Resources - Student-Focused Planning

Internal

Project 10 - IEP Guide for Students: Navigating Your IEP

Project 10 - Self-Advocacy & Self-Determination
This page contains additional resources related to self-advocacy and self-determination

Project 10 - Standing Up for Me
This Florida curriculum for teaching students with disabilities to actively participate in their IEP has been revised and will be available soon from Project 10 and the BEESS Resource and Information Center.

External

Check & Connect
A structured intervention model that pairs students at risk for dropping out mentors who address each student’s individual needs to help them complete school. Florida has implemented this model in multiple districts.

DeafTEC - Teaching & Learning
The best practices and strategies were developed to support instructors and staff who work with students who are DHH in inclusion classes. The goal of these resources is to improve teaching practice that will provide greater access to learning for students who are DHH but will benefit all students in the classroom as well because they are based on UDL principles.

Employment Transition Plan Template and Instructions
Project 10 developed an Employment Transition Plan Template and Employment Transition Plan Instructions with the Bureau of Exceptional Education and Student Services (BEESS) to guide school district staff in the completion of the employment transition plan, which is required by section 1003.4282(11)(2)(a-d). This plan must be completed for any student with a disability for whom the individual educational plan (IEP) team has determined that mastery of academic and employment competencies is the most appropriate way for a student to demonstrate his or her skills. It is recommended that school districts build flexibility into the plan to ensure student mastery of competencies and success in the workplace. Districts are not obligated to use this template.

Employment Transition Plan Template (doc)

Employment Transition Plan Template Instructions (pdf)

Map It: What Comes Next? Module
Map It: What Comes Next is a free, online, interactive training designed for transition-aged students who are deaf or hard of hearing. Video vignettes signed in ASL with spoken English and written transcription, self-assessments, and a series of interactive questions guide students as they identify their goals and develop strategies to achieve them. All interactive materials are saved and compiled in an electronic portfolio.

Mapping Individualized Learning Plans
An Individualized Learning Plan is a key tool for helping youth, including youth with disabilities, take critical first steps to prepare for college and careers. The Office of Disability Employment Policy, along with partners Social Dynamics, the Altarum Institute and the National Collaborative on Workforce and Disability for Youth, recently launched two products to provide a snapshot of how ILPs are being implemented nationwide: an interactive policy map and a brief on Individualized Learning Plans Across the U.S. The map provides information about state ILP status and specific ILP policies.

National Technical Assistance Center on Transition: the Collaborative (NTACT:C) Transition Gradebook
The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) developed the Transition Gradebook as a school-level tool for recording individual students’ transition-related activities, including the required pre-employment transition services (Pre-ETS), and various risk and protective factors associated with dropout, graduation and positive postschool outcomes.

NTACT:C What Transition Specialists Need to Know
A guide of resources for transition specialists.

Navigating Your IEP: Are You on the Right Track Towards Your Future?
A guide for youth explaining how to take a leadership role in the IEP process. Developed by the Florida Youth Council.

Promoting Quality Individualized Learning Plans (ILPs) throughout the Lifespan: A Revised and Updated ILP How to Guide 2.0
This guide expands on resources in National Collaborative on Workforce and Disability (NCWD)/Youth's earlier ILP How to Guide 2.0 provides career developmental resources and examples of ILP implementation for an expanded range of age groupsand settings including elementary and secondary school, postsecondary education, workforce development programs and other non-school settings. It also offers strategies for building and supporting capacity at the local level to facilitate adoption of the ILP process and provides exampls of how to ensure that ILPs are implemented with quality.

Self -Advocacy and Self Determination from the National Technical Assistance Center on Transition: the Collaborative (NTACT:C)
Multiple strategies and curriculum ideas.

Self-Directed IEP Resources from the National Technical Assistance Center on Transition: the Collaborative (NTACT:C)
Multiple strategies and curriculum ideas.

Standing Up for Me
This Florida curriculum is used to teach students with disabilities to actively participate in the development of their IEPs.

Student-Focused Planning Resources from the National Technical Assistance Center on Transition: the Collaborative (NTACT:C)
Multiple strategies and curriculum ideas.

Transition Planning
This National Technical Assistance Center on Transition (NTACT) webpage provides information and guidance on transition planning as well as links to different planning tools.

Whose Future is it Anyway?
A student-directed transition planning curriculum for helping students to become more involved in the IEP planning process.

Writing Measurable Postsecondary Goals: Indicator 13 Checklist A
Writing Measurable Postsecondary Goals: Indicator 13 Checklist B (Enhanced for Professional Development)
Checklist purpose is to ensure the IEP includes the following:

Annual IEP goals related to the student's transition services needs and support the achievement of the postsecondary goals
Measurable postsecondary goals that are based on age-appropriate transition assessments and annually updated
Transition services, including courses of study, that will reasonably enable the student to meet the postsecondary goals
Evidence that the student was invited to the IEP team meeting
Evidence that a participating agency representative was invited to the IEP team meeting (with prior consent of the parent or the student who has reached the age of majority)