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Enhancing Transition Instruction for 11th Grade Students

This initiative aims to formalize transition instruction for 11th grade students within the district. By increasing awareness of transition requirements across the district, we seek to empower students to answer critical questions regarding their post-school goals in education, employment, and independent living. While this elective provides essential transition knowledge, it is not a comprehensive transition program and may not resolve all district transition issues. Ongoing assistance will include regular meetings to review curriculum effectiveness and assess student success in achieving their goals.

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Enhancing Transition Instruction for 11th Grade Students

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  1. Providence Transition Elective Nancy C. Stevenin Director of Regional Transition Phone: 401-278-0520 Nancy.Stevenin@ppsd.org

  2. Outcome: • Provide a more formal practice of transition instruction to 11th grade students within district • Present transition requirements to an increased number of students across district • Bring transition related requirements to the attention of administrators at the building level

  3. Outcome Questions we must help students answer: • What are my Post-School goals for . . . . . . education/training? . . . employment? . . . independent living? • How will I meet my Post-School goals? • What transition services would help me reach my goals? • What program of study/courses would help me reach my goals? • What IEP goals would help me reach my goals?

  4. Concerns: • This elective is not going to fix the transition issue for the district • We are still going to have the “nay-sayers” • Only targeting 11th grade students; what about the other students • This elective is NOT a transition program BUT an elective that will provide the necessary broad stroke of transition

  5. The Transition Overview

  6. IDEA 2004 Changes to Transition Include: • Accountability • Summary of Performance • Emphasis on Standards-Based/Transition-Focused IEP Goals

  7. Transition Helps… • Develop realistic and meaningful IEP goals & objectives • Make instructional programming decisions • Students learn about themselves • Inform the IEP and Summary of Performance

  8. Broad Relationship of Transition IEP to GLEs/GSEs • All IEP academic goals and functional learning goals must create a connection to one or more of the student’s broad transition outcomes • Academic goals must be directly referenced to a GLE/GSE • Functional learning goals can be connected to measureable annual goals and objectives/GSEs, addressed, directly, as transition services ,or through program of studies

  9. On-going Assistance: • Quarterly meetings will be held to discuss • Curriculum challenges • Review of syllabus • What’s Working; What’s Not…. • Discussion for next year • Monthly Updates - On agenda at building level on early release days

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