Transition Planning 3 to

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/Share Aloud5 minutes - Review Objectives2 minutes - Overview of Transition Planning5 minutes - Turn &Talk/ Share Aloud5 minutes - Small Group Activity/Share Aloud10 minutes - Domains of Transition Planning8 minutes - Agency Connections 1 minute - DPS Transition Program 2 minutes - DPS Courses of Study2 minutes - Wrap Up/Exit Ticket5 minutes

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.

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.

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

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.

Colorado requires transition planning begin at the age of 15, but no later than the end of 9 th 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

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?

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?

 Education/Instruction Related Services  Career Employment  Community Experience  Adult/Independent Living

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

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

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.

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

-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)

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

*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 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

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

What you do everyday Matters! Thank you!

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