Transition plan

| May 23, 2015

Introduction: Realizing successful post-secondary outcomes should be a goal for all students with disabilities. Depending on the disability and the support services required in adult life, successful transition from high school to adult life may require that planning activities begin in elementary school and continue on through high school. Starting the process early prepares students with disabilities to think about what they want to be able to do in adult life. High school transition planning includes exploring opportunities and employment options and connecting with the adult service agencies that may provide the student with services. Collaboration with families is also a vital part of the process. Task: Note: Complete this task in essay format; district forms are not allowed for submission. A. Create a transition plan for a real or hypothetical student who will be transitioning from high school by doing the following: Note: If you choose to use a real student, be sure to change the student’s name and omit any identifying information about the student. 1. Explain how you will establish the student’s transition priorities and needs. 2. Describe the student’s transition priorities and needs. 3. Discuss who you will invite to transition meetings, including representatives from specific service agencies in your area and parents or guardians of the student. 4. Recommend two goals or objectives that might be included in a transition plan for this student. 5. Create a timeline showing the recommended steps of the transition process for this student from the beginning of transition consideration through the actual transition from high school to adult life. B. When you use sources, include all in-text citations and references in APA format. Note: When bulleted points are present in the task prompt, the level of detail or support called for in the rubric refers to those bulleted points. Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section. Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project. Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section. Needs to be 2-4 pages no word count specified Web Links: below is rubric it is graded against value: 0.00 value: 1.00 value: 2.00 Score/Level Articulation of Response (clarity, organization, mechanics) The candidate provides unsatisfactory articulation of response. The candidate provides weak articulation of response. The candidate provides adequate articulation of response. General Teaching Dispositions as Indicated in the Teachers College Code of Ethics The candidate demonstrates inappropriate professional teaching dispositions. The candidate demonstrates questionable professional teaching dispositions. The candidate demonstrates appropriate professional teaching dispositions. A1. Establish Priorities and Needs The candidate does not provide a logical explanation of how to establish the student’s transition priorities and needs. The candidate provides a logical explanation, with insufficient detail, of how to establish the student’s transition priorities and needs. The candidate provides a logical explanation, with sufficient detail, of how to establish the student’s transition priorities and needs. A2. Student’s Transition Priorities and Needs The candidate does not provide an appropriate description of the student’s transition priorities and needs. The candidate provides an appropriate description, with insufficient detail, of the student’s transition priorities and needs. The candidate provides an appropriate description, with sufficient detail, of the student’s transition priorities and needs. A3. Transition Meetings The candidate does not provide a logical discussion of who to invite to transition meetings, including representatives from specific service agencies in the area and parents or guardians. The candidate provides a logical discussion, with insufficient detail, of who to invite to transition meetings, including representatives from specific service agencies in the area and parents or guardians. The candidate provides a logical discussion, with sufficient detail, of who to invite to transition meetings, including representatives from specific service agencies in the area and parents or guardians. A4. Goals or Objectives The candidate does not provide an appropriate recommendation of 2 goals or objectives that might be included in a transition plan for the student. The candidate provides an appropriate recommendation, with insufficient detail, of 2 goals or objectives that might be included in a transition plan for the student. The candidate provides an appropriate recommendation, with sufficient detail, of 2 goals or objectives that might be included in a transition plan for the student. A5. Timeline The candidate does not provide a timeline showing the recommended steps of the transition process for the student from the beginning of transition consideration through the actual transition from high school to adult life. The candidate provides a timeline, with insufficient detail, showing the recommended steps of the transition process for the student from the beginning of transition consideration through the actual transition from high school to adult life. The candidate provides a timeline, with sufficient detail, showing the recommended steps of the transition process for the student from the beginning of transition consideration through the actual transition from high school to adult life. B. Sources When the candidate uses sources, the candidate does not provide in-text citations and references for each source used. When the candidate uses sources, the candidate provides appropriate in-text citations and references with major deviations from APA style. When the candidate uses sources, the candidate provides appropriate in-text citations and references accurately or with only minor deviations from APA style, OR the candidate does not use sources.

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