1. 618: Transition Resources:  Transition overview http://www.schwablearning.org/articles.asp?r=998 (home and family articles) http://www.schwablearning.org/articles.asp?r=998 PATTAN transitions http://www.transitionmap.org/newIEP.htmhttp://www.transitionmap.org/newIEP.htm National Center on Secondary Education and Transition (NCSET) – review the national standards http://www.ncset.org/http://www.ncset.org/ IDEIA 2004 interpretations http://www.cde.state.co.us/cdesped/download/pdf/SOP_CompletionG uidelines.pdf http://www.cde.state.co.us/cdesped/download/pdf/SOP_CompletionG uidelines.pdf

2. Overcoming Barriers to Successful Transition Stodden & Conway (2002) We must continue to focus on quality curriculum in non-academic settings We must also involve students in the IEP process Students require training on the differences between secondary to postsecondary services http://www.ncset.org/publications/issue/NCSETI ssueBrief_1.5.pdfhttp://www.ncset.org/publications/issue/NCSETI ssueBrief_1.5.pdf

3. deFur, S. H. (1999). Transition planning: A team effort. Washington, DC: NICHCY. [Available online at: http://www.nichcy.org/pubs/transum/ts10.pdf]http://www.nichcy.org/pubs/transum/ts10.pdf Transition services begin at age 16 while a statement must be included at age 14 (what is the new question in IDEIA?) Social Security Disability Insurance Plans for –Employment –Post-secondary education –Independent living

4. IDEIA 2004 interpretations http://www.cde.state.co.us/cdesped/download/pdf/ SOP_CompletionGuidelines.pdf http://www.cde.state.co.us/cdesped/download/pdf/ SOP_CompletionGuidelines.pdf Colorado State Department of Education How to complete a Summary of Performance 1.Measurable Post High School Goals 2.Summary of Performance 3.Categories –Academic Achievement and Cognitive Performance –Functional Performance

5. Transition overview http://www.schwablearning.org/articles.asp?r=998 http://www.schwablearning.org/articles.asp?r=998 Cortiella (2005) “Development of appropriate measurable postsecondary goals based upon age-appropriate transition assessments” “These goals should reflect the student’s strengths, preferences, and interests.” “Development of a statement of the transition services (including courses of study) needed to assist the student in reaching those goals.” “Schools must now provide a “Summary of Performance” to students whose special education eligibility is terminating …”

6. PATTAN transitions http://www.transitionmap.org/newIEP.htm http://www.transitionmap.org/newIEP.htm Stoehr (2005) on IDEIA 2004 changes to section IV (trans) The new IDEIA requires the IEP team to use person-centered planning and to look at the ABILITY of the student, not the disability. Students must be invited to participate in the IEP meeting. Best practice is to instruct the student about the IEP process prior to the meeting so he/she is prepared to participate in the meeting as much as is possible, with support as needed. Members of the IEP team who cannot attend the meeting must submit a written progress report. Parents must agree to hold the meeting without that member being in attendance. And more…

7. National Center on Secondary Education and Transition (NCSET) http://www.ncset.org/publications/viewdesc.asp?id=707 http://www.ncset.org/publications/viewdesc.asp?id=707 Bremer et al, 2002 "The intent of Universal Design is to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost" (Center for Universal Design, 1997, 2). Universal Design specific to curricula and texts… Universal Design specific to instruction…

8. Summary / Debrief What is the most obvious change to graduation and special education? A student with disabilities plans to go to college. What resources might help? What does it mean to be ability-focused rather than disability?