TIG Self-Advocacy Guidance Google Site 
Wisconsin County Community on Transition (CCoT) Toolkit Self-Advocacy Suite
Online Tools for Self-Advocacy
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.
Transition Activities Timeline Considerations
The Transition Improvement Grant (TIG) has compiled a resource to encompass transition
activities to consider at all grade levels to assist youth, families and educators in navigating
through the transition process. Areas to reflect on and consider activities include SelfDetermination and Self-Advocacy, Employment, and Postsecondary Education and Training.
Adapted from the Opening Doors series by the Wisconsin Department of Instruction.
Download Student Self-Advocacy Assessment Forms
- Student Self Assessment – PDF
- Student Self Assessment – Google Form
- Modified Rating – Google Form
- Picture Version – Google Form
- Educator Version – Google Form
- Parent/Guardian Version – Google Form
Self-Directed Career and College Ready Individualized Education Program or CCR IEP Guide
This document was created to help inform 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. The CCR IEP Guide is not just a compliance document. When used with your CCR IEP, it can be a tool in making positive changes for students with IEPs.
WiTransition App
The transition planning app was created to increase self-direction and self-advocacy for all Wisconsin youth in the transition planning process. The app is designed to help students and family members participate in the transition planning process. The questions in the app help students give input into their Postsecondary Transition Plan (PTP) and provide the student’s voice during IEP meetings and as they plan for their future after high school.