1. Submit your Draft Transition Plan and Annotation Upload a completed draft transition plan and Annotations including all of the required components as outlined in the "Rubric for Final Transition Plan". You will receive 10 completion points for uploading a completed draft and annotations by the assigned deadline.

2. Complete Reflection (20 points-ungraded)- Complete the reflection. In your reflection, you will be asked to grade (a) your efforts to complete the transition plan and (b) the quality of your transition plan. You will also be asked to assign yourself a grade for your transition plan based on your efforts and the quality of the plan. If the grade you provide yourself is reasonable, you will receive that grade out of 20 points.

Rubric

a. Indicates that all appropriate stakeholders participated in the meeting on page 1 of IEP (Participants in IEP Meeting and Roles) Annotations: a. Reflects clearly and thoughtfully on the roles of each appropriate stakeholder who participated in the meeting b. Describes steps to ensure active participation of all stakeholders

a. Clearly describes the student's academic and functional strengths b. Documents (hypothetical) parent concerns/input regarding their child's education c. Clearly and concretely documents the student's present level of academic achievement by referring to how the student is performing within the general education curriculum (e.g., adds and subtracts two-digit numbers; able to complete general curriculum requirements in general education English and History classes with supplementary aids of books on tape and oral tests; completes assignments on time). Documentation should reflect the results of assessments and evaluation and written in such a way that it is understandable to all IEP team participants. d. Clearly and concretely documents the student's present level of functional performance, specifically related to strengths and weaknesses within the context of post-secondary goals (e.g., social/emotional, behavioral, independent functioning, vocational, motor skills). Documentation should reflect the results of assessments and evaluation and written in such a way that it is understandable to all IEP team participants. Annotations: Reflects clearly and thoughtfully on how the strengths were identified, how parents were encouraged to share their concerns and input, and how present levels of performance were determined. Also reflects on the alignment of all of this information with later sections of the transition plan and IEP

Age-Appropriate Transition Assessments a. Identifies at least 3 different appropriate assessments that were (hypothetically) conducted. There is at least one appropriate assessment for each transition domain. b. Assessments clearly involve identifying the student's strengths, preferences, and interests in order to inform the rest of the transition plan c. Describes hypothetical results on page 2 of IEP (PLAAFP-A summary of formal and/or informal age appropriate transition assessments) Annotations: a. Reflects clearly and thoughtfully on how assessments were selected (and why they are appropriate) b. Identifies who conducted assessments and how/when c. Describes how assessments informed the later sections of the transition plan and IEP

a. Specifies clear, measurable post-secondary goals in the areas of: 1. Employment (e.g., competitive, supported, after finishing post-secondary education, military) 2. Education/Training (e.g., four-year university, post-secondary opportunities for students with intellectual disability, community college, technical/trade school, apprenticeship/on-the-job training, adult education) 3. Independent Living (e.g., living arrangements, health/safety, self-advocacy/future planning, financial, transportation or mobility, social relationships, recreation/leisure, community involvement) b. Each post-secondary goal is appropriate for the student (characteristics, interests, strengths, needs, age) is measurable (following the formula discussed in class), and will occur after the student graduates from school Annotations: Reflects thoughtfully on how goals were developed, why they are appropriate for the student, and how they are aligned with/informative for the rest of the IEP and transition plan

a. Identifies a minimum of 6 transition-related services to help the student reach postsecondary goals; transition services are across categories (i.e., instruction, related services, community experience, development of employment and other post-school adult living objectives, acquisition of daily living skills/vocational evaluation, linkages to after graduate supports and services) b. Identifies at least one linkage to after graduation supports/services c. Transition services are aligned with the student's postsecondary goals and are recorded in the appropriate category of services Annotations: a. Reflects clearly and thoughtfully on how transition services were chosen b. Describes why each transition service is appropriate and how they will help the student meet post-school goals)

a. Writes 1 transition-related annual goals aligned with post-secondary goals/outcomes (pg. 4- Annual Measurable Goal) b. For each goal, indicates the goal area and the implementer(s) of the goal c. Each goal is written in clear, objective, and measurable terms (following the formula discussed in class) and identifies what the student should be able to accomplish in the next 12 months Annotations: a. Reflects clearly and thoughtfully on how annual goals were developed

b. Describes how the annual goals are aligned with helping the student reach posa. Identifies a course of study that is a long-range educational plan (will be different number of years depending on the age of your student) b. Course of study includes required, elective, and other instruction (e.g., advanced placement, specially designed instruction, educational experiences in the community) c. Course of study directly relates to the goals described, will lead to graduation or the completion of a secondary school program, and will ensure appropriate courses and experiences to move the student toward his/her post-school goals Annotations: Reflects clearly and thoughtfully on how courses were selected (and why they are appropriate)t-school goals.