Ohio’s strategic plan for education, Each Child Our Future guides us to ensure each child is challenged to discover and learn, engaged to pursue fulfilling post-high school paths, and empowered to become an active contributing member of society.
– That One Goal outlined in the plan notes the intent for students to be enrolled, enlisted, employed, or an entrepreneur within a year after graduation, and
– Strategy 10 highlights the importance of ensuring students are on a pathway to graduation and post-high school success.
The work of secondary transition is highlighted within the Four Domains of the plan. It states, “Achieving Ohio’s goal depends on a high-functioning, responsive preK-12 system that is attuned to external factors that affect student learning—including family and social trends and economic and job realities. As a first step in a long-term journey to create a responsive preK-12 system, Ohio partners identified four equal learning domains that contribute to the holistic success of each child. These include:
– foundational knowledge and skills,
– well-rounded content,
– leadership and reasoning skills and
– social-emotional learning.
The four equal learning domains challenge, prepare and empower students for success beyond high school by giving them tools to become resilient, lifelong learners. These domains are the crux of the transition plan.
The Each Child Means Each Child work (see Focus C, Recommendation 3, Tactic D) further defines the work of Secondary and Postsecondary Transition.
Advancement of Postsecondary Learning Experiences and Outcomes for Students with Disabilities
To guarantee students with disabilities achieve success in postsecondary education or careers, Ohio must take steps to provide the necessary support and services needed for postsecondary opportunities. These steps will require educators to work with students, families and community members to offer students with disabilities a variety of opportunities for meaningful postsecondary experiences that are focused on students’ preferences, interests, needs and strengths and based on an age-appropriate transition assessment, so they may achieve standard diplomas.
Recommendation 3: Communicate and provide access to a variety of opportunities that will lead to a standard diploma and ensure a seamless transition to postsecondary education and employment settings.
Tactic D: Assist districts in establishing or refining the process of postsecondary transition planning for their students with disabilities.