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Transition Planning 3 to 21 2013-2014

Transition Planning 3 to 21 2013-2014. Think about the transitions in your life, how did the adults in your life support and guide you? Who are those who supported you? What support did they provide?. Entry Ticket. Quick Share Aloud! (Entry Ticket).

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Transition Planning 3 to 21 2013-2014

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  1. Transition Planning 3 to 21 2013-2014

  2. Think about the transitions in your life, how did the adults in your life support and guide you? Who are those who supported you? What support did they provide? Entry Ticket

  3. Quick Share Aloud!(Entry Ticket)

  4. - Entry Ticket/Share Aloud 5 minutes - Review Objectives 2 minutes - Overview of Transition Planning 5 minutes - Turn &Talk/ Share Aloud 5 minutes - Small Group Activity/Share Aloud 10 minutes - Domains of Transition Planning 8 minutes - Agency Connections 1 minute - DPS 18-21 Transition Program 2 minutes - DPS Courses of Study 2 minutes - Wrap Up/Exit Ticket 5 minutes Agenda

  5. Content Objectives: • I will be able to understand and define the meaning of transition planning. • I will be able to identify the key domains of transition planning that will help drive my instruction in the classroom. Language Objectives: • I will listen and articulate the various programs and activities that DPS can offer students with disabilities. • I will discuss and share out the importance of transition planning and what it looks like at the middle and high school level. Objectives

  6. Transition Planning refers to the development of a coordinated set of activities that are designed to support students with disabilities to achieve their post secondary goals. The plan is based on individual needs, strength, skill and interests. Post-secondary goals must be written in the areas of Education and Training, Career and Employment and when appropriate Adult Independent Living. What is Transition Planning?

  7. Write goals that directly relate to the student achieving his/her post-school outcomes. Address the specific skills the student will need to learn in order to achieve his/her post-school outcomes. - Education/Related Services - Career/Employment - Adult/Independent Living Post Secondary Goals

  8. Transition Assessments is any assessment done pertaining to achieving post-secondary outcomes and determining a student’s abilities. Attitudes, aptitudes, interest, work behaviors, self advocacy skills, interpersonal skills, academic skill level and independent living skills. Transition Assessments

  9. Colorado requires transition planning begin at the age of 15, but no later than the end of 9th grade. A statement of the student's transition goals and services must be included in the transition plan. Schools must report to parents on the student's progress toward meeting his/her transition goals. *** Its never too early to start the conversation about transition planning When should Transition Planning begin?

  10. Why is Transition Planning so important? Who should be included in IEP meetings where Transition Planning is being discussed? How can students be a part of their own IEP meetings? Turn and Talk!

  11. Quick Share Aloud!(Turn and Talk)

  12. In small groups of no more than 8, use chart paper and markers to answer the following questions with at least 3-5 examples per question. • What could Transition Planning look like at the middle school level? • What could Transition Planning look like at the high school level? Small Group Activity

  13. Share Aloud(Small Group Activity)

  14. Transition Services—This is what the adults will provide Education/Instruction Related Services Career Employment Community Experience Adult/Independent Living

  15. Direct Explicit Instruction: • reading, writing, math (identify specific skills) • self advocacy • Organization • SLP, OT/PT, DHH, Mental Health, Vision Experiences/Activities: • college tour • STEP Tour • FAFSA • Accuplacer • TABE (Test of Adult Basic Education) • Naviance Education Services

  16. Direct Explicit Instruction: • job seeking/keeping skills • time management • initiative • Key Train • interviewing skills • attention span • self advocacy Experience/Activities: • job shadow/tour • community based work experiences • Onetonline.org • career exploration • Key Train • ASVAB Career/Employment

  17. Direct Explicit Instruction: • RTD training • accessing community resources • safety skills Experience/Activities: • Accessing park and rec activities • Accessing public transportation • Grocery shopping • Library • Swimming pools • Bike trails, etc. Community Experience

  18. Direct Explicit Instruction: • Hygiene • Social Skills • Internet • Safety • Cooking • Household chores • Anger management/conflict resolution • Making appointments Experiences/Activities: • Laundromat • Budgeting/banking • Cooking meals • State ID/driver license • Library/parks & rec card • Taking meds Adult/Independent Living

  19. Disability Access Center • DVR (Division of Vocational Rehab • Workforce Center • RMHS (Rocky Mountain Human Services) • Parks & Rec • Library • Denver Housing Authority • RTD • Access-a-Ride • Easter Seals • SSA • Guardianship Alliance • MHCD (Mental Health Center of Denver) Agency Connections

  20. Participation Requirements: • At least 18 years old and currently eligible for special education services within DPS • Have identified career/job interest • Able and willing to work • Able to follow a schedule • Able to be unsupervised in the community • Earned all academic credits for graduation 18-21 Transition Program

  21. *General Course of Study -Student may earn up to 40 special education credits in one core subject area. *Combined/General Course of Study - Students may earn up to 140 semester hours in Special Education Courses in any subject area * Work experience Course of Study - 180 semester hours of content, 60 semester hours of Work experience * Designated Course of Study - Students with severe and profound disabling conditions Everyone receives a Diploma DPS Courses of Study

  22. Food for Thought: Who will support the student when your not there?? These are some of our DPS work study students at various community sites. Independence not dependence. . .

  23. Questions What you do everyday Matters! Thank you!

  24. On the sticky notes provided, please answer the following questions: • List 1-2 things you learned about transition planning • What else would you like to know about transition planning? Exit Ticket

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