Secondary Transition: Person-Centered Transition Planning

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, turn it in using your professor’s preferred method. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. Define person-centered transition planning. Next, describe why it is important.
2. Define self-determination. Next, name three elements involved in it.
3. Does inviting a student to their IEP meeting fulfill the requirements of person-centered transition planning? Explain why or why not.
4. Another one of Mr. Longoria’s students, Xavier, is a sophomore with a learning disability and ADHD. Xavier has already attended a few IEP meetings and shared his dream of working in construction after high school.
   1. Describe one way Mr. Longoria might involve Xavier in his transition assessments.
   2. Identify three components of the next IEP meeting that Xavier could lead.
   3. Xavier and his IEP team develop the following annual IEP goal: Given a graphic organizer and guided internet research, Xavier will research and compare three postsecondary technical programs in construction management by identifying the entry requirements for each.

      Suggest a short-term goal, objective, and motivation statement for Xavier’s Take Action plan based on this long-term goal.

5. Imagine you work in a district that uses a traditional teacher-led approach to transition planning. You want to implement person-centered transition planning for all your students, but your principal is hesitant.
   1. Describe why administrator support is essential for person-centered planning to be effective.
   2. When you meet to share more about person-centered planning, the principal says, “Sure, some of our students can do this, but a lot of them just need too much support to be able to contribute.” How would you respond?