Here are the presentations and handouts from the CEC 2020 Convention, February 5-8, in Portland, OR.
Project
National Coordinating Center
Transition Planning
The College Application Process: It Takes a Village
Your child has decided to apply for college… what’s next? As exciting as it is, there is a lot that goes into assembling the necessary materials for the college application: references from employers, friends, teachers, and more; photos; letters of support from those your child’s network; academic records; and more. Additionally, items needed for the application package may vary greatly for higher education programs for students with ID. Based on one family’s experience, and with input and support from many others, Angie Kniery shares some advice on how to get started and stay on track.
Research with middle school students has indicated that they are ready to talk about college and careers. However, these students need and desire direct instruction to understand how to prepare for these goals. Future Quest Island (FQI), an online accessible tool and curriculum, was designed to jump-start middle school students’ thinking about college and careers and facilitate teacher engagement in college and career conversations for students in grades 6–8.
Project
Future Quest Island - Explorations
Transition Considerations for Youth with Complex Support Needs
This webinar, sponsored by NTACT, will feature Michael Stoehr (NTACT), Linda O’Neal (San Diego State University), and Charlie Walters (University of South Carolina) who will discuss effective practice strategies and supports for youth with Complex Support Needs as they transition to successful post-secondary outcomes of education/training, employment, and community engagement.
The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, the Bureau of Indian Education, and the five U.S. extra-state jurisdictions. The CCSSO is committed to ensuring that all students participating in our public education system -- regardless of background -- graduate prepared for college, careers, and life.
This webinar explores how to use diverse college and community experiences to develop measurable IEP goals and benchmarks that support student growth and success. Consider that talking to professors, ordering lunch in the cafeteria, and planning to meet friends at a basketball game are more than just fun activities, they are the starting points for developing comprehensive, student-centered Individual Education Program (IEP) goals for transition-age youth!
Project
National Coordinating Center
Pulling it All Together! Developing Student-centered IEP Goals Based on College and Community Experiences
Talking to professors, ordering lunch in the cafeteria, and planning to meet friends at a basketball game. Are these just fun activities that many young adults participate in, or are they the starting points for developing comprehensive, student-centered Individual Education Program (IEP) goals for transition-age youth? They're both! This webinar explores how to use diverse college and community experiences to develop measurable IEP goals and benchmarks that support student growth and success.
The transition from high school to college is a big one. If you’re a student with a disability, the additional stresses can be overwhelming. One of the largest changes that you will have to deal with is the substantial difference in scope between the special education services provided on the high school level and those at college. Fortunately, if you have a disability and plan on attending a college or university, you most certainly are not alone.
This checklist/rating sheet from a college program in Florida lists possible competencies in five domains that students may work on within the program, with a place to indicate the date the student begins working on the skill, the date met, and notes. Focus areas include Employment, Academics, Campus and Community Engagement, Self-Determination, and Independent Living.
This Grab and Go Practices #9 provides an overview of numerous ways that team members are capitalizing on dual enrollment college experiences that students are participating in to develop IEPs that reflect comprehensive transition experiences, and that communicate the progress students are making on measurable postsecondary goals.
Project
Think College Transition