Raising the Cap Series 
REGISTER NOW: Unpacking Assumptions: An Introduction to Equity-Centered Language and Implicit Bias
NEW RESOURCE: Transition Programming Beyond Age 18
ENROLL NOW: PTP 2.0 for New and Emergency Licensed Teachers
JUST RELEASED: PTP 2.0 Guidance Video
Our Mission
Our mission is to provide professional development to educators, youth, families and transition partners to ensure every child graduates, college and career ready!
Upcoming Events
PTP 2.0 for New and Emergency Licensed Teachers
September 29, 2021Protected: CCoT Facilitator Networking
October 7, 2021PTP 2.0 for New and Emergency Licensed Teachers
October 13, 2021Unpacking Assumptions: An Introduction to Equity-Centered Language and Implicit Bias
November 2, 2021Community Conversation
November 11, 2021PTP Coffee Talks
November 17, 2021PTP Coffee Talks
December 8, 2021Unpacking Assumptions: An Introduction to Equity-Centered Language and Implicit Bias
Self-Advocacy Suite
The Transition Improvement Grant has developed and revised several online tools to assist educators in providing instruction in self-advocacy to students with IEPs. Students who are able to self-advocate for their rights, and abilities are more successful with their post school goals as they are able to ask for accommodations on jobs and in college settings.
Read moreBecoming a Self-Advocate
The Wisconsin Transition Improvement Grant (TIG) welcomes you to “Speak Up” Becoming a Self-Advocate!! This is a revision of the long standing self-advocacy curriculum: “On Becoming a Self-Advocate”.
Read moreWisconsin Self-Directed Transition Planning
The Transition Improvement Grant (TIG) has created 15 lesson plan starters intended to be used by teachers to support self-direction with the Wisconsin Postsecondary Transition Plan (PTP). These lessons are aligned with the Wisconsin Postsecondary Transition Plan (PTP) application and were designed to be used by educators to support self-directed transition planning and instruction.
Read moreA New Way of Thinking
The purpose of this guide is to assist students in developing self-confidence.
Read moreSelf-Directed CCR IEP Guide
This document was created to help inform your students about the CCR IEP forms and process in a student friendly way. You can use this document to support pre planning for a student’s CCR IEP meeting and as a way for the student to understand their CCR IEP.
Read moreWiTransition App
The Transition Improvement Grant has designed a transition app to increase self-direction and self-advocacy for all Wisconsin youth in the transition planning process. We are excited for youth, schools, families, and agencies to begin using this application! This app is designed to help Wisconsin students and family members participate in the transition planning process.
Read moreNew from the Transition Improvement Grant
Paraprofessionals: Outside Agencies
In this short learning module, we will discuss and establish an understanding of outside agencies, purpose of outside agencies, and resources available regarding outside agencies. An outside agency is an adult agency that will assign an employee to the student to help provide resources, services, and payment for transition services written in the student’s Postsecondary Transition Plan.
Self-Advocacy Suite: Making Critical Connections in Self-Advocacy
This video highlights Making Critical Connections in Self Advocacy: Academic and Career Planning and Self Advocacy as specially designed instruction and Pre-ETS. The objectives for this video showcase information are to identify ways that the Self Advocacy Suite can be incorporated into academic and career planning opportunities for all students, and to identify the need for instruction in self advocacy as specially designed instruction in the IEP, in contrast to self advocacy instruction as pre employment transition services in the Postsecondary Transition Plan (or PTP).
Raising the Cap: Professional Development Evaluation and Planning
This video will focus on professional development planning and evaluation. It is set up to allow teams to consider planning and evaluation of professional development to support increasing student learning outcomes. This session highlights the research and work of Thomas Guskey. The associated handout will provide you with guidance to the UDL backwards by design PD planning model that can be linked to student learning outcomes and evaluating the effectiveness of current and previous professional development.
Self Advocacy Suite: Student Led IEPs
This showcase will define and provide planning considerations for implementing student-led IEPs. Throughout the self-advocacy showcase video series, we have showcased each of the curricula and our tools and resources within the suite. It is important to review these previous showcase videos to gain understanding and background knowledge of the suite and how it can be utilized to support student-led IEPs by increasing student self-advocacy and self-determination skills throughout the transition planning process, and ultimately to reach postsecondary goals.
Raising the Cap: Attendance Works!
This session will share the resource of Attendance Works, an organization to support the increase of attendance for students who are demonstrating chronic absenteeism. This session is set up to watch as an individual thinking about ways to intervene, or as a team to work together to reflect and plan to support chronic absenteeism within your school or district. The associated handout will provide you with needed links to access all materials to engage in a team self reflection and planning session to support attendance for students within your school or district.
Paraprofessional: Communication in the Workplace
During this short module we will discuss the different types of communication, including verbal and nonverbal, the importance it has on the overall role as a pair professional, and review effective communication strategies, along with discussing the importance of maintaining regular communication with all TEAM members.
Self-Advocacy Suite: Utilizing the Student Self-Assessment
This showcase will outline the importance of the student's self assessment within the Self Advocacy Suite, as well as how to utilize it to promote success and helping students identify their self advocacy skills throughout the transition planning process to reach postsecondary goals.
Raising the Cap: The Role of Extracurricular Activities in Supporting Graduation and Post School Outcomes
This session will discuss the role of extracurricular activities and how involvement in them supports increased graduation rates, as well as successful post school outcomes relating to employment, postsecondary education and independent living skills for students with disabilities. This session includes an associated handout that will have all of your materials to work together as a group, to reflect on extracurricular involvement in your school.
TIG Times January 2021
This issue of the TIG Times reviews addressing attendance to increase graduation rates. This article provides resources and information to increase community participation and working together to address chronic absenteeism.
Self Advocacy Showcase - WI Self Directed Transition Planning: Lesson Plans
This showcase will take a deeper dive into WI Self Directed Transition Planning: Lesson plans, which is one of the curricular resources available within the suite throughout the Showcase. We will review the curriculum's latest updates and enhancements, as well as provide a connection to the students self assessment and curricular crosswalk and overview of the curriculum. Additionally, we will outline its features and provide some navigational tips for easy understanding and access.
Culturally and Linguistically Responsive (CLR) Transition Practices
One of Wisconsin’s greatest strengths is the growing population in diversity. Unfortunately, racial disparities in education, employment, and health pose challenges to the prosperity of individuals and families, along with the state as a whole. High school completion is an important step toward success for all youth. Providing culturally and linguistically responsive (CLR) classroom and school wide practices is critical to ensuring every child is a graduate college and career ready.
Raising the Cap - Using Early Warning Systems to Support Students in Need
This short video reviews how to use Early Warning Systems to identify and support students in need to increase graduation rates and decrease dropout rates!
Paraprofessional Series - Informational Interviews
This video/podcast provides guidance on conducting informational interviews, as well as sample questions.
Transition Planning During COVID 19 PowerPoint
Download the PowerPoint with resource links from the Transition Planning session of April 3rd.
TIG Transition Planning During COVID-19
The Transition Improvement Grant offered an online learning session to assist with navigating transition during the COVID-19 Pandemic. This session provided information around family considerations, organized learning options, collaboration with transition partners, networking opportunities and transition resources from TIG and other organizations as we engage in providing transition services virtually.
Transition Resources During COVID-19
The purpose of this Padlet is to provide various resources and strategies to teachers who are supporting youth within school districts during the COVID-19 outbreak.
TIG COVID-19 Networking Q&A
On April 9th and 15th, the Transition Improvement Grant hosted sessions to allow individuals to connect with others navigating online transition planning for students. These sessions provided time to share what is working, ideas from across the state, and common questions. We appreciate the input from all who attended. The TIG has created a document that incorporates the ideas and feedback from those sessions.
DPI Information on COVID-19
DPI continues to share updated information with districts frequently. There is a listing of these updates on the DPI webpage.
NTACT Transition Resources During COVID-19
NTACT is aware that state and local education and service providers are challenged by the current health concerns, closings, and restrictions associated with COVID19. Guidance documents from the U.S. Department of Education and other relevant federal agencies are posted on the NTACT website.