Ed Resources Ohio - Transition
Find information and resources to assist with transition planning.
Go to EdResourcesOhio.org
My Life - Transition Assessment
Download the "My Life" transition planning tool to use with individual student planning.
DownloadIndicator 13 - Examples/Nonexamples
Use the Indicator 13 case studies from the NSTTAC Web site.
Go to NSTTAC
Helpful Transition Planning Tools
Indicator 13 Checklist - http://www.nsttac.org/content/nsttac-i-13-checklist
Processes and Practices for Transition Planning - Processes and Pratices Planning I-13 Checklist
Quick Book of Transition Assessments - http://www.tslp.org/docs/QuickbookIEPChecklistFinal091407.pdf
The U.S. Department of Labor Office of Disability Employment Policy has developed a curriculum focused on teaching youth ages 14 to 21, with and without disabilities skills that will prepare them for the workforce. This curriculum includes modular and hands-on activities in the areas of (a) communication, (b) enthusiasm and attitude, (c) teamwork, (d) networking, (e) problem solving and critical thinking, and (f) professionalism. To access the curriculum, click Skills to Pay the Bills
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- NSTTAC Listserve
- Strategies to Increase School Completion Rates
- New Resource on Career Development for LD Students
- New Guide on Supporting Career Development for Students with Learning Disabilities
- OCIS Online Training
- Video on Staying Healthy for Youth in Transition
- Ohio Core and Students with Disabilities
Field Relations Manager
Heather Kantola
Ohio Department of Education
25 S Front St., Mail Stop 407
Columbus, OH 43215-4183
Phone: 614.301.8806
Fax: 614.728.9300
E-mail:
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Register on STARS
Register on STARS https://safe.ode.state.oh.us/portal/
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Ed Resources Ohio
Your source for procedural documentation,
guidance, forms, and related resources for
serving students with disabilities.
This Web site was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award #H027A110111, CFDA 84.027A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.