How can educators help support students in the transition planning process?
Page 8: Program Structure
The final component of the taxonomy is program structure, which refers to the building blocks that must be in place for schools and districts to implement transition planning successfully. These include:
- Strategic planning: Schools and districts regularly use needs assessment data from stakeholders (e.g., students, families, service providers) and collaborate with relevant partners to create and maintain a systems-level foundation for transition programming that is based on effective transition practices.
- Policies and procedures: School and district protocols support the implementation of effective transition practices and are aligned with those of other transition service providers to the greatest extent possible.
- Personnel development and allocation: Schools and districts attract, prepare, and retain qualified educators and other personnel to meet the transition needs of all students and ensure their access to ongoing professional development and support.
- Program characteristics: Schools and districts implement programs that are outcome based, adaptive to students’ needs, respectful of cultural and linguistic diversity, and inclusive of all postsecondary pathways.
- School climate: The school environment is safe, welcoming, culturally sustaining, and facilitates personalized student support.
- Program evaluation: Schools and districts engage in a process of continuous improvement that is driven by the collection and analysis of data (e.g., graduation rates, dropout risk, attendance rates, school climate surveys, postsecondary outcomes).
Establishing a strong program structure is vital to the integration and effectiveness of all other components of transition programming. For example, successful student-focused planning relies on a positive school climate that prioritizes individualized student support. Likewise, to engage in interagency collaboration and provide community-based instruction for student development, a school must have policies and procedures in place to facilitate such experiences.
For Your Information
Within their program structure, schools and districts can prioritize students’ self-determination by:
- Adopting a curriculum designed to teach skills such as goal setting, self-advocacy, and decision-making
- Providing opportunities for student participation and advocacy during strategic planning and program evaluations
- Offering professional development for educators to learn about self-determination and related skills and strategies
- Creating a climate that promotes agency
Returning to the Challenge
Learn about the program structure in Carly’s and Omar’s high schools.
Carly’s high school has a robust structure in place to support transition. For example, policies are in place to facilitate collaborative service delivery with adult service providers, including Vocational Rehabilitation. Additionally, Carly’s teachers participate in regular professional development related to transition planning.
Omar’s school district supports transition planning through purposeful initiatives aimed at enhancing the postsecondary success of students with disabilities. The district engages in strategic planning to ensure that resources and services align with effective transition practices. Program evaluations are conducted regularly to assess the effectiveness of transition services and make data-driven improvements.
