Educators
Learn how your school can develop and provide high-quality postsecondary transition instruction, experiences, and partnerships
Develop and provide high-quality postsecondary transition instruction
Learn how your school can develop and provide high-quality postsecondary transition instruction, experiences, and partnerships throughout a student's secondary school years to prepare them for a successful transition to adult life. This page is designed for all secondary educators including special and general education professionals, Career and Technical Education teachers, school counselors, school leaders, and other postsecondary transition staff.
Learning Opportunities
Discover simple, practical resources—interactive courses, padlets, and more—to help you effectively support student transition planning
Postsecondary Transition Padlets
The Postsecondary Transition Specialists at Utah State Board of Education (USBE) have created numerous Padlets with information, recordings, effective practices, and other resources to support educators in their work with students with disabilities. Padlets cover a wide array of topics in postsecondary transition.
Canvas Courses
USBE has developed various courses to support educators in topics of postsecondary transition planning. These courses include:
- Postsecondary Transition Process: Writing Compliant and Quality Transition Plans (Asynchronous)
- The Postsecondary Transition Process: Diving Deeper into Compliant and Quality Transition Plans (Hybrid synchronous)
- Building Post-School Success for Students with Complex Needs
- Customized Employment for Students with Complex Needs: A course for educators
- Postsecondary Transition Assessments (asynchronous)
For more information, subscribe to the USBE Special Education Newsletter or contact the Postsecondary Transition Team.
Other Learning Opportunities
The Utah Institute on Postsecondary Transition is an annual two-day event that has been held since 2011. The event is collaboratively hosted by the Utah State Board of Education (USBE) and the Utah State Office of Rehabilitation (USOR). It is focused on increasing outcomes for students with disabilities in the post school areas of education/training, employment, and independent living. The specific focus area from year to year is dependent upon the postsecondary transition related needs of Local Education Agencies (LEAs) as well as State-level postsecondary transition data. Team collaboration sessions are structured to create LEA postsecondary transition plans that focus on the implementation of best practices in postsecondary transition planning.
Live virtual monthly discussions on various postsecondary transition topics. Open to all professionals who work with postsecondary transition-aged students with disabilities
The Compliant and Quality Postsecondary Transition Plans microcredential represents the skills and concepts necessary to successfully develop and implement postsecondary transition plans for students with disabilities (SWD) age 14 and older
The Postsecondary Transition Assessments microcredential represents the skills and concepts necessary to successfully identify and implement postsecondary transition assessments for students with disabilities (SWD) age 14 and older.
The Workplace Supports Training is an eight-hour training with five corresponding training modules. Topics for the training include: An introduction to job coaching, professionalism in the workplace job analysis, systematic instruction accommodations, and assistive technology
The ACRE course is designed to provide individuals with the requisite skills for understanding and delivering employment supports to individuals with disabilities. The training is competency focused and individuals will obtain the knowledge and skills to develop validated strategies to meet the diverse integrated employment needs of individuals with disabilities
Taxonomy for Transition Programming 2.0
Effective Practices: The Taxonomy 2.0 brings in the latest research regarding predictors of postschool success, strategies to increase graduation and reduce dropout, school climate, and vocational rehabilitation services focused on fostering successful transition of youth with disabilities in college and careers.
The resources and supports below are organized according to the five areas of the Taxonomy.
Resources & Support
Student-Focused Planning
The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) includes student-focused planning as one of the five primary practices in transition programming with the following sub-practices:
NTACT:C Sub-practice Areas
- IEP Development
- Planning Strategies
- Student Participation
- Postsecondary Transition Plan Process in the IEP
- Transition Elevated App
Student focused planning involves helping a student identify their strengths, preferences, interests, and needs which will inform individualized supports to help them achieve their goals for post-school success. This process includes assessment information, student self-determination practices, and student postsecondary goals to develop individual educational programs (IEPs). Active student participation in this process leads to more meaningful goals and outcomes.
For additional resources and information on evidence-based practices, tools and strategies, sign up for a free account with The National Technical Assistance Center on Transition: The Collaborative
Resources
- USBE Portrait of a Graduate
- USBE Graduation Guidelines
- Self-Determination and Self-Advocacy Padlet
- A guiding workflow for students preparing to transition to adulthood – Charting the Life Course tools
- Building Postschool Success for Students With Complex Needs Webinar Series
- School To Work Toolkit
- For a master list of Postsecondary Transition resources, visit the Transition Elevated Website Padlet
- Taxonomy for Transition Programming with Predictors of Post-school Success
Student Development
The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) includes student development as one of the five primary practices in transition programming with the following sub-practices:
NTACT:C Sub-practice Areas
- Assessment
- Academic Skills
- Life, Social and Emotional Skills
- Employment and Occupational Skills
- Student Supports
- Instructional Context (Kohler et al., 2016)
Student development is closely related to student-focused planning. Information collected from the postsecondary transition assessments, conducted as part of student-focused planning, helps the IEP team to identify the skills, behaviors, knowledge, and experiences a student will need to be successful in the areas of education, independent living, and employment.
For additional resources and information on evidence-based practices, tools and strategies, sign up for a free account with NTACT:C
Postsecondary Transition Assessments
Postsecondary transition assessment for students with disabilities is "the ongoing process of collecting data on the individual's strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal, and social environments" (Sitlington et al., 2007, pp. 2–3).
Postsecondary Transition Services
Transition services must be contained within the transition IEP and are aligned with each postsecondary goal. The transition services occur during the current IEP year and are designed to support a student to develop, refine, and/or work towards achieving their post-secondary goals upon exiting high school. Transition services are encouraged to be explicit and detailed with a clear connection to the postsecondary goals and the transition assessment(s).
Pre-Employment Transition Services (Pre-ETS)
Pre-Employment Transition Services, also called "Pre-ETS," — offered to any student with a disability — aid students in exploring and planning for successful future employment, through targeted training in career exploration, workplace readiness, counseling on postsecondary education, self-advocacy, and work-based learning.
Additional Student Development Resources
- Postsecondary Transition Curriculum
- Career Development Credential
- Postsecondary Transition Process Padlet
- Postsecondary Transition Planning Timeline
- Keys to Success
- YouScience
- DSPD Employment Pathway Tool
- Utah Assistive Technology Teams (UATT)
- Utah Center for Assistive Technology (UCAT)
- Utah Work Incentive Planning Services (UWIPS)
- Achieving a Better Life Experience (ABLE) Accounts
- Disability Determination Services (Social Security and Medicaid benefits)
- Taxonomy for Transition Programming with Predictors of Post-school Success
Interagency Collaboration
The National Technical Assistance Center on Transition (NTACT) includes interagency collaboration as one of the five primary practices in transition programming with the following sub-practices:
NTACT:C Sub-practice Areas
- Collaborative Framework
- Collaborative Service Delivery (Kohler et al., 2016)
Collaboration Definition: Interagency and intra-agency collaboration is a process in which education professionals establish partnerships with personnel from multiple departments, agencies and other service providers, to achieve the common goal of improving the postsecondary success of students with disabilities. (Utah State Board of Education) Interagency Collaboration involves the IEP team determining what community businesses, organizations, and agencies might be instrumental in supporting a student's transition. Researchers have found evidence that interagency collaboration is a factor related to post-school success and successful adult outcomes for youth (Finn & Kohler, 2009; Noonan, Morningstar & Erickson, 2008).
For additional resources and information on evidence-based practices, tools and strategies, sign up for a free account with NTACT:C.
Utah Statewide Collaborative on Postsecondary Transition (STC)
The STC is a working partnership of state agencies and other organizations that serve transition-age (14–22) youth across the state of Utah. The STC includes organizations that are disability-specific and those which serve youth in general to address the needs of and resources for transition-age youth with disabilities. The broad goal of this collaborative is to improve post school outcomes for youth with disabilities.
The purpose of this work is to collaboratively develop a shared system wide vision and define common language to address postsecondary transition in a unified way. The STC seeks to identify service gaps and overlaps to determine what service areas need to be scaled up to better meet the needs of transition-age youth with disabilities. The STC has developed a theory of action and a logic model detailing implementation activities needed to meet the broader goals. This work will improve access to needed services and therefore improve student postsecondary outcomes in employment, postsecondary education, and independent living.
The results of the STC will be reported to state and federal policy makers for the five-year period of 2021 to 2025 through the Utah State Board of Education State Systemic Improvement Plan (SSIP).
Agencies Collaborating in the STC
Utah State Board of Education (USBE)
Department of Workforce Services
Department of Health and Human Services
Other Partner Organizations
- Utah Parent Center (UPC)
- Utah Systems of Higher Education (USHE)
- Utah Higher Education Inclusion Alliance (UHEIA)
- Utah Statewide Independent Living Council
- Utah Special Needs Parent Teacher Association
- Legislative Coalition for People with Disabilities (LCPD)
- Governor's Committee on Employment for People with Disabilities (GCEPD)
- Utah Developmental Disabilities Council (UDDC)
- Institute for Disability Research Policy and Practice (IDRPP)
Family Engagement
The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) includes family engagement as one of the five primary practices in transition programming with the following sub-practices:
NTACT:C Sub-practice Areas
- Family Involvement
- Family Empowerment
- Family Preparation
Family engagement is crucial during the postsecondary transition process. Research shows that when families are meaningfully and continuously engaged in their children's learning and development, they can positively impact their child's health, development, academic, and well-being outcomes into adulthood. Family engagement refers to a family's involvement in helping their child plan for the future and in supporting him or her during the postsecondary transition process. Parent Involvement means parents / families / guardians are active and knowledgeable participants in all aspects of postsecondary transition planning.
For additional resources and information on evidence-based practices, tools and strategies, sign up for a free account with NTACT:C
Resources
- Transition Elevated App
- Transition Planning Timeline
- Transition University
- Preparing Students for Postsecondary Success Padlet
- USBE Family and Community Engagement
- Utah College Guide (English)
- Utah College Guide (Spanish)
- Charting the LifeCourse Tools
- Taxonomy for Transition Programming with Predictors of Post-school Success
Program Structures
The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) includes program structure as one of the five primary practices in postsecondary transition programming with the following sub-practices:
NTACT:C Sub-practice Areas
- Program Characteristics
- Program Evaluation
- Strategic Planning
- Policies and Procedures
- Resource Development and Allocation
- School Climate
Program Structure refers to the foundational elements necessary for school personnel to efficiently and effectively implement postsecondary transition services. Effective program structure topics include the following: philosophy, planning, policy, evaluation, human resource development, and the general structures and attributes of schools.
For additional resources and information on evidence-based practices, tools and strategies, sign up for a free account with NTACT:C
Career and Technical Education (CTE)
Career and Technical Education (CTE) provides all students access to high-quality, rigorous career-focused programs that result in attainment of credentials with labor market value. Research has shown that participation in CTE while still in high school improves the likelihood of meaningful employment after high school for students with disabilities.
School Counseling
The Plan for College and Career Readiness process is a comprehensive approach to individual student planning in which school counselors coordinate ongoing activities to help students establish personal goals and develop future plans.
Career Development Credential (CDC)
The Career Development Credential is a career focused credential designed to prepare a student with a disability for a successful post school outcome in employment and postsecondary education/training. The CDC is earned in addition to a regular high school diploma, Alternate Diploma, or a certificate of completion.
Program Structures Resources
- NTACT Matrix — Evidence-based practices and predictors
- College and Career Readiness School Counseling Program Model
- Absenteeism Dropout Prevention
- Personalized Competency-Based Learning
- Safe and Healthy Schools
- USBE Strategic Plan
- USBE IEP Reflective Framework
- USBE Special Education Rules
- USBE Adult Education Policy and Procedures Guide
- Comparison of IDEA, Section 504, & ADA
- Preparing for postsecondary education and employment
- WIOA, IDEA, and Perkins Crosswalk
- Taxonomy for Transition Programming with Predictors of Post-school Success