Partnering with Community Agencies in Transition Planning for Students with Emotional Behavioral Disturbance Guide (Translating Evidence to Support Transitions, TEST, from National Technical Assistance Center on Transition, NTACT)
What is it?
This guide is for special education teachers and transition planners who serve students with Emotional Behavioral Disturbance, EBD. For the purposes of this guide, EBD includes: students that are formally identified as having an EBD, students identified as having Other Health Impairment (OHI); students with IEPs who have behavioral goals; and/ or students with 504 plans for whom teachers are providing extra behavioral and emotional support. This is a guide for involving adult community agencies during the critical period of transition out of high school for students with emotional or behavioral disturbance. Many high school students may not be aware of the community agencies available to them upon graduation. Community agencies may include state and local agencies, grant-funded foundations, institutions of higher education, vocational training programs, non-profit organizations, religious groups, private businesses, and privately funded organizations. This guide is intended to be used by special educators involved in the transition component of the IEP planning process. It can be used as roadmap and reference for steps and activities that can assure the collaboration of secondary education with the community agencies who will be serving the student next. This can include a range of agencies critical to student outcomes such as Institutes of Higher Education or training, or Departments of Mental Health or Vocational Rehabilitation. Note: The best way to ensure the participation of community agencies with high schools may be commitments and policies developed at the district or even the state level. Such agreements could spell out terms for collaboration and communication. This guide however is written for special educators and assumes that no such interagency agreements are in place. While this can make the work harder for teachers, the person to person on the local level can sometimes be more efficacious for the student.
Who is it for?
This guide is for a variety of educators who support and serve students with EBD such as special education teachers, transition planners, guidance or mental health counselors, as well as other related service providers who serve students with EBD. For this guide, “students with EBD” includes students formally identified as having an EBD who receive special education services, students identified as having Other Health Impairment (OHI), or students with IEPs who have behavioral goals. Students with 504 plans for whom teachers are providing extra support would also benefit from the content and lesson plans included in this curriculum.