Over the past three decades, transition practices research has demonstrated that post-school outcomes of students with disabilities improve when educators, families, students, and community members and organizations work together to implement a broad perspective of transition planning, more appropriately referred to as transition-focused education. In general, this concept represents the perspective that "transition planning" is the fundamental basis of education that guides development of students' educational programs--including strategies that keep them in school--rather than an "add-on" activity for students with disabilities when they turn age 14 or 16. The impact of transition-focused education is greatly enhanced when service systems and programs connect and support the implementation and application of such learning. This report builds upon the earlier "Taxonomy for Transition Programming" (ED399722) and provides concrete practices--identified from effective programs and the research literature--for implementing transition-focused education. As indicated in the references at the end of this document, the Taxonomy 2.0 brings in the latest literature regarding predictors of post-school success, strategies to increase graduation and reduce dropout, school climate, and vocational rehabilitation services focused on fostering successful transition of youth with disabilities in college and careers. The model continues with five primary practice categories: (1) Student-Focused Planning; (2) Student Development; (3) Interagency Collaboration; (3) Family Engagement; and (5) Program Structure.