Created by the State Support Team Region 1 Regional Transition Council in an effort to facilitate an efficient, effective transition process that promotes interagency collaboration for students with disabilities who are graduating/aging out from school-age educational services. The documents are a compilation and, in some areas, an adaptation of various SOP forms and materials which are referenced in full at the end of the packet. The packet consists of a SOP form, guidance document, sample cover letter and resources page. Sample cover letter to be used by the student to present the SOP to a postsecondary service provider, including sections for: My background information. Information on the diagnosis of my disability. Services/supports that I receive from agencies outside of my high school. My postsecondary goals in the areas of education, employment and independent living, along with my top three areas of interest related to employment. A summary of my high school academic achievement and functional performance as well as the essential accommodations, modifications and assistive technologies that I used in high school. Recommendations from high school professionals regarding the supports and accommodations that may enhance my access to post school settings. My perceptions of my disability, what works best for me, and accommodations that may be addressed in post school settings. AEM in the IEP AEM Center webinar by Joy Zabala and Diana Carl recorded May 1, 2018 AEM in the IEP: Where Do Accessible Materials and Technologies Fit? Set High Expectations. And Provide AEM to Reach Them. Ensure IEP goals are aligned with challenging academic content standards for the grade in which a student is enrolled. Research findings: SWDs who took rigorous HS academic courses were more likely to enroll in college, earned more college credits, had higher college GPAs, and were more likely to earn a degree bachelor’s SWDs who took more gen ed classes were more likely to be actively involved in their transition planning Cited in Newman et al., 2016 (see Reference List) Provide students with the AEM and accessible technologies they need to reach those high expectations.
Created by the State Support Team Region 1 Regional Transition Council in an effort to facilitate an efficient, effective transition process that promotes interagency collaboration for students with disabilities who are graduating/aging out from school-age educational services. The documents are a compilation and, in some areas, an adaptation of various SOP forms and materials which are referenced in full at the end of the packet. The packet consists of a SOP form, guidance document, sample cover letter and resources page. Sample cover letter to be used by the student to present the SOP to a postsecondary service provider, including sections for: My background information. Information on the diagnosis of my disability. Services/supports that I receive from agencies outside of my high school. My postsecondary goals in the areas of education, employment and independent living, along with my top three areas of interest related to employment. A summary of my high school academic achievement and functional performance as well as the essential accommodations, modifications and assistive technologies that I used in high school. Recommendations from high school professionals regarding the supports and accommodations that may enhance my access to post school settings. My perceptions of my disability, what works best for me, and accommodations that may be addressed in post school settings. AEM in the IEP AEM Center webinar by Joy Zabala and Diana Carl recorded May 1, 2018 AEM in the IEP: Where Do Accessible Materials and Technologies Fit? Set High Expectations. And Provide AEM to Reach Them. Ensure IEP goals are aligned with challenging academic content standards for the grade in which a student is enrolled. Research findings: SWDs who took rigorous HS academic courses were more likely to enroll in college, earned more college credits, had higher college GPAs, and were more likely to earn a bachelor’s degree SWDs who took more gen ed classes were more likely to be actively involved in their transition planning Cited in Newman et al., 2016 (see Reference List) Provide students with the AEM and accessible technologies they need to reach those high expectations.
aem-in_transition_webinar-digital-handout-05.31.18.docx