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Professional
Development
Professional
Development
Professional
Development
®
n2y
Professional
Development
®
n2y
Professional
Development
ESSENTIALS
COURSE ACTIVITY GUIDE
Creating a
Collaborative Transition Plan
2
Overview
This module demonstrates how to complete the Transition
Planning Tool within the GPS. It explores how to utilize the
information collected to develop strong transition plans while
promoting student self-advocacy.
Learning Objectives
After you've completed this module, you should be able to:
• Explain the five areas of transition planning that are available within the GPS
• List the three sections included in each of the five transition areas
• Describe how the Transition Planning Tool promotes student Self-Advocacy
• State how the student’s responses support development of transition plans
• Standard I: Knowledge of Students
• Standard IV: Family Partnerships
• Standard V: Assessment
• Standard VIII: Curriculum and Instruction
ISTE (International Society for Technology in
Education) Standards
• Leader
• Citizen
• Analyst
Standards for Professional Learning
(Learning Forward)
Teaching Standards
National Board for Professional
Teaching Standards (Exceptional Needs Standards)
• Resources
• Data
• Outcomes
3
Follow-Along Guide
1.Transition planning gathers critical information from the student’s
___________________________________ and assists his or her team to work on transition-focused
skills.
2. The Transition Planning Tool is found in the __________________.
3. The five areas of Transition Planning:
____________________________: provides a detailed view of the student’s goals for the future,
focusing on adult employment
______________ _______________: addresses adult living preferences and necessary daily living skills.
____________________________: focus on community leisure preferences and skills for participating in
the community.
_________________ _____________: addresses personal interests and introduces students to skills for
communicating and moving around in their environment.
_________________ _______________: assists the student and their team in moving forward from
academic learning in the early grades, to the application of skills and personal preferences in the
transition years.
4. Completing all ________________ areas with the student creates a comprehensive
____________________ of the student's _____________________________ and _______________________.
5. There are ____________________ sections for each category within the Transition Planning Tool:
“____________________________________________________” expressing the student’s current status.
“_____________________________________________________” reflecting the student’s preferences.
“_____________________________________________________” indicating the student’s abilities and challenges.
6. Help students prioritize goals that are _________________________________ and ___________________________________.
7. The Transition planning process must engage the _______________________ as well as the
____________________________ to assure optimal future goals.
8.
_________________________ ensuring a more successful plan for the future.
9. If the student has ____________________________ the skills, allow the student to mentor other students to
promote leadership skills.
10. Develop a _____________________ or _____________________ to assist students with mastering the skills
they
want to learn about.
11. You should ______________________ the results of the Vocational Transition Plan Report with the student.
4
Having the ________________________________ information allows students to answer each statement with
Reflection Questions
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5
Review your answers from the task at the beginning of the module.
How will what you learned from this module expedite the Transition planning process?
For preschool to intermediate grade band participants, how can information from this module
assist you in identifying the skills you include in your instruction? How will you promote
independence and self-advocacy?
ACTION ITEM!
▢ Write down how you currently collect information regarding your student’s goals for their future.
▢ How do you address transition skills and promote self-advocacy?
6
Activity 2
Activity 1
▢ Review the Administration Guides for each Transition Planning section.
▢ Identify any content from the prompt statements that you do not currently include as part of
your instruction.
▢ Write down how you will adjust your instruction allowing students to gain information or
experience to answer all of the prompt statements presented.
7
▢ If you are using the middle school grade band or higher, pause and complete sections one and
two for your sample student.
Activity 3
Activity 4
▢ If you are using the middle school grade band or higher, pause and complete section three
for your sample student.
▢ Using your Sample Student, complete all remaining areas of the Transition Planning
Tool.
Activity 5
8
Self-Evaluation Checklist
▢ I can explain the five categories of the Transition Planning Tool.
▢ I know the three sections in each category of the Transition Planning Tool.
▢ I can describe how the Transition Planning Tool promotes self-advocacy.
▢ I can state how the student’s responses support the development of transition plans.
Vocabulary
Abilities and Challenges enables the student to evaluate their work-related skills, daily living skills,
community-related skills, interpersonal communication skills and the decision-making capabilities within
daily activities, and their reading, writing and math related skills in the context of life applications
Administration Guide outlines suggested administration, scoring and results, and directions for
administration; each guide provides a printable version of the rubric and student goal setting forms for
the transition area
Course contains a prescribed number of modules to provide detailed instruction to support mastery of a
larger topic
Current Status allows the student to select a statement that describes his or her current status for work,
living, community participation; how they tell people about themselves and learning style
Module an organized collection of content presented together to address a specific learning objective
supporting the overall concepts from the course. Each module links to specific teaching standards,
learning objectives and opportunities for the learner to engage with the content. An assessment of what
is learned is included with each module.
Preferences guide students in considering their preferences for job conditions, types of living options,
types of community activities personal interests, and the lifelong learning activities they would like to
improve
Transition Planning student-directed questions that identify current skills, preferences, abilities and
challenges in the areas of Vocational, Daily Living, Community, Personal Life and Lifelong Learning; helps
facilitate future planning in these areas found in the GPS; available for Middle School, High School and
Transition grade bands
Transition Planning: Community a transition planning assessment designed to be completed by a
student with teacher guidance; the Community assessment looks at community leisure preferences and
skills for participating in the community
Transition Planning: Daily Living a transition planning assessment designed to be completed by a
student with teacher guidance; the Daily Living assessment looks at adult living preferences and
necessary daily living skills
Transition Planning: Lifelong Learning a transition planning assessment designed to be completed by a
student with teacher guidance; the Lifelong Learning assessment looks at the student's learning style and
reading, writing and math skills that are used within daily activities
9
10
Vocabulary (cont'd)
Transition Planning: Personal Life a transition planning assessment designed to be completed by a
student with teacher guidance; the Personal Life assessment looks at personal interests and skills for
communication and moving around the environment
Transition Planning: Vocational/Employability ia transition planning assessment designed to be
completed by a student with teacher guidance; the Vocational/Employability assessment looks at
preferences and skills appropriate for adult employment
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Completed 8 April 2020

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