Amber Chesney Dr.

Ann Sebald 28 May 2013 Habits of Mind Topic: Transition Planning Beliefs, values: I believe that having a plan for transition well in advance of the transition from secondary school into adulthood is a necessity for the success of individuals with disabilities. This plan guides the teacher and the student through the secondary school years toward the post-secondary school goals and adulthood. Research: Research shows that better participation by all parties involved in transition planning results in more successful post-secondary goal outcomes. The student must be an active part of the transition planning and goal setting. The transition plan should be based upon the students wants and goals and not on the disability of the student. Furney, K., & Salembier, G. (2000). Rhetoric and reality: A review of the literature on parent and Student participation in the IEP and transition planning process. Issues influencing the future of transition programs and services for students with disabilities (pp. 111-126). Minneapolis, MN: University of Minnesota, Institute on Community Integration. Retrieved from: http://www.ncset.org/topics/ieptransition/research.asp?topic=28 Grigal, M., Test, D., Beattie, J., & Wood, W. (1997). An evaluation of transition components of individualized education programs. Exceptional Children, 63, 357-372. Retrieved from: http://www.ncset.org/topics/ieptransition/research.asp?topic=28 Content (main components, curriculum, standards): Transition planning begins at the age of 15 and must include: Measurable post-secondary goals - education, training, employment, independent living skills Post-secondary goals updated annually and aligned with IEP Transition Assessment - goal development, course of study, transition services Transition services-what is needed to allow student to meet post-secondary goals, course of study to meet those goals Annual IEP goals - what student will master in one year, links to post-secondary goals Evidence student was invited to the IEP meeting where transition services were discussed, and if appropriate, any outside agencies that were also invited Instruction/Intervention: Assess students abilities, strengths, weaknesses, interests. Student plays an active role in the IEP process and all goal writing. Open and effective communication with all parties involved in the planning process. Make all educators involved with the student aware of his/her IEP goals and post-secondary school goals. Check in with student frequently on progress and accuracy of the current goals. Experiences/coursework: Have had classes in IEP writing, goal writing, and transition planning.