Evidence-Based Practices in Transition Planning (NTACT, National Technical Assistance Center on Transition)


Quality transition planning is student centered and student driven. The initial step is gathering information regarding a students’ current strengths, needs, preferences, and interests in the context of “of current and future working, educational, living, and personal and social environments”, (Sitlington, Neubert, and Leconte, 1997). Transition assessment toolkit.

The Summary of Performance is required (IDEA, 2004) and intended to provide a student with a summary of their academic and functional performance to assist the young person in accessing services and resources to achieve their postsecondary goals. An Annotated Bibliography on the Summary of Performance, and  a couple of examples of SOP forms (Example 1 and Example 2) provide more information on this important aspect of the transition planning process.


ADD/ADHD Autism Spectrum Disorder Curriculum/Instructional Methods Deaf-Blind Emotional Disabilities Employment Evidence-Based Practice Federal Laws Hearing Impairment High School Independent Living Individualized Education Program (IEP) Instructional Strategies Intellectual Disabilities Learning Disability Middle School Mild/Moderate Disabilities Multiple Disabilities Orthopedic Impairment Other Health Impairment Self-Determination Speech/Language Impairment Transition Traumatic Brain Injury Vision Impairment