Characteristic 2 of 9: Link parents with support networks (e.g., networking opportunities with other parents, advocacy groups).
Characteristic 3 of 9: Provide multiple options for involvement (e.g., pre-IEP planning input, flexible IEP meeting times) and alternate ways to obtain input in the transition planning process.
**Consider parents’ perceptions in transition planning that may conflict with mainstream professional ideas. Some parents from CLD backgrounds may not be supportive of transition activities if they feel the plans are contrary to their expectations.
Characteristic 4 of 9: Establish a welcoming atmosphere in the school by developing a system of ongoing communication and interaction (e.g., e-mail, notes home, home visits, regularly scheduled meetings in addition to IEP meetings).
**Consider the language and cultural needs of parents from CLD backgrounds.
Characteristic 5 of 9: Provide fairs, brochures, or workshops to educate parents about adult services and post-school supports in the community (e.g., vocational rehabilitation, mental health resources, postsecondary education institutions and supports).
**Consider developing material in languages accessible to target communities.
Characteristic 6 of 9: Provide staff training on culturally competent transition planning (e.g. recognizing and honoring differences such as ethnic, socioeconomic, and values of the family).
Characteristic 7 of 9: Actively engage parents in interagency transition councils.
Characteristic 8 of 9: Collaborate with families to identify how the school and family/guardian can support the student in achieving their desired post-school goals.
Characteristic 9 of 9: Share transition assessment results with parents so that parents can use the information to provide training for their child in the home and the community and identify natural supports.