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A Person Centered Approach to Transition

In order to gain positive outcomes for high school students with disabilities, parents must be informed of available resources, considered valued members of the planning team, and involved in the process as early as possible. This training will explain the transition process and offer suggestions for parents on how to support their young adult and plan for a meaningful future.

Outcomes:

  • Gain clarity and alignment between current transition practices and the components of a high quality person-centered transition program.
  • Identify transition resources in place at the school and determine improvement steps needed to create a highly effective transition program.
  • Review community-based resources and supports that bridge educational experiences and post-secondary options to ease the school to work transition.

LCAP Priority Areas:

Basic Access: Providing all students’ access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities,

Student Achievement: Improving student achievement and outcomes along multiple measures, including test scores, English proficiency, and college and career preparedness.,

Student Engagement: Supporting student engagement, including whether students attend school or are chronically absent.,

Course Access: Ensuring all students have access to classes that prepare them for college & careers, regardless of what school they attend or where they live.,

Other Student Outcomes: Measuring other important student outcomes related to required areas of study, including physical education and the arts.

Course Access: Ensuring all students have access to classes that prepare them for college & careers, regardless of what school they attend or where they live.

Statewide Performance Plan Indicators:

Indicator 1: Graduation 4 Year Rate,

Indicator 2: Dropout 4 Year Rate,

Indicator 13: Secondary Transition,

Indicator 14: Post School

 

Any of our Regional Trainings can be given at your school site. These Site-Based Trainings are best suited for larger groups, and locations where a version of this training is not already scheduled.

Site-Based Trainings generally require a minimum of 10 participants at your school site. Should you wish to have a Site-Based Training, but do not have enough participants, the SELPA may be able to pair your LEA’s needs with other local SELPA Partners in order to offer the training at your site.

Contact your SELPA Program Specialist to discuss your professional learning needs, and to schedule any site-based trainings.

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