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[\& gAC pW8)<(?O-ԅeohnO@Ȕ!Kg@)4<d`Pln}ف.J,3@fj_n%~9Rjt*eS $V5)<8k% /P&4g|m '8S{Gc8l"F2lLF5JV!u )zN|r4wԆ\z;sPL r})oqBJjc'ۙo-$ wnKfGgǵ)O?PK! cdrs/downrev.xmlDQk0 {Tئ hvk=;|UoёYaltmKqZF 3@1"B,g ͤ"דY]-?=wJ= D>ӎNw`2')k}@DhMA.PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!+drs/shapexml.xmlPK-! c*drs/downrev.xmlPK1  `  nTo develop an understanding of IDEA 2004 requirements for transition assessment To identify various formal and informal transition assessment tools To develop a better understanding of resources specifically used for transition assessment through hands-on application activities To identify how and where transition assessment fits within the Transition IEP process o ZoC V]8Xx6 @ S ޽h ? 3y___PPT10Y+D=' = @B +" 0  T(    `q?*Footer Placeholder 5` X C   V]8Xx  # s0e0e?Rectangle 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!(IUdrs/shapexml.xmlUMo7 x يǂWmm z4fwڍ$Cr_Gr-9Es+j̼y|wmuVpΙPZgΜ'UJd 2{ˍ:dLG#W6#ApVkۑj#cʓGNFpfaT>nU//cu%rXK|4%Bs]nܐ \*K;& \ ^j?H [kT F1ӗrYARpd|=t55nxڡX0i_ U(%d]=Q\^ӓDݽR%nx-gI_ΐܔ4Tcd "{󆌈;=j"\"$IPQ~x :ԑDz!, 8HrD"xd/h&[koSA.t G p *#S#< 8S.J϶:u<xbq'm_zz[N^>[Q|@G$x*Ri 44-@vwm TTqξH@obED+Wm7xJQl#,}`-loQ x6̺xZAIVZ)YӎӲf* A@R>,J5`.Mc풪qVN7Z7%IY36؅WX`d*+|_Fbg f=Ya&` fb|s_5mO&vg4]ͥ!u$y PՖ?Z=v4nZeȋ*v.uj1W*@ŀӚZ7O#KOiPK!L,%drs/shapexml.xmlVN#7w|[IBİ$JB^'fƞڞdjV o {2j*TZ|e46*7mΤJti]l9NTZɘ_I|~9%23Ae,}K7ѦS3mFZp0T䭨i"SGŨ<34JNgei{h3% X= |mV-4dnk_q7`JhI6 1r&Ejiv[޿ /匹^uz2hj >j-y/tiy暳K#Fr^Et{&f}gX>3B%85掳00ØomĎٹOB@HJBS4WY*'b~KܳՉ }׆,68]DxEIO@ h쑐 )`bzvڒ^ gPK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!L,%+drs/shapexml.xmlPK-!M= drs/downrev.xmlPK  `  qThe definition of measurable postsecondary goals has recently been changed to reflect consistency with terminology in the Exceptional Student Education Compliance Self-Assessment: Processes and Procedures Manual, 2007-08, Bureau of Exceptional Education and Student Services, Florida Department of Education. The acronym for Secondary Transition (ST) has been used in these training materials to correspond with the requirements for ST-9, measurable postsecondary goals, and ST-10, age-appropriate transition assessment, found in the Exceptional Student Education Compliance Self-Assessment: Processes and Procedures Manual. @q Z ZqCCXx6  S ޽h ? 3y___PPT10Y+D=' = @B + 0  Ht(  H H `?*Footer Placeholder 5`%   hnamd` Arial&Monotype Typography    Z NSTTAC, 2007   C  V]8Xx H  xL0e0e?Rectangle 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!(IUdrs/shapexml.xmlUMo7 x يǂWmm z4fwڍ$Cr_Gr-9Es+j̼y|wmuVpΙPZgΜ'UJd 2{ˍ:dLG#W6#ApVkۑj#cʓGNFpfaT>nU//cu%rXK|4%Bs]nܐ \*K;& \ ^j?H [kT F1ӗrYARpd|=t55nxڡX0i_ U(%d]=Q\^ӓDݽR%nx-gI_ΐܔ4Tcd "{󆌈;=j"\"$IPQ~x :ԑDz!, 8HrD"xd/h&[koSA.t G p *#S#< 8S.J϶:u<xbq'm_zz[N^>[Q|@G$x*Ri 44-@vwm TTqξH@obED+Wm7xJQl#,}`-loQ x6̺xZAIVZ)YӎӲf* A@R>,J5`.Mc풪qVN7Z7%IY36؅WX`d*+|_Fbg f=Ya&` fb|s_5mO&vg4]ͥ!u$y PՖ?Z=v4nZeȋ*v.uj1W*@ŀӚZ7O#KOiPK!L,%drs/shapexml.xmlVN#7w|[IBİ$JB^'fƞڞdjV o {2j*TZ|e46*7mΤJti]l9NTZɘ_I|~9%23Ae,}K7ѦS3mFZp0T䭨i"SGŨ<34JNgei{h3% X= |mV-4dnk_q7`JhI6 1r&Ejiv[޿ /匹^uz2hj >j-y/tiy暳K#Fr^Et{&f}gX>3B%85掳00ØomĎٹOB@HJBS4WY*'b~KܳՉ }׆,68]DxEIO@ h쑐 )`bzvڒ^ gPK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!L,%+drs/shapexml.xmlPK-!M= drs/downrev.xmlPK  `  IDEA 2004 Develop measurable postsecondary goals based on age-appropriate transition assessment in the following areas: education or training employment independent living (as needed). Age-appropriate transition assessment  o A &   A0A%AAAA&ACXx6 H S ޽h ? 3y___PPT10Y+D=' = @B +"; 0 6.@P( )H  PL  P  x0e0e?Rectangle 2""PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!Nt drs/shapexml.xmlVn6;gI1$RM*I'-my~$,%L*|{R8SMmKժ,3nt|۬%vY NQ:y|p;?i5"6(eW*ی.0/[R(}OJ3h~iFrGjλ>n?9Aч;lk%<4LjJrm?UUXuL]56v8Uqj rl֫D HQ|tbzˆ0X"P "s/UK{ ^xxs%wJq͑6\+I#ST N'%K:u<x`qmf^#vn\ =[{`&߉7(cbx˒m6S}xw0좩J\PQqDj1W*@ŀӚZ7O#KOiPK!6V drs/shapexml.xmlWj#7/v;!% -`,{Y&zFJ2<zif2^Rt[0#}G:_4'oy6Tis&U˃g V2w_uRl쨈ҹbjx)saB*%ajnZV*'ʳV>n"U[ͬWa"ǝq3%r;1$;TxeKc_1fa-<ܱ)+8S_,q<3F.XXܖ7UTX2wWʹ^qx3a `l>61Zz"F:I#v0]ֱNg9g1a`2V>6̄>(5 is٭q-,N!n9?pf+Z:9*ƮwÌy!X͊Ka޾`4bsgKQHu&OCh̺CE~fH|nVzu`[O.8G(?0fSl(A0Bd7L|v_XゎcunV>ʉV̫̅U dbQ<[ēرk"e1\C ,qc}#kE.Ib,XfZDmWzv_د%%]^GZΊKSJ }!∫ sb*LĔF"FlyҐC7R΀r<5Met;g+ihcjE-"{Rj:1)z*}fY9H $n9hdRk'lelmb"JP)uh=ASw|fe2knuv)uu{9v=V[߁k2nd:ͥeWMu.ԧr^qh??+{~ᷧߟ>|xzSvPbl0) cGk j u]4e%}ُD/b`tx!՜ B6 O7y"ize|[/׏wv].) `@DtiRB$#z+U! s'@q=f(m-ǡC--bt쭜R0M5̢K%2C M3 zHD ޶gqF<8ñ&u7jua*9ãV/Sv ~8(TAL15gouJ2sϣPK!jT>drs/downrev.xmlDQK0Co.uvecԉnpmjsS>;|`:q"[ n' k;ˤ`$smϼ!"B稠 ϥUCı;Zg0j#tr$4r|hmn}\ˢw3۫RWD!7㬣Ehtf k} Eh rPK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!6V +drs/shapexml.xmlPK-!jT>bdrs/downrev.xmlPKi  `   ST-9. There is a measurable postsecondary goal or goals in the designated areas (i.e., education/training and employment; where appropriate, independent living). (34CFR 300.320(b)(1)) A measurable postsecondary goal may address more than one of the designated areas and must meet the following two requirements: It must be measurable; you must be able to  count it or observe it. It must be intended to occur after the student graduates from school.X8  8CbCC$C 8Xx6 P S ޽h ? 3___PPT10i.t+D=' = @B +" 0 PTo( V]  T% T `h"?*Footer Placeholder 5`%   hnamd` Arial&Monotype Typography    hAdapted from: NSTTAC, 2007 C  V]8Xx  T  xX+0e0e?Rectangle 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!RXdrs/shapexml.xmlUMo6 x-v\g1"/i ayc0(KkdI}$C[toEug̛C'NXjc΄*uժMƿ/>qUj R[ZVee rPK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!RX+drs/shapexml.xmlPK-!Adrs/downrev.xmlPK `}   dAge 16 - Education or Training* C(A T  x>0e0e?Rectangle 3"9 3 PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!8G!drs/shapexml.xmlWnGwmEkG%(հ;ٙ,_:R"o+; T$RXXN_2ŖҺ?zL$UÙB'B-{|-uwy u{wue& KY=I텇LգFe=g0|`i_/ biDcδv(c1Sz%W7ULb 2|GT\M[knR$Ī*Œϙ_rb5GoF'͓U01WC2~uͳS% ȿ@=`-g7V +[!LQ }4[{3ٽEviT1\^z,GyLKn3ZBIE.XʆmY25p’ |`d{ 7;vPDp㵍P3L,ӱn+ԑ/"Tyj?*4LB:؊*O<Ğ-֠'4 *#q!ȭ(l|8}ٍIURa@bSF0W^Tle&vc{_\!0KSc Kb"Yx~%T1\-4\X'DI3kq̋IaôQ؊n"K3kZbԵ#0:Fe8w C"F.6l!-|LCWIHHV-p7LiM)MomR)OQiBtWj*) Rr:w b /hܰ*P$H.Ac4 : l^Bd&[t mlm ~*TP:t4]64П<4JCkRn"vU{~,6kZVx?Yn_8 *8ó%jij%Ǡ0JQ@o:=޿g<}xۇ?E@(B |o؁eϓe~wɁ\3!V>DjɁF!Ks|Xp Jx́^>^VQk0+B,]PBC(&8rE,i36`/7 ;ɮsbr|}wxr4瓳 箑-Șhkiu)m%/8nj$0ƕ4V6IqZ]i刻7<cYE#[^A!}Lǔ%ؒ5ASUtNKbg<%N$!zI,YU(WF$EL:4|#̏XC*|VΊZNt2.*ӥsfEo,(irO%[2 w#އB;ppz,Mb)*`t|u-ҁ7ΑĺT]Uϱ];<}`E3,0R _o=7,װv ;I!9b-Iu#U[tGTdž73(aP4>o䓦ab&Fdž[_?'PK!6w{gdrs/downrev.xmlDAO@F&͐x-ETҠF5 ;ɛ/oM+C㬂(Atj"D[gI,9fڝ얎X ؐ:.25 #בew`WR{<ܴ2M[iPcGʯݷQM7fV 7Ti^_H}7L??zܒoC$)PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!8G!+drs/shapexml.xmlPK-!6w{g! drs/downrev.xmlPK(  `  Education is defined as enrollment in Adult General Education (e.g., Adult Basic Education, Adult High School Credit Program, Vocational Preparatory Instruction Program, or GED Testing Program) enrollment in technical center (certificate program) enrollment in community college (certificate program or two-year degree) enrollment in college/university (four-year degree and higher). D i  AjA 8Xx6 T S ޽h ? 3y___PPT10Y+D=' = @B +" 0 di( 4zSmM d% d `@u?*Footer Placeholder 5`%   hnamd` Arial&Monotype Typography    hAdapted from: NSTTAC, 2007 C  V]8Xx  d  xx~0e0e?Rectangle 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!SUdrs/shapexml.xmlUMo8/@ZNiE ac0hK5E$>Ձ!g83oǷwda]U/>s&TF2ex3IU$ ?Ovk08+767h}F(-mC #P+󏃖'Jmr3A*63˚ ./\QsQ"l]r!1пIEo`JnQbP#VokA `S=dt ]GÛUqkǺ^W-  E)/m-@# \FhzŞ'kА*qkKo9KʃRT c_"kX'dD4mT| O0KС4 aDQ(E+U% *Oޮ#K]t*ȅn.`Sedj'gYنBO,Gۃ_OoӢ{v]rQQy&my~h|xE4N ]wmMg\/9FXJ&]Be5y8[ a_'[zbK1%GT޲ .ͬ Ԥ ҏiiTa3B ~g{c%K 5\tj 9UqV5|a(&BU3C@_ =K`5%Dg&PK!s+drs/downrev.xmlDN0 @HCd$n,eCʲiL1v\k6I{,p7_ xz W{m\ctu"&t{H",gs̵?UjK\QAҐK,Ɖ1`1Yn{9Ͳ[i8@ ]o?U*k](uy1@$l^4f~s FǵLA.~PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!SU+drs/shapexml.xmlPK-!s+drs/downrev.xmlPK `}   <Age 16  Education or Training* C(A  d  xd0e0e?Rectangle 3" PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!./drs/shapexml.xmlWn6;Y۲FE m#0,XH;,Zz Nn bğ!|3׫"gKilՐ^59*I^3JDѷ[2,VvP̹rhx& a_R*̥¡kV*'*Fl7 )~rR ذ,NL^ rڼQم%8F: /`##L \iL}:i}="4s`U*a)g̭Kd~5䝨Dn.cZRS|.C1iMjȕc1{Q8g1,:n,2@+nuh5fdCpvmmY#9Ts gf{f=ũ=gBugy#/uQ 7R2&C4] S2jbbs'3QJo #m[ aMr&n̐xnRzO!hH?b |(a S pj _s^䦢ƅ5Rԉ(Zcd*,zV4Pՠ "Olcǖ& Nd1,Sg:H]5;](R 4ItY/Mvm3]Ln6s ~"OEB 'I"-geٙ(| c%܏Baw!WảiH01@/Ʀ519_YKfIOm_.pTdsTz[ͥϠ("0HF,~nlN};ɌM_""JeyЇ, [V2M!- 'd\i0"%sQn:s.Ȭnx&7ۗc#u UۧY!-;BB}Zt 'EH>-M yMw~h"S,)nϬ P."XA߸Q= UADCJ}/TCUNC6yאwoݻ_?D{"jedDrkI:R߂^:\RBWzB7ЮF YõM=eiĥg'Sݴ)|[V_F/NH'h=Cz?VN0~,M(P"R .jvNpvp 3m&톷 ;v~hcӈ;wzk.Wh?(K:=kR%`[- )2g&t'8L$g9ۄ]b ~3} %I0 ֍5V6e*!U3U6,L{8‡ӣ!/x)Dž}R"YpYDDm =*}ޜ؛~k1Tf3(Ixl 0$w*ݑ[Hgz_uJ 弬K^ϼM(;T*:@j<@IX/NޢiTEʠQU淤%~Vpj*smVXWTg\NIϴ|oᄒe'&-ei;%~>c]9*)41$tmmq"y*&W8-.*5exbDaM&v6HI7Arqg 8'JCvf "螁'ⓐ7@ԠD78d+3PK!ȯdrs/downrev.xmlDJ@Ea-!V6~&n]| rbO>t*$ NwQ^=]@Vc,)8Rdv66%6dqȤ uK d7,7N;i@EK(1UEҲU1i(?zr vC$)PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!./+drs/shapexml.xmlPK-!ȯ drs/downrev.xmlPK  `   lTraining is defined as employment training program [e.g., Workforce Investment Act (WIA), Job Corps, AmeriCorps, Individualized] individualized means one-on-one training provided by the employer, an agency, or service provider^ j b AjAaACXx6 d S ޽h ? 3y___PPT10Y+D=' = @B +"< 0 c[(    `?*Footer Placeholder 5` hAdapted from: NSTTAC, 2007 C  V]8Xx   ~0e0e?Rectangle 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!SUdrs/shapexml.xmlUMo8/@ZNiE ac0hK5E$>Ձ!g83oǷwda]U/>s&TF2ex3IU$ ?Ovk08+767h}F(-mC #P+󏃖'Jmr3A*63˚ ./\QsQ"l]r!1пIEo`JnQbP#VokA `S=dt ]GÛUqkǺ^W-  E)/m-@# \FhzŞ'kА*qkKo9KʃRT c_"kX'dD4mT| O0KС4 aDQ(E+U% *Oޮ#K]t*ȅn.`Sedj'gYنBO,Gۃ_OoӢ{v]rQQy&my~h|xE4N ]wmMg\/9FXJ&]Be5y8[ a_'[zbK1%GT޲ .ͬ Ԥ ҏiiTa3B ~g{c%K 5\tj 9UqV5|a(&BU3C@_ =K`5%Dg&PK!s+drs/downrev.xmlDN0 @HCd$n,eCʲiL1v\k6I{,p7_ xz W{m\ctu"&t{H",gs̵?UjK\QAҐK,Ɖ1`1Yn{9Ͳ[i8@ ]o?U*k](uy1@$l^4f~s FǵLA.~PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!SU+drs/shapexml.xmlPK-!s+drs/downrev.xmlPK `}   YAge 16 - Employment* C(A   ~`0e0e?Rectangle 3" PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!./drs/shapexml.xmlWn6;Y۲FE m#0,XH;,Zz Nn bğ!|3׫"gKilՐ^59*I^3JDѷ[2,VvP̹rhx& a_R*̥¡kV*'*Fl7 )~rR ذ,NL^ rڼQم%8F: /`##L \iL}:i}="4s`U*a)g̭Kd~5䝨Dn.cZRS|.C1iMjȕc1{Q8g1,:n,2@+nuh5fdCpvmmY#9Ts gf{f=ũ=gBugy#/uQ 7R2&C4] S2jbbs'3QJo #m[ aMr&n̐xnRzO!hH?b |(a S pj _s^䦢ƅ5Rԉ(Zcd*,zV4Pՠ "Olcǖ& Nd1,Sg:H]5;](R 4ItY/Mvm3]Ln6s ~"OEB 'I"-geٙ(| c%܏Baw!WảiH01@/Ʀ519_YKfIOm_.pTdsTz[ͥϠ("0HF,~nlN};ɌM_""JeyЇ, [V2M!- 'd\i0"%sQn:s.Ȭnx&7ۗc#u UۧY!-;BB}Zt 'EH>-M yMw~h"S,)nϬ P."XA߸Q= UADCJ}/TCUNC6yאwoݻ_?D{"jedDrkI:R߂^:\RBWzB7ЮF YõM=eiĥg'Sݴ)|[V_F/NH'h=Cz?VN0~,M(P"R .jvNpvp 3m&톷 ;v~hcӈ;wzk.Wh?(K:=kR%`[- )2g&t'8L$g9ۄ]b ~3} %I0 ֍5V6e*!U3U6,L{8‡ӣ!/x)Dž}R"YpYDDm =*}ޜ؛~k1Tf3(Ixl 0$w*ݑ[Hgz_uJ 弬K^ϼM(;T*:@j<@IX/NޢiTEʠQU淤%~Vpj*smVXWTg\NIϴ|oᄒe'&-ei;%~>c]9*)41$tmmq"y*&W8-.*5exbDaM&v6HI7Arqg 8'JCvf "螁'ⓐ7@ԠD78d+3PK!ȯdrs/downrev.xmlDJ@Ea-!V6~&n]| rbO>t*$ NwQ^=]@Vc,)8Rdv66%6dqȤ uK d7,7N;i@EK(1UEҲU1i(?zr vC$)PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!./+drs/shapexml.xmlPK-!ȯ drs/downrev.xmlPK  `   jEmployment is defined as Competitive In the competitive labor market that is performed on a full or part-time basis in an integrated setting Is compensated at or above the minimum wage Supported Competitive work in integrated work settings& for individuals with the most significant disabilities for whom competitive employment has not traditionally occurred; or for whom competitive employment has been interrupted or intermittent as a result of a significant disability&  Z  Z Z  Z ZA CA C A Xx6  S ޽h ? 3y___PPT10Y+D=' = @B +h 0 skl(  l l ` ?*Footer Placeholder 5`%   hnamd` Arial&Monotype Typography    Z NSTTAC, 2007   C  V]8Xx  l  x)0e0e?Rectangle 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!`]drs/shapexml.xmlUMo8/HΗHdw#0,=#TS$_GRqb{[Tz̼y|ܵmuV?{ʙPgΓHj%2Ǎ;dތW֢%^pԶ%ծ ''@ OO/-5OpffT>nf5rpuaD+)ؐzBc˵듡IEo`JeQbt_#VokA `S}Z!鐕/GףyqkǺNW  E)Ϝm-@oG>t=>)OTk!U֌r{n MLC5:}&kXGdD4mT| /0KС4 aDQ(E+U% *Oή#Kmt*ȅn.`Sedj'gYنBN,[3.wӢv]|PAy&my~h|xE4N ]wm/Mg\O9FXJ&]Be5y8[ a_'[zbK1%gwT޲ .ͬ Ԥ iiTa3B ~g{c%K 5\tj 9UpqV5|9薝iUc*n 4 [kH<,9fs*%g(8&~b;2*Q[$)ؘPcG5S^OV R2VB܎3@Cmw-4v|F9/F | PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!`]+drs/shapexml.xmlPK-!l`drs/downrev.xmlPK `}   n(Age 16 - Independent Living (as needed)*) (C(A  l  x 0e0e?Rectangle 3" PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!5xodrs/shapexml.xmlXj#7/n׎cǎ$e/<#Sk\fBo6y~Gx, e~uRZ{oI4ӳ>7>u9s^T(e_KQsvz%s Rcojl.=:ǼPGlerJZ@ڇIibbw&;ό :}93HHb){a FC(ɵ0(dˁm0iC# _>> Ď0$A-%,d:EyQBKqXLF7vuSYOD8 ]mPmz/KHL̓{H.ϖk' 2%q*eѐQId> jwR)HLsEFfRn6>vszi*{DIL8+2Ek4W7IߤI=kr$V!mTlԶ@sQYn~"HnK]{7}dI6UQj14B NVk֎M|&)-П:n.\1H7Ѽ7cY[q^n5݀gg١h>h`b-kI BH ߣfyG;'"`Z4 wVV d?+\Yjr>>LyrG+2 P|HRVkrmZ拊obpsG{ c%ںUV:%: zX n1vĹ.rhr|m"k($8B<&an+QTT0յ3˚MtɰҊ!+$ԸG\c#{i<"q:(Ai^&ʳPK!Fdrs/downrev.xmlDAO@F&͘xiSXA;n]{&8yMfiŁ|hUp;H@-nl`[۫RW| "R[F,{>}F1D kPK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!5xo+drs/shapexml.xmlPK-!Fdrs/downrev.xmlPK  `  rLife skills in the following domains: Leisure/Recreation Maintain home and personal care Community participation R& K   &AMA 8Xx6 l S ޽h ? 3y___PPT10Y+D=' = @B +" 0 t]( zSmM t5  t  xdq0e0e?Rectangle 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!^ck drs/shapexml.xmlV͎6;ov?6Vvض0,=DY)R!)q3Ho.M6c6qɷd9Kì!|EbiqêRlІZ0mg/g{O$O*d+[[+?^݁Vc,)8SjrLt*bC >2T  3דy8Du,ƅ{zh:FA}:;9nZUt܃`yإ+Q/Z66ou+hMA~PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!^ck +drs/shapexml.xmlPK-!drs/downrev.xmlPK  `}   PMeasurable Postsecondary Goals From: Procedural Compliance 2007-08 SPP 13  Exiting II: Secondary Transition B (16) FLDOEBz AZGG t  x_0e0e?Rectangle 3"  PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!9i+drs/shapexml.xmlZN#7w|BIDXmE^"gC'.ZzBcLnv2c|f"M\<֪Ϸlr&UX]g*Vϯd^3*e}>65y0L*Eڤ¢j.TVX,&N#JGP)8 >nu8S"Ų2dۼQ!| t0 f0q `J` &XM/'R95c݆cUU%0{˱8_ymuwvv1cYI(bt{ LlnR\XlvYv ωҳ2h r%j暳K#0'5wZ-f]I™YYzg33_<:̈́Q!ɒܞ- 1*btsGIG ܒWi]ի&Ir;W@3UlS+։ |# vꔐ̡%4*FI! }Y(31]&~uhNˑV VE73`4OY0 , L *Э!)[b%Ad:h+zdzN& M$Թ&]Ҍgr]"8#CH 9gYlɱHjoar ƳDNge+WuM1 #?tƩ9J\w#DbIޜ;s%(Px gSi`^j9E$?*Jp74ZGT&E_$<\'qHh.|ȄWd!C 4DϬ4Ix̜l|aL~YUMgtyqqeTXjnkl,2#拲TD^S )SV v͟w7}pwۧfjv7;]> l>Y7S_oRN1ID@41!g3tMUc4  v,{̛yNgNyйf4Oa"s3$bF UXNʙ*X3\KO(#uvUjtlWga'mD'UƧE-gLx~.s4>ÛoX߾߾֟n٭Rk4ef`=׃:l 9^,+P,O"ߖ' ,TQ@E} kѶ&!YP)O;#~J`_ǘ86)JoR(ӕ"4AZG5n(~:Q̿Pr۬W:YfoPK!xhdrs/downrev.xmlDQO0M5M:DaN !(ј ۥ0xrNo2L#N|mY .T˗)56I<̦ fڞyCm(EPABI鋊 mcw`ѕR;j1W*@ŀӚZ7O#KOiPK!w[k drs/shapexml.xmlVn6;gΟyH[ ۋ J,ɒr>O-K&WGRvvaA!g3|dɍLh1%\f*%8v3$1h. yTm2S [ƒ G{t`0̹i_.>8]?Ӿ6t8~o9VPK!Edrs/downrev.xmlDMO0DHkQT$[>*nKM6M8q47zh:q"[ qeu˵;ˤL֫ˋ%f\Щ *hB3)}ՐA?=q 1ZjCN&\l9>4cCձ6 ҇3&{ʕ7 ?i_ԫV0Mg //} Eh rPK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!w[k +drs/shapexml.xmlPK-!Edrs/downrev.xmlPK  `}   PMeasurable Postsecondary Goals From: Procedural Compliance 2007-08 SPP 13  Exiting II: Secondary Transition B (16) FLDOEBz AZGGk x  x跆0e0e?Rectangle 3"' ! 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For this student it was determined by the IEP team not to be appropriate. Lisette - Within one year of graduation from high school, Lisette will utilize public transportation, including the public bus and uptown trolley to independently get to and from classes at MCC. Z Z Z Z ZICCLCCCCCCCt 8Xx6 | S ޽h ? 3___PPT10i.t+D=' = @B +"A 0 <4(  8    x0e0e?Rectangle 2""PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!Nt drs/shapexml.xmlVn6;gI1$RM*I'-my~$,%L*|{R8SMmKժ,3nt|۬%vY NQ:y|p;?i5"6(eW*ی.0/[R(}OJ3h~iFrGjλ>n?9Aч;lk%<4LjJrm?UUXuL]56v8Uqj rl֫D HQ|tbzˆ0X"P "s/UK{ ^xxs%wJq͑6\+I#ST N'%K:u<x`qmf^#vn\ =[{`&߉7(cbx˒m6S}xw0좩J\PQqDj1W*@ŀӚZ7O#KOiPK!~HAdrs/shapexml.xmlWn6?g8NbQIc@KTZ"Uv߳h%/ )3ΐ3f"g+ilUu9*I"rouB%"JFAZNʑ-;W:e!;]JTB8,]4JEEuGBd(CR|%?9S2FwdS8:^*_IG[q00Hew9ng%5XBX9s%#uaxtV~lr>g1ZOOH)Q]QK2B#v,BY ,:!e9r"o ^dBRչY*Z32@j1W*@ŀӚZ7O#KOiPK!^ck drs/shapexml.xmlV͎6;ov?6Vvض0,=DY)R!)q3Ho.M6c6qɷd9Kì!|EbiqêRlІZ0mg/g{O$O*d+[[+?^݁Vc,)8SjrLt*bC >2T  3דy8Du,ƅ{zh:FA}:;9nZUt܃`yإ+Q/Z66ou+hMA~PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!^ck +drs/shapexml.xmlPK-!drs/downrev.xmlPK  `}   ZTransition Assessment  Examples& From: Procedural Compliance 2007-08 SPP 13  Exiting II: Secondary Transition B (16) FLDOED~ #C(ZGG   x%0e0e?Rectangle 3" PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!l㚠0drs/shapexml.xmlWN#7w|φBİ$J\yfz, ZEn3:wY'T* doيa*3Qc,}+0iS \w*#TN8lT~XJ-P+XL ӈ)QbKu!4zaN# ԈX))>a7ybIZƾpU*afV@2apw8he,l623巢?>#e [z]р ɥc Ƈ:YAww[U#0!(.\(ˆ4Dq/8Kev%]r sS3^δr'~J,, aLA]Mj`N!&ňF(<y]9K#.·) )qW؂sSz[ͥAxP5ZTRE~'"Nt?61Zg&hyQ̡"O v@p}[Kfn)vLg \;}iNuP= uGfu*El+}nl[G&Mr+Wy)-7RB}-+O>=~ϟ*;0Lbd!T ٧O6u]o_6Inm _ ~^[mz:F 쁀)Q'lߚ-i motKDٜ~[ Gq_@PIhʋTlN8׷G#9!Uw}7/lM|{?OSn0~mTPt$\;-Hg^xW؄p驷FbyXN2>E~0SBwJ넵ʰT2㏪lhKa8TwTzKp^w8Ijm6lyۮmTNgWQ(_"t*zn10 o ! i&\$}klØ{qtl{6#e+F8 NԓL ~*pآ.Ui2.ɯg%gHO)uƍ5L#B-3EհRƺRh"i9^je8kqs`4oL79fժ$}>Վ:a:H7lk7EϯxByKtL)hڙwIcIhlѝ? Ī7XUPK!5cdrs/downrev.xmlDKO@&%q'SD+!@!1Υv9N٢S5khAtnd f kI<,潫ҴzG>,BOQ@M9yI Xұ;0 .j~$cDK`'4[ef)& qu2n&GwC`Ur>m4>PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!l㚠0+drs/shapexml.xmlPK-!5cdrs/downrev.xmlPK `  fThe following examples of age-appropriate transition assessment that are sufficiently descriptive and that reflect best practice are provided to guide you in the review: Allison (education/training and employment) - From the Present Levels of Academic Achievement and Functional Performance statement on the IEP:  Allison has achieved a level 3 in math and a level 2 in reading on the tenth grade FCAT, passing the reading portion with a scale score of 310 (300 required to pass). She continues to struggle with reading in the content areas when the material is technical (e.g., science text). Z, Z ZC+CC C {CC V]8Xx6  S ޽h ? 3___PPT10i.t+D=' = @B +"u 0 ph (  9    x/0e0e?Rectangle 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!^ck drs/shapexml.xmlV͎6;ov?6Vvض0,=DY)R!)q3Ho.M6c6qɷd9Kì!|EbiqêRlІZ0mg/g{O$O*d+[[+?^݁Vc,)8SjrLt*bC >2T  3דy8Du,ƅ{zh:FA}:;9nZUt܃`yإ+Q/Z66ou+hMA~PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!^ck +drs/shapexml.xmlPK-!drs/downrev.xmlPK  `}   T& Transition Assessment  Examples From: Procedural Compliance 2007-08 SPP 13  Exiting II: Secondary Transition B (16) FLDOE>~ "C(A[G   xE0e0e?Rectangle 3"  PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!inGdrs/shapexml.xmlXNFw='aH"%M1qcϸ3djV o ΌvBh+-9spvgl-M7ۜI8Uc|3넊E[i8*F`VvTҹbh)saB*%5׽H+"Uz^L AzjX`Ù9d'3vy "~Lt3%F `Jd gKX'蛥%2 /Œ^.t|f`Ur XY6ɿ#1I-&8YaO|b6)6T&T˓Vs6w|Ja$g/ i pyG™,'tk&Tc8 FQnEDKaܼ`B(guT.GCHIfݢ#2%6(}qb}XO.dw~Ta`3l,C8[5Ȯ1gL.b~W)&Ԭ|܉YKE<"45i" (-iZ@-kp*OYѿ +T'w:tQeRh5I eMvͳ(w]b8G~a#HZ"u\iiߖXa6WbtϦj1Z#bn\!c.ֻ961ӧqePN/\-jsqDVq h;g٣TP$ljN<!6Pm2)F8StW<ͲJX1#n6)*I쐈.4e|Yif"FGPqJ B'5׋TȦ~?2[N$+طxi.-7lszO?~Ç?Ӳ? EĄsnj+ jL'B64N;q6B.@+e#*a⢫ei-g-yv<+5VjaOlTյVa _{]gV =ZjpX[ŵ͎_"ψ&ժKoXS&Yl~`.b]]}^a;6ojuVҿ:4]^(TTȗ~+Gm|Voŗ~tv[A{8PK!1drs/downrev.xmlDN0EH5HSJUU"!ڰa7S'#۴cս:Wg:l#CXA .(x+/& BD8&G 0L1o !GUm.e(+z%Ny1EoxHp,I5 [ZVT~mv{] 'ŲpwYnq"Rǯa5+QZhpu[?|7"y/&SPK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!inG+drs/shapexml.xmlPK-!1drs/downrev.xmlPK  `  4 Allison s relative strengths are in the areas of short- and long-term memory and problem solving. Her specific learning disabilities are in the areas of reading comprehension and written expression, but she is able to maintain passing grades in general education classes when provided with additional time to complete assignments and opportunities for re-teaching and/or reinforcement of concepts. Allison s oral expression skills are strengths for her as are her interpersonal skills. Academically she maintained B s with a C in Chemistry during tenth grade and the first semester of the 11th grade. She met all of her IEP goals for the 2006-07 school year. R ZUCKCC C  V]8Xx6  S ޽h ? 3___PPT10i.t+D=' = @B +" 0 0(  =    x8V0e0e?Rectangle 2"!PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!t.` drs/shapexml.xmlV͎6;ov?6Vvض0,=DY)R!)qcI|b oN 3[9݆c%YRЈEhp |!+[Vc +?ڧX^Aq b >لi/c[ ''ƨ^KGPK!drs/downrev.xmlDN0EHk*NU$ԭZHʆOC= X޹sutD>*d+[[+?^݁Vc,)8SjrLt*bC >2T  3דy8Du,ƅ{zh:FA}:;9nZUt܃`yإ+Q/Z66ou+hMA~PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!t.` +drs/shapexml.xmlPK-!drs/downrev.xmlPK `}   TTransition Assessment  Examples& From: Procedural Compliance 2007-08 SPP 13  Exiting II: Secondary Transition B (16) FLDOE>~ "C(A[G   xn0e0e?Rectangle 3" PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!*.drs/shapexml.xmlVN#7w|$J\932͌=dgJކ{fje.Hl9|*rfZ ޛ]Τu!wy:k%FZˁ-6+;(|\9hl6ylIXRޖwUU1wS˩Nn8_ y;ݨߩ0Xj}bJMNSFWw.g7p`wd.rX {/sщ:^@'>Z9pD)6T&TIF9TH[ή@o a$g/ ip3inZԢ8չP1NrYOV.JFjRXJc0%#s=RzXzob2ɭtWצg'ևŒ|G'!_"KPd*N>,饘Nnk\#Hr;[R0Ϫ2c M jP1. )-qRXx4&DO#ֈ=NGрi!Ib噚Dkטbr۸ح%CAEZų3Qd9Ä́Gap:4^=*蜘bl^#>bEV_PBvȥy7%N-M6JO\fBD@VTYd۽mlNl wK!?sEJey,!ݭ (`x䄶腓f2K4_ {{lѴ6 xShdjڔtPsk#uӸ +wF/BZv.م.\Լ+6?z=p?>Sv^ؾAê_,iCˍebĐؒduPm23ݐYt 񽒙cTsPW{e/e-٦/07mLԏS֬'PZnj1W*@ŀӚZ7O#KOiPK!^ck drs/shapexml.xmlV͎6;ov?6Vvض0,=DY)R!)q3Ho.M6c6qɷd9Kì!|EbiqêRlІZ0mg/g{O$O*d+[[+?^݁Vc,)8SjrLt*bC >2T  3דy8Du,ƅ{zh:FA}:;9nZUt܃`yإ+Q/Z66ou+hMA~PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!^ck +drs/shapexml.xmlPK-!drs/downrev.xmlPK  `}   D& Transition Assessment  Examples From: Procedural Compliance 2007-08 SPP 13  Exiting II: Secondary Transition B (16) FLDOE0} "C([G   xt0e0e?Rectangle 3" PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK! i)drs/shapexml.xmlZn6w x:qq$@F`)zkH'  )rEm!x~H>xL&WI0VWCtc D+972 d!Y :?E@y)aB#L T= #cL0'48+YD%Y7C^w)yf,5w:22s?<Eكu9л4b w}9 /ҋ :l |##,<-gFo03z=f44)&ENτ ["-u ;R, F%3X&c4$LOf"A,F%7y@$D3M|Sg֩Œ|Gt,`% b" |>,хNnKX?G:6sgH+{LENNC>)5ȫql⍝I< Ɓe e!]tMc=eE֬Xbq٧.4iq I$xfI.5ϴ"U)vIJR9bNE'Ȧm&L.~קݴ8Ct^bJ `)Cʈ|8/8տs0KfJ t{٩w{Cj!7l. RDJQuN[ɡ0 ;hq ݀S{HV$EoO$xL8$.}%G\2Pa +d^iRs"H0tdx $6q ikrdB.׶-FbU؅xq*sv&ٹNXTW4?x{޽{cllu}( 9؝d?t,/ͅdk(2 Hj|+\_qL TK-X | Ee[{WZXm[&eRaU,]P`M#!^?M@By4a𬀚oPҙV,PK9DfcL , .z6沲mYk=xUbVIM(ŀ\M+Qۣ׶mޞ*Ӊu{LguA8 @g%oֈm] %)ɬ=Si\g*2~3ѪXRteսKcJJ %zڻo;N?2fNI U8Fӊ/tE~M/PAj0{4ȇr %Vc, IiB 7~PYSN23˸<ˀq 4@P !_!nyC 2{11Y1STEVZaAZ+KNғgy$ESbUk[w@xgT}}p>ǵb9= -H#غTpzlD/PK!drs/downrev.xmlDMO1E&晸| BF 30m'moB7ܜ55(_h$֐<,7sL-]vA1>EeMʹ/J{!uCNq$q%6Tvg-_>WOkW3`?w)`4|޺} ' Eh |PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-! i)+drs/shapexml.xmlPK-!ldrs/downrev.xmlPKu  `  r Lisette learns best through observation and practical experience due to limited verbal and reading skills. Lisette has participated in a curriculum with a functional-academic focus in which she has demonstrated strengths in independent living skills, such as self-care, home management, reading for success in the community, and community math skills, including time and calendar skills. Lisette has expressed an interest in and demonstrated success in the service industry, particularly in the area of food preparation. Lisette indicates that her family encourages her to do well in school and in her job experiences. Her family expresses interest in Lisette s living outside of their home as she becomes more financially independent after leaving high school. @ ZCCC V]8Xx6  S ޽h ? 3___PPT10i.t+D=' = @B +"^ 0 ]UP( XzSmM     x<0e0e?Rectangle 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!#7l`drs/shapexml.xmlTn6}/ Zd}"/i a{b$Q/݇̓2gΙϧZ0*O}΄t^]¿l_列YG*'HYXy/6 7 /k潞JQ+5^cʑC qJRM2+êW붧4̛P MI tXZž n$_"۸3'I \&ꇩ eA2 c yER90$wU.-Kco-ճz S8jaU~R0UVeaz=po&[e+CEfMƳ(ϽGpEE)2ZHqFi6+uj ue5 L&\ EMjPz,€ߛ~,ߞI)wGp=߲ 8VFTk%U D)n1r%4#ulRٚ5SHY^i:$JbO9YKO׻4}lT8١r-( ۪#[gMJb@jIƊA_A7 +12۵&D>L@+ߏe 6PK!.歷drs/downrev.xmlDMO0DHkQQ uR>r8JlGҦG3zXMv{ N,Asb"2:wHVӓ\E[ .01d1H.u;,r:! ,; `osZ~^Ri}iqcE=kj1W*@ŀӚZ7O#KOiPK!~Q@Tdrs/shapexml.xmlXKo6 x-v'v8$@F`Y1$*V-*I9v~~C.(A|3CWwEζL9?0LX'zOO'Sά*Vr׿rUl0XY9k``,KK)k^V*'*h8"SS\Ұ,ń3% ,(c8Kv]"B[;#3L r5cZĒ /嚹} /#9xt9.qt{~bKM__NSCงӓh.frX t8 Ű 'd2V{Ѵ7  #捳W#ow%,S!̗1\sQL_5*t1*Ƭs8 GE)Bʘ i/iYA̓^E).# aIrVnΐxlRmBjG{AȷJPs~XusID cX[QNr7~H$,zVCjPWJX$;ȓ{c[A H,neښb&um)aWk.GbyןoڍITZ'Ͳdp}"OEBMRr_Mȷ0VbPvQQv" y%f)FmD n"+_Y@!sN>ЉwjFm Sz)6^ SVT)y&,gniN&rEo<>ylCvM|d# 4DWN:yeQ^G u cFu2(.J`jvi=BZ _٣.'+z+ԉ!bN:M]3j6 _ S1oAHz h@֓={L-ٚ#UlVwdQ[a7A7mB;NQ{x{ސc+}%P7;iz<ďOpS+kouoV㍎MpOi?~E;uM5 H, ?]=w H[^PK!drs/downrev.xmlDn0DHu+uNKD}T \KۑZ]ьAuLֵF 'HWF/_F90QK&Wr3,-wf]sW5ЍMO:vGcmͥK'I:>4ӪkiL) s#MXNy px݄EK4O3`ǷrΓm4>PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!~Q@T+drs/shapexml.xmlPK-!drs/downrev.xmlPKPP0v  $  Transition assessment is the ongoing process of collecting data on the individual s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program. - Sitlington, Neubert, and Leconte (1997) R% K ZCC0C V]8Xx6  S ޽h ? 3___PPT10e.+D=' = @B +" 0 pc( X}}   `?*Footer Placeholder 5`%   hnamd` Arial&Monotype Typography    Z NSTTAC, 2007   C  V]8Xx    xx0e0e?Rectangle 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!HGppdrs/shapexml.xmlTn8}/@uNE \I"$K}(KC͐ʗ'>)?:e* KϷѺG%*\Ky4e]a'!QwS \FĠ ~0iUY&;dHYQn9/`iŚr2 f '5gnnzq:CZRu#,{{ )35@܀Ԋ҃.|Gbnr/Mps+/L?&@GomPK!7/drs/downrev.xmlDMO@E&3qcdSďGЙifF(މ \ܛssf^7 6U (ja{X3J=EDBBJ˚5ngrtp$jr_hyiW*V,-3ī~"pnj&_ PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!HGpp+drs/shapexml.xmlPK-!7/drs/downrev.xmlPK   a%Age-Appropriate Transition Assessment & &G(    x 0e0e?Rectangle 3"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!-|Odrs/shapexml.xmlWk8~?AG& MлPBebˍ/4_Ha9,,lK13Ҍ4SPl'ˍާ.gR'&ӔYݟ9s^T(㟯YI9I㒍,dJ[>uJ+^x*T^t k~nY-InnYN7La2'%9vE$[WLj32|iE*=4wD7֚eGP KaPڤ)/8 9>{__2^z4FȽg n8qbư"eVN9"y0d gVJXə[̗we0κΨ NrY<4x'(e!RZW–D86f b7s>d*@(Β p)wp"AP%,:ENB',J/5Tv}[ UΌ7e-~6\kWJ'ϕ)bԊ>"7 ^O[+%?6J#WZPt QeIɂ6PD÷$>0jǸWj͏(q9Ÿ7u_AiVZzS)񬢿?YNה\XG{zOh?>[YPK!0Kdrs/downrev.xmlDQO0M5M:$Ș\AmK[6>9N٢׍ 6%!KA@FQc #\b~}5Lٳq3BBh3)}Q&?-btTy$RSmCE-*.'N68WmʯI?oo#}ͷ/M!p ztڑ_ ?PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!-|O+drs/shapexml.xmlPK-!0Kndrs/downrev.xmlPKvR^  2Age-appropriate means activities, assessments, content, environments, instruction, and/or materials that reflect a student s chronological age. Age-appropriate assessments may necessitate adaptations to their administration for some students, so that meaningful data are obtained. . 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3y___PPT10Y+D=' = @B +" 0 X( idgnkh    xg0e0e?Rectangle 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!LF=iTdrs/shapexml.xmlTn8}/ H}S_H-`b#TSJREerΜ33d{alU Rۄ\@L a8=c%Јa6!-;lgNHpLp,;N -tR~ۛ*RԅRgqu"P _/Y+MuD)H~6\PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!LF=iT+drs/shapexml.xmlPK-!Ldrs/downrev.xmlPK}   E Resources  G($   x0e0e?Rectangle 3"j d PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!)Pls8drs/shapexml.xml[N9_i튆VVB("Tfƞ\YJmx~ mJ x|x9Mbv.MΤ t.}z:Bk%RZr^2tVvȹS`$aT* Iã9FZp(kDDU꼟 aQ[v}3% {"0qKk9]E#mΌfB#.0>ҿL1=cHR5ƭy ^X%^s)i7;͝ۍV/# fs~΢3=2 loB`hn EGN ޮPY=E-2c->DinL SsА6W]y'HW bީ7`fk32oQ@^gBxk;βR'pGDHsIu7¤H#H1$.aMJK O I9"i쐆tCJT'BgPOŠ>R}3Rj|4ʛх~՛dŽIĞM^ع Jؗ۴Q mA&16Igciht9t]_#Aw3ZLŊ>>89:BCn't0O%C:@]IlỎamX 3"- 4ebϙ5gRhw{^vrN'|^V=( vybOڐ"S|`o54&ӽeo?6+%HgJR° hAFMk "޳87*x>o޽>٨7'@zkBh?'[[q>>wXuŽBv,8 yz9>(?``r|#)ʎѲPno^EHX=zp#2)[umF}Z>JW ڪjA[.^łVf~A{| ?_fY鎅O'G6/}3cqwWB=| h\Ώi!YA=CwilDy[|g8 f*"gw7f/^YE/lӹL۹y^hSߧLάϫsp"ƺeg6(\VꔋML'W.|؎->ᘋIЅ@ kw ʟF D3X|\0D<p" ?Ei*6o3;!DM{Sib oxaס2fKJzg ,a3(qb`rɾ3كHk ~0dd[m+PW>tv.?PK!drs/downrev.xmlDQO0M5M:Dݘ\Ȃ?^.mm|Ǔs|Š;qd[kƣʪM2:kˋʞ̖P1>'&>W k#۳:M!FWKẓI 5&>4{w}~~{*rYɺJyGG?.a3M_J!LZ%!DhMAPK!kv9drs/_rels/shapexml.xml.relsJC1FpI[A4.TMhHrۛeH|g>Z^)9AGAFe exu ]H ˋ39mJ(0%EXXLڍcm   Transition Assessments Websites www.nsttac.org http://old.transitioncoalition.org/assessing/index.htm Interest Inventories Career Cruiser  Florida Department of Education www.myfloridaeducation.com/workforce/publicat.htm CHOICES www.FACTS.org Career Development Resources http://www.thetransitioncenter.org/supt-emp.htm F   G  1 2    0  C CGGC1 C 2 E GEC0C G  0 . 00f+ 0, 0 0AXx6  S ޽h ? 3___PPT10e.+D=' = @B +" 0 k(      xX0e0e?Rectangle 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!]  _rels/.relsj1 @h_B֐BWaLΖ5yB/dˠA 0xM e`J FG2p%}iRdITD10Z)4(I9`mtB{ƁmtπnTg 險,ܗr>j1W*@ŀӚZ7O#KOiPK!\g0`drs/shapexml.xmlUMo8/@ZN\'iE ac0hK5E$}$eawbo5 y(pf{~޵muVpΙP'Μ'UJd|/'3 p%"T5#KϿ)R+%P-}4Jhӌ0 PK!Rdrs/downrev.xmlDQO0M%M:f$2)u*FyŷzٚV}<9'ɷX c'r^Y#`:IT߽p!jgSЩ 53Єg!~b{2;Z1j.#\wj1W*@ŀӚZ7O#KOiPK!9y@drs/shapexml.xml[mO8~_OlP^* ;BeWn\;g;'M_Xꕨbgl{fƳb3i]ft|LĤ~/7{9/t*Ѳǟ/~躂avݢ'V% R\x CIAj[4Vz6,,a3-r{' $;Z"G$SW##A&ӂi'8M^Zk'Rqn+ UU¥0TˑI8Q}֩U`Í?ʋsѥ@חzgURXə[#HڇQ礍]}3Z}ڨ㞳cՉ zX$HWa FX$ '@WWaðbm'Ycpʯ6|ra=~!v \DSz- zu)R9s-bHWv<6_%#Hh]Mh +AL`[`*\&(K˱߄]l V0N@bP!0Q40rܠx8_ހ`JcHrD"Fzmuoamڞdmq]y1Lt`lkd[@2rOVq CpQ%[B6Omታ3,Sʞ_aHw<Xc9ͬuVR cWLPi4qm@ܡ%'#މTiFv ` 0Tګ`>D]jvvl (}Kn#3 A/EWzOJ"qnJ%F$DUl*zPӁ.'zwYjCύ}V&$H Eb(BV#>/¾ 9A6A` hi v5I.$gڧ1Y$7;ϰ3*1YIU62`ʂ뿵mswTUԆې2k,.kX(:k]~^+GJI^ěyx$J~v %z8^ҥl+ %?l]k$;,ӞB2ZI 4ƣjv*)j˛xPb}+5-zzΚ& ;VmO0+N,u/D0MP2#8Nձ-ہ¯iAˤM[D+;rgX<YУClvEOmwm՟KX;k+Z6U}p.U'/7V5>#=:EycBՈΖ79Nqڂ9]s[ߖy&bc®M*1XR CTg4'yI?LmT#q7PK-!Zf[Content_Types].xmlPK-!]  /_rels/.relsPK-!9y@+drs/shapexml.xmlPK-!IR drs/downrev.xmlPK-!м@ drs/_rels/shapexml.xml.relsPK>    4Sheila Gritz Email: Sheila.Gritz@fldoe.org Florida Department of Education, Bureau of Exceptional Education and Student Services www.fldoe.org/ese/ Drew Andrews Email: drewa@coe.ufl.edu Patrick Mulvihill Email: patmfl@aol.com The Transition Center, University of Florida www.thetransitioncenter.org   Z Zm Z  Z Z Z ZM Z CAmC CACALCG / 0*4 0. 02 8Xx6  S ޽h ? 3y___PPT10Y+D=' = @B +"  0 <k(  < < N(?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx < 3 0e0e4?Rectangle 2   > < s H0e0e 4?Rectangle 3 @   T C  V]8Xx6 < S ޽h ? 33 0 D)( 荮  D D N$P?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx D  r0e0e4?Rectangle 2    D  ~_0e0e4?Rectangle 3 @   N   V]8Xx6 D S ޽h ? 3380___PPT10.tT"0 0 ]U0L(  L L N?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx L 3 0e0e4?Rectangle 2    L s T0e0e4?Rectangle 3 0   Key Message: IDEA 2004 requires the development of measurable postsecondary goals based upon transition assessment. Builds/Animation: None Additional Information: The definition based upon National Secondary Transition Technical Assistance Center (NSTTAC) indicator 13 checklist, which has been OSEP approved. Questions/Interactivity: None Possible Problems: None Performance-Based Learning Objective: Participants will identify age 16 requirements related to measurable postsecondary goals. CfCC C CCCC C $C$((C(Z,C, V]8Xx6 L S ޽h ? 33 0 NF`X(  X X NQ?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx X 3 0e0e4?Rectangle 2    X s h0e0e4?Rectangle 3 0   Key Message: The definition of education as defined by National Secondary Transition Technical Assistance Center, 2006 draft. Builds/Animation: None Additional Information: A measurable postsecondary goal is required in the area of education or training. Questions/Interactivity: None Possible Problems: None Performance-Based Learning Objective: Participants will be able to define education as it relates to the development of measurable postsecondary goals. CqCC C CRCCC C $C$((C(q,C,0C0 V]8Xx6 X S ޽h ? 33  0   hS (  zSmM h h N0?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx h 3 0e0e4?Rectangle 2   & h s 0e0e4?Rectangle 3 0   <@Key Message: The definition of education as defined by National Secondary Transition Technical Assistance Center, 2006 draft. Builds/Animation: None Additional Information: NSTTAC proposed definition includes *sheltered employment , however this is not supported in Florida. A measurable postsecondary goal is required for employment. Questions/Interactivity: None Possible Problems: None Performance-Based Learning Objective: Participants will be able to define employment as it relates to the development of measurable postsecondary goals.! CqCC C CCCC C $C$((C(t,C, V]8Xx6 h S ޽h ? 33 0 ~vp (  p p NB?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx p 3 0e0e4?Rectangle 2    p s 4e0e0e4?Rectangle 3 0    Key Message: Proposed definition of independent living as defined by National Secondary Transition Technical Assistance Center. Builds/Animation: None Additional Information: A measurable postsecondary goal in the area of independent living should be developed if it is determined as a need for the student. Questions/Interactivity: None Possible Problems: None Performance-Based Learning Objective: Participants will be able to define independent living as it relates to the development of measurable postsecondary goals. CtCC C CCCC C $C$((C(|,C, V]8Xx6 p S ޽h ? 33] 0 `(    N?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx  3 0e0e4?Rectangle 2@@     C 0e0e4?Rectangle 3 @   Key Message: Transition assessment is a new requirement in IDEA 2004. Builds/Animation: None Additional Information: Interest inventories are a type of informal transition assessment, Life Centered Career Education (LCCE) includes a type of formal transition assessment. This definition of transition assessment has been sanctioned by NSTTAC. Questions/Interactivity: None Possible Problems: None anticipated Performance-Based Learning Objective: Participants will understand that age appropriate transition assessment must be conducted on all students and must be used to develop measurable postsecondary goals. Supplemental Training Materials: Sitlington, Neubert and Leconte (1977) (not included in training materials  K  :   $$$((,,00P44 V]8Xx6  S ޽h ? 33 0 ~(    Np?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx  3 0e0e4?Rectangle 2   Q  C 60e0e4?Rectangle 3 @   yKey Message: This is the proposed definition from NSTTAC for age appropriate. Builds/Animation: None Additional Information: None Questions/Interactivity: None Possible Problems: None anticipated Performance-Based Learning Objective: Participants understand the definition of age appropriate transition assessment. Supplemental Resources for Trainers: Draft NSTTAC, 2006 (not available for dissemination) b 5  A   $$$((T,,#00844 V]8Xx6  S ޽h ? 33 0 D<(    Nm?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx  3 0e0e4?Rectangle 2     C l0e0e4?Rectangle 3 @   -Key Message: Identify the difference between formal and informal assessments. Builds/Animation: None Additional Information: None Questions/Interactivity: Possible Problems: Performance-Based Learning Objective: Participants will be aware of the difference between formal and informal assessments. . @   $$$((Z,, V]8Xx6  S ޽h ? 33 0 D<(    N?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx  3 0e0e4?Rectangle 2     C t0e0e4?Rectangle 3 @   -Key Message: Identify the difference between formal and informal assessments. Builds/Animation: None Additional Information: None Questions/Interactivity: Possible Problems: Performance-Based Learning Objective: Participants will be aware of the difference between formal and informal assessments. . @   $$$((Z,, V]8Xx6  S ޽h ? 33i  0 ) ! (    N?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx  3 0e0e4?Rectangle 2     C 0e0e4?Rectangle 3 @   Key Message: Identify the difference between formal and informal assessments. Builds/Animation: None Additional Information: None Questions/Interactivity: Ask participants for their definition of formal and informal assessments. Possible Problems: If no one volunteers, provide the following information: Formal - results are based on a  norm group Informal - results are based on individual Performance-Based Learning Objective: Participants will be aware of the difference between formal and informal assessments.   @ L  $$$((Z,, V]8Xx6  S ޽h ? 33 0 ME(    N4J?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx  3 0e0e4?Rectangle 2     C Hj0e0e4?Rectangle 3 @   6Key Message: Discuss examples of formal and informal assessments. Builds/Animation: None Additional Information: Provide a few samples for participants to review at breaks if possible. PSAT - Preliminary Scholastic Aptitude Test SAT - Scholastic Aptitude Test ACT - American College Test CPT - College Placement Test Questions/Interactivity: Ask participants if they have any additional examples. Possible Problems: None Performance-Based Learning Objective: Participants will have further clarification of the difference between formal and informal assessments. 7  4 9  $$$((l,, V]8Xx6  S ޽h ? 335   0   0W (    NԮ?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx  3 0e0e4?Rectangle 2   *  s 0e0e4?Rectangle 3 @   @^Key Message: Discuss allowable accommodations on formal and informal assessments. Builds/Animation: None Additional Information: Discuss requirements of several different formal assessments FCAT  only directions and math questions can be read to students College Entrance Exams  accommodations requested must match accommodations on student IEP. Requests for special testing with accommodations must be submitted early and time frame and allowable accommodations vary between tests. Armed Services Vocational Aptitude Battery (ASVAB) - does not allow any accommodations. Questions/Interactivity: Ask participants if they have any additional examples. Possible Problems: None Performance-Based Learning Objective: Participants will have further clarification of the requirements for providing accommodations.     D -  9$$((,,$00d44 V]8Xx6  S ޽h ? 3380___PPT10.oDx2   0   P+ (    N?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx  3 0e0e4?Rectangle 2     C 0e0e4?Rectangle 3P @p   &XKey Message: Explain the purpose of conducting transition assessments. Builds/Animation: None Additional Information: Information provided by transition assessments will assist with the following: development of the desired post-school outcome statements development of present level of performance statements identification of priority educational needs development of relevant measurable annual goals. development of measurable post secondary goals Age appropriate transition assessment must be used to develop the student s postsecondary goals. Questions/Interactivity: None Possible Problems: None anticipated Performance-Based Learning Objective: Participants will be able to identify the requirement of conducting transition assessments and how the information is used for Transition IEP development.   f 9   $$$((,, V]8Xx6  S ޽h ? 33a 0 !p( iT   NS?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx  3 0e0e4?Rectangle 2     s q0e0e4?Rectangle 3 0   Key Message: This describes best practices in conducting transition assessments. Builds/Animation: None Additional Information: The use of transition portfolios is encouraged. Questions/Interactivity: None Possible Problems: None Performance-Based Learning Objective: Participants will learn that transition assessment is a multiple step process conducted over a period of time. Supplemental Resources for Trainers: Draft NSTTAC, 2006 (not available for dissemination) 5 C /  $$(((o,,#00744 V]8Xx6  S ޽h ? 33 0 e]( (zSmM   N?Rectangle 7` %   hnamd` Arial&Monotype Typography   p*  V]8Xx  3 0e0e4?Rectangle 2     C 00e0e4?Rectangle 3 @   0Key Message: Identification of additional resources for further information regarding transition assessments. Builds/Animation: None Additional Information: The Career Cruiser is an interest inventory that is available free from the DOE. However, it is accessed from the Division of Community Colleges and Workforce Education office rather than the BEESS Clearinghouse. Questions/Interactivity: None Possible Problems: None anticipated Performance-Based Learning Objective: Participants will have the knowledge of where additional resources are located. 1 `  $$((,,00$44T88 V]8Xx6  S ޽h ? 33) 0 2(    N?Rectangle 7`  p*  V]8Xx  C 0e0e4?Rectangle 2   ,   d0e0e4?Rectangle 3 0   <@Key Message: The definition of education as defined by National Secondary Transition Technical Assistance Center, 2006 draft. Builds/Animation: None Additional Information: NSTTAC proposed definition includes *sheltered employment , however this is not supported in Florida. A measurable postsecondary goal is required for employment. Questions/Interactivity: None Possible Problems: None Performance-Based Learning Objective: Participants will be able to define employment as it relates to the development of measurable postsecondary goals.! 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