Student-focused planning practices focus on using assessment information and facilitating students’ self-determination to develop individual education programs based on students’ post-school goals (Kohler and Field, 2003).
Critical components of student-focused planning practices:
Students-at-risk and students with IEPs are part of school-wide practices that ensure all students:
- Are part of the process to receive annual career guidance and counseling that meets their needs and assesses progress towards high school completion.
- Are a part of a process to identify and articulate areas of interest and career goals annually.
- Align their course of study with their areas of interest and career goals.
- Are prepared to participate and do participate meaningfully in the development of their post-school goals and plans to achieve those goals, and in any relevant meetings.
- Families, educators, and relevant service providers collaborate to plan and provide instruction and services that will reasonably enable the students to reach their post-school goals.
In addition, when a student has an IEP:
- There are measurable postsecondary goals in (a) education and/or training, (b) employment, and, as needed, (c) independent living that are based on the results of age-appropriate transition assessment.
- There is evidence of ongoing, age-appropriate transition assessment.
- There are transition services that clearly show coordination inside the school (e.g., with counseling and career tech services) and outside the school (e.g., with postsecondary disability support services, area agency, and/or Voc Rehab).
- There are meaningful annual goals that clearly address transition services needs.
The Next Steps NH Transition Focused Education Framework is for students with IEPs and students at risk. It is based on the five practices of the Kohler Taxonomy:
- Student-Focused Planning Practices
- Student Development Practices
- Interagency Collaboration Practices
- Family Involvement Practices
- Program Structures Practices
Kohler, P. D., & Field, S. (2003). Transition-focused education: foundation for the future. Journal of Special Education, 37(3), 174-183.