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Priscilla Harvell
Secondary and Speech/Language Specialist

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Question:

I recently attended one of your Transition trainings and while I found it useful, I still have a question: How do you provide quality Transition goals and/or activities for ten students in a six months period of time?

Answer:

Thank you for attending our training and submitting a Transition question. This question is challenging because there are many missing pieces of information, e.g., age of students, type of class, middle or high school, and current activities. However, I'll give it a try.

Reflecting on the following areas may address some of your time related concerns.

  • In your question you focus on six months, why is that? Any Transition goals and activities you develop can be ongoing, e.g., self-knowledge, self-advocacy, as you prepare your students for post-secondary opportunities. You do not HAVE TO cover specific areas everyday, week, or month. See how much you CAN cover, bring closure to, and revisit over a period of time. Follow this approach as often as is needed. Be flexible.

  • Any goals and/or activities you select for your students should be meaningful and based on their abilities, dream(s), and interests. Give them a voice in the process.

  • Providing quality Transition goals and activities means planning. If your planning focuses on connecting your academic curriculum with Transition, you can cover two requirements (California standards and Transition requirements) at the same time. This will help you prepare activities across both areas that are meaningful to your students and prepare them for the challenges and demands of adulthood. Keep in mind that Transition activities can occur inside and/or outside the school community, e.g., community learning projects, job shadowing, and interviews.

Remember that successful Transition involves these key elements

  • assessment
  • planning
  • implementation of a plan of action
  • follow-through/up
  • coordination

Finally, I know you are aware of the many barriers in place that prevent successful Transition goals and activities from being implemented, e.g., you mention time, however, equipped with the knowledge of what could be and motivated by what is important for your students, you have the opportunity to make a difference in their lives right now.

When you have time (no pun intended), take a look at the following resources:

  • http://www.askaspecialist.ca.gov/archives/2001/transition/Aug_2001.htm (a previous Ask a Specialist question where I discuss a portfolio concept for helping students learn self-awareness.)
  • Patton, J.R., Dunn, C. (1998). Transition from School to Young Adulthood: Best Concepts and Recommended Practices. Pro-Ed, Inc., www.proedinc.com
  • Patton, J.R., Cronin, M.E., Wood, S.J. (1999). Infusing Real-Life Topics into Existing Curricula: Recommended Procedures and Instructional Examples for the Elementary, Middle, and High School Levels, Pro-Ed, Inc., www.proedinc.com

Let me know if you found this information helpful.

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