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Transition Info  Transition Planning        Resource Guide Planning  Outcomes Project  Stories MTN Newsletters October 2008 (PDF)January 2009 (PDF) April 2009 (PDF) Sept 2009 (PDF) Dec 2009 (PDF) -Legislative Contacts by Region (pdf) or (Excel) -Appropriations Committee Contact Info (pdf) or (doc) Resource Lists York & Cumberland Youth Leadership AmeriCorps Resource Materials How to Reach Us  Home > Transition Planning Team Roles for Transition Planning Some Comments from Students about Some Comments from Parents about Some Comments from Teachers about Some Comments from Agency Representatives about Some Comments from Administrators about Transition Planning: Building a Framework for the Future (PDF | DOC) Transition Preparation: Transition Process Flow Chart (PPT) Some Comments from Students about: My role in transition planning… Make our decisions that we want, not what other people want Let's work together Plan ahead what I want to say at my PET meeting ASK Questions! To tell all of our parents and teachers what we want (goal and dreams) Please do: Please do not: Let me invite important people/friends to my PETs Have preparation time before PET Use understandable words that students can understand Use dreams and SNOW chart in meetings Let students talk first at PET Respect what we say Plan for me without talking to me Talk about things we can't do, talk about things we can do Let us give up on our dream Return to Top of Page Some Comments from Parents about: My role in transition planning… Advocate for your student/child Be supportive and involved Want to be treated as member of team Want to understand the process, test results Do not want to "cause trouble" but need to get services/programming for son or daughter Please do: Please do not: Keep parents informed about all things Involve my student Have all teachers and teams members involved (agencies, administration) Frequent, ongoing communication Have a meeting/PET without me Set limits on my student Talk over/above/around parent Make assumptions Return to Top of Page Some Comments from Teachers about: My role in transition planning… Coordinate transition planning with annual PET meetings Encourage total team effort Integrating students into vocational and regular education programs Educate parents to process beyond high school Preliminary brainstorming with students about dreams and goals Please do: Please do not: Be creative! Look for possibilities, open-minded Let me know if you have completed your responsibility - or are having problems Put kid first! Kids, try your best - be actively involved Agencies make us aware of the opportunities out there Have a transition meeting without me Be disrespectful of student/parent input Expect that plans will stay the same Think that transition is only 1 level (just a job) Count on special education to do whole transition process Return to Top of Page Some Comments from Agency Representatives about: My role in transition planning… Support family and PET process Assist in linkage with outside resources Early intervention is very important to allow/give student experiences from which to choose Systems navigator Please do: Please do not: Promote open 2-way communication between agency and school Give us plenty of notice so that we can attend Tell me what you need and what I can do for you Involve student at all steps Spread word about who we are and what we do - share info Plan ahead and early in process - be clear on times and roles Have teams work together to make sure parents/families are involved Never talk money - talk need Do not loose the student's needs and wants Commit resources from my agency if I am not present Never assume there is no service for someone Return to Top of Page Some Comments from Administrators about: My role in transition planning… Cooperate in collaborative decision-making around transition decisions Leadership in supporting on-going training for current and new staff Insuring that the first transition meeting (planning) occurs at age 14 Leadership in going above and beyond requirements Please do: Please do not: Awareness of agencies and services Teaching students to communicate their needs with the teacher and to take responsibility of their needs Invite school counselor Parent and student understanding of follow-through regarding tours/applications/acceptance Schedule enough time to do what needs to be done LISTEN Work independently of the support group Let any one person dominate the discussion Guidance (agency) should not assume all responsibility for the child Call us the day of the PET to inform us of the meetings Have meetings Friday afternoon Return to Top of Page