In order to perform at optimal levels in all education settings, all youth need to participate in educational programs grounded in standards, clear performance expectations and graduation exit options based upon meaningful, accurate, and relevant indicators of student learning and skills. These should include:

  • Academic programs that are based on clear state standards
  • Career and technical education programs that are based on professional and industry standards
  • Curricular and program options based on universal design of school, work and community-based learning experiences
  • Learning environments that are small and safe, including extra supports such as tutoring, as necessary
  • Supports from and by highly qualified staff;
  • Access to an assessment system that includes multiple measures, and
  • Graduation standards that include options.

In addition, youth with disabilities need to:

  • Use their individual transition plans to drive their personal instruction, and strategies to continue the transition process post-schooling
  • Access specific and individual learning accommodations while they are in school
  • Develop knowledge of reasonable accommodations that they can request and control in educational settings, including assessment accommodations, and
  • Be supported by highly qualified transitional support staff that may or may not be school staff.

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