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TransQUAL Online

Improving Student Transitions to Life after High School
 

Resources

Shared TransQUAL Work Plans

These work plans have been made public by the TransQUAL users that created them.
1: Does the educational program have the resources and structure to communicate clear guidelines, provide professional development and encourage creative opportunities for growth of transition and school-to-careers?

1a1: Integrated placements are made in academic, vocational and work experience programs. Access to all program options is the same as for nondisabled peers.

View Work Plan from September, 2008
View Work Plan from December, 2010

1a2: Infusion of transition outcomes and services occur in all curricular areas.

View Work Plan from December, 2010
View Work Plan from March, 2008

1a3: Cultural and ethnic sensitivity is evident.

View Work Plan from December, 2010

1a4: Flexible programming meets individual student needs.

View Work Plan from December, 2010

1b2: Mission and values are clearly articulated.

View Work Plan from June, 2008
View Work Plan from April, 2008
View Work Plan from March, 2008

1b3: Program structure, process and services are clearly articulated (e.g., Transition Services Planning and Implementation Guide, "Steps in the IEP process" page 15-18).

View Work Plan from September, 2008

1b4: Transition-related planning and services are integrated with educational restructuring.

View Work Plan from September, 2009

1c1: Strategic planning (e.g., school improvement teams, interagency groups, business advisory committees) builds on systems that are internal and external to the educational program.

View Work Plan from November, 2006

1c2: There is active participation with district and key community planning groups.

View Work Plan from March, 2008

1e3 : Technical assistance is available to staff on transition issues.

View Work Plan from March, 2008
View Work Plan from June, 2008

1f1: Resources are sufficiently allocated to accomplish what is recommended.

View Work Plan from September, 2009
2: Are educational program educators and community agencies aware of each other's services and engaged with students in collaborative projects to improve transition outcomes?

2a1: Local agency roles regarding transition services are clearly stated and understood.

View Work Plan from September, 2008
View Work Plan from May, 2009

2a2: Processes are established for sharing student information. (use local or statewide interagency agreements, the VESID/CBVH referral process and the confidentiality release process).

View Work Plan from June, 2008

2b1: Multidisciplinary staff development activities occur.

View Work Plan from March, 2008
View Work Plan from February, 2007

2b2: Employers are involved in staff development.

View Work Plan from November, 2006

2b3: Staff development addresses student and parent empowerment (a.k.a. self-determination, self-advocacy skills).

View Work Plan from November, 2006
View Work Plan from March, 2008

2c3: There is staff and family access to a community service directory, or one is developed.

View Work Plan from November, 2006
View Work Plan from October, 2008
View Work Plan from April, 2008

2d1: There is active participation of agencies with students, families and schools.

View Work Plan from March, 2008

2d2: Participating agency contacts are made and referrals completed before student exits school.

View Work Plan from September, 2008

2e2: Service delivery is coordinated across school-agency systems, resulting in reduction of barriers.

View Work Plan from November, 2008

2e3: New services are developed collaboratively between schools and community.

View Work Plan from May, 2009
3: Are families actively participating in transition planning, community resources, training events, and program developement activities related to life after school?

3a1: At a general level, families contribute input to development of staff training.

View Work Plan from November, 2007
View Work Plan from February, 2008

3a2: Families take an active role in the transition planning process and are responsible for specific transition steps.

View Work Plan from November, 2008
View Work Plan from February, 2007

3b1: Families, including students, are provided with a directory of available resources, in a variety of formats, including accessible information technology.

View Work Plan from September, 2008
View Work Plan from September, 2008

3c1: Families receive training regarding effective advocacy techniques.

View Work Plan from March, 2008
View Work Plan from May, 2008
View Work Plan from September, 2008

3c2: Families receive training regarding the transition-related planning process.

View Work Plan from February, 2008
View Work Plan from June, 2008
View Work Plan from February, 2008
View Work Plan from March, 2008
View Work Plan from September, 2008
View Work Plan from March, 2008
View Work Plan from February, 2007
View Work Plan from June, 2008
View Work Plan from March, 2008

3c3: Families receive training regarding community services and agencies.

View Work Plan from October, 2008
View Work Plan from September, 2008
View Work Plan from June, 2008
View Work Plan from February, 2008
View Work Plan from April, 2008
4: Do students actively participate in a process of vocational assessment, IEP development, academic and career planning to achieve desired educational and adult outcomes?

4a1: Students are prepared through curricular activities to participate in transition planning.

View Work Plan from February, 2007

4a2: Self-determination (choice-making) is facilitated within the planning process.

View Work Plan from April, 2009
View Work Plan from May, 2008
View Work Plan from September, 2008

4a3: Students are invited to participate in the transition planning process.

View Work Plan from June, 2008

4a4: Transition planning decisions are driven by the student and family.

View Work Plan from February, 2008

4a5: Career counseling services are provided to each student.

View Work Plan from September, 2009

4b04: Educational experiences correspond to post-secondary goals and objectives in the areas of employment, postsecondary education, and community living.

View Work Plan from September, 2008

4b10: Content of the IEP corresponds with content of the Individual Plan for Employment, or IPE (VESID/CBVH).

View Work Plan from September, 2008
View Work Plan from September, 2008

4c1: Planning is based on assessment information including vocational assessment.

View Work Plan from September, 2009
5: Are course offerings in the areas of academics, life skills, vocational evaluation/preparation, and work experience responsive to local economic conditions and the diversity of your student population?

5c1: Training is provided in such employability areas as job seeking skills training, the CDOS Learning Standards and other current benchmarks.

View Work Plan from September, 2009
View Work Plan from May, 2009

5c2: Instruction is community based.

View Work Plan from March, 2007

5d2: Learning activities are community-referenced.

View Work Plan from November, 2008

5e3: Vocational assessment, career plan, and experience portfolios are informative about student skills.

View Work Plan from May, 2009
View Work Plan from March, 2008
View Work Plan from October, 2008
View Work Plan from September, 2009

5f1: Multiple, varied community work experiences (unpaid and paid, apprenticeships and shadowing) are provided.

View Work Plan from March, 2008
View Work Plan from November, 2008
View Work Plan from September, 2008
6: Do youth aged 15 and above have IEPs that include coordinated, measurable annual IEP goals and transition services that will reasonably enable the student to meet measurable post-secondary goals?

2d1: There is active participation of agencies with students, families and schools.

View Work Plan from August, 2008
View Work Plan from December, 2010

2e2: Service delivery is coordinated across school-agency systems, resulting in a reduction of barriers.

View Work Plan from June, 2008

2e3: New services are developed collaboratively between schools and community.

View Work Plan from November, 2008
View Work Plan from August, 2008

4a1: Students are prepared through curricular activities to participate in transition planning.

View Work Plan from January, 2008

4a2: Self-determination (choice-making) is facilitated within the planning process.

View Work Plan from July, 2008

4a3: Students are invited to participate in the transition planning process.

View Work Plan from October, 2006

4b5: Measurable post-secondary goals are based on student choices.

View Work Plan from July, 2008

4b7: The coordinated set of activities by age 15 includes instruction, related services, community experiences and preparation for employment and other post-school adult outcomes.

View Work Plan from July, 2007

4c1: Planning is based on assessment information including vocational assessment.

View Work Plan from January, 2008

4c2: The transition planning and services process begins no later than 15.

View Work Plan from July, 2008

5c2: Instruction is community based.

View Work Plan from June, 2008

5e2: There is continuous assessment of skills in relation to employment options and job requirements.

View Work Plan from June, 2008

5e3: Vocational assessment, career plan, and experience portfolios are informative about student skills.

View Work Plan from February, 2008
View Work Plan from February, 2008
View Work Plan from January, 2008