Transition: School to Adult Life | CalSTAT Technical Assistance and Training

 

 

 

Technical Assistance and Training

CalSTAT Techincal Assitance and Training

Transition: School to Adult Life

Developed by Transition to Adult Life Leadership (TALL) Team
and the California Department of Education, Special Education Division

Based upon the work of Paula Kolher: Extending Learning Opportunities for Students with Disabilities

Core Messages

  1. Student-Focused Planning is based on the student's dreams, interests, and preferences. Self-determination and advocacy are critical skills that ensure student-focused planning and implementation. Teachers and families support students in identifying post-school goals and in taking the steps needed to achieve their goals through on-going conversations, assessment, instruction, and experiences.
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  1. Student Development for adult living includes school and work-based learning. Development of academic, social, and employability competencies offer greatest post-school success. School-based learning includes access to the core curriculum with appropriate accommodations or a functional life skills curriculum with appropriate modifications. Work-based learning integrates rigorous academic standards into real-life work situations. Social skills such as self-awareness, self-determination, and self-advocacy offer the greatest promise for post-school success and can be taught in both school and work-based settings.
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  1. Interdisciplinary and Interagency Collaboration in Transition planning involves multiple levels: family, school, district, community, region, and state. It requires planning at both the individual and community levels. Interagency collaboration involves programs, systems, and service delivery, which reflect all stakeholders involved.
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  1. Family involvement recognizes parents as equal IEP team member who provides the most relevant information about the student. Cultural, linguistic, and diverse student needs are understood and considered throughout the IEP transition planning process. Information is available to families about education, community, and agency options.
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  2. Program Structure and Attributes include a range of curricular options and programs that are to be based on post-school goals. Schools are organized to provide academic rigor as well as real-life relevance through connections to the work place and community.
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Last updated: 06/09/2010