5.6 Sharing Inquire Based Learning LB5

Focus on students strengths and needs

Continue to look for evidence where accommodations and modifications might be needed

View the transition plan as something fluid that periodically need to be revisited and if needed amended

Create achievable goals based on students exceptionalities

Put in place school supports in the community for student and family

Help family to obtain assistance from government

Put in place supports that supports students in career exploration and school completion strategies as needed

Ensure that families have access to community and government agencies. This include grants, access to employment, and community organizations

Team building with teachers, parents/guardians, community and all stakeholders

Open to new ways of thinking and best practices

Creating trust with students

Creating a space where community can be involved in the transition process of providing information and suggestions from school to community

Having a fluid interaction with community and school

Creating moments where community can be a part of the school

The IEP should be culturally relevant and with a goal for student success

Should be revisited throughout the year

Keeping teachers, parents, teachers, community, and stakeholders all accountable in the decision process

Creating opportunities for students both in and outside the classroom

Learning should be centered around students and their abilities

Providing various tools both inside and outside the classroom that provide learning