Tiers 1, 2 & 3 Intervention: Postsecondary Transition Planning

Authors

Shir Palmon, University of Nebraska-Lincoln
Natalie Hoff, University of Nebraska-Lincoln
Allison Heifner, University of Nebraska-Lincoln
Reece L. Peterson, University of Nebraska-LincolnFollow

Document Type

Learning Object

Date of this Version

4-2017

Citation

Strategy brief

Building and Sustaining Student Engagement series (April 2017)

Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States

Abstract

Conclusion

Postsecondary transition planning is how schools assist students in preparing for postsecondary education or employment after high school. This vital educational component is required in IEPs for any student with disabilities, aged 16 and older. However, transition planning is also helpful for other students who are at-risk for dropping out or are uncertain about what they want to do after high school. There are several useful evidence-based transition practices, including the completion of vocational education coursework, involving students in their IEPs and or transition planning process, and changing program structures to those that have proven to be effective in reducing post-secondary failure. Additionally, there are several areas of planning that need to be addressed in order to aid students in successfully completing school; these areas include student-focused planning, student development, interagency collaboration, family involvement, and program structure, as well as fostering self-determination within the student. When these areas of planning are addressed, students who are transitioning out of high school, regardless of their disability status, have a better chance of being successful.

For examples of programs specifically intended to assist students and school staff with post-secondary transition planning see the Resource Brief: Programs for Post-Secondary Transition Planning.