”, (Sitlington, Neubert, and Leconte, 1997). Transition assessment toolkit.

The Summary of Performance is required (IDEA, 2004) and intended to provide a student with a summary of their academic and functional performance to assist the young person in accessing services and resources to achieve their postsecondary goals. An Annotated Bibliography on the Summary of Performance, and  a couple of examples of SOP forms (Example 1 and Example 2) provide more information on this important aspect of the transition planning process.

Arrow pointing down saying Transition Assessment
  • A process of collecting data from informal or formal assessments of students strengths, needs, preferences and Interests over time from multiple stakeholders regarding (a} academic skills, (b) career interests and aptitudes, (c) self-determination skills and opportunities, and (d) independent living skills.
  • These data can be collected in a portfolio format and follow a student throughout his/her career-facilitating multiple transitions.
Arrow pointing down saying Postsecondary Goals
  • Training / Education
  • Employment
  • Independent living
  • The measurable goals are b3Sed on the transition assessment data and knowledge of postsecondary options and the input of the entire educational planning team, including the student
Arrow pointing down saying Instruction, Services
  • Identification of Transition Services or Activities (including courses of study) that \Viii prep-are the student for their identified postsecondary goals.
  • Identification of annual instructional goals {IEP Goals} that \Viii support the transition services or completion of the courses of study to prepare the student to achieve their identified postsecondary goals.
  • Involvement of additional agencies or stake holders who can assist in facilitating the successful transition from high school to postsecondary environments.
  • Again, students are central to the decisions made regarding needed services of activities, including course completion or career development activities in school or out of school that will facilitate achievement of their postsecondary goals.

The student is the central player in each phase of the process. The IEP team and contributors to the transition assessment process MAY include the student, family, general and special education professional familiar with the student, related service providers (e.g., behavioral interventionist, occupational therapist, physical therapist, speech-language pathologist), other school personnel (e.g., graduation coach, school counselor), community service providers (e.g., community integration specialist, employment specialist, vocational rehabilitation counselor), representatives of postsecondary environments (e.g., disability services coordinator, vocational rehabilitation counselor), or any other individual significant to the seamless transition from the school to post-school environment. All of these individuals may not always be involved in the IEP meeting, but might be included in the process of collecting information in preparation for the IEP meeting to discuss transition. Additionally, while most States do not require that transition be discussed in the IEP meeting until ages 14, 15, or 16 (the federal mandate is age 16), it is permissible for this to be discussed at any age.

Additional transition assessment resources are with the Transition Coalition at the University of Kansas here: Transition Assessment Reviews. Also online modules on aspects of transition planning, including transition assessment can be accessed through the Transition Coalition's Online Modules and Mini Modules. These instructional resources may be useful for middle and secondary educators and other school-based service providers, as well as community service providers such as vocational rehabilitation counselors and family members.

The Individuals with Disabilities Education Act (IDEA, 2004) mandates specific documentation of transition planning and services in the Individual Education Program (IEP) for students with disabilities ages 16 and older. (The mandated age for transition planning and services is younger than 16 in many states and territories.) The U.S. Department of Education’s Office of Special Education Programs (OSEP) collects data from every state education agency regarding compliance with these mandates annually through the States’ Annual Performance Report for Part B – specifically Indicator 13.

Student Case Study Examples & Non-Examples

 "Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student's transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority." (20 U.S.C. 1416(a)(3)(B))

The most current guidance on this and all SPP/APR Indicators is available at OSEP's website to support the State Performance Plan. The National Secondary Transition Technical Assistance Center (NSTTAC) developed an Indicator Checklist, in consultation with the OSEP in 2006 and updated it in 2009 and 2012. This checklist is not required, but offers states and districts an OSEP-approved resource for data collection and use.

Indicator 13 Checklist Form A

This form is designed to meet the minimum requirements for collecting and reporting data on Indicator 13 of the Part B State Performance Plan and Annual Performance Report. It allows a school, district, or state to review the data for each item simultaneously across all postsecondary goal areas.

Indicator 13 Checklist Form B

This multiple column form meets the requirements for collecting and reporting data on Indicator 13, allows a school, district, or state to more deeply analyze professional development and program change needs by providing data on each item for each postsecondary goal area

Indicator 13 Checklist Fillable Form

There are numerous resources for engaging students in the process of planning for their future and there are evidence- and research-based practices for teaching them how to lead their IEP meetings. See the below resources to get started!

NTACT has identified several effective practices to teach student participation in the IEP planning and implementation process. Additionally, the IEP team will implement instruction and other transition services and activities to facilitate a student's attainment of their postsecondary goals. This instruction and activities should be implemented using effective practices, based upon the best available research evidence when possible. TheEffective Practices Matrix provides an organization of the practices and related lesson plan starters identified by NTACT to support the Transition Planning Process and implementation of Transition Services, as well as efffective practices focused on Graduation and Post-School Success.

Effective Practices for Transition Planning, Education, and Services

        • Concrete Representational Abstract - Algebra - Lesson1

          Lesson plan for concrete phase lesson to teach algebraic equations.

        • Concrete Representational Abstract - Algebra - Lesson2

          Lesson plan for representational phase lesson to teach algebraic equations.

        • Concrete Representational Abstract - Algebra - Lesson3

          Lesson plan for abstract phase lesson to teach algebraic equations.

        • Concrete Representational Abstract - Geometry - Lesson - Perimeter

          Lesson planto teach geometry - perimeter - using geoboard. 

        • Concrete Representational Abstract - Geometry - Lesson - Area

          Lesson plan to teach geometry - area - using geoboard. 

        • Graphic Organizer - Reading - Lesson1 - Expository Text

          Lesson plan to teach comprehension of expository text using a graphic organizer. 

        • Graphic Organizer - Reading - Lesson2 - Story

          Lesson plan to teach comprehension of a story using a story map (graphic organizer). 

        • Graphic Organizer - Science Content - Lesson2

          Lesson plan to teach mastery of science content using a graphic organizer. Example is for lesson on photosynthesis.

        • Graphic Organizer - Social Studies Content - Lesson1

          Lesson plan to teach mastery of social studies content using a graphic organizer. Example is for lesson on the U.S. Constitution.

        • Mnemonics - Academic Skills - Lesson4 - North American Battles

          Lesson plan starter to teach North American battles using mnemonics (Scruggs et al., 1992)

        • Mnemonics - Academic Skills - Description

          Practice description of mnemonic instruction across academic skills. WWT/NSTTAC

        • Mnemonics - Academic Skills - Lesson1 - Science Vocabulary

          Lesson plan starter using mnemonics to teach science vocabulary (King-Sears, Mercer, & Sindelar, 1992)

        • Mnemonics - Academic Skills - Lesson2 - State Names

          Lesson plan starter using mnemonics to teach state names and capitals. (Mastropieri et al., 1992)

        • Mnemonics - Academic Skills - Lesson3 - Minerals

          Lesson plan starter to teach science: minerals using mnenomics (Mastropieri, Scruggs, & Levin, 1986)

        • Mnemonics - Academic Skills - Lesson5 - Language Arts Vocabulary

          Lesson plan starter to teach Language Arts: vocabulary words using mnemonics (Scruggs et lal.,1985)

        • Mnemonics - Math - Fractions - Lesson1

          Lesson plan to teach the Look Ask Pick mnemonic strategy for addition and subtraction of fractions. 

        • Mnemonics - Math - Fractions - Lesson2

          Lesson plan to teach phase two of the LAP mnemonic for addition and substraction of fractions. 

        • Mnemonics - Math - Fractions - Lesson3

          Lesson plan to teach phase three of the LAP mnemonic strategy for addition and subtraction of fractions. 

        • Mnemonics - Reading Comprehension - Lesson1 - Acromyn Mnemonic

          Lesson plan starter to teach comprehension using an acronym (first letter) mnemonic strategy. The example is for a geography lesson. 

        • Mnemonics - Reading Comprehension - Lesson2 - Acrostic Mnemonic

          Lesson plan starter to teach comprehension using an acrostic mnemonic strategy. The example is for earth and space science content reading. 

        • Mnemonics - Reading Comprehension - Lesson3 - Keyword Mnemonic

          Lesson plan starter to teach comprehension using keyword mnemonic strategy. 

        • Peer Assistance - Academic Skills - Description

          Practice description of peer assisted instruction across academic skills WWT/NSTTAC

        • Peer Assistance - Academic Skills - Lesson1

          Lesson plan starter to teach social skills in academic context using peer assisted instruction (Hughes et al., 2002)

        • Peer Assistance - Academic Skills - Lesson2

          Lesson plan starter to teach functional math strategy using peer assisted instruction (Schloss et al., 1997)

        • Peer Assisted Learning - Reading Comprehension - Lesson - Activity 1

          Lesson plan for first phase of using peer assisted learning to promote reading comprehension, including visual prompts and point cards for student pairs. 

        • Peer Assisted Learning - Reading Comprehension - Lesson - Activity 2

          Lesson plan for second phase of using peer assisted learning to promote comprehension of main idea, including prompts and point cards for student pairs. 

        • Peer Assisted Learning - Reading Comprehension - Lesson - Activity 3

          Lesson plan for thrid phase of using peer assisted learning to promote reading comprehension with text prediction, including prompts and point cards for student pairs. 

        • Self-Management - Academic Skills - Description

          Practice description of self-management strategies across academic skills WWT/NSTTAC

        • Self-Management - Academic Skills - Lesson1

          Lesson plan starter to increase accuracy and productivity on an academic skill using self-management (Carr & Punzo, 1993)

        • Self-Management - Academic Skills - Lesson2

          Lesson plan starter to increase appropriate verbalizations regarding an academic task using self-management (DiGangi & Maag 1992)

        • Strategy Instruction - Reading Comprehension - Description

          Practice description for using strategy instruction to teach reading at the secondary level. NTACT

        • Strategy Instruction - Reading Comprehension - Lesson

          Lesson plan for RAP strategy to teach reading comprehension skill.

        • Technology - Academic Skills - Description

          Practice description of technology interventions to teach across academic skills WWT/NSTTAC

        • Visual Displays - Academic Skills - Description

          Practice description of visual displays to teach across academic skills WWT/ NSTTAC

        • Visual Displays - Academic Skills - Lesson

          Lesson plan starter to teach an academic skill using a visual display (Boyle, 1996)

        • Self-Determined Learning Model of Instruction - Goal Attainment - Description

          Practice description for Self-Determined Learning Model of Instruction to increase goal attainment. NSTTAC/NTACT

        • Whose Future is it? - Self-Determination - Description

          Practice description of Whose Future Is it Anyway? NSTTAC

        • Check and Connect - Student Focused Planning - Description

          Practice descriptioin for using Check and Connect to promote participation in the IEP meeting. NSTTAC/NTACT

        • Computer Assisted Instruction - Student Focused Planning - Lesson - SAS

          Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)

        • Computer Assisted Instructon - Student Focused Planning - Description

          Practice description for using computer-assisted instruction to teach student involvement in the IEP. NSTTAC/NTACT

        • Published Curricula - Student Focused Planning - Description

          Practice description for using published curricula to teach student involvement in the IEP planning process. NSTTAC/NTACT

        • Published Curriculum - Student Focused Planning - Lesson2 - SAS2

          Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)

        • Published Curriculum - Student Focused Planning - Lesson1 - SAS1

          Lesson plan to increase student participation in the IEP meeting using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)

        • Published Curriculum - Student Focused Planning - Lesson3 - SAS3

          Lesson plan to teach IEP participation using the Self-Advocacy Strategy (VanReusen & Bos, 1994)

        • Published Curriculum - Student Focused Planning - Lesson4 - SD IEP

          Lesson plan to teach student involvement in the IEP planning process using the SD IEP curriculum (Allen et al., 2002)

        • Published Curriculum - Student Focused Planning - Lesson5 - Person Centered Planning

          Lesson plan to increase IEP participation using Person Centered Planning (Miner & Bates, 1997)

        • Self-Advocacy Strategy - Student Participation in IEP - Description

          Practice description for Self-Advocacy Strategy. NSTTAC

        • Self-Advocacy Strategy -Student Participation in IEP - Lesson1

          Lesson plan to increase IEP participation using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)

        • Self-Advocacy Strategy -Student Participation in IEP - Lesson2 - Multimedia

          Lesson plan to teach IEP meeting participation using an interactive multimedia version of the Self-Advocacy strategy (Lancaster, Schumaker, & Deshler, 2002)

        • Self-Advocacy Strategy -Student Participation in IEP - Lesson3

          Lesson plan to increase IEP meeting participation using the Self-Advocacy strategy (VanReusen & Bos, 1994)

        • Self-Directed IEP - Student Participation in IEP - Lesson

          Lesson plan for using Self-Directed IEP curriculum (Allen et al., 2002)

        • Self-Directed IEP - Student Participation in IEP - Description

          Practice description of Self-Directed IEP. NSTTAC

        • Acquired Brain Injury (ABI) Program - Competitive Employment - VR Practice Description

          Practice Descritpion for the effective practice of Acquired Brain Injury (ABI) Program identified by the RRTC-EBP-VR.

        • Agency Leadership - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of agency leadership identified by the RRTC-EBP-VR.

        • Career Exploration - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Career Exploration Services identified by the RRTC-EBP-VR.

        • Career Exploration - Job Search - NCWD Practice Description

          Practice Description for career exploration activities identified by NCWD-Youth

        • Choose to Work - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Choose to Work (CTW) identified by the RRTC-EBP-VR.

        • Community Based Instruction - Communication Skills - Lesson

          Lesson plan to teach job-related communication skills using community based instruction (Heller, Allgood, Ware, & Castelle, 1996)

        • Community Based Instruction - Community Integration - Description

          Practice description for community-based instruction to teach employment-related communication skills. NSTTAC/NTACT

        • Community Based Instruction - Employment Skills - Description

          Practice description for community-based instruction to teach job skills. NSTTAC/NTACT

        • Community Based Instruction - Employment Skills - Lesson - Collating Copies

          Lesson plan to teach collating copies using community based instruction (Cihak, Alberto, Kessler, & Taber, 2004)

        • Community Rehabilitation Program - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Community Rehabilitation Program (CRP) Certification identified by the RRTC-EBP-VR.

        • Computer Assisted Instruction - Employment Lesson1 - Office Job Skills

          Lesson plan to teach office job skills using computer assisted instruction (Mechling & Ortega-Hurndon, 2007)

        • Computer Assisted Instruction - Employment Lesson2 - Service Job Skills

          Lesson plan to teach service industry job skills using computer assisted instruction (Riffel et al., 2005)

        • Computer Assisted Instruction - Job Skills - Description

          Practice description for computer-assisted instruction to teach job specific skills. NSTTAC/NTACT

        • Constant Time Delay - Job Skills - Description

          Lesson plan to teach office job skills using constant time delay. (Mechling & Ortega-Hurndon, 2007)

        • Constant Time Delay - Job Skills - Description

          Practice description for constant time delay to teach job skills. NSTTAC/NTACT

        • Constant Time Delay - Job Skills - Lesson

          Lesson plan to teach office job skills using constant time delay. (Mechling & Ortega-Hurndon, 2007)

        • Counseling - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Counseling and the Working Alliance between Counselor and Consumer identified by the RRTC-EBP-VR.

        • Counselor Education - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Counselor Education identified by the RRTC-EBP-VR.

        • DARSforce - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of DARSforce identified by the RRTC-EBP-VR.

        • Data Driven - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of being Data Driven identified by the RRTC-EBP-VR.

        • Embedded Training Programs - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Embeded Training Programs (ETP) identified by the RRTC-EBP-VR.

        • Employer Relations Team - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Employer Relations Team identified by the RRTC-EBP-VR.

        • Empowerment and Customer Self-Concept - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of empowerment and customer self-concept identified by the RRTC-EBP-VR.

        • Essential Elements of Service Delivery - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of essential elements of service delivery identified by the RRTC-EBP-VR.

        • Excellent Service, Every Consumer, Every Time (E3) - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of E3 identified by the RRTC-EBP-VR.

        • Extension of Career Planning Services Beyond Secondary School

          Practice description for using an extension of employment preparation services after graduation to promote increased financial literacy skills. NSTTAC/NTACT

        • Increasing Visability and Communication/Constituent Relations - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of iincreasing visability and communication/constituent relations identified by the RRTC-EBP-VR.

        • Incubator Units - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of incubation units identified by the RRTC-EBP-VR.

        • Individual Placement and Supports - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of individual placement and supports identified by the RRTC-EBP-VR.

        • Interagency Collaboration - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of interagency collaboration identified by the RRTC-EBP-VR.

        • Least to Most Prompting - Communication - Lesson - Job Related

          Lesson plan to teach employment related communication skills using least to most prompting system (Heller, Allgood, Ware, & Castelle, 1996)

        • Least to Most Prompting - Communication Skills - Description

          Lesson plan to teach employment related communication skills using least to most prompting system (Heller, Allgood, Ware, & Castelle, 1996)

        • Least to Most Prompting - Job Skills - Description

          Practice description for least to most prompting to teach job specific skills. NSTTAC/NTACT

        • Least to Most Prompting - Job Skills - Lesson - Cleaning a Table

          Lesson plan to teach cleaning skills using least to most prompting system (Smith, Collins, Schuster, & Kleinart, 1999)

        • Maryland Seamless Transition Collaborative (MSTC) - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of MSTC identified by the RRTC-EBP-VR.

        • Mnemonics - Job Application Skills - Description

          Practice description for mnemonics to teach an employment skill. NSTTAC/NTACT

        • Mnemonics - Job Application Skills - Lesson

          Lesson plan to teach completing applications using a mnemonic strategy (Nelson & Smith, 1994)

        • Organizational Culture - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Organizational Culture identified by the RRTC-EBP-VR.

        • Organizational Skills - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of organizational skills identified by the RRTC-EBP-VR.

        • Partnerships - Competitive Employment - VR Practice Descriptions

          Practice Description for the effective practice of partnerships identified by the RRTC-EBP-VR.

        • Rapid Response and Internal Service - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Rapid Response and internal service identified by the RRTC-EBP-VR.

        • Rehabilitation Counselor and Unit Autonomy - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of RC&UA identified by the RRTC-EBP-VR.

        • Resources - Competitive Employment - VR Practice Descriptions

          Practice Description for the effective practice of using resources identified by the RRTC-EBP-VR.

        • Response Prompting - Employment Skills - Description

          Practice description for response prompting to teach employment skills. NSTTAC/NTACT

        • Response Prompting - Employment Skills - Lesson - Cleaning

          Lesson plan to teach job skills (cleaning bathrooms) using response prompting (Mitchell, Schuster, Collins, & Gassaway, 2000)

        • Return on Investment - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Return on Investment identified by the RRTC-EBP-VR.

        • Self-Management Instruction - Job Skills - Description

          Practice description for self-management to teach job specific skills

        • Service Integration and Business Model - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of SI & BM identified by the RRTC-EBP-VR.

        • Share Point - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Share Point identified by the RRTC-EBP-VR.

        • Simulation - Social Skills - Lesson2

          Lesson plan to teach communication skills on the job using simulation (Heller, Allgood, Ware, & Castelle, 1996)

        • Soft Skills Training Program - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Soft Skills Training Program identified by the RRTC-EBP-VR.

        • Staff Training and Development - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Staff Training and Development identified by the RRTC-EBP-VR.

        • Strong Business Model - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Strong Business Model identified by the RRTC-EBP-VR.

        • Support for Innovative and Promising Practices - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of SIPP identified by the RRTC-EBP-VR.

        • Supported Employment - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Supported Employment identified by the RRTC-EBP-VR.

        • Targeted Group - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Targeted Group identified by the RRTC-EBP-VR.

        • UDOWD - Competitive Employment – VR Practice Description

          Practice Description for the effective practice of Utah Defendant Offender Workforce Development Taskforce (UDOWD) identified by the RRTC-EBP-VR.

        • Valforce - Competitive Employment – VR Practice Description

          Practice Description for the effective practice of Valforce identified by the RRTC-EBP-VR.

        • Work Incentive Planning and Benefits Counseling - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Work Incentive Planning and Benefits Counseling identified by the RRTC-EBP-VR.

        • Working Alliance or Client-Centered Services - Competitive Employment – VR Practice Description

          Practice Description for the effective practice of Working Alliance or Client-Centered Services identified by the RRTC-EBP-VR.

        • Self-Determined Learning Model of Instruction - Goal Attainment - Description

          Practice description for Self-Determined Learning Model of Instruction to increase goal attainment. NSTTAC/NTACT

        • Whose Future is it? - Self-Determination - Description

          Practice description of Whose Future Is it Anyway? NSTTAC

        • Check and Connect - Student Focused Planning - Description

          Practice descriptioin for using Check and Connect to promote participation in the IEP meeting. NSTTAC/NTACT

        • Computer Assisted Instruction - Student Focused Planning - Lesson - SAS

          Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)

        • Computer Assisted Instructon - Student Focused Planning - Description

          Practice description for using computer-assisted instruction to teach student involvement in the IEP. NSTTAC/NTACT

        • Published Curricula - Student Focused Planning - Description

          Practice description for using published curricula to teach student involvement in the IEP planning process. NSTTAC/NTACT

        • Published Curriculum - Student Focused Planning - Lesson2 - SAS2

          Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)

        • Published Curriculum - Student Focused Planning - Lesson1 - SAS1

          Lesson plan to increase student participation in the IEP meeting using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)

        • Published Curriculum - Student Focused Planning - Lesson3 - SAS3

          Lesson plan to teach IEP participation using the Self-Advocacy Strategy (VanReusen & Bos, 1994)

        • Published Curriculum - Student Focused Planning - Lesson4 - SD IEP

          Lesson plan to teach student involvement in the IEP planning process using the SD IEP curriculum (Allen et al., 2002)

        • Published Curriculum - Student Focused Planning - Lesson5 - Person Centered Planning

          Lesson plan to increase IEP participation using Person Centered Planning (Miner & Bates, 1997)

        • Self-Advocacy Strategy - Student Participation in IEP - Description

          Practice description for Self-Advocacy Strategy. NSTTAC

        • Self-Advocacy Strategy -Student Participation in IEP - Lesson1

          Lesson plan to increase IEP participation using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)

        • Self-Advocacy Strategy -Student Participation in IEP - Lesson2 - Multimedia

          Lesson plan to teach IEP meeting participation using an interactive multimedia version of the Self-Advocacy strategy (Lancaster, Schumaker, & Deshler, 2002)

        • Self-Advocacy Strategy -Student Participation in IEP - Lesson3

          Lesson plan to increase IEP meeting participation using the Self-Advocacy strategy (VanReusen & Bos, 1994)

        • Self-Directed IEP - Student Participation in IEP - Lesson

          Lesson plan for using Self-Directed IEP curriculum (Allen et al., 2002)

        • Self-Directed IEP - Student Participation in IEP - Description

          Practice description of Self-Directed IEP. NSTTAC

        • Community Based Instruction - Community Integration - Description

          Practice description for community-based instruction to teach employment-related communication skills. NSTTAC/NTACT

        • Simulation - Social Skills - Description

          Practice description for simulation to teach employment-related social skills. NSTTAC/NTACT

        • Simulation - Social Skills - Lesson1

          Lesson plan to teach job-related social skills using simulations (Clement-Heist, Seigel, & Gaylord-Ross, et al., 1992)

        • Backward Chaining - Functional Life Skills - Description

          Practice description of backward chaining to teach functional skills. NSTTAC/NTACT

        • Backward Chaining - Functional Life Skills - Description

          Lesson plan to teach first-aid skills using backward chaining (Gast, Winterling, Wolery, & Farmer, 1992)

        • CBI Lesson - Withdrawing Money

          Lesson plan to each withdrawing money from an ATM using community based instruction (Alberto et al., 2005)

        • Community Based Instruction - Banking Skills - Description

          Practice description for community based instruction to teach banking skills. NSTTAC/NTACT

        • Community Based Instruction - Communication Skills - Description

          Practice description for community-based instruction to teach employment-related communication skills. NSTTAC/NTACT

        • Community Based Instruction - Communication Skills - Lesson

          Lesson plan to teach job-related communication skills using community based instruction (Heller, Allgood, Ware, & Castelle, 1996)

        • Community Based Instruction - Community Integration - Description

          Practice description for community-based instruction to teach community integration skills. NSTTAC/NTACT

        • Community Based Instruction - Community Integration - Lesson1 - Public Pay Phone

          Lesson plan to teach telephone use using community based instruction (Collins, Stinson, & Laud, 1993)

        • Community Based Instruction - Community Integration - Lesson2 - Crossing Street

          Lesson plan to teach street crossing using community based instruction (Collins, Stinson, & Laud, 1993)

        • Community Based Instruction - Grocery Shopping - Description

          Practice description for community-based instruction to teach grocery shopping skills. NSTTAC/NTACT

        • Community Based Instruction - Grocery Shopping - Lesson

          Lesson plan to teach grocery shopping using community based instruction Gaule, Neitupski, & Certo, 1985)

        • Community Based Instruction - Purchasing - Description

          Practice description for community-based instruction to teach purchasing skills. NSTTAC/NTACT

        • Community Based Instruction - Purchasing - Lesson - Counting-On Strategy

          Lesson plan to teach countin-on strategy using community based instruction (Cihak & Grim, 2008)

        • Community Based Instruction - Safety Skills - Description

          Practice description for using community based instruction to teach safety skills. NSTTAC/NTACT

        • Community Based Instruction - Safety Skills - Lesson1 - Public Phone

          Lesson plan to teach public phone use with community-based instruction (Collins, Stinson & Laud, 1993)

        • Community Based Instruction - Safety Skills - Lesson2 - Crossing the Street

          Lesson plan to teach crossing the street using community-based instruction (Collins, Sinson, & Laud, 1993)

        • Community Based Instruction - Safety Skills - Lesson3 - Using Cell Phone

          Lesson plan to teach using a cell phone when lost using community-based instruction (Taber, Alberto, Hughes, & Seltzer, 2002)

        • Computer Assisted Instruction - Food Prep Lesson 1

          Lesson plan to teach food preparation and cooking of variety of foods using computer assisted instruction (Mechling & Stephens, 2009)

        • Computer Assisted Instruction - Food Preparation and Cooking Skills - Lesson3 - Baking Cake

          Lesson plan to teach baking a cake using computer assisted instruction (Trask-Tyler, Grossi, & Heward, 1994)

        • Computer Assisted Instruction - Food Preparation and Cooking Skills - Lesson2

          Lesson plan to teach food preparation and cooking of variety of foods using computer assisted instruction (Mechling, Gast, & Field, 2008)

        • Computer Assisted Instruction - Food Preparation and Cooking Skills- Lesson1

          Lesson plan to teach cooking with video recipes using response prompts (Mechling & Stephens, 2009)
           

        • Computer Assisted Instruction - Food Preparation and Cooking Skills-Lesson2

          Lesson plan to teach baking a cake in the microwave using response prompts (Trask-Tyler, Grossi, & Heward, 1994)

        • Computer Assisted Instruction - Grocery Shopping - Lesson

          Lesson plan to teach grocery shopping using technology resources. (Mechling, Gast, & Langone, 2002)

        • Computer Assisted Instruction - Grocery Shopping Skills - Description

          Practice description for computer-assisted instruction to teach grocery shopping. NSTTAC/NTACT

        • Computer Assisted Instruction-Food Preparation and Cooking Skills - Description

          Practice description of computer-assisted instruction on food preparation and cooking. NSTTAC/NTACT

        • Constant Time Delay - Banking - Description

          Practice description for constant time delay to teach banking skills. NSTTAC/NTACT

        • Constant Time Delay - Banking - Lesson

          Lesson plan to teach check cashing and ATM use with constant time delay (McDonnell & Ferguson, 1989)

        • Constant Time Delay - Food Preparation and Cooking Skills - Description

          Practice description for constant time delay to teach food preparation skills. NSTTAC/NTACT

        • Constant Time Delay - Food Preparation and Cooking Skills - Lesson

          Lesson plan to teach making a sandwich using constant time delay (Bozkurt & Gursel, 2005)

        • Constant Time Delay - Leisure Skills - Description

          Practice description for constant time delay to teach leisure skills. NSTTAC/NTACT

        • Constant Time Delay - Leisure Skills - Lesson

          Lesson plan to teach leisure skills using constant time delay (Wall, Gast, & Royston, 1999)

        • Constant Time Delay - Life Skills - Description

          Practice description for constant time delay to teach functional life skills. NSTTAC/NTACT

        • Constant Time Delay - Life Skills - Lesson - Making Dessert Drinks

          Lesson plan to teach making dessert drinks using constant time delay (Wolery et al., 1991)

        • Extension of Career Planning Services Beyond Secondary School

          Practice description for using an extension of employment preparation services after graduation to promote increased financial literacy skills. NSTTAC/NTACT

        • Forward Chaining - Functional Life Skills - Description

          Practice description for forward chaining to teach functional life skills. NSTTAC/NTACT

        • Forward Chaining Lesson - Functional Skills - Lesson - Laundromat

          Lesson plan to teach using a laundromat using forward chaining (McDonnell & McFarland, 1988)

        • Least to Most Prompting - Food Preparation and Cooking Skills - Lesson1

          Lesson plan to teach cooking using least to most prompting system (Mechling, Gast, & Field, 2008)

        • Least to Most Prompting - Food Preparation and Cooking Skills - Description

          Practice description for least to most prompting to teach food preparation and cooking skils. NSTTAC/NTACT

        • Least to Most Prompting - Food Preparation and Cooking Skills - Lesson2 - Baking Microwave Cake

          Lesson plan to teach baking using least to most prompting system (Trask-Tyler, Grossi, & Heward, 1994)

        • Least to Most Prompting - Functional Life Skills - Description

          Practice description for using least to most promoting to teach functional life skills. NSTTAC/NTACT

        • Least to Most Prompting - Functional Life Skills - Lesson1

          Lesson plan to teach meal planning using a least to most prompting system (Arnold-Reid,Schloss, & Alper, 1997)
           

        • Least to Most Prompting - Functional Life Skills - Lesson2

          Lesson plan to teach using a cell phone when lost using a least to most prompting system (Taber, Alberto, Hughes, & Seltzer, 2003)

        • Least to Most Prompting - Functional Life Skills - Lesson3

          Lesson plan to teach using a cell phone when lost using a least to most prompting system (Taber, Alberto, Hughes, & Seltzer, 2002)

        • Least to Most Prompting - Functional Life Skills - Lesson4

          Lesson plan to teach laundry skills using a least to most prompting system (Taylor, Collins, Schuster, & Kleinart, 2002)

        • Least to Most Prompting - Grocery Shopping Skills - Description

          Practice description for least to most prompting to teach grocery shopping skills. NSTTAC/NTACT

        • Least to Most Prompting - Grocery Shopping Skills - Lesson - Meal Planning

          Lesson plan to teach following a grocery list using least to most prompting system (Arnold-Reid, Schloss, & Alper, 1997)

        • Least to Most Prompting - Job Skills - Description

          Practice description for least to most prompting to teach job specific skills. NSTTAC/NTACT

        • Least to Most Prompting - Job Skills - Lesson - Cleaning a Table

          Lesson plan to teach cleaning skills using least to most prompting system (Smith, Collins, Schuster, & Kleinart, 1999)

        • Least to Most Prompting - Purchasing Skills - Description

          Practice description for least to most prompting to teach purchasing skills. NSTTAC/NTACT

        • Least to Most Prompting - Purchasing Skills - Lesson1 - Counting-On Strategy

          Lesson plan to teach counting-on strategy using least to most prompting system (Cihak & Grim, 2008)

        • Least to Most Prompting - Purchasing Skills - Lesson2

          Lesson plan to teach purchasing using least to most prompting system (Haring, Kennedy, Adams, & Pitt-Conway, 1987)

        • Least to Most Prompting - Safety Skills - Description

          Practice description for least to most prompting to teach safety skills. NSTTAC/NTACT

        • Least to Most Prompting - Safety Skills - Lesson1

          Lesson plan to teach cell phone use when lost using least to most prompting system (Taber, Alberto, Hughes, & Seltzer, 2002)

        • Least to Most Prompting - Safety Skills - Lesson2

          Lesson plan to teach cell phone use when lost using least to most prompting system (Taber, Alberto, Hughes, & Seltzer, 2003)

        • Most to Least Prompting - Life Skills Lesson2- Bowling and Pinball

          Lesson plan to teach leisure skills using most to least prompting system (Vandercook, 1991)

        • Most to Least Prompting - Life Skills - Lesson1 - Banking

          Lesson plan to teach banking skills using most to least prompting system (McDonnell & Ferguson, 1989)

        • Most to Least Prompting - Life Skills - Description

          Practice description for most to least prompting to teach functional life skills. NSTTAC/NTACT

        • One-More-Than Strategy - Counting Money - Lesson

          Lesson plan to teach money counting use "one more than" strategy (Colyer & Collins, 1996)

        • One-More-Than Strategy - Counting Money - Description

          Practice description for one-more-than strategy to teach money counting skills. NSTTAC/NTACT

        • One-More-Than Strategy - Counting Money - Description

          Practice description for one-more-than strategy to teach money counting skills. NSTTAC/NTACT

        • One-More-Than Strategy - Purchasing Skills - Lesson1

          Lesson plan to teach purchasing using "one more than" or "next dollar" strategy (Cihak & Grim, 2008)

        • One-More-Than Strategy - Purchasing Skills - Lesson2

          Lesson plan to teach purchasing using "one more than" strategy with a cents pile modification (Denny & Test, 1995)

        • One-More-Than Strategy - Purchasing Skills - Description

          Practice description for one-more-than strategy to teach purchasing skills. NSTTAC/NTACT

        • Progressive Time Delay - Functional Life Skills - Lesson1 - Crossing the Street

          Lesson plan to teach street crossing using progressive time delay (Collins, Stinson, & Laud, 1993)

        • Progressive Time Delay - Functional Life Skills - Lesson4 -Selecting Lower Price

          Lesson plan seeking lower priced items using progressive time delay (Sandknop, Schuster, Wolery, & Cross, 1992)

        • Progressive Time Delay - Functional Life Skills - Description

          Practice description for prrogressive time delay to teach functional life skills. NSTTAC/NTACT

        • Progressive Time Delay - Functional Life Skills - Lesson2 - Public Telephone Usage

          Lesson plan to teach phone use using progressive time delay (Collins, Stinson, & Land, 1993) 

        • Progressive Time Delay - Functional Life Skills - Lesson3 - Reading Warning Labels

          Lesson plan to teach reading warning labels using progressive time delay (Collins & Stinson, 1994-1995)

        • Progressive Time Delay - Purchasing Skills - Lesson - Selecting Lower Priced Groceries

          Lesson plan seeking lower priced items using progressive time delay (Sandknop, Schuster, Wolery, & Cross, 1992)

        • Progressive Time Delay - Purchasing Skills - Description

          Practice description for progressive time delay to teach purchasing skills. NSTTAC/NTACT

        • Progressive Time Delay - Safety Skills - Description

          Practice description for progressive time delay to teach safety skills. NSTTAC/NTACT

        • Progressive Time Delay - Safety Skills - Lesson1 - Reading Labels

          Lesson plan to teach reading warning labels using progressive time delay (Collins & Stinson, 1994-1995)

        • Progressive Time Delay - Safety Skills - Lesson2 - Crossing the Street

          Lesson plan to teach street crossing using progressive time delay (Collins, Stinson, & Laud, 1993)

        • Response Prompting - Food Preparation Skills - Description

          Practice description for response prompting to teach food preparation skills. NSTTAC/NTACT

        • Response Prompting - Grocery Shopping - Description

          Practice description for response promting to teach grocery shopping skills. NSTTAC/NTACT

        • Response Prompting - Grocery Shopping Skills - Lesson1

          Lesson plan to teach grocery shopping within a budget using response prompting (Nietupski, Welch, & Wacker, 1983)

        • Response Prompting - Grocery Shopping Skills - Lesson2

          Lesson plan to teach making and following a grocery shopping list using response prompting (Gaule, Neitupski, & Certo, 1985)

        • Response Prompting - Home Maintenance Skills - Description

          Practice description for response prompting to teach home maintenance skills. NSTTAC/NTACT

        • Response Prompting - Home Maintenance Skills - Lesson1

          Lesson plan to teach cleaning and laundry skills using response prompting (Cuvo, Davis, O'Reilly, Mooney, & Crowley, 1992)

        • Response Prompting - Home Maintenance Skills - Lesson2

          Lesson plan to teach various home maintenance skills using response prompting with a Digivox (Mechling & Gast, 1997)

        • Response Prompting - Home Maintenance Skills - Lesson3

          Lesson plan to teach laundry skills using response prompting (Taylor, Collins, Schuster, & Kleinart, 2002)

        • Response Prompting - Laundry Skills - Lesson

          Lesson plan to teach laundry skills using response prompting (Taylor, Collins, Schuster, & Kleinart, 2002)

        • Response Prompting - Laundry Skills - Description

          Practice description for response promting to teach laundry skills. NSTTAC/NTACT

        • Response Prompting - Leisure Skills - Lesson

          Lesson plan for choosing a leisure activity using response prompting (Nietupski et al., 1986)

        • Response Prompting - Leisure Skills - Description

          Provides description for response prompting to teach leisure skills. NSTTAC/NTACT

        • Response Prompting - Purchasing - Description

          Practice description for response prompting to teach purchasing skills. NSTTAC/NTACT

        • Response Prompting - Purchasing - Lesson

          Lesson plan to teach grocery shopping within a budget using response prompting (Nietupski, Welch, & Wacker, 1983)

        • Response Prompting - Social Skills - Description

          Practice description for response prompting to teach social skills. NSTTAC/NTACT

        • Response Prompting - Social Skills - Lesson

          Lesson plan to reduce stereotypic behavior using response prompting. (Frea, 1997)

        • Self-Management - Social Skills - Description

          Practice description for self-management to teach social skills. NSTTAC/NTACT

        • Self-Management - Social Skills - Lesson

          Lesson plan to teach game-related social skills using self-management strategies (Moore, Cartleledge, & Heckaman, 1995)

        • Self-Monitoring - Functional - Lesson - Leisure

          Lesson plan to teach leisure skills using self-monitoring (Mahon et al., 1992) 

        • Self-Monitoring - Functional Life Skills - Description

          Practice description for self-monitoring to teach leisure skills. NSTTAC/NTACT

        • Simulation - Lesson - Banking

          Lesson plan to teach withdrawing from an ATM using simulation (Cihak, Alberto, Kessler, & Taber, 2004)

        • Simulations - Banking - Description

          Practice description for simulation to teach banking skills. NSTTAC/NTACT

        • Simulations - Purchasing Skills - Description

          Practice description for simulation to teach purchasing skills. NSTTAC/NTACT

        • Simulations - Purchasing Skills - Lesson1 - ATM

          Lesson plan to teach withdrawing from an ATM using simulation (Cihak, Alberto, Kessler, & Taber, 2004)

        • Simulations - Purchasing Skills - Lesson2 - Grocery

          Lesson plan to teach grocery shopping using simulation (Mechling, Gast, & Langone, 2002)

        • Simultaneous Prompting - Functional Skills - Description

          Practice description for using simultaneous prompting to teach functional life skills. NSTTAC/NTACT

        • Simultaneous Prompting - Functional Skills - Lesson - Locker

          Lesson plan to teach opening a locker using simultaneous prompting (Fetko, Schuster, Harley, & Collins, 1999)

        • Total Task Chaining - Functional Life Skills - Description

          Practice description for total task chaining to teach functional skills. NSTTAC/NTACT

        • Total Task Chaining - Functional Life Skills - Lesson1

          Lesson plan teaching laundromat use using total task chaning (McDonnell & McFarland, 1988)

        • Total Task Chaining - Functional Life Skills - Lesson2

          Lesson plan teaching leisure skills using total task chaining (Vandercook, 1991)

        • Video Modeling - Food Preparation and Cooking Skills - Description

          Practice description for video modeling to teach food preparation and cooking skills. NSTTAC/NTACT

        • Video Modeling - Food Preparation and Cooking Skills - Lesson1 - Cooking

          Lesson plan to teach cooking using video modeling (Mechling & Stephens, 2009)

        • Video Modeling - Food Preparation and Cooking Skills - Lesson2 - Kitchen Safety and Cooking

          Lesson plan to teach fire safety in the kitchen and cooking using video modeling (Mechling, Gast, & Gustofson, 2009)

        • Video Modeling - Home Maintenance Skills - Description

          Practice description for video modeling to teach home maintenance skills. NSTTAC/NTACT

        • Video Modeling - Home Maintenance Skills - Lesson1 - Cooking

          Lesson plan to teach cooking using video modeling (Mechling & Stephens, 2009)

        • Video Modeling - Home Maintenance Skills - Lesson2 - Safety

          Lesson plan to teach fire safety in the kitchen and cooking using video modeling (Mechling, Gast, & Gustofson, 2009)

        • Self=Determined Learning Model of Instruction - Goal Attainment - Description

          Practice description for Self-Determined Learning Model of Instruction to increase goal attainment. NSTTAC/NTACT

        • Whose Future is it? - Self-Determination - Description

          Practice description of Whose Future Is it Anyway? NSTTAC

        • Check and Connect - Student Focused Planning - Description

          Practice descriptioin for using Check and Connect to promote participation in the IEP meeting. NSTTAC/NTACT

        • Computer Assisted Instruction - Student Focused Planning - Lesson - SAS

          Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)

        • Computer Assisted Instructon - Student Focused Planning - Description

          Practice description for using computer-assisted instruction to teach student involvement in the IEP. NSTTAC/NTACT

        • Published Curricula - Student Focused Planning - Description

          Practice description for using published curricula to teach student involvement in the IEP planning process. NSTTAC/NTACT

        • Published Curriculum - Student Focused Planning - Lesson2 - SAS2

          Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)

        • Published Curriculum - Student Focused Planning - Lesson1 - SAS1

          Lesson plan to increase student participation in the IEP meeting using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)

        • Published Curriculum - Student Focused Planning - Lesson3 - SAS3

          Lesson plan to teach IEP participation using the Self-Advocacy Strategy (VanReusen & Bos, 1994)

        • Published Curriculum - Student Focused Planning - Lesson4 - SD IEP

          Lesson plan to teach student involvement in the IEP planning process using the SD IEP curriculum (Allen et al., 2002)

        • Published Curriculum - Student Focused Planning - Lesson5 - Person Centered Planning

          Lesson plan to increase IEP participation using Person Centered Planning (Miner & Bates, 1997)

        • Self-Advocacy Strategy - Student Participation in IEP - Description

          Practice description for Self-Advocacy Strategy. NSTTAC

        • Self-Advocacy Strategy -Student Participation in IEP - Lesson1

          Lesson plan to increase IEP participation using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)

        • Self-Advocacy Strategy -Student Participation in IEP - Lesson2 - Multimedia

          Lesson plan to teach IEP meeting participation using an interactive multimedia version of the Self-Advocacy strategy (Lancaster, Schumaker, & Deshler, 2002)

        • Self-Advocacy Strategy -Student Participation in IEP - Lesson3

          Lesson plan to increase IEP meeting participation using the Self-Advocacy strategy (VanReusen & Bos, 1994)

        • Self-Directed IEP - Student Participation in IEP - Lesson

          Lesson plan for using Self-Directed IEP curriculum  (Allen et al., 2002)

        • Self-Directed IEP - Student Participation in IEP - Description

          Practice description of Self-Directed IEP. NSTTAC

    • Academic Support and Enrichment - Dropout Prevention - Description

      Practice Description for providing academic support and enrichment for students at risk of dropping out of school.

    • Accelerated Middle School - Staying and Progressing in School - Description

      Practice Description for the Accelerated Middle Schools program for staying and progressing in school. 

    • Assigning Adult Advocate - Dropout Prevention - Description

      Practice Description for assigning an adult advocate for students at risk of dropping out of school.

    • Career Academies - School Completion - Description

      Practice Description for Career Academies for school completion

    • Check and Connect - Staying and Progressing in School - Description

      Practice Description for Check and Connect program for staying and progressing in school.

    • High School Redirection - Staying in School - Description

      Practice Description for High School Redirection Program for staying in school. 

    • Job Corps - School Completion - Description

      Practice Description for the Job Corps program for school completion.

    • JOBSTART - School Completion - Description

      Practice Description for the JOBSTART program for school completion.

    • Social and Behavior Intervention Programs - Dropout Prevention - Description

      Practice Description for social and behavioral interventions as a dropout prevention strategy.

    • Talent Search - School Completion - Description

      Practice Description for the Talent Search program for school completion. 

    • Twelve Together - Staying in School - Description

      Practice Descritpion for the Twelve Together program for styaing in school. 

      • Career Awareness - Post-school Outcomes - Predictor Description

        Definition and characteristics of Career Awareness which is associated with improved post-school outcomes

      • High School Diploma/Exit Exam - Post-school Outcomes - Predictor Description

        Definition and characteristics of High School Diploma/Exit Exam which is associated with improved post-school outcomes

      • Inclusion in General Education - Post-school Outcomes - Predictor Description

        Definition and characteristics of Inclusion in General Education which is associated with improved post-school outcomes

      • Interagency Collaboration - Competitive Employment - VR Practice Description

        Definition and characteristics of Interagency Collaboration which is associated with improved post-school outcomes

      • Occupational Courses - Post-school Outcomes - Predictor Description

        Definition and characteristics of Occupational Courses which is associated with improved post-school outcomes

      • Paid Work - Post-school Outcomes - Predictor Description

        Definition and characteristics of Paid Work which is associated with improved post-school outcomes

      • Parent Expectations - Post-school Outcomes - Predictor Description

        Definition and characteristics of Parent Expectations which is associated with improved post-school outcomes

      • Self-Care Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Self-Care Skills which is associated with improved post-school outcomes

      • Self-Determination/Self-Advocacy - Post-school Outcomes - Predictor Description

        Definition and characteristics of Self-Determination/Self-Advocacy which is associated with improved post-school outcomes

      • Social Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Social Skills which is associated with improved post-school outcomes

      • Student Support - Post-school Outcomes - Predictor Description

        Definition and characteristics of Student Support which is associated with improved post-school outcomes

      • Transition Program - Post-school Outcomes - Predictor Description

        Definition and characteristics of Transition Program which is associated with improved post-school outcomes

      • Vocational Education - Post-school Outcomes - Predictor Description

        Definition and characteristics of Vocational Education which is associated with improved post-school outcomes

      • Youth Autonomy and Decision Making

        Definition and characteristics of Youth Autonomy and Decision Making which is associated with improved post-school outcomes

      • Career Awareness - Post-school Outcomes - Predictor Description

        Definition and characteristics of Career Awareness which is associated with improved post-school outcomes

      • Community Experiences - Post-school Outcomes - Predictor Description

        Definition and characteristics of Community Experiences which is associated with improved post-school outcomes

      • High School Diploma/Exit Exam - Post-school Outcomes - Predictor Description

        Definition and characteristics of High School Diploma/Exit Exam which is associated with improved post-school outcomes

      • Inclusion in General Education - Post-school Outcomes - Predictor Description

        Definition and characteristics of Inclusion in General Education which is associated with improved post-school outcomes

      • Interagency Collaboration - Competitive Employment - VR Practice Description

        Definition and characteristics of Interagency Collaboration which is associated with improved post-school outcomes

      • Occupational Courses - Post-school Outcomes - Predictor Description

        Definition and characteristics of Occupational Courses which is associated with improved post-school outcomes

      • Paid Work - Post-school Outcomes - Predictor Description

        Definition and characteristics of Paid Work which is associated with improved post-school outcomes

      • Parent Expectations - Post-school Outcomes - Predictor Description

        Definition and characteristics of Parent Expectations which is associated with improved post-school outcomes

      • Parent or Family Involvement - Post-school Outcomes - Predictor Description

        Definition and characteristics of Parent and Family Involvement which is associated with improved post-school outcomes

      • Program of Study - Post-school Outcomes - Predictor Description

        Definition and characteristics of Program of Study which is associated with improved post-school outcomes

      • Self-Care Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Self-Care Skills which is associated with improved post-school outcomes

      • Self-Determination/Self-Advocacy - Post-school Outcomes - Predictor Description

        Definition and characteristics of Self-Determination/Self-Advocacy which is associated with improved post-school outcomes

      • Social Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Social Skills which is associated with improved post-school outcomes

      • Student Support - Post-school Outcomes - Predictor Description

        Definition and characteristics of Student Support which is associated with improved post-school outcomes

      • Transition Program - Post-school Outcomes - Predictor Description

        Definition and characteristics of Transition Program which is associated with improved post-school outcomes

      • Travel Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Travel Skills which is associated with improved post-school outcomes

      • Vocational Education - Post-school Outcomes - Predictor Description

        Definition and characteristics of Vocational Education which is associated with improved post-school outcomes

      • Work Study - Post-school Outcomes - Predictor Description

        Definition and characteristics of Work Study which is associated with improved post-school outcomes

      • Youth Autonomy and Decision Making

        Definition and characteristics of Youth Autonomy and Decision Making which is associated with improved post-school outcomes

      • Inclusion in General Education - Post-school Outcomes - Predictor Description

        Definition and characteristics of Inclusion in General Education which is associated with improved post-school outcomes

      • Paid Work - Post-school Outcomes - Predictor Description

        Definition and characteristics of Paid Work which is associated with improved post-school outcomes

      • Self-Care Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Self-Care Skills which is associated with improved post-school outcomes

      • Social Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Social Skills which is associated with improved post-school outcomes

      • Student Support - Post-school Outcomes - Predictor Description

        Definition and characteristics of Student Support which is associated with improved post-school outcomes

Transition Toolkit

  • Transition Fair Toolkit
    This toolkit guides a school or community team to plan, implement, and evaluate a Transition Fair for students and their families, including reproducible documents.

Academic Skills

Employment Skills

  • When planning activities and coursework in preparation for careers, practitioners may consider this Work Based Learning Experiences Timeline and the below definitions from Luecking’s (2009) The Way to Work.

    Type of Work Based Learning Experience (WBLE)

    Definition

    Career Exploration

    Career Exploration involves visits by youth to workplaces to learn about jobs and the skills required to perform them. Visits and meetings with employers and people in identified occupations outside of the workplace are also types of career exploration activities from which youth can learn about jobs and careers." (Luecking, 2009, p.l3)

    Job Shadowing

    "Job Shadowing is extended time, often a full workday or several workdays, spent by a youth in a workplace accompanying an employee in the performance of his or her daily duties." (Luecking, 2009, pg.l3)

    Job Sampling / Work Sampling

    "Work Sampling is work by a youth that does not materially benefit the employer but allows the youth to spend meaningful time in a work environment to learn aspects of potential job task and "soft skills" required in the workplace." (Luecking, 2009,p. l3)

    Service Learning

    "Service Learning is hands-on volunteer service to the community that integrates with course objectives. It is astructured process that provides time for reflection on the service experience and demonstration of the skills and knowledge required." (Luecking, 2009, p. l3)

    Internships

     "Internships are formal agreements whereby a youth is assigned specific tasks in a workplace over a predetermined period of time. Internships may be paid or unpaid, depending on the nature of the agreement with the company and the nature of the tasks." (Luecking, 2009, p.l3)

    Apprenticeships

     "Apprenticeships are formal, sanctioned work experiences of extended duration in which an apprentice learns specific occupational skills related to a standardized trade, such as carpentry, plumbing, or drafting. Many apprenticeships also include paid work components." (Luecking, 2009, p.l3)

    Paid Employment

     "Paid Employment may include existing standard jobs in acompany or customized work assignments that are negotiated with an employer, but these jobs always feature a wage paid directly to the youth. Such work may be scheduled during or after the school day. It may be integral to a course of study or simply a separate adjunctive experience." (Luecking, 2009,p.l3)

    Mentoring

    "Mentoring is a person who through support, counsel, friendship, reinforcement and constructive example helps another person, usually a young person, to reach his or her work and life goals. Mentoring relationships provide valuable support to young people, especially those with disabilities, by offering not only academic and career guidance, but also effective role models for leadership, interpersonal and problem-solving skills."(Office of Disability Employment Policy, 20 12)

  • Competitive Integrated Employment Quick Guides
  • Rehabilitation Services Administration Technical Assistance Centers focused on youth
  • The College and Career Readiness and Success Center’s employability skills framework and module at www.ccrscenter.org

Life Skills

Self-Determination and Youth Leadership Development

Collaborative Planning and Services

Collaborative planning includes examining data as a stakeholder group to identify needs, priorities, and develop an action plan. NTACT provides a toolkit for hosting a Transition Planning Institute for district level teams to engage in such planning. Access the Transition Institute Toolkit. Additionally, sustaining leadership for improving transition education and services at the state or local level can be a challenge. A change in leadership can prove to be a barrier to forward movement. Please view our Team Leader Sustainability Toolkit for resources.

For resources and guidance regarding the role of related service providers in transition planning see the Archived Webinars for occupational therapists, physical therapists, and speech language pathologists. A Guide to Developing Collaborative School-Community-Business Partnerships

Family Engagement

  • A Parent's Guide to Age of Majority
    This links to resources developed by the Center for Parent Information and Resources in partnership with NTACT and others, intended to assist families making decisions with their transition-age child.

 

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