Transition Quality Indicators

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By using this Bridges To Adulthood Planning Tool (Bridges) schools, teams, and other agencies can identify and prioritize strengths and discover opportunities for improvement in transition planning for children for disabilities. Bridges will show you at a glance what your transition planning strengths and issues may be to spark discussion for improvement and systems change. All persons involved in the transition planning process are able to access Bridges from anywhere, anytime an internet connection is available.

The first section of this planning tool contains the National Secondary Transition Technical Assistance Center (NSTTAC) Indicator 13 Checklist (Form B). This Checklist clearly identifies all the areas required by federal law for the secondary transition component of the individualized education program (IEP) for children with disabilities. Districts and agencies use this Checklist, with the associated questions, to assure minimum compliance with federal requirements in secondary transition.

The next section of Bridges contains The Transition Quality Indicators (TQIs). The TQIs are grouped in five major sections aligned with the Taxonomy for Transition Programming (Kohler, 1996):

  • Child Focused Planning
  • Child Development
  • Family Involvement
  • Interagency Collaboration
  • Program Structure

This TQI evaluation process has been developed to be used by school districts, agencies, families and other secondary transition stakeholders to identify specific areas for action that will lead to improve post-school outcomes for children with disabilities in Ohio. The TQIs required by Ohio and federal laws and rules are indicated by the word "Required" in bold. Those not in bold are strongly recommended as best practice.

Suggestions for using the TQIs to gather baseline data about transition practices

Each section of the TQI describes practices or actions related to transition that are required or strongly recommended as best practice. Individual members of a transition team from a school district or other educational entity (county, regional) should rate each item in the TQI as "In Place," "Partially in Place," or "Not in Place." After all members have rated the TQIs, this tool tabulates the selections of all participants and represents those selections in a pie chart. The purpose of the pie chart is to trigger discussion among the team members about the status of the TQIs in their educational entity. Though this discussion, the team will be able to identify specific areas for action and to develop action plans with specific assignments and timelines to improve those areas in need of improvement. The expectation is that implementing the developed action plans will lead to improved post-school outcomes for children with disabilities in Ohio.

Districts and other educational entities can also set up multiple Respondent Teams, each team representing a different stakeholder group (i.e., high school teachers, middle school teachers, parents) or different locales (i.e., by county, stakeholder group, other). Results from multiple Respondent Teams can be merged into a single report for discussion purposes.

Teams are encouraged to use the TQI tool yearly to monitor the results of the action plans that were put in place and to determine the need for additional action plans.

The last section of this process contains the Transition Services Quality Check for assessing the scope and quality of individual transition plans.

Last Modified: 7/18/2013 1:05:12 PM