October Series:  Division of Developmental Disabilities along with Nebraska VR

November Series:  Charting the Life Course

January Series:  Understanding Benefits

February Series:  Nebraska Career and Technical Education

March Series:  Guardianship in Nebraska

April Series:  Assistive Technology Partnership

We will be doing a quick review of the transition assessment process, then participants will steal the show! Bring the transition assessments you have in your toolbox and share with the group - tell us when, with whom, and why you like this particular assessment so we can all refine our toolkit and learn from each other.

You can attend one or both days, but you don't need to attend both.

Explore transition planning for students with ASD. Specifically exploring transition activities, ways to involve the family, and community experiences. Starting transition planning early is vital for students with ASD-resources for early age transition assessments and parent letters will be provided.

Join us to discuss transition planning–specifically related to assessment and activities–for students who have low to no vision and/or students who are deaf. Although transition planning for students with low-incidence disabilities is not a different process, the practices for high quality planning might be a little different. Teachers of Vision and Deaf Educators/Hearing Resource Teacher will be leading this session. 

Person Centered Planning is a process to help students and young adults with disabilities to develop a positive future for themselves and their families. It helps the student, family, and team to focus on the students strengths, opposed to their challenges, and to help create a meaningful transition plan and measurable postsecondary goals for a student with outcomes connected to the future. This evidence based practice is a great informal assessment tool for all students, including low-incidence and students with significant disabilities.

Part 3: Wednesday December 6th– The rest of the IEP: writing annual goals, calculating minutes, and documenting related service providers is still an important part of 18+ programming. 

Part 2 Wednesday November 1st– Building content and schedules for students who are returning to school after their 4 year cohort can and should look differently than a typical 8:00-3:00 school day. Outlining a detailed course of study, with accurate learning objectives, and resources to continue to gather data and document progress helps us to create programming that is individualized based on student needs and to reframe our mindset of what the educational day may look like for students. 

Part 1: Wednesday October 11th– Planning for programming for students who will continue school past their four year cohort can feel overwhelming. Starting the conversation early with the IEP team, utilizing data to draft courses of study, and knowing how to assess student needs can help make the transition smoother.