Transition planning officially begins between the ages of 14 and 16 for most students with an IEP. However, the process is lifelong. This section of NTACT's website provides resources and tools to guide the process of transition planning - encompassing assessment and skill development to plan for success beyond school.

This series of data meeting tools are developed to support individualized problem-solving teams for students with severe and persistent learning and behavioral needs. The collection includes sample agendas, facilitation materials, participant guides, note-taking templates, and decision-making tools for initial and ongoing data meetings.

Serving on Groups That Make Decisions: A Guide for Families is intended to be a useful tool for anyone who is currently serving, or wants to serve, on a decision-making group. This can include parents, students, educators, administrators, and community members. It was researched, developed, and written collaboratively by a broad group of statewide agencies, school representatives, and family members across Wisconsin.

This resource from the Center for Parent Information & Resources provides information about related services as they are described in IDEA, a brief overview of related services, and more in-depth information about what's excluded and how individual services are defined.

This module overviews instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students (est. completion time: 2 hours).

The 2017 Supreme Court decision Endrew F. v. Douglas County School District highlighted the importance of monitoring students’ progress toward appropriately challenging individualized educational program (IEP) annual goals and making changes to students’ educational programs when needed. The process for setting an IEP goal should be closely tied to progress monitoring, a valid, reliable method for providing frequent, ongoing assessment of a student’s performance.

This module from the IRIS Center details the process of developing high-quality individualized education programs (IEPs) for students with disabilities. The module discusses the requirements for IEPs as outlined in the Individuals with Disabilities Education Act (IDEA) with implications of the Supreme Court's ruling in Endrew F. v. Douglas County School District (est. completion time: 3 hours).