The purpose of this publication is to provide guidance to Minnesota CareerForce youth development professionals on how to intentionally integrate the Guideposts for Success framework into the Individualized Learning Plan (ILP) model. Developed by PACER Center for Minnesota's Partners for Youth Disability Employment Initiative (DEI), this guide…

Students with disabilities experience higher unemployment, attend postsecondary environments less often, and engage less in their communities after graduating from high school compared to their peers without disabilities (Newman, Wagner, Knokey, Marder, Nagle, Shaver, & Schwarting, 2011). In middle school, young adolescents with disabilities…

This article describes the impact of a MAPS process on team member agreement on postsecondary expectations and goals for a middle school student with Autism Spectrum Disorders in a rural area. The results revealed similarities and differences in the beliefs and expectations of the participants on the transition team and that the MAPS approach…

Austin Independent School District served more than 13,000 students in summer programs during 2009, providing opportunities for accelerated learning, maintenance of academic skills between school years, course credit recovery, state achievement tests, or school-level transition activities. This report summarizes this information.

The Baltimore City Public School System's (BCPSS) Grade 9 Transition Program was implemented in 2001-02. It is designed to increase student achievement in an era of No Child Left Behind federal legislation by providing additional time and learning opportunities for eighth-grade students who have not met all promotion standards established by the…