FLA 25 - 26 - 27
diecycPlease see the attached
FLA 25 26 27 and there is an extra piece that goes with FLA 25
3 years ago
25
files (2)FLA25.pdf
FLA252627.docx
FLA25.pdf
Transition Service Plan
1
Name:
Projected date of Graduation:
Date of Initial Transition Program
Development:
Update:
Preferences, Strengths, Interests and Course of Study based on Present Levels of Performance and Age Appropriate Transition Assessments (Areas for consideration include course of study, post-secondary education, vocational training, employment, continuing education, adult services and community participation)
Desired Measurable Post-Secondary/Outcome Completion Goals (These goals are to be achieved after graduation and there must be a completion goal for Education/Training and Employment )
Education/Training - Employment - Independent Living (as appropriate) -
Based on age appropriate transition assessments, in the spaces below, include measurable Transition IEP Goals and Transition Activities/Services appropriate for the child’s post-secondary preferences, strengths and needs. Note: There must be at least a measurable Transition IEP Goal to help the child reach each of the desired Measurable Post-Secondary/Outcome Completion Goals.
Education/Training (Goals based on academics, functional academics, life centered competencies or career/technical or agricultural training needs and job training.)
Transition IEP Goal(s) Transition Activities/Services Person/Agency Involved Date of Completion/ Achieved Outcome
Development of Employment (Goals based on occupational awareness, employment related knowledge and skills and specific career pathway knowledge and skills.)
Transition IEP Goal(s) Transition Activities/Services Person/Agency Involved Date of Completion/ Achieved Outcome
Transition Service Plan
2
Community Participation (Goals based on knowledge and demonstration of skills needed to participate in the community (e.g., tax forms, voter registration, building permits, social interactions, consumer activities, accessing and using various transportation modes.))
Transition IEP Goal(s) Transition Activities/Services Person/Agency Involved Date of Completion/ Achieved Outcome
Adult Living Skills & Post School Options (Goals based on skills for self-determination, interpersonal interactions, communication, health /fitness and the knowledge needed to successfully participate in Adult Lifestyles and other Post School Activities (e.g. skills needed to manage a household, maintain a budget and other responsibilities of an adult.)
Transition IEP Goal(s) Transition Activities/Services Person/Agency Involved Date of Completion/ Achieved Outcome
Related Services (Goals based on Related Services that may be required now to help a child benefit from regular and special education and transition services (e.g., speech/language, occupational therapy, counseling, vocational rehabilitation training or the planning for related services that the individual may need access to as an adult.)
Transition IEP Goal(s) Transition Activities/Services Person/Agency Involved Date of Completion/ Achieved Outcome
Daily Living Skills (Goals based on adaptive behaviors related to personal care and well-being to decrease dependence on others.)
Transition IEP Goal(s) Transition Activities/Services Person/Agency Involved Date of Completion/ Achieved Outcome
TRANSFER OF RIGHTS (Required by age 17): was informed on of his/her rights, if any, that will transfer at age 18. Name Date RIGHTS WERE TRANSFERRED (Required by age 18): was informed on of his/her rights. Name Date
FLA252627.docx
FLA 25
Please review the supportive links. Thoroughly answer the initial Discussion questions below
Discussion Questions:
1. What is the primary responsibility of a Transition Specialist? What are the qualifications for a student to receive services provided by a Transition Specialist?
2. Within your current role, in what ways could you make a meaningful contribution to the Transition Plan/Process?
3. Using the attached link, name the Transition Specialist that serves your school. Note: Transition Specialist serve High School, Middle and often Elementary Schools as well in instances where there may be a 14 year old student in elementary (it has happened).
https://app.schoology.com/attachment/2800390344/source/be5c6aa66f4a4e56403f05732277dcfc.docx
ALSO SEE ATTACHMENT FILE FLA25
FLA 26
Describe your current plan for regular communication with families. How does your plan align with or differ from the suggestions in the linked article?
FLA 27
Use the template linked below to help you develop a classroom management plan for your class. Many of the elements of this plan have already been created throughout this course. This plan is a summary of all of the elements of this course.
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Criteria |
Grading Scale |
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Criteria |
Grading Scale |
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Guiding Principles Teachers values about education are listed and reflected throughout the plan. |
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Norms/Expectations Norms and expectations are thoughtfully crafted, broad enough to encompass multiple behaviors, framed in the positive. |
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Relationship Building Tier 1 and Tier 2 strategies establish intentional efforts to build a warm and supportive classroom culture. |
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Classroom Mapping Layout of classroom displays organization and attention to factors that optimize student learning. |
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Routines and Procedures Plans allow for effective transitions, prevention of disruptions to learning, and maximization of learning time. |
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Behavior Plan Plan demonstrates concern for students' emotional and physical well-being, consistency and promptness in response to misbehavior, uses fair and logical consequences to teach positive student behavior. |
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Communication Fair, consistent, and clear communication is planned for between teacher, students, and families. |
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