Preparing All Students for Success After High School: Understanding Transition in Massachusetts

Transition Overview of Transition Transition Timeline Services & Supports Available Q & A

Key Transition Areas Likely Team Members

Transition Planning Form (TPF) * Dynamic document - designed to be updated * Guides and documents the team’s Transition plan * Informs IEP development * Provides an action plan to be implemented by student, family, community, school, adult agencies, etc. Student's Vision & Post Secondary Goals Student’s disability related needs Can your child: Identify academic, social/emotional needs? Identify and use preferred accommodations? Describe necessary health and medical needs?

The More Experiences They Have, The more they: understand themselves, including likes/dislikes develop a robust and more detailed vision grow in confidence acquire new skills become known in your community http://vimeo.com/108581868

How can families become engaged in helping their students envision postsecondary options? Explore your community Experiences can be free: play cook for the night, empty the dishwasher, etc. Create opportunities for your kids (More to come ….)

Begin the Vision Conversation: Portfolio Development A 3-ring binder and magazine pictures or lists Have student gather information, images, sounds, of meaningful things in his/her life: Movies, music - Vacations Sports/Sport figures - Birthdays, special occasions Places you live or visit - Hobbies * Also include: ...

Additional Portfolio Ideas Experiences the student has (e.g. paid work, volunteering, leadership, community, etc.) Resumes - Service Projects Awards - Extracurricular participation Certificates - Letters of Recommendation * Etc…

Web 2.0 apps Google Sites/Digital Portfolio Tutorial Series: www.mscomputerteacher.com/google-sites-and-digital-portfolios.html www.teachthought.com/technology/8-educational-apps-to-create-digital-portfolios

Transition & Vocational Assessments Illuminate the student’s needs, strengths, preferences, interests Discern the student’s vision Measure progress

An Individualized, Question-Driven Process The type of assessments to conduct for each student is determined by the number and type of questions about the student for which answers are needed

What Questions Need to be Considered? Who is the Student? What are the student’s needs and strengths Who does the student want to be, or What does the student want to do? What is the fit between the student and education, employment, and living requirements?

Families: A Key Role in Assessment The more students know the more they can do. Families know their children when they’re with them Educators know about their students when they’re with them Families, educators, etc. need to fill in each other’s blanks

Not every student will follow the same path after high school Not every student will follow the same path after high school. For all students, it is our responsibility to prepare them for success, whatever pathway they choose. The more students are engaged in planning their futures, the more promising those futures are likely to be.