Student Engagement & Success

This section is organized according to the five primary practices of Kohler's 1996 Taxonomy for Transition Programming which focuses on improving post-school outcomes and transition for students with disabilities. The sections are as follows:

• Family Involvement addresses practices that increase the ability of family members to work effectively with educators and service providers in planning and delivering education and transition services.

• Interagency Collaboration addresses practices that facilitate the involvement of community businesses, organizations and agencies in transition education including interagency agreements that articulate roles, responsibilities, communications, and other strategies to foster collaboration and enhance curriculum and program development.

• Program Structure addresses practices that relate to the efficient and effective delivery of transition-focused education and services including philosophy, planning, policy, evaluation, human resource development and the structures and attributes of schools.

• Student Development addresses practices that emphasize life, employment and occupational skill development via school-based and work-based learning in addition to student assessments and accommodations.

• Student-Focused Planning addresses practices that use assessment information, student self-determination, and student postsecondary goals to develop Individual Educational Plans (IEPs).

Reference

Kohler, P. D., Gothberg, J. E., Fowler, C., and Coyle, J. (2016). Taxonomy for transition programming 2.0: A model for planning, organizing, and evaluating transition education, services, and programs. Western Michigan University. Retrieved from https://transitionta.org/sites/ default/files/Tax_Trans_Prog_0.pdf