1a1: Integrated placements are made in academic, vocational and work experience programs. Access to all program options is the same as for nondisabled peers.

1a2: Infusion of transition outcomes and services occur in all curricular areas.

1a3: Cultural and ethnic sensitivity is evident.

1a4: Flexible programming meets individual student needs.

1b2: Mission and values are clearly articulated.

1b3: Program structure, process and services are clearly articulated (e.g., Transition Services Planning and Implementation Guide, "Steps in the IEP process" page 15-18).

1b4: Transition-related planning and services are integrated with educational restructuring.

1c1: Strategic planning (e.g., school improvement teams, interagency groups, business advisory committees) builds on systems that are internal and external to the educational program.

1c2: There is active participation with district and key community planning groups.

1e3 : Technical assistance is available to staff on transition issues.

1f1: Resources are sufficiently allocated to accomplish what is recommended.

2a1: Local agency roles regarding transition services are clearly stated and understood.

2a2: Processes are established for sharing student information. (use local or statewide interagency agreements, the VESID/CBVH referral process and the confidentiality release process).

2b1: Multidisciplinary staff development activities occur.

2b2: Employers are involved in staff development.

2b3: Staff development addresses student and parent empowerment (a.k.a. self-determination, self-advocacy skills).

2c3: There is staff and family access to a community service directory, or one is developed.

2d1: There is active participation of agencies with students, families and schools.

2d2: Participating agency contacts are made and referrals completed before student exits school.

2e2: Service delivery is coordinated across school-agency systems, resulting in reduction of barriers.

2e3: New services are developed collaboratively between schools and community.

3a1: At a general level, families contribute input to development of staff training.

3a2: Families take an active role in the transition planning process and are responsible for specific transition steps.

3b1: Families, including students, are provided with a directory of available resources, in a variety of formats, including accessible information technology.

3c1: Families receive training regarding effective advocacy techniques.

3c2: Families receive training regarding the transition-related planning process.

3c3: Families receive training regarding community services and agencies.

4a1: Students are prepared through curricular activities to participate in transition planning.

4a2: Self-determination (choice-making) is facilitated within the planning process.

4a3: Students are invited to participate in the transition planning process.

4a4: Transition planning decisions are driven by the student and family.

4a5: Career counseling services are provided to each student.

4b04: Educational experiences correspond to post-secondary goals and objectives in the areas of employment, postsecondary education, and community living.

4b10: Content of the IEP corresponds with content of the Individual Plan for Employment, or IPE (VESID/CBVH).

4c1: Planning is based on assessment information including vocational assessment.

5c1: Training is provided in such employability areas as job seeking skills training, the CDOS Learning Standards and other current benchmarks.

5c2: Instruction is community based.

5d2: Learning activities are community-referenced.

5e3: Vocational assessment, career plan, and experience portfolios are informative about student skills.

5f1: Multiple, varied community work experiences (unpaid and paid, apprenticeships and shadowing) are provided.

2d1: There is active participation of agencies with students, families and schools.

2e2: Service delivery is coordinated across school-agency systems, resulting in a reduction of barriers.

2e3: New services are developed collaboratively between schools and community.

4a1: Students are prepared through curricular activities to participate in transition planning.

4a2: Self-determination (choice-making) is facilitated within the planning process.

4a3: Students are invited to participate in the transition planning process.

4b5: Measurable post-secondary goals are based on student choices.

4b7: The coordinated set of activities by age 15 includes instruction, related services, community experiences and preparation for employment and other post-school adult outcomes.

4c1: Planning is based on assessment information including vocational assessment.

4c2: The transition planning and services process begins no later than 15.

5c2: Instruction is community based.

5e2: There is continuous assessment of skills in relation to employment options and job requirements.

5e3: Vocational assessment, career plan, and experience portfolios are informative about student skills.