Happy Thanksgiving Everyone!!
Wondering if there are other schools for the Deaf or programs with Deaf students who are participating in this self study. I would love to collaborate with other schools with our unique population of students. Please feel free to reach out to me directly. [email protected]
Below are reminders and updates about the next few weeks as we complete our journey together.
• Check with your team and update progress toward your team’s Action Plan.
• The Post-Survey will be sent to each team member, please encourage them to complete in a timely manner.
• During your Week 12 meeting, please complete the following:
o GAS form (this was emailed to you after our Week 6 call)
o Team Action Plan
o Team Reflections & Next Steps (link in Week 12 instructions)
o Celebrate your accomplishments
• After I receive all Week 12 materials, I will send a Record of Completion for you to approve.
Please do not hesitate to let me know how I can support you and your team.
Just wanted to share… I am a teacher at Katzenbach School for the Deaf in New Jersey. My team was looking for resources specifically normed for the Deaf or materials that are presented in ASL. We came across the National Deaf Center (NDC) Transition Resources. https://nationaldeafcenter.org/resources/transition/
As a school, we currently utilize DeafVerse, which is a free online game that teaches self advocacy and job readiness skills. It is presented in ASL (voice and captions are optional and adjustable for the hard of hearing or visually impaired). There are workbooks to go along with the game for in class support or homework.
There is a link to a Self Determination Scale which is presented in ASL from the University of Kansas. https://sdiprdwb.ku.edu/index.php?asl=t
Also, we found Transition Skills Guidelines from Laurent Clerc National Deaf Education Center, which provide a timeline for 17 different skill areas to be taught across the grades K-12. https://www.chs.ca/sites/default/files/uploads/transition_skills_guidelines_2006.pdf
Hope this helps someone!!
Some of you have asked about upcoming Self-Study opportunities. Registration is now open for Spring 25. An informational meeting will be held on Nov. 12th. (see link below for detailed information)
Please share with other colleagues and/ or interested parties. If Spring 25 is too soon—watch in May of 2025 for information about next fall’s topic.
I am looking forward to meeting with you soon. Please have your Action Plan ready for us to discuss when we have our zoom call. — Hope you have a fun Friday & a restful weekend.–debbie
Assessing self-determination skills with students with complex support needs:
We have access to many great resources for self-determination skill development. However, most of our students cannot access the content. Most recently, we have been using the different self-determination curriculum resources’ scope and sequences to significantly modify the content. I am curious about what transition assessments individuals use to assess self-determination skills.
Thanks so much for sharing. Does anyone have any ideas or want to add to Alexandria’s posts about what you are doing & find helpful in your school/district?
Supporting employment for students with complex care support needs: In our setting, some students, after receiving special education services, work for a few hours a week, participate in group employment, or volunteer with support. Some students do not participate in employment-related activities after receiving special education services.
Over the years, I have been working to shift our school’s perspective to the belief that all individuals can work, even if their choice is not to work. My question is, how do you develop post-secondary goals related to employment for students with significant support needs? What if the family does not expect their child to work? What if the young adult does not want to work?
Transition assessments for students with complex care needs: Hello, I wonder what transition assessments individuals have used with students who use a multi-modal communication approach with limited expressive communication.
We do have the personal preference indicators (PPI) that address post-secondary education, employment, and post-school adult living, and the pictorial interest survey addresses employment interests. Sometimes, I am concerned about the validity of these surveys as many of our students are working on developing background knowledge to understand what pictures in visual surveys mean.
In addition, do individuals have transition assessment resources or recommendations for supporting students whose post-secondary education goal does not include employment training or continuing education at a college level? Currently, 100% of our student population will participate in activities related to their interests, further daily living, community access, and vocational skill development. Many students participate in a day habilitation program, a community-based day program, self-direction services, or a split mode.
Please remind your team members, in order to receive a Certificate of Completion (30 training hours), they must: complete 4/5 team meetings, complete the Online Module and complete their assigned responsibilities on the Team Action Plan.
I look forward to visiting with you in our Individual Zoom call. –debbie
Ginger, I am sorry I didn’t see your message– but I saw that you were able to attend.
Debbie Flores
As you use the Scavenger Hunt Padlet to research Transition Assessments, we have highlighted some that we recommend.
Under Assistive Technology & Communication:
Quality Indicators for Assistive Technology – AT can be easily overlooked and is often critical to support students. The QIAT includes a student self-evaluation that helps them rate themselves on their AT use. This can help students who struggle to manage their AT both in postsecondary settings and while in high school. Students can enhance their self-awareness and problem solving with AT for better transition outcomes.
As you use the Scavenger Hunt Padlet to research Transition Assessments, we have highlighted some that we recommend.
Under Transition Assessment Planning:
T-Folio – a comprehensive and free transition portfolio tool for secondary students. It includes training, activities and lessons, along with ways to organize the student’s information according to each assessment domain.
The Transition Planning Form from the Transition Coalition allows IEP team members to get a snapshot of what assessment information has been collected, as well as what still is needed or should be considered. This is a planning document that is helpful to the IEP team or anyone considering which transition assessment information needs to be collected.
As you use the Scavenger Hunt Padlet to research Transition Assessments, we have highlighted some that we recommend.
Under Career Development and Employment:
The Career Values Card Sort – A great place to start with any student who needs to better understand and self-reflect on their career values. It’s a fun way to consider what is important to them through sorting and prioritizing the cards online in a way that is less rigid than a typical question and answer assessment. You can also buy cards which work great for students who need manipulatives and to help them engage a bit more in answering.
Happy Thursday!!
Week 5 — Next week during your Week 5 meeting, you will be summarizing what team members discovered in regards to the Transition Assessments available in your school/district to use in your TA Toolkit.
The next step will be to participate in the Scavenger Hunt Activity, where you will explore other TA resources available to you. We have provided the links and resources for you to evaluate.
I will also share some insights from the TC staff in regards to various TA that might be useful.
You are doing a great job supporting your team. As always– let me know how I can help.–debbie
Facilitators– you are doing a great job supporting your team! The first 6 weeks are very fast & furious and we are 1/2 way through. Please complete your activities from the Facilitator Community during your meeting, so everything is entered and ready to go.
Your team has completed the Online Module– overview & understanding of Transition Assessment.
You have looked at samples of Transition Assessment Toolkits.
Now– during Week 4, your team will research & evaluate what Transition Assessments are available in your school/district.
At the end of next week, I will send you a Quality Indicator (QI-2) Report based on the pre-survey results. This will be part of the data you will use to make decisions during Week 6.
If you have any questions, please don’t hesitate to let me know.
HI,
We are curious how transition planning documents are shared within the IEP process to ensure that transition assessments are being updated annually. For example, if a team is continuously working on a transition planning tool, where or how is that documented for compliance purposes on the section of the IEP.
Currently, student transition planning documents are saved in our Google Drive. For the next school year, our school will purchase an online student management system (yay!). Information is updated in the transition plan within the student’s IEP. Internally, I have been trying to create a system to quickly look at what has been documented over the years related to transition assessments, activities, and plans. I will share with you two templates I have but are not currently in use.
Student Plan for the Future: Full disclosure: I did not create this and have searched online for the original version. Please let me know if this looks familiar, or share the original link. I like how you can quickly see the development of the post-secondary goals from year to year and the transition assessments conducted for each year. https://docs.google.com/document/d/1W0dBDx9a8XhswyBEB3B2hGC7jCZCtz1kd-q_0CmllRE/edit?tab=t.0
Transition Checklist: This is a work in progress. When I first started in the role in Massachusetts, many agencies had different transition checklists. I reviewed them, compiled all the information, and added specific steps to be included. Based on the template above, I included recent assessments and transition activities at the end. I still need to include the references for the information. https://docs.google.com/document/d/1BYLcBBaZJ1CununNlL7_Zzo7EHyL2PsC/edit#heading=h.gjdgxs
I like the above two resources and would like to finalize one to use in our school so there is a central place for documenting transition information from year to year. The transition plan in the IEP is great, but it is updated yearly and only sometimes includes information from multiple years.
Each IEP has a transition plan in it that is used to document information gathered about the student’s and family’s transition interests, etc.
Also, the present levels section in which teachers report progress is also a place where something can be written. Saving any actual documents is part of our student management system or paper file.
Debbie Flores
Good Monday Morning of Week 3-
Please share with your team this information.
At the end of this Self-Study, team members who have completed all of the following:
1. Attended 4/5 team meetings
2. Completed the Online Module
3. Completed responsibilities on Team Action Plan
will receive a Certificate of Completion (equivalent to 30 hours of training).
Week 2 Check-in emails were sent to help keep us all on the same page.
Remember to check your Team Module Report to identify each team member’s progress. Please remind you team to complete the online module, The Big Picture, before your Week 3 meeting.
During the Week 3 meeting, you will be discussing the Questions raised from the online module, learn about and review Transition Assessment Toolkits.
The last agenda item for the Week 3 meeting is to assign & plan to complete (during Week 4) the inventory of your school/districts Transition Assessments to be included in your Transition Assessment Toolkit.
You are doing a great job leading your team through this process. As always, please do not hesitate to reach out to me with any questions/ concerns. –debbie
Hi, My name is Kerri Smith. Our LEA is Utah Virtual Academy. I am a Transition teacher/Special Education teacher focused on transition-age high school students. We are a virtual online school. As a transition skills teacher, we focus in all areas of transition such as self advocacy, job/career awareness, college and career awareness, education and training, and independent living skills. Currently, we have transition committee where we come together quarterly and discuss transition with our team members. We are proud of our transition team and school success.
My Name is Jinya Nunnally. I live in Atlanta, GA where I serve as the district Transition Coordinator for Exceptional Education. Transition is the heart of the IEP and drives how we operate and support SWDS.
Yeah!!– Week 1 is off & running.
Thanks to all who have posted their introductions– it is nice to hear about each of you.
Next week during Week 2, periodically check your team’s progress on the online module: “Transition Assessment, the Big Picture”
I will run a report of who has completed the Pre-Survey & send reminders the first of next week to any “stragglers” (I will cc you on the email)
Thanks for your help & patience as we get everyone onboard the new system & work out the loose ends. –debbie
Hello. My name is Alexandria Gullage, and this is my fifth year as the Transition Coordinator at The Children’s Center for Communication & Beverly School for the Deaf and 7th year at the school. I am originally from Florida, but I relocated to Massachusetts for graduate school and stayed! I have an educational background in occupational therapy and experience working as a teacher’s assistant in a transition-age classroom with students with complex support needs. When I am not working, I enjoy spending time with loved ones, by the water and reading. Something interesting about myself: I can make an infinity scarf with yarn using my arms as needles. 🙂
My name is Julie Baxter, I live in Loveland, CO and work as a SWAP Coordinator for RE5J school district. I moved to Colorado from Northern Ireland in 2001.
I have worked with the School to Work Alliance program for over 17.5 years and was contracted with RE5J for 2 days per week. In July the school district opened their own SWAP site and I moved over to the new position of full time SWAP Coordinator!
I am happy and excited to be part of this team and to learn more about Building a Transition Assessment Toolkit with the RE5J team.
Pre-survey emails have been sent! (please have team members complete by the end of the day 9/20/24.
You can check to see if all team members have been linked to you team, by going to the right column: Quick Links/ Reports/ Team Management
If a team member is not on the team roster, they have not followed the email directions you sent them.
Hi! My name is Nichole McClish and I teach at Marie Katzenbach School for the Deaf in New Jersey. I taught middle school self contained classes for 24 years and now I am a teacher in the high school. I currently teach Workplace Readiness, 21st Century Life and Careers, Community Based Instruction, and Life Centered Education. I also have a partnership with “We Make – Autism at Work” and I manage a training center within my classroom. Something interesting about me… I am a Certified Cat Behavior Counselor through the US Humane Society.
Hello Everyone!
I am from Northern Utah. My current postion is a Secondary Special Education Coordinator. Before becoming a special education teacher I was a Certified Occupational Therapy Assistant!
Facilitators— Welcome to Week 1–
As you prepare to meet with your team this week, please remember to do the following:
1. Introduce yourself on this discussion board. Tell us where you are from, what position you hold & something interesting about yourself.
2. Forward the join link to all team members to join your team. You can check on Team Management & see who has “clicked the join button”.
3. Let your team know they will receive an email from me with the individual Pre-Survey link. Please complete this by the end of this week. (it will take 15-20 min.)
4. Hold your Week 1 Team Meeting:
Complete Attendance, Timeline & make sure everyone is linked to your team & ready to start the online module: The Big Picture.
If I’m posting this to the wrong place please let me know. I’m Matt Reynolds, the transition specialist at Utah School for the Deaf. I cover both the Odgen (KBS) and SLC (JMS) schools. This is my first year in the position so I’m learning a lot! I love to play ultimate frisbee, run D&D sessions, and collect action figures (Marvel Legends and G.I. Joe Classified).
Hi! I am Amy Raffelson. I am located in Prior Lake, MN. I am an Assistant Director of Special Education in Prior Lake-Savage School District. District-wide, we have about 1300 students receiving special education services with us. I’ve been in special education for 15 years- have been a teacher, evaluation specialist, and now administrator. I’ve been in administration for 4 years. I have a husband, son (age 8), and daughter (age 4). I love to read, support my kids in their activities, and am looking forward to all the Fall activities we do as a family- apple orchards, pumpkin patches, and Fall Festivals!
Welcome– TCSS Facilitators!!
I am so excited to be working with you during the next 12 weeks.
I am a retired special educator. For over 36 years, I worked in various positions to support students with special needs: as a classroom teacher, special education department chair and a transition coordinator.
I now have the pleasure of supporting practitioners in the field of special education. I look forward to getting to know you as I support you through this Self-Study.
In my spare time, I spend time with my grandchildren and love to sing in the Community Gospel Choir of St. Louis.
Welcome to TCSS Transition Assessment- Fall 24!!
Hello! I’m Jennifer Burnes, a Transition Specialist at Community Connections at Pinckney in Lawrence, KS. I have the wonderful job of guiding 18-21 year olds towards adulthood and independent living.
I took an unexpected turn 20 years ago, trading the (not-so-thrilling) world of banking/finance for the field of education. Since then, I’ve worn many hats: middle school teacher, early childhood educator in TX and OK, and worked at the Oklahoma State Department of Education. In 2015, I earned my doctorate from The University of Oklahoma (Boomer Sooner!), studying under the amazing Dr. Jim Martin.
After my doctorate, I worked in program evaluation and alternate assessment before landing here. Now, I can confidently say I have the best job in the district.
When I’m not at work, you’ll find me staying active with my husband and our two rescue dogs. I love photography, hiking, traveling, and spending time in the kitchen being creative.
Good morning Debbie,
Thank you and Dana for the informational meeting today. I will be reaching out throughout the next few weeks no doubt for guidance and support for myself and my team from Re5j.
Thank you, Julie Baxter
This is my 12th year in special education but only my second year as a transition coordinator. Before transition, I worked as a resource room teacher at the high school level. I have gathered lots of informal and free assessments to use with students and have access to two formal assessments, TPI-3 and Brigance. I’m hoping to learn of some assessments that will help me gauge functional academic skills in students that correlate directly to everyday skills needed in adulthood and build a robust toolkit to evaluate students formally and informally.
Hi Self-Study Facilitators!
This discussion allows you to share information, resources, and ask questions of each other and TC staff.
– Please introduce yourself below and identify where you are from!
– Do you have any questions or comments?
Hi, everyone! My name is Tessa and I am the Transition Coordinator at New Milford High School in Bergen County, NJ. This is my first year as Transition Coordinator and I am so grateful to be involved with Transition Coalition’s Self-Study Program. I have done many of the modules already last year on my own for my own knowledge about secondary transition, and I am a very big fan of their work and what they are about. I look forward to working with my team and all of you. 🙂
Here is what I have cobbled together for our teachers to use, but I’ve seen that they typically use the same materials for the same students over and over.
I’m looking forward to expanding our resources and getting teachers on board with using transition assessments more intentionally and thoughtfully.
Discussions 52
Happy Thanksgiving Everyone!!
Wondering if there are other schools for the Deaf or programs with Deaf students who are participating in this self study. I would love to collaborate with other schools with our unique population of students. Please feel free to reach out to me directly. [email protected]
Below are reminders and updates about the next few weeks as we complete our journey together.
• Check with your team and update progress toward your team’s Action Plan.
• The Post-Survey will be sent to each team member, please encourage them to complete in a timely manner.
• During your Week 12 meeting, please complete the following:
o GAS form (this was emailed to you after our Week 6 call)
o Team Action Plan
o Team Reflections & Next Steps (link in Week 12 instructions)
o Celebrate your accomplishments
• After I receive all Week 12 materials, I will send a Record of Completion for you to approve.
Please do not hesitate to let me know how I can support you and your team.
Just wanted to share… I am a teacher at Katzenbach School for the Deaf in New Jersey. My team was looking for resources specifically normed for the Deaf or materials that are presented in ASL. We came across the National Deaf Center (NDC) Transition Resources. https://nationaldeafcenter.org/resources/transition/
As a school, we currently utilize DeafVerse, which is a free online game that teaches self advocacy and job readiness skills. It is presented in ASL (voice and captions are optional and adjustable for the hard of hearing or visually impaired). There are workbooks to go along with the game for in class support or homework.
There is a link to a Self Determination Scale which is presented in ASL from the University of Kansas. https://sdiprdwb.ku.edu/index.php?asl=t
Also, we found Transition Skills Guidelines from Laurent Clerc National Deaf Education Center, which provide a timeline for 17 different skill areas to be taught across the grades K-12.
https://www.chs.ca/sites/default/files/uploads/transition_skills_guidelines_2006.pdf
Hope this helps someone!!
Great resources! Thank you.
Dear Facilitators,
Some of you have asked about upcoming Self-Study opportunities. Registration is now open for Spring 25. An informational meeting will be held on Nov. 12th. (see link below for detailed information)
Please share with other colleagues and/ or interested parties. If Spring 25 is too soon—watch in May of 2025 for information about next fall’s topic.
https://transitioncoalition.org/self-study/
I am looking forward to meeting with you soon. Please have your Action Plan ready for us to discuss when we have our zoom call. — Hope you have a fun Friday & a restful weekend.–debbie
Assessing self-determination skills with students with complex support needs:
We have access to many great resources for self-determination skill development. However, most of our students cannot access the content. Most recently, we have been using the different self-determination curriculum resources’ scope and sequences to significantly modify the content. I am curious about what transition assessments individuals use to assess self-determination skills.
Thank you!
Thanks so much for sharing. Does anyone have any ideas or want to add to Alexandria’s posts about what you are doing & find helpful in your school/district?
Supporting employment for students with complex care support needs: In our setting, some students, after receiving special education services, work for a few hours a week, participate in group employment, or volunteer with support. Some students do not participate in employment-related activities after receiving special education services.
Over the years, I have been working to shift our school’s perspective to the belief that all individuals can work, even if their choice is not to work. My question is, how do you develop post-secondary goals related to employment for students with significant support needs? What if the family does not expect their child to work? What if the young adult does not want to work?
I appreciate this resource by the Indiana Secondary Transition Resource Center: Postsecondary Goals: Examples for Students with High Support Needs.
https://instrc.indiana.edu/pdf/resources/hsn-postsecondary-goals.pdf
I also trained with the Center of Transition Innovations at VCU on using Discovering Me! for vocational exploration and development.
I would love for our school to implement more employment programming using a discovery-based approach. However, we do not currently have the staff resources.
https://centerontransition.org/projects/discoveringme.cfm
Transition assessments for students with complex care needs: Hello, I wonder what transition assessments individuals have used with students who use a multi-modal communication approach with limited expressive communication.
We do have the personal preference indicators (PPI) that address post-secondary education, employment, and post-school adult living, and the pictorial interest survey addresses employment interests. Sometimes, I am concerned about the validity of these surveys as many of our students are working on developing background knowledge to understand what pictures in visual surveys mean.
In addition, do individuals have transition assessment resources or recommendations for supporting students whose post-secondary education goal does not include employment training or continuing education at a college level? Currently, 100% of our student population will participate in activities related to their interests, further daily living, community access, and vocational skill development. Many students participate in a day habilitation program, a community-based day program, self-direction services, or a split mode.
Thank you 🙂
Thank you for attending the Goal Setting Meeting today. As promised, here is the link to the power point presentation: https://www.dropbox.com/scl/fi/6wvquqw7pyd0rzqeoiooa/TCSS-TA-Fall-24-Goal-Setting.pptx?rlkey=yjx53t0qsabrzf4lq888mahq5&dl=0
Please remind your team members, in order to receive a Certificate of Completion (30 training hours), they must: complete 4/5 team meetings, complete the Online Module and complete their assigned responsibilities on the Team Action Plan.
I look forward to visiting with you in our Individual Zoom call. –debbie
I look forward to “seeing” you on Monday, Oct. 21st at 10 am CT or 4 pm CT for the Facilitator Goal Setting meeting:
https://kansas.zoom.us/meeting/register/tZUlf-igqzooG90z7AZLi_tVNTuVtkbA2D42
I have been trying to login but it is asking for a passcode and I cannot find one.
Ginger
Ginger, I am sorry I didn’t see your message– but I saw that you were able to attend.
As you use the Scavenger Hunt Padlet to research Transition Assessments, we have highlighted some that we recommend.
Under Assistive Technology & Communication:
Quality Indicators for Assistive Technology – AT can be easily overlooked and is often critical to support students. The QIAT includes a student self-evaluation that helps them rate themselves on their AT use. This can help students who struggle to manage their AT both in postsecondary settings and while in high school. Students can enhance their self-awareness and problem solving with AT for better transition outcomes.
As you use the Scavenger Hunt Padlet to research Transition Assessments, we have highlighted some that we recommend.
Under Transition Assessment Planning:
T-Folio – a comprehensive and free transition portfolio tool for secondary students. It includes training, activities and lessons, along with ways to organize the student’s information according to each assessment domain.
The Transition Planning Form from the Transition Coalition allows IEP team members to get a snapshot of what assessment information has been collected, as well as what still is needed or should be considered. This is a planning document that is helpful to the IEP team or anyone considering which transition assessment information needs to be collected.
As you use the Scavenger Hunt Padlet to research Transition Assessments, we have highlighted some that we recommend.
Under Career Development and Employment:
The Career Values Card Sort – A great place to start with any student who needs to better understand and self-reflect on their career values. It’s a fun way to consider what is important to them through sorting and prioritizing the cards online in a way that is less rigid than a typical question and answer assessment. You can also buy cards which work great for students who need manipulatives and to help them engage a bit more in answering.
https://docs.google.com/document/d/1fE5xQdOqtgYHd7Q7G0RPeLQ74PvutGTilHKBlTcYYa0/edit?usp=sharing
Link for RE5J Scavenger hunt.
Happy Thursday!!
Week 5 — Next week during your Week 5 meeting, you will be summarizing what team members discovered in regards to the Transition Assessments available in your school/district to use in your TA Toolkit.
The next step will be to participate in the Scavenger Hunt Activity, where you will explore other TA resources available to you. We have provided the links and resources for you to evaluate.
I will also share some insights from the TC staff in regards to various TA that might be useful.
You are doing a great job supporting your team. As always– let me know how I can help.–debbie
Please register for the Facilitator Goal Setting meeting:
Monday, Oct. 21st at 10 am CT or 4 pm CT:
https://kansas.zoom.us/meeting/register/tZUlf-igqzooG90z7AZLi_tVNTuVtkbA2D42
Facilitators– you are doing a great job supporting your team! The first 6 weeks are very fast & furious and we are 1/2 way through. Please complete your activities from the Facilitator Community during your meeting, so everything is entered and ready to go.
Your team has completed the Online Module– overview & understanding of Transition Assessment.
You have looked at samples of Transition Assessment Toolkits.
Now– during Week 4, your team will research & evaluate what Transition Assessments are available in your school/district.
At the end of next week, I will send you a Quality Indicator (QI-2) Report based on the pre-survey results. This will be part of the data you will use to make decisions during Week 6.
If you have any questions, please don’t hesitate to let me know.
HI,
We are curious how transition planning documents are shared within the IEP process to ensure that transition assessments are being updated annually. For example, if a team is continuously working on a transition planning tool, where or how is that documented for compliance purposes on the section of the IEP.
Thanks,
Sam
Hi Sam,
Currently, student transition planning documents are saved in our Google Drive. For the next school year, our school will purchase an online student management system (yay!). Information is updated in the transition plan within the student’s IEP. Internally, I have been trying to create a system to quickly look at what has been documented over the years related to transition assessments, activities, and plans. I will share with you two templates I have but are not currently in use.
Student Plan for the Future: Full disclosure: I did not create this and have searched online for the original version. Please let me know if this looks familiar, or share the original link. I like how you can quickly see the development of the post-secondary goals from year to year and the transition assessments conducted for each year.
https://docs.google.com/document/d/1W0dBDx9a8XhswyBEB3B2hGC7jCZCtz1kd-q_0CmllRE/edit?tab=t.0
Transition Checklist: This is a work in progress. When I first started in the role in Massachusetts, many agencies had different transition checklists. I reviewed them, compiled all the information, and added specific steps to be included. Based on the template above, I included recent assessments and transition activities at the end. I still need to include the references for the information.
https://docs.google.com/document/d/1BYLcBBaZJ1CununNlL7_Zzo7EHyL2PsC/edit#heading=h.gjdgxs
I like the above two resources and would like to finalize one to use in our school so there is a central place for documenting transition information from year to year. The transition plan in the IEP is great, but it is updated yearly and only sometimes includes information from multiple years.
Great question–
Please share how your district is saving & reporting this ongoing information.
Each IEP has a transition plan in it that is used to document information gathered about the student’s and family’s transition interests, etc.
Also, the present levels section in which teachers report progress is also a place where something can be written. Saving any actual documents is part of our student management system or paper file.
Good Monday Morning of Week 3-
Please share with your team this information.
At the end of this Self-Study, team members who have completed all of the following:
1. Attended 4/5 team meetings
2. Completed the Online Module
3. Completed responsibilities on Team Action Plan
will receive a Certificate of Completion (equivalent to 30 hours of training).
Week 2 Check-in emails were sent to help keep us all on the same page.
Remember to check your Team Module Report to identify each team member’s progress. Please remind you team to complete the online module, The Big Picture, before your Week 3 meeting.
During the Week 3 meeting, you will be discussing the Questions raised from the online module, learn about and review Transition Assessment Toolkits.
The last agenda item for the Week 3 meeting is to assign & plan to complete (during Week 4) the inventory of your school/districts Transition Assessments to be included in your Transition Assessment Toolkit.
You are doing a great job leading your team through this process. As always, please do not hesitate to reach out to me with any questions/ concerns. –debbie
Thank you for the reminders!
Hi, My name is Kerri Smith. Our LEA is Utah Virtual Academy. I am a Transition teacher/Special Education teacher focused on transition-age high school students. We are a virtual online school. As a transition skills teacher, we focus in all areas of transition such as self advocacy, job/career awareness, college and career awareness, education and training, and independent living skills. Currently, we have transition committee where we come together quarterly and discuss transition with our team members. We are proud of our transition team and school success.
Hi,
My Name is Jinya Nunnally. I live in Atlanta, GA where I serve as the district Transition Coordinator for Exceptional Education. Transition is the heart of the IEP and drives how we operate and support SWDS.
Thank you for introducing yourselves— we have an interesting group with a wide range of experiences and hobbies!!
Yeah!!– Week 1 is off & running.
Thanks to all who have posted their introductions– it is nice to hear about each of you.
Next week during Week 2, periodically check your team’s progress on the online module: “Transition Assessment, the Big Picture”
I will run a report of who has completed the Pre-Survey & send reminders the first of next week to any “stragglers” (I will cc you on the email)
Thanks for your help & patience as we get everyone onboard the new system & work out the loose ends. –debbie
Hello. My name is Alexandria Gullage, and this is my fifth year as the Transition Coordinator at The Children’s Center for Communication & Beverly School for the Deaf and 7th year at the school. I am originally from Florida, but I relocated to Massachusetts for graduate school and stayed! I have an educational background in occupational therapy and experience working as a teacher’s assistant in a transition-age classroom with students with complex support needs. When I am not working, I enjoy spending time with loved ones, by the water and reading. Something interesting about myself: I can make an infinity scarf with yarn using my arms as needles. 🙂
My name is Julie Baxter, I live in Loveland, CO and work as a SWAP Coordinator for RE5J school district. I moved to Colorado from Northern Ireland in 2001.
I have worked with the School to Work Alliance program for over 17.5 years and was contracted with RE5J for 2 days per week. In July the school district opened their own SWAP site and I moved over to the new position of full time SWAP Coordinator!
I am happy and excited to be part of this team and to learn more about Building a Transition Assessment Toolkit with the RE5J team.
Hi Julie! I am curious what is “SWAP.’ I have not heard that term used here.
A few updates:
Pre-survey emails have been sent! (please have team members complete by the end of the day 9/20/24.
You can check to see if all team members have been linked to you team, by going to the right column: Quick Links/ Reports/ Team Management
If a team member is not on the team roster, they have not followed the email directions you sent them.
Have a great Week 1 meeting!!
Hi! My name is Nichole McClish and I teach at Marie Katzenbach School for the Deaf in New Jersey. I taught middle school self contained classes for 24 years and now I am a teacher in the high school. I currently teach Workplace Readiness, 21st Century Life and Careers, Community Based Instruction, and Life Centered Education. I also have a partnership with “We Make – Autism at Work” and I manage a training center within my classroom. Something interesting about me… I am a Certified Cat Behavior Counselor through the US Humane Society.
Hello Everyone!
I am from Northern Utah. My current postion is a Secondary Special Education Coordinator. Before becoming a special education teacher I was a Certified Occupational Therapy Assistant!
Facilitators— Welcome to Week 1–
As you prepare to meet with your team this week, please remember to do the following:
1. Introduce yourself on this discussion board. Tell us where you are from, what position you hold & something interesting about yourself.
2. Forward the join link to all team members to join your team. You can check on Team Management & see who has “clicked the join button”.
3. Let your team know they will receive an email from me with the individual Pre-Survey link. Please complete this by the end of this week. (it will take 15-20 min.)
4. Hold your Week 1 Team Meeting:
Complete Attendance, Timeline & make sure everyone is linked to your team & ready to start the online module: The Big Picture.
If I’m posting this to the wrong place please let me know. I’m Matt Reynolds, the transition specialist at Utah School for the Deaf. I cover both the Odgen (KBS) and SLC (JMS) schools. This is my first year in the position so I’m learning a lot! I love to play ultimate frisbee, run D&D sessions, and collect action figures (Marvel Legends and G.I. Joe Classified).
The team guide link will be posted in Week 1 materials above. We are working to get this ready before your Week 1 meeting–debbie
Hi! I am Amy Raffelson. I am located in Prior Lake, MN. I am an Assistant Director of Special Education in Prior Lake-Savage School District. District-wide, we have about 1300 students receiving special education services with us. I’ve been in special education for 15 years- have been a teacher, evaluation specialist, and now administrator. I’ve been in administration for 4 years. I have a husband, son (age 8), and daughter (age 4). I love to read, support my kids in their activities, and am looking forward to all the Fall activities we do as a family- apple orchards, pumpkin patches, and Fall Festivals!
Welcome– TCSS Facilitators!!
I am so excited to be working with you during the next 12 weeks.
I am a retired special educator. For over 36 years, I worked in various positions to support students with special needs: as a classroom teacher, special education department chair and a transition coordinator.
I now have the pleasure of supporting practitioners in the field of special education. I look forward to getting to know you as I support you through this Self-Study.
In my spare time, I spend time with my grandchildren and love to sing in the Community Gospel Choir of St. Louis.
Welcome to TCSS Transition Assessment- Fall 24!!
Hello! I’m Jennifer Burnes, a Transition Specialist at Community Connections at Pinckney in Lawrence, KS. I have the wonderful job of guiding 18-21 year olds towards adulthood and independent living.
I took an unexpected turn 20 years ago, trading the (not-so-thrilling) world of banking/finance for the field of education. Since then, I’ve worn many hats: middle school teacher, early childhood educator in TX and OK, and worked at the Oklahoma State Department of Education. In 2015, I earned my doctorate from The University of Oklahoma (Boomer Sooner!), studying under the amazing Dr. Jim Martin.
After my doctorate, I worked in program evaluation and alternate assessment before landing here. Now, I can confidently say I have the best job in the district.
When I’m not at work, you’ll find me staying active with my husband and our two rescue dogs. I love photography, hiking, traveling, and spending time in the kitchen being creative.
Good morning Debbie,
Thank you and Dana for the informational meeting today. I will be reaching out throughout the next few weeks no doubt for guidance and support for myself and my team from Re5j.
Thank you, Julie Baxter
Hi all,
This is my 12th year in special education but only my second year as a transition coordinator. Before transition, I worked as a resource room teacher at the high school level. I have gathered lots of informal and free assessments to use with students and have access to two formal assessments, TPI-3 and Brigance. I’m hoping to learn of some assessments that will help me gauge functional academic skills in students that correlate directly to everyday skills needed in adulthood and build a robust toolkit to evaluate students formally and informally.
Hi Self-Study Facilitators!
This discussion allows you to share information, resources, and ask questions of each other and TC staff.
– Please introduce yourself below and identify where you are from!
– Do you have any questions or comments?
Hello all! My name is Courtney Gregori, I am a transition specialist from Austin ISD. I’m looking forward to this self-study with my team!
Hi, everyone! My name is Tessa and I am the Transition Coordinator at New Milford High School in Bergen County, NJ. This is my first year as Transition Coordinator and I am so grateful to be involved with Transition Coalition’s Self-Study Program. I have done many of the modules already last year on my own for my own knowledge about secondary transition, and I am a very big fan of their work and what they are about. I look forward to working with my team and all of you. 🙂
Add your Questions and Comments about the TCSS here!
Other facilitators and teams may have some great resources and information – please share/ask here!
(note, if you have a website to share, please put the link in your Reply.)
Here is what I have cobbled together for our teachers to use, but I’ve seen that they typically use the same materials for the same students over and over.
I’m looking forward to expanding our resources and getting teachers on board with using transition assessments more intentionally and thoughtfully.
https://jjfww.github.io/TransitionAssessmentResources/index.html