Individual Level Resources
Agency Navigation Tool
Youth, families, and transition teams will explore a variety of partner agencies to determine which agencies can offer support, services, and resources to assist the youth along the path to employment. This exploration can be overwhelming. To assist the navigation of these agencies, this multi-agency overview can assist team members with a place to start and a way to organize the information.
Backward Planning Tools
Planning for the transition from school to the adult world requires a multi-year plan that bridges the transition from school-based to adult services. The Backwards Planning process provides a single plan, managed by a multi-agency team, designed to guide a young person through high school and into the first years of adulthood as they assume adult roles as an employee, a life-long learner and a community member.
Backwards Planning is just want the name implies: focus first on the adult outcomes for the youth’s future, then ‘plan back’ from there to the present in order to define a logical sequence of actions providing the youth with the instruction and experiences to achieve the outcomes.
Several tools have been created to assist team to backward plan. These include the Backward Planning Annotated template, a brief guide to each step of the process, a template to capture the team’s planning process, and a Facilitator’s Guide to assist teams to learn to use the process.
A multi-agency team can begin the process of Backwards Planning by bringing the team together for an informal meeting. The Transition Planning Meeting Fact Sheet briefly explains the importance of Transition Planning Meetings. The Fact Sheet also has space to use as an invitation for a meeting to plan for an individual youth.
Collecting and Analyzing Youth Performance Data
All agencies involved with transition age youth have responsibility for gathering assessment information and data. Youth performance data provides a common vocabulary across agencies for planning and implementing transition assessment and services. This booklet describes basic approaches for collecting and analyzing youth performance data that can be easily implemented in school, home, community and work settings. A companion item to this booklet are the Examples of Data Collection templates. These word tables can be downloaded and modified as needed for a specific youth.
Evidence Based Practices and Evidence Based Predictors for Adult Success
Evidence Based Practices and Predictors are research-based strategies that focus on transition youth. These Practices and Predictors provide guidance to develop and improve youth skills for community employment and participation. The Practice and Predictors are useful to transition professionals across systems and in multiple environments.
Practices and Predictors: Similar Terms but Different Uses
Evidence Based Practices are instructional methods and strategies proven through research to be effective to teach youth specific transition-related skills. The Practices can be used in a variety of settings, such as, classrooms, work sites, community environments, social settings, etc. The Practices are useful to teach a variety of skills, such as those associated with employment, daily living, communication, academics, job-routines and tasks, independence, and workplace behavior.
Evidence Based Predictors are activities, services and supports that occur during the school years that have been identified through research as being associated with higher rates of success as youth enter adulthood. The Evidence Based Predictors provide regional teams with ideas for programs and services to build community capacity and investment in serving transition youth.
The National Secondary Transition Technical Assistance Center (NSTTAC) identified these sets of Evidence Based Practices and Predictors based on high quality research. The NSTTAC website (www.nsttac.org) provides the supporting literature, research methodology, tools, and links about the Practices and Predictors.
Employment First Evidence Based Practices and Predictors Tools
The Ohio Employment First Transition Framework includes tools to assist individuals and teams across agencies to understand, learn more about, and use Evidence Based Practices and Predictors. These tools provide a brief introduction to the practices and predictors and links to more information (including the NSTTAC website). Each document provides a review tool to help individuals and teams identify areas of strength and to prioritize need. Individual youth teams can use the tools to review the IEP and other agency documents to ensure that Evidence Based Practices are individualized and included. District or regional teams can also use the tools to help plan access to Evidence Based Predictors to improve post school outcomes.
Hitting the Open Road After High School
Read this guide for how to determine what is the best option for each person after exiting school. This publication was co-written by members of the Youth Action Council on Transition (YouthACT). YouthACT is a national initiative to get more youth with disabilities and their allies involved as leaders who partner with adults and organizations to improve opportunities for youth to succeed in life.
Making Your Way Through College
This guide is for any student pursuing a degree or other type of credential (e.g., certification, license) at a two-year or four-year community college, college, or university. You will find information on a variety of topics relevant to preparing for and succeeding in college and transitioning from college into the world of work. Much of the information provided is relevant to all students, but the primary focus of the guide is on navigating the college experience for students with disabilities or those who think they may have a disability.
OCALI's Third Thursday
Transition Planning Tools
Use the link below to watch the archived training from OCALI's Third Thursday about helpful tools for future planning - from the time your child enters school to when he's ready to move on to adulthood.
Employment First and the 8 Predictors of Transition Planning Success Watch the archived training from OCALI's Third Thursday training about how to identify and discuss the evidence-based practices that promote a transition outcome of integrated community employment.
Path from School to Employment Folder
This folder is a “conversation starter” with families and youth. It gives a broad overview of the possible steps, questions, services and decisions that need to be considered during the years of transition planning. Click here to order.
Profiles of Ohio’s Postsecondary Programs for Students with Intellectual and Developmental Disabilities
Ohio’s Postsecondary programs deliver inclusive college experiences for students with intellectual and developmental disabilities (IDD) that include internships, college classes, housing and social experiences that result in improved access to gainful employment.
Transition Assessment Planning Guide
Transition Assessment is NOT a test, a set of tests or a protocol of tests administered to all youth during pre-set time periods or at certain grade levels. Transition Assessment is an ongoing process individually tailored to a youth’s needs that will yield information that answers specific questions about the youth’s skills, interests, needs, preferences, resources, etc. in relation to the youth’s desired adult outcomes.
All agencies responsible for working with transition age youth have a requirement to conduct assessment. Transition Assessment, it is a perfect opportunity for schools, community organizations, and adult agencies to work together with the youth and family to design and implement a plan of individualized transition assessment. This guide will assist multi-agency teams to plan together the assessment activities that result in meaningful, individualized, and important data. By working collaboratively within a multi-agency team, transition assessment can be co-planned to eliminate duplication of assessment efforts and ensure each agency gets the assessment information they require.
Transition teams consistently identify poor communication as a barrier to collaboration and successful transition planning among multi-agency teams. Agency words and terms can lead to misunderstanding, limit discussions, and prevent collaboration. The Vocabulary Crosswalk is a reference tool that can be consulted to clarify confusing vocabulary.
Navigating Transition Planning for Youth on Place 3 and 4 on the Path to Community Employment
Transition planning with youth on Place 3 or 4 on the Path to Community Employment can require additional considerations and strategies. Often the youth and his or her team are reluctant to pursue community employment or community engagement and for a variety of reasons. This recorded webinar surfaces potential issues that a team may explore and highlights a variety of strategies and resources that a team may use to assist the youth to move from Place 3 or 4 and continue on the path to meaningful community employment and membership.
Path to Community Employment Case Studies
While each youth’s path to community employment and community membership is unique, it is often helpful to reflect on the steps, supports and strategies that lead to his or her successful outcomes. Learning about others’ journeys can be helpful to multi-agency teams as a way to frame thinking that is Person-Centered, Agency-Neutral and Outcome-Focused. To assist in learning about these journeys, case study examples of a variety of youth with differing profiles are available.
The case studies include:
- Brief background information about the youth
- Summary of transition assessment tools and data leading to adult life goals
- A graphic overview of the youth’s pathway to employment from early education years to young adulthood, including various agency involvement and services
- A narrative description of the graphic information
These example case studies may be used for personal reflection on how to create a meaningful path from school to adulthood. Or they can be used to create professional development experiences and discussions. In any case, the user should be aware that these case studies are examples and are not intended to be replicated, directive or used as the standard. Each person’s journey is unique and must be based on their own individual preferences, interests, needs and skills/strengths. The examples below are offered as a tool for multi-agency teams as they work together to create high expectations for all youth as they become young adults.
Kesha’s Path to Community Employment
Craig’s Path to Community Employment
- Anthony’s Path to Community Employment
- Case Study of Student Identified with Autism Spectrum Disorder
- Sarah’s Path to Community Employment
- Case Study of Student Identified with Multiple Disability
- Caleb’s Path to Community Employment
- Case Study of Student Identified with a Learning Disability
- Tasha’s Path to Community Employment
- Case Study of Student with a Hearing Impairment
- Mike’s Path to Community Employment
- Case Study of Student with a Visual Impairment