Voice Recognition

State Support Team

Serving school districts in Ashland, Crawford, Huron, Knox, Marion, Medina, Morrow, Richland, Seneca, and Wyandot Counties in Ohio

Secondary/Post Secondary Transition


Picture of icons sitting around a table with the words Postsecondary Transition is a Collaborative Planning Process.. Photo from the Mississippi Office of Education

In Ohio, students with disabilities (who have an IEP), formally enter into the secondary transition planning process beginning with the IEP that will be in place when the student turns age 14 (or younger, if appropriate). A truly successful transition process is the outcome of comprehensive and collaborative team planning through which the student, family, school, and other invited providers design a set of services and activities that will move the student toward achievement of post graduation goals in the areas of integrated employment, education, and independent living. The process utilizes age appropriate transition assessments and draws upon the student’s strengths, preferences, and interests to determine the needs that will drive next steps to be accomplished through those services or activities. 

At State Support Team Region 7, we champion that work through coaching and technical assistance of state and federally mandated expectations as well as best practice and research. We reinforce the training(s) of the Ohio Department of Education’s Office for Exceptional Children and we provide Multi-Tiered Systems of Supports as needs are determined through Regional and District Data. Through braided and cross-training networks, we encourage Local Education Agencies to embed the work of transition into all pathways leading to graduation, including: Career Advising, Closing the Gap, Diverse Learner Leaders, Early Childhood, Family Engagement, Literacy, School Improvement, and the Whole Child Series. We also support the Tier 2 and Tier 3 needs of districts participating in Internal or External Monitoring Processes. 

Guiding Principles

Picture of a road sign reading To A Better Life

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. 

Focus C:

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.

Laws, Regulation and Guidance

Secondary Transition and Workforce Development is Governed by the Following State and Federal Rules and Regulations:


Individuals with Disabilities Education Act (IDEA)

Workforce Innovation and Opportunity Act (WIOA)

Ohio’s Employment First Policy


Additional joint guidance for the Ohio Department of Education and Workforce (D.E.W.) and the Opportunities for Ohioans with Disabilities (OOD) is provided in the Project Search job readiness training programs. 


Find links to all of these as well as further resources directly connected to them HERE

Secondary, Postsecondary Transition Contacts

Please feel free to contact the individuals below for further information.

Julie Frankl

Career Tech Planning District Consultant

[email protected]  

PH: (419)747-4808


Kohler's Taxonomy of Transition Programming 2.0


National Technical Assistance Center on Transition [NTACT Collaborative]


Ohio AATA Library [Age Appropriate Transition Assessments]


Ohio Longitudinal Transition Study [OLTS]


Ohio Transition Support Partnership [OTSP]


Secondary Transition for Students With Disabilities [Supports Modules also found in LMS]


Universal Support Materials: See Transition Part & and Part 2