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Ed Resources Ohio - Transition

Find information and resources to assist with transition planning.

Go to EdResourcesOhio.org

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Backward Planning Tool

Download the Backward Planning Chart from EdResourcesOhio.

Backwards Planning Tool
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My Life - Transition Assessment

Download the "My Life" transition planning tool to use with individual student planning.

Get "My Life"
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Indicator 13 - Examples/Nonexamples

Use the Indicator 13 case studies from the NSTTAC Web site.

Go to NSTTAC
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Indicator 13 Checklist

Use the checklist to review the postsecondary transition planning components of the IEP.

Get the I-13 Checklist
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Transition Assessment Library

Find Age Appropriate Transition Assessments.

Ohio AATA Library
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Ohio Means Jobs Website

Ohio's no-cost, career planning system for students, teachers and school counselors.

Go to the website
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Quick Book of Assessments

A variety of transition assessments to assist with transition planning.

Download
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Transition Considerations Checklist

A checklist of considerations for transition planning.

Download
Transition Activities

Examples of Coordinated Set of Activites

Ideas for transition services and activites.

Download

To ensure the quality of secondary transition planning and services, please remember that transition plans for students with disabilities must include the components outlined in the Indicator 13 Checklist.

Transition planning and services are intended to improve postsecondary outcomes for students with disabilities. OEC’s review of IEP transition plan components for students ages 14 and up is based on the Indicator 13 Checklist, with the following points of clarification:

  1. Summaries of Age Appropriate Transition Assessments (AATA) related to training, education, employment and where appropriate, independent living skills must specifically address the student’s preferences/interests and needs, in order to inform the transition goals and services. Student strengths should also be addressed, but interests and needs are required for AATAs to be considered compliant.
  2. Non-specific goals may be found noncompliant, depending on the AATAs, the student’s grade, the previous IEP, etc. For example, an education goal that states, “Upon graduation, Sally will attend some type of postsecondary institution to major in the field of her choice” likely won’t be considered compliant for a junior or senior, as the LEA should have completed AATAs by this time to help the student identify the field of her choice and type of college. This is also problematic if the previous IEP has the same goal, with little evidence of AATAs and services to help specify the student’s goals. In this case compliance is determined on an individual student basis.
  3. Transition services must be worded in terms of what the LEA will do to help the student reach his/her post-school goals. Beginning in the 2014-2015 school year, OEC will not accept student names in the description of transition services, even if the “Person/Agency Responsible” listed is the intervention specialist or other LEA staff. For example, “Sally will research training programs of interest” should be stated as “The Intervention Specialist will guide Sally in researching training programs in her areas of interest.”
  4. Vague courses of study such as “sophomore curriculum” are not sufficient. The Courses of Study section should spell out the specific courses the student is taking or provide a description of the program the student is enrolled in. The description should be detailed enough to be understood if the student moves to another school or district. Examples for this section are: Ohio Core Course of Study, Ohio Core/extended learning standards, career technical education (specify program), 2-4 year college preparation courses, etc.
  5. When LEAs are selected for monitoring of transition planning, OEC will review the current and previous IEP (as applicable) to determine if postsecondary goals, services, etc. are reviewed and/or updated annually (as appropriate).

Special Education Contacts

For information and resources realted to special education contact:

Post-Secondary Transition UDL Consultant
Cherie Smith

419-739-0170

Extended Standards PBIS Consultant
Tiffini Flugga

419-739-0166

Alternate Assessment, Extended Standards, Special Education Lead Consultant
Caryn Timmerman

419-739-0169

Early Learning and School Readiness Consultant
Michele Bambauer

419-739-0165

Family and Community Engagement Consultant
Kim Moritz

419-739-0167