More parent involvement in transition planning process
Adults with moderate to severe disabilities worked more hours, earned higher wages, and lived more independently when their parents were moderately to highly involved in their transition planning process (Landmark et al., 2010).
More student involvement in transition planning process
Providing high quality self-advocacy and self-determination training is a predictor of post-school employment (Test et al., 2009).
Better communication with parents and students about post-school interagency opportunities and options
Students who received assistance from 3 to 6 community-based agencies (as compared to students with assistance from 0 – 2 agencies) were more likely to be engaged in post-school employment or education (NSTTAC, 2011).
Create a concrete plan for transition planning beginning at age 13 with focus on life after leaving high school
Plan for parent information sessions – during school day, paired with after-school events such as Open House/Parent Night, etc.
Bring in outside agencies to assist students and teachers (i.e., workshops, volunteering, peer mentors who can help students and parents, VR and employment opportunities)
Identify needs and resources of individual students that can be addressed/developed both in and out of school setting
Students actively involved in transition IEP process