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The key to effective transition planning is engaging the student and family in the process. Some strategies are: 1. Make sure the student understand the results from age appropriate transition assessment to his/her ability level. The student should know what his/her disability is, how that disability affects learning and what accommodations and modifications are effective for learning. The student should also be able to talk about his/her academic achievement and functional performance and identify strengths, preferences and interests and needs. 2. Ask the student to state his/her measurable postsecondary goals in his/her own words. 3. Have the student explain how the classes he/she is going to help reach future goals. 4. Have the student explain in his/her own words how the skills being developed through the annual goals will help him/her to reach her future goals. The student can become a meaningful IEP team member if they prepare and practice this information in advance of the IEP team meeting and are asked to share at the meeting!
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