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Transcript of Student-Directed Transition Planning 0. Vision for Further Education Will you go to school after...
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Student-Directed Transition Planning
Student-Directed Transition Planning
Lesson 4
Vision for Further Education
By
Lorraine Sylvester, Lee L. Woods, and James E. Martin
University of Oklahoma College of Education
Department of Educational Psychology Zarrow Center for Learning Enrichment
Preparation of SDTP supported in part by funding provided by the US Dept. of Education, Office of Special Education Program, Award #: H324C040136 Copyright 2007 by University of Oklahoma Permission is granted for the user to duplicate the student materials and PowerPoint files for educational purposes. If needed, permission is also granted for the user to modify the PowerPoint files and lesson materials to meet unique student needs.
Student-Directed Transition Planning
Vision for Further Education
Will you go to school after high school?
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Student-Directed Transition Planning
Vision for Further EducationYour vision for life after graduation from high school may require you to get more education.
You and your family will discuss options for further education that will meet your needs, as well as your family’s needs.
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Student-Directed Transition Planning
Vision for Further Education
• You and your family will learn about different educational options available to you after high school graduation.
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Student-Directed Transition Planning
Vision for Further Education
• You’ll learn how to advocate for and get the services and accommodations you’ll need to be successful in your post-secondary education.
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Student-Directed Transition Planning
Vision for Further Education
• You and your family will learn how going to college or other post-secondary schools is different from going to high school.
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Student-Directed Transition Planning
We’ll gather important information about your preferences, interests, strengths, and needs.
Student-Directed Transition Planning
Vital and Confidential Records
Medical records - Tests and evaluations School records - IEP, transcripts, assessment reports Work history - Income Tax records Family information Identification
Birth Certificate Social Security Card State ID or Drivers License CDIB (Certificate of Degree of Indian Blood) Passport
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Student-Directed Transition Planning
Gathering Information• You need to keep important documents in one place.
Things like school records, medical records, family information, school and work history are important to keep.
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Student-Directed Transition Planning
Input Circle
Teacher
Input
Family
Input
Student
Input
Summary
We’ll use the Input Circleto gatherinformation foryour transitionIEP about…
Further Education
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Student-Directed Transition Planning
Imagine:…You just graduated
from high school.
What kind of job doyou want?Where are you goingto live?Will you get moreeducation?
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Student-Directed Transition Planning
What did you want to be:
• In Elementary School?
• In Middle or Junior High School?
• Now? – Do you need further education to achieve
your dreams?
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Student-Directed Transition Planning
Vision for Further Education
• Your dreams of continuing your education after you graduate from high school.
To work in the job or career you want, do you need more education or training after graduation?
Your family, teachers, or counselors can help you decide.
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Student-Directed Transition Planning
Will I continue with my education after graduation?
• Do I want to continue school or training after graduating from high school?
• What does my family think about me getting more education after high school?
• What new information do I need about the types of education or training available to me?
Student-Directed Transition Planning
Vision for Further Education
• Your preferences guide you toward what you want to do.
• Your interests, strengths, limits, and needs also affect your choices.
• Your parents consider these, and what is good for your family, or community.
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Student-Directed Transition Planning
Vision for Further Education
• Preferences - A preference is liking one education option over another.
• What are your preferences for going back to school after high school?
• What are your family’s preferences for your further education?
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Student-Directed Transition Planning
Vision for Further Education
• Interests - What you like and that you want to learn more about
• What are some of your job interests?
• Will you need more education to achieve your job choices?
• Is your family interested in your getting more education to gain more skills?
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Student-Directed Transition Planning
Vision for Further Education
Strengths - What you do well
• What are your educational strengths?• What does your family think are your
educational strengths?• What are your family’s strengths?• Who else could you ask about your
strengths?
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Student-Directed Transition Planning
Vision for Education
Needs - Needs are what you have trouble doing that may require supports or accommodations to achieve your education goals after graduation.
• What are your needs now in high school?• What do you think your needs will be after graduation?• What do your family members think are your needs?• How do you get the supports you need if you go to
school after graduation?
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Student-Directed Transition Planning
Transition IEP
• The transition pages of your IEP specifically addresses your interests and preferences, strengths, and needs about getting more education or training after graduation.
• Can you find where this information would go on your IEP?
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Student-Directed Transition Planning
Considerations About Further Education (Activity #1)
• Cost (in-state compared to out-of-state; scholarships might be available)– Go to www.okahead.org for available scholarships
across the country for students with disabilities.
• Location (in or out of state)• Transportation (in and out of state)• Living on your own or with family or friends
What does your family think?
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Student-Directed Transition Planning
Family Discussion - Homework
• Use the Family Discussion -Activity #1 form to talk about education and training plans after high school graduation.
• Your family’s input will help you plan and write your Transition IEP.
• You will include this information on the Input Circle that you’ll do later in this lesson.
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Student-Directed Transition Planning
Vision for Further Education• Will my course-of-study
help me get into the school or training program I want?
• Will I be able to use the same supports that I now have?
• How do I get accommodations I need?
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Student-Directed Transition Planning
Types of High School Diplomas
• Regular or Advanced Diploma?
• Adjusted Diploma?
• Certificate of Attendance?
• Occupational Diploma?
• GED (General Educational Development test)
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Student-Directed Transition Planning
Types of High School Diplomas
• What’s the difference between these documents?
• Will my diploma allow me to get the type of education I want after high school?
• Will my diploma allow me to go to college? • What classes do I need to take in high school
to get the diploma I want?
Student-Directed Transition Planning
What Will Your Diploma Be?
Find out from your special education teacher or counselor what kind of diploma you are working toward in high school.
You are probably taking classes so you can achieve the diploma you need.
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Student-Directed Transition Planning
Considerations
• Will I need to take the ACT or SAT or other tests?
• Will I need help, or accommodations to take the test?
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Student-Directed Transition Planning
College Board Testing - ACT or SAT
• Do you need testing accommodations?• What do you need and how do you get the
accommodations?• College Board (testing service) can accept
documentation from your school regarding accommodations on your IEP.
• Ask your special education teacher or counselor about how to make the accommodation arrangements.
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Student-Directed Transition Planning
Common Requirements to Receive Educational Accommodations
• Your specific disability (evaluation or testing within the last 5 years)
• Relevant educational, developmental, and medical history (your IEP)
• Description of testing techniques• Description of functional limitations• Description of specific accommodations• Professional credentials of the evaluator
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Student-Directed Transition Planning
You and Your Family Have Decided You Will Get Further Education or Training, but Where and How?
Your options might include:– Career and Technical Education– Community College (usually 2 years)– College or University (at least 4 years)– Military Education– Apprenticeships– Trade School– Company-specific training programs
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Student-Directed Transition Planning
Career & Technical Education
• Offers you the opportunity to learn about and have experiences in a career that interests you, maybe even before you graduate from high school.
• Provides either a vocational certificate or license, or an applied associate’s degree.
• Schools are near most communities.
Association for Career and Technical Education,
www.actonline.org
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Student-Directed Transition Planning
Career & Technical Education CAREER CLUSTERS
Government/Public Administration
Law/Public Safety/Security
Architecture/Construction
Agriculture/Food/Natural Resources
Science/Technology/Math/Engineering
Marketing/Sales/Service
Manufacturing
Transportation/Distribution/
Logistics
Arts/A-V Technology/Communications
Finance
Business/Management/
Administration
Human Services
Education/Training
Hospitality/Tourism
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Student-Directed Transition Planning
• Usually a 2-year program that offers both educational and technical training opportunities.
• Usually offers remedial courses in reading, math and writing.
• Degrees offered:– Associate (2 year degree)– Certifications– Licensures
Community College
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Student-Directed Transition Planning
Community College• Sample programs offered:
– Healthcare– Dentistry– Hotel management– Childcare– Technology– Auto mechanics– Pre 4-Year College Program
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Student-Directed Transition Planning
Community College• You can start out at a community
college to take basic classes and get comfortable with going to college.
• You can transfer from a community college to a 4-year university or college in order to get a more advanced degree.
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Student-Directed Transition Planning
University or Four Year College
• A program that offers a degree after four years of study.
• A variety of program offerings are available, each with their own specific requirements.
• If you start out at a community college first, be sure your classes will transfer to the 4-year college or university.
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Student-Directed Transition Planning
University or Four Year College
In addition to standard for-credit classes, most universities offer classes for audit or no credit so that you have the opportunity to participate in a class without the pressure of a grade.
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Student-Directed Transition Planning
Military EducationThe military can train
you for a variety of jobs.
You are eligible for educational benefits if you are active or reserve duty in the Army, Navy, Air Force or Marines, but you must first enlist in one branch of the service.
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Student-Directed Transition Planning
Military Education
• Other options for military education right after high school include Air Force, Naval, or Coast Guard Academies.
• Require personal recommendations and good grades.
Student-Directed Transition Planning
Trade School and Apprenticeships
This website gives helpful information on apprenticeships and trade schools you could pursue.
http://www.doleta.gov/atels_bat/stateoffices.cfm
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Student-Directed Transition Planning
CSI #1 - U.S.A (College Scene Investigation)
• Virtual visit: http://www.campustours.com
• Visit in person:• Phone:
– A community college, career technical, or 4-year college of your choice to get information. Activity #2)
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Student-Directed Transition Planning
CSI Worksheet 1
• Subject area of interest?
• Admission requirements?
• SAT or ACT scores?
• Cost? Scholarships?
• Medical services?
• Transportation issues?
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Student-Directed Transition Planning
CSI Worksheet Findings
• Dorm or housing?
• Classrooms?
• Teachers?
• Students?
• Recreation?
• Disability services?
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Student-Directed Transition Planning
Disability ServicesDisclosure
• When applying for admission to a college, you do not have to identify yourself as having a disability.
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Student-Directed Transition Planning
Disclosure
• However, AFTER you’ve been admitted, you MUST identify yourself as a person with a disability, provide required documentation, and request disability services in order to obtain accommodations to meet your needs.
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Student-Directed Transition Planning
Confidentiality• Together with your family and teachers, you will be compiling
information that is personal and private. This means you do not have to reveal or discuss this information with anyone else, unless you want to.
• However, there may be times that you’ll need to reveal information about yourself so that you can get help if you need it for work, more education, or living.
• Do your remember what “confidential” means?
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Student-Directed Transition Planning
Confidentiality Reminder:
*FERPA: Family Educational
Rights and Privacy Act. This
act keeps your educational
records and information out of
the hands of people who
should not have them. Your
school protects your records.
HIPAA: Health Insurance Portability and Accountability Act. This act keeps your personal health and medical information out of the hands of people who should not have it.
These laws help ensure that your educationaland medical information remains confidential.
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Student-Directed Transition Planning
CSI (#2) Disability Support ServicesActivity #3
From the program that you contact, find out about the disability accommodations that would be available to you, using the worksheet provided.
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Student-Directed Transition Planning
CSI (#3) ACCOMMODATIONSActivity #4
Accommodations: Strategies or devices that help you learn and show what you’ve learned.
• List the accommodations you have now to help you learn in high school?
• Accommodations will not happen automatically - you MUST ask for them.
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Student-Directed Transition Planning
Accommodations All of the things on the worksheet are considered accommodations.
You’ll have to show documentation about your disability and the supports you might need before you will get accommodations in college.
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Student-Directed Transition Planning
• Accommodations are not intended to provide
an advantage over other students. • Only appropriate accommodations should be
used. • Remember, your college transcript will not
show that you requested accommodations.
Accommodations
Student-Directed Transition Planning
Now, you’ll take the information you’ve gathered so that you can develop a shared vision for further education with your family.
This process will help you:1. Set post-secondary education
goals2. Develop a plan for further
education.3. Manage your plan for further
education.4. Reflect on and adjust your plan
with your family.
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Student-Directed Transition Planning
Activity 1: Putting it all Together
• Let’s review how to use the Input Circle
• Then, we’ll see an example of a student’s use of the Input Circle to detail his interests, strengths, and needs regarding a vision for further education.
Family InputStudent Input
Teacher InputVision
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Student-Directed Transition Planning
Family InputStudent Input
Teacher InputSummaryInput Circles
• Lesson 1 introduced the Input Circle
• You gathered information about your disability.
• Let’s review what goes in each section.
Informationfrom you
Information from your family.
Information fromyour teachers.
Statement thatcombines inputfrom you, yourfamily, and teachers.
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Student-Directed Transition Planning
Case Study 1
• Pat is a 17 year old student in 11th grade who has a learning disability.
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Student-Directed Transition Planning
Further Education Interests• Pat wrote a statement about
the things he wanted to do after high school that would require more education.
• His input showed his interest in teaching young children; however, he’s not sure about going to college because his reading is poor, and it would mean leaving his home town.
.
Family InputStudent Input
Teacher InputSummary
I want to teach little kids; but I don’t knowIf I can make itIn college because myreading ispoor. Thenearest college is60 miles away.
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Student-Directed Transition Planning
Further Education Interests• Pat asked his parents what
they thought of him getting more education.
• They expressed concerns about cost and distance away from home.
• They agreed that he would make a good teacher, and that he should pursue this somehow, if possible.
Family InputStudent Input
Teacher InputSummary
I want to teach little kids; but I don’t knowIf I can make itIn college because myreading ispoor. Thenearest college is60 miles away.
Pat has always wanted to be a teacher. He would make a good teacher; but he
doesn’t readwell. We can’t afford to send him to college, and it’s far
away. We wish he could go to
college close to home.
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Student-Directed Transition Planning
Further Education Interests• Then Pat’s teacher
gave input about his getting more education.
.
Family InputStudent Input
Teacher InputSummary
I want to teach little kids; but I don’t knowIf I can make itIn college because myreading ispoor. Thenearest college is60 miles away.
Pat has always wanted to be a teacher. He would make a good teacher; but he
doesn’t readwell. We can’t afford to send him to college, and it’s far
away. We wish he could go to
college close to home.
With the exception of reading, Pat’s grades are good. I think he would be acceptedin the closest regional college or he could go to the community college close by.
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Student-Directed Transition Planning
Further Education InterestsSummary Statement
• Pat and his teacher then combined information from all three sections into a summary statement in the center.
• Pat looked for similarities and reworded long phrases to include all the information.
.
Family InputStudent Input
Teacher InputSummary
I want to teach little kids; but I don’t knowIf I can make itIn college because myreading ispoor. Thenearest college is60 miles away.
Pat has always wanted to be a teacher. He would make a good teacher; but he
doesn’t readwell. We can’t afford to send him to college, and it’s far
away. We wish he could go to
college close to home.
With the exception of reading, Pat’s grades are good. I think he would be acceptedin the closest regional college or he could go to the community college close by.
My parents, teachers,and I agree that I willattend the communitycollege for teacher education. I can transfer to the4-yr. college after my basics are done.
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Student-Directed Transition Planning
Further Education Strengths• Pat asked his parents
what they thought his strengths were for getting more education.
• They talked about his persistence, creativity, and ability to work hard to learn lessons in advance so that he can teach 5 year olds at Sunday School class.
Family InputStudent Input
Teacher InputSummary
Pat is creative, and prepares lessons well ahead
of time sothat he is successful teachingat Sundayschool.
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Student-Directed Transition Planning
Further Education Strengths• Pat then wrote down
his strengths for further education.
• He works hard and plans his Sunday school lessons ahead of time.
• His students like the lessons.
Family InputStudent Input
Teacher InputSummary
Pat is creative, and prepares lessons well ahead
of time sothat he is successful teachingat Sundayschool.
I work on and planmy Sunday schoollessons eachnight afterdoing myhome-work. Thekids likemy lessons.
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Student-Directed Transition Planning
Further Education Strengths• Pat talked with his teacher.• She talked about his
persistence on hard tasks, and good math scores.
• She said he will take a sample ACT test to see where he might need some support for reading.
• She will help arrange a visit to the community college.
Family InputStudent Input
Teacher InputSummary
Pat is creative, and prepares lessons well ahead
of time sothat he is successful teachingat Sundayschool.
I work on and planmy Sunday schoollessons eachnight afterdoing myhome-work. Thekids likemy lessons.
Pat works very hard to do well inmath. Pat is taking a more active roleIn his IEP, and is learning what accommodations work best for him. We’ll arrange a visit to the community college.
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Student-Directed Transition Planning
Further Education Strengths• Pat and his teacher then
combined information from the three sections into a summary statement.
• Pat again looked for similarities, and shortened some phrases.
• His strengths were written into a summary statement.
Family InputStudent Input
Teacher InputSummary
Pat is creative, and prepares lessons well ahead
of time sothat he is successful teachingat Sundayschool.
I work on and planmy Sunday schoollessons eachnight afterdoing myhome-work. Thekids likemy lessons.
Pat works very hard to do well inmath. Pat is taking a more active roleIn his IEP, and is learning what accommodations work best for him. We’ll arrange a visit to the community college.
My family, teachersAnd I agree that IWill start out at ourCommunity college.I’m learning whataccommodations work best for me.
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Student-Directed Transition Planning
Further Education Needs• Pat asked his parents what
things they thought he needed to work on before going to college.
• They gave answers based on his reading difficulties, and ways to overcome them.
• They thought about how his disability might affect his learning at the community college, and maybe later on at a 4-year college.
Family InputStudent Input
Teacher InputSummary
Pat has difficultyReading and filling out applications. We usually read things to him, and help
him fill things out.
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Student-Directed Transition Planning
Further Education Needs
• Pat wrote about some of the needs he thought would impact getting further education.
• He wrote about his difficulty with reading and writing.
• Pat might need support at college for reading and writing activities.
Family InputStudent Input
Teacher InputSummary
Pat has difficultyReading and filling out applications. We usually read to him, and help
him fill things out.
My writing is
pretty messy, and
I don’t readvery well, andI mighthave trouble
rememberingwhat I read.
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Student-Directed Transition Planning
Further Education Needs• Pat’s teacher gave input
about how his reading and writing might impact getting into college.
• She talked about his low reading scores and difficulty with comprehension and writing.
• She talked about how books on tape, and computer screen readers helped Pat complete projects in school.
Family InputStudent Input
Teacher InputSummary
Pat has difficultyReading and filling out applications. We usually read to him, and help
him fill things out.
My writing is
pretty messy, and
I don’t readvery well, andI mighthave trouble
rememberingwhat I read.
Reading tasks will be difficult for Pat. Having things read to him or on tape will help. Computer screen readers will make assignments easier.
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Student-Directed Transition Planning
Further Education Needs - Summary• Pat and his teacher
combined his needs into a summary statement.
• Pat again looked for similarities and reworded some phrases.
• Pat’s further education needs were summarized in the center circle.
Family InputStudent Input
Teacher InputSummary
Pat has difficultyReading and filling out applications. We usually read to him, and help
him fill things out.
My writing is
pretty messy, and
I don’t readvery well, andI mighthave trouble
rememberingwhat I read.
Reading tasks will be difficult for Pat. Having things read to him or on tape will help. Computer screen readers will make assignments easier.
My parents, teachers,and I agree that bookson tape,and maybe a computer screen reader would help me in classes at the community college.
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Student-Directed Transition Planning
Family InputStudent Input
Teacher InputVision
• Everyone gave their vision for further education summary for Pat.
• Pat summarized everyone’s input for his central vision statement about further education.
Further Education Vision
I will live at home &
I will needhelp with reading andwriting. Ihope to transfer toa 4-yrCollege.
go to the community college for teacher
We are happy forPat to stay near home as Pat goes to the community college to begin work on be- coming a teacher. We
plan to help him with the
application process.
Pat should do well at the communityCollege with reading and writing supports. Taking the ACT will help him know what level of English or math to begin. He’ll need a computer, books & notes taped.
I will live at home andgo to the communitycollege to take basicclasses toward an elementary education degree. I’ll need help withreading and notes. I planto transfer to a 4-yr college.
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Student-Directed Transition Planning
Activity: Write your own Vision for Further Education using the Input Circles • Take 4 blank input
circles home so you and your family can complete a circle for your further education:– Interests– Strengths– Needs– Vision
Family InputStudent Input
Teacher InputVision
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Student-Directed Transition Planning
Activity: Interests, Strengths & Needs Summary Statements
• Students review all input from their outer circles to make summary statements for
• 1) strengths input circle• 2) interests input circle • 3) needs input circle.
Family InputStudent Input
Teacher InputSummary
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Student-Directed Transition Planning
Vision for Further Education Statement • After reviewing
everyone’s summary statements for your interests, strengths and needs and their input about your further education vision, you write the Further Education Vision in the center of the Vision Input Circle.
Family InputStudent Input
Teacher InputVision
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Student-Directed Transition Planning
Vision for Further Education
• Share your vision for further education with the class.
• Your vision may change often.
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Student-Directed Transition Planning
Sharing Your Vision
• Share your Vision for Further Education with your family. Make changes as needed.
• Have your family sign the homework.
• We’ll refer to this vision in the next lesson.
Student-Directed Transition Planning
Do you and your family agree with your vision and plans?
Has your vision for further education changed?
What has changed?
You can expect some changesas you move toward achievingyour vision!
Vision for Further Education