Transition Plan - Where the pupil is 14 years of age or older, the individual education plan must...

Volg

Plan your projects and define important tasks and actions

Laten we beginnen. Het is Gratis

of registreren met je e-mailadres

Vergelijkbare mind mappen Overzicht van map

Transition Plan - Where the pupil is 14 years of age or older, the individual education plan must also include a plan for the transition to appropriate post secondary activities, such as work, further education, and community living. It is optional for students solely identified as gifted Door Laurel Mouland Mind Map: Transition Plan - Where the pupil is 14 years of age or older, the individual education plan must also include a plan for the transition to appropriate post secondary activities, such as work, further education, and community living. It is optional for students solely identified as gifted

Mind Map: Transition Plan - Where the pupil is 14 years of age or older, the individual education plan must also include a plan for the transition to appropriate post secondary activities, such as work, further education, and community living. It is optional for students solely identified as gifted

1. Goals on the Transtion Plan

1.1. Specific goals for the student's transition to post secondary activities

1.2. realistic and must reflect the strengths, needs and interests of the student

1.3. actions required now and in the future to achieve the stated goals again based on the student's identified strengths, needs and interests

1.4. Persons or agencies (the student, parents, educators, providers of specialized support and services, community agencies)

1.4.1. they are the ones responsible for or involved in completing or providing assistance in the completion of each of the identified actions

1.5. realistic timelines need to be in place to implement each of the identified actions

2. Students with ASD = new practice

2.1. PPM 140

2.2. Same as other except can also have transition plan for changing buildings, changing activities, changing teachers, etc.

2.3. relevant ABA methods must be used to support transition

2.4. including professionals that are currently working with student in process

3. Collaborative Activity

3.1. Important to have communication from teacher to teacher to provide continuity in the student's programming

3.1.1. share successful instructional strategies

3.1.2. share resources

3.1.3. required accommodations

3.1.4. strategies for managing behaviours

3.2. encourage student and family to visit new school

3.3. learn as much as possible about the new program to help prepare the student for the move

3.4. review OSR/IEP/Report Cards

3.5. know student area of strength/weakness

3.6. The student's commitment to the transition plan

3.7. The student, initially through the annual education plan (AEP), assumes responsibility for identifying goals and the steps needed to achieve those goals.

3.8. Regulation 181/98 requires that the parent and the student, if age 16 or over, must be invited to partici- pate in the IPRC and must be consulted in the devel- opment of the IEP. This requirement also applies to the transition plan, which is a part of the IEP.

3.9. including all professionals who have worked with student over the year

4. Recommendation of what to do next....

4.1. day and evening programs in universities or colleges of applied arts and technology

4.2. apprenticeships

4.3. private vocational schools

4.4. continuing education programs offered through secondary schools, including adult training and adult basic education programs

4.5. community agencies

4.6. providing information on current and future job prospects in the local area

4.7. helping to locate sites for cooperative education or work experience placements

4.8. supporting or sponsoring special events such as job fairs and guest speakers

4.9. school

of Registreren