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.

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)

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.

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.

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

Self-Directed IEP Resources from the National Technical Assistance Center on Transition (NTACT)
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 (NTACT)
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)