Processes and practices

Characteristics of effective transition planning

Each young person's transition planning will be different, reflecting their unique hopes, aspirations, needs, capabilities and vision for their future. However, effective individualised transition planning is guided by a number of interrelated processes and practices.

At the individual level effective transition planning is characterised by approaches that:

• are student focused;
• utilise a team approach, involving families;
• include a written, formal plan;
• are comprehensive, holistic and futures-focused;
• incorporate early, long-term planning;
• identify curriculum and experiences relevant to the needs of the individual;
• establish connections and partnerships between school and post-school services and organisations; and
• provide access to timely, up-to-date and easy-to-understand information about available options, services and supports.

At the strategic and management level effective transition planning is characterised by approaches where:

• personnel have the necessary skills and understandings to effectively support young people and their parents during transition;
• on-going professional learning, advice and information is provided to personnel managing individual transition planning processes;
• adequate resources are provided to reflect the time and expertise required to undertake effective planning;
• school policies and practices reflect the importance of transition planning;
• provision of curriculum and programs help young people prepare and plan for their future;
• there is effective policy and practice in all agencies and services supporting young people and their families in transition;
• inter agency protocols and collaboration are established;
• there is a range of post-school options and activities for young people and their families to choose from; and
• there is strong and sustainable employer involvement.