Establishing Postsecondary Transition Programs for Students with Disabilities

Standardize program eligibility using formal and informal criteria

Administrators at all profiled districts use formal and informal criteria to standardize eligibility for their postsecondary transition programs. Formal criteria refer to documented, measurable benchmarks—such as the receipt of a diploma or certificate—that students must achieve in order to become eligible for their district’s transition program. Informal criteria, on the other hand, refer to observable characteristics that transition staff use to determine whether or not a given student would succeed in their transition program.

Contacts at all profiled districts also report that standardized criteria allow them to continuously reassess students’ eligibility throughout high school and make enrollment decisions accordingly.

Schedule orientations and visitation days to secure family buy-in

Since enrollment in postsecondary transition programs ultimately depends on parent and/or guardian consent, administrators must secure family buy-in. Administrators at District F and District E schedule informational events to communicate program offerings, generate support, and encourage enrollment.

At District F, administrators schedule transition orientations once per month, where they present information about the program and facilitate a Q&A session.

Administrators at District E work with district high schools to organize two visitation days per year. Eligible high school students visit the transition program site and actively participate in various offerings. They also speak with current teachers, administrators, and other transition students.

Establish a community-based instructional program (CBI) to augment student learning

Administrators at District D structure their CBI offerings to align closely with classroom instruction. Students learn about the various components of a specific task in the classroom and proceed to complete the task at a community site.

Administrators at District E implement CBI through a module system. CBI modules occur every Friday and rotate every five-to-six weeks. Students sign up for modules based on their Individualized Education Program (IEP) goals or personal interests. Students visit job sites that fall within the module category, participate in hands-on activities and walkthroughs, and attend lectures from community leaders and business owners.

Establish partnerships with local organizations that offer multiple job opportunities

Contacts at District A, District B, and District C report that they seek out partnerships with businesses and organizations that offer a variety of job opportunities within the same building or group of buildings. This strategy allows administrators to streamline transportation by increasing the number of students at a single job site, while simultaneously accommodating a wide range of student interests.

Administrators at all profiled districts also use district transportation (e.g., school buses equipped with accessibility features) and public transportation to move students to and from campuses and job sites.

Administrators at District A established a partnership with a local community college, giving students the opportunity to work in the college’s library, daycare, and cafeteria. Contacts at District B report that businesses housed within strip malls also make effective partners. In one strip mall, for example, students have the choice to work at a pet spa, a retail store, or at one of several restaurants.

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