Transitional Awareness
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GROUP ACTIVITY #2: Transitional Awareness
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Areas of awarenessDescriptionStrategies
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Contextual issuesStudents need to understand their motivations and options for educational programs after high school. This includes knowing the types of programs they want to attend and why they are a good match for them; knowing what it takes to qualify for the programs they are most interested in; identifying backup options if their first choice does not work out; and having a sense of the probability that they are prepared to succeed in their program of choice.teaching about self learning styles & helping to align these with postsecondary learning/classes provided (i.e. if cannot learn in a large group environment, knowing that a large university using a lot of lecture format in a large group setting is not aligned with needs/styles)further career exploration and matching with interests starting in 8th grade (should be sooner)early childhood/preschool: Parents know the options of PK - K for their school districts. Education the parents of the process of the expectationsopen lines of communication with outside therapists and providers in order to help with transitionsconnecting behaviors to real life needs, especially after high school: connecting behaviors with current success in school - teaching WHY behaviors are a concern, not just a pain in the teacher's neck, but is impacting learning now and will in the futureteaching the child about their needs so that they can accurately describe them
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Procedural issuesStudents must be able to address the “how to” of the transition process. Navigating transitions is not easy, often requiring multiple steps.identifying supports needed for students transitioning from a level 3 services program to a level 2 program so that they can be successfulearly childhood/preschool: Need to know the logistics of their home districts transition process: pamphet.additional visits to new setting, especially into high schoolteaching the child about their needs so that they can accurately describe themMiddle School - having students record the expectations, student ambassadorsthe ADULTS spending time understanding the next transitional step and being able to articulate this accurately to kids
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Personal issuesStudents should be able to advocate for themselves in complex environments before, during and after transitions. This includes being assertive with wants/needs and effective self-advocacy skills. Students should learn to effectively challenge a decision that affects them negatively.student pictures on wall and each staff member "picks" a student(s) to form a relationship with, mentor, lead, help build connections - help to also provide "wall flowers" with connections, caring adultsmore concentration on transition planning... more than one IEP meeting or one visitearly childhood/preschool: Parents need to know how to advocate for their child: if disagreement in the decision of the placement.early childhood/preschool: Recognizing the developmental capabilities - both parents & the school.teach how to identify how to advocate if they are not receiving the services they needseminar groups with a teacher leader that follows kids in middle school and high school and helps build those adult and student connectionsteaching self-advocacy skills with practice, starting in elementary and going all the way through schoolteaching the child about their needs so that they can accurately describe themencouraging kids to lead IEP meetings and identify their own learning needs in order to build those self-advocacy skills with lessening parents doing thishaving students do their own progress monitoring so that they see the connection and also so they understand the learning process
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Cultural issuesStudents need to understand the differences between the cultural norms in both current and future learning environments. They should be ready to be more independent, self-reliant learners, which includes self-monitoring their coursework and understanding their progress..early childhood/preschool: Kindergartn round-up, understanding the difference & culture norms between preschool & kindergarten.ensuring that every single kid has a connection at school; someone says hello to the kid every daymatching peer mentors so that students know who to ask questions of etc.
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Financial issuesStudents and their parents must be aware of the actual costs and the options available to cover identified costs for their desired choice of postsecondary programs.early childhood/preschool: different funding systems.
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UncategorizedMiddle School: Capture incoming freshman with transitioning activities explaining graduation expectations, registration, visits, open house, using social media to help with transitions (week before school send tweets to incoming freshmen)High School-Post Secondary Special Education Strategy-Explore strengths and interest explore DMACC, look at high stake assessments for entering college. Compass, ACT, ALEKS, etc. Start 8th grade and no later than 9th grade.Offering core instruction of executive functioning skills to learn study skills, organization etc. in order to lessen dependency on paraprofessionals. Possibly start a peer mentoring system where peers teach each other the skills in regards to studying and organization. Peers teach peers reinforces the learning.High School-Post Secondary Special Education Strategy-We have to start the conversations that it is CAREER for all. If we continue to talk about College, students think it is a 4 year university. Everybody will have a career, it does not matter how we get there. On the job training, a certificate, 2 year DMACC or 4 year college.High School-Post Secondary Special Education Strategy-Add Career courses at every level. (9th, 10th, 11th and 12th)High School-Post Secondary Special Education Strategy-Add more assessment opportunities at the HSs. NCRCUse the term "you earned the A" not " you got an A"Cue Card or "BIP at a Glance"--adult cues about how to respond to the student to help them be as successful as possible. Card/sheet follows them as they transition to promote consistency.Aligning personal interests with career inventories.Model/Practice/Role PlayGuardianship for student who need it after age 18 and connections to waiver services
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Social narratives that child takes home to prepare for transition. Include photos of new school or staff so that child can anticipate the transition.Maintain systems of support for the student (visuals, behavior chart, etc).Career fair at the middle school. Community members come into the school to talk to the students and answer questionsMentoring program with college students who come back to tutor students thinking about going to college.Teach explicit directions for all transitions "How to line up"Bring in speakers from workforce developmentjob shadow the top 3 careers the students were interested in.Middle School: Leadership position- 8th grade students help transition the 5th grade students.Help show/teach parents about the transition.Ways to increase growth mindset vs fixed mindset.Teaching self-advocacy skills and what their disability means in an educational setting.
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Middle School: School counselor does prevention activities at the beginning of the school year by hosting a barbeque for 6th-8th grade parents and students to discuss any parental concerns or asking what the counselor should know about their student.End of school year--child visits MS for a special tour. Before school begins--child comes back the first few days before school starts for another tour, meet the principal, meet some teachers. Can involve parents in this as well.Transportation - figuring out a way to get kids transportation in order to be able to experience opportunities for work experience.Peer buddy - for students who move into the district or who start HS - a student who can help them navigate the school and process. A way to feel connected and belong.Increase work experience opportunities for our students so they can experience different types of jobs that they may not have access to (rural, inner city etc)Older student serving as a mentor to younger student. Could have the older student "apply" for the position by filling out an application, etc.Transitioning from Elementary to Middle school have the student's visit, eat lunch, walk their schedule, meet staff, and practice locker earlyCareers transition coordinators who teach Careers classes and takes on tours to after graduation optionsParent meetings where outside agencies come and set up info and talk about their services; Link, wavier services,Middle School: working with at-risk population to build their self-advocacy skills by having the goal to exit their behavior goal before going to the high school
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American Friends Service 4211 Grand Ave 515-274-4851 ex. 13 (Kenia) DACA- Work permit for 2 year, you have to pay $465 when you apply and when you renew it. Give you a SSN and deportation relief. Guidelines * Come to US before turning 16. Need to have evidence of date; school of ID, shots * Must have entered before, June 15, 2007 * Must have had to reside in US for 5 year consecutively * Can’t have a criminal record- could allow little stuff * Must be in school (high school, obtain GED, working on GED or in college) * In November there was an announcement of an extension of DACA, but republicans didn’t like it, so it has been appealed many times and it has not happened and is in the Supreme Court. Their argument is that a president should not over step their boundaries.
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