Transcription
Teacher’s GuideInterpersonalSkillsTransition Curriculum1
Letter tothe EducatorDear Educator,Transition is an important and exciting time in the lives ofyour students!We hope you’ll find the transition content we’ve createdhelpful as you, your students, and their families prepare for theimportant milestone of graduating from high school.This content was created with input from researchers, subjectmatter experts, and educators just like you!We’d love your feedback on our courses and hope you’ll reach outto us at [email protected] with any suggestions, ideas, orto share success stories you have.We look forward to hearing from you!- The ONEder Academy TeamEducator’s Name:Remember, you can log into your account by visiting academy.oneder.com.ONEder Academy Login:ONEder Academy Password:
Teacher’s GuideInterpersonalSkillsTransition Curriculum
Created and Developed by ONEderP.O. Box 180Nutley, NJ 07110www.oneder.com/academy646-278-9959ISBN: 978-1-948897-02-0The ONEder Academy Curriculum Development TeamAuthor: Melissa RaganDevelopmental Editors: Melissa Morgenlander, Ph.D.and Marybeth Morrison, Ph.D.Writer: Marissa PerlmanArt Director: Danny GarroGraphic Designer: Jesus CastellanosManaging Editor: Tharaha RichardsProject Manager: Cristina GarroProduct Manager: Gennia YosifovishSpanish Editor: Nidia NavarroEducational Reviewer: Jamie A. Lupia, MS 2018 SpecialNeedsWare, Inc. (DBA ONEder)All rights reserved. No part of this book may be reproduced, storedin a retrieval system, or transmitted in any form or by any means,electronic, mechanical, photocopying, recording, or otherwise,without written permission from SpecialNeedsWare.
Table of ContentsTransition Curriculum OverviewInstructional ModelFrequently Asked QuestionsProduct FeaturesTeacher DashboardsStudent AccommodationsStudent HomepageResearch BaseUDL AlignmentProfessional Development56810111314151519Scope and Sequence22Lesson Plans24Unit 1: Communication SkillsUnit 2: Collaboration SkillsAdditional ResourcesLesson Plan ResourcesTransition Resources and Suggested ReadingsConnect to Home Letters (English and Spanish)Troubleshooting25303738495056
Transition Curriculum OverviewTransitionCurriculum Overview5
Transition Curriculum Overview6Instructional ModelThe 60-Minute ModelONEder Academy’s Transition Curriculum is a blended program that allows for flexible implementationin a variety of settings, including: in-class, after-school, during homeroom or advisory, or in any otherunique situation. Each lesson takes approximately 60 minutes to complete. Below is an example of howyou can utilize the flexible model during your class time.ONntiomyadeAcerEdSmall Group InstrucWhole Group InstructionColl abora t i ve G r o u p P racctieClosureSuggested TimingWhole GroupInstructionCollaborative GroupPracticeSmall GroupInstructionONEder AcademyClosure10 minutes15 minutes15 minutes15 minutes5 minutes
Transition Curriculum Overview7Instructional ModelWhole Group InstructionStation RotationsONEder AcademySmall Group InstructionCollaborative Group PracticeClosureWhole Group Instruction: Introduce content to students tobuild or activate background knowledge. You can do this byusing the course videos in ONEder Academy or the explicitvocabulary instruction in the Student Workbook.Small Group Instruction: Work closely with students todifferentiate instruction. Using the Student Workbook,reteach content based on students’ needs, or graduallyrelease responsibility to students as you facilitate the group.ONEder Academy: Digital instruction is delivered tostudents with student-powered accommodationsand features.Collaborative Group Practice: Students practice skillsthey’ve learned using activities in the Student Workbook,such as: script writing, role-plays, or think-pair-shares.Closure: The closure is the time when you wrap up a lessonplan. Use this time to help students organize and process theinformation they learned and put it into context.
8Transition Curriculum OverviewFrequently Asked QuestionsWhat is the ONEder AcademyTransition Curriculum?How do I implement the TransitionCurriculum?Our Transition Curriculum consist of eight courses designedfor transition-aged students with mild to moderatedisabilities, to help them prepare for life after high school.Our courses cover a range of topics, including:Our Transition Curriculum was designed as a blendedsolution to give educators the flexibility to implement theprogram in a variety of scenarios. It can be used as a standalone curriculum in the classroom, as part of an after-schoolenrichment program, with a job coach, or even at home! Thelesson plans are easy-to-understand and the online activitiescan be used by students on laptop or desktop computers,and on tablets. Identifying Personal Strengths Identifying and Overcoming Challenges Building Self-Advocacy Developing Self-Determination Interpersonal Skills Setting Personal Goals Cultivating Communication Skills Exploring Career Options.Who are these courses designed for?Our Transition Curriculum is designed for students ages14 and up, who have Individualized Education Programs(IEPs), and who will be making the transition to life after highschool. Course content was written at a fifth-grade level(Lexile level around 700), and is designed to be used as afoundation that educators can easily differentiate using thesuggestions provided in the Teacher Guide.
Transition Curriculum Overview9Frequently Asked QuestionsIs the content standards-based?Yes! Our Transition Curriculum is aligned to the CommonCore State Standards (CCSS) and to the Texas EssentialKnowledge and Skills (TEKS).Is the content aligned to goals?In addition to being standards-aligned, the content in ourTransition Curriculum is aligned to specific goals in thefollowing competencies: Daily Living Skills Career Skills Self-Determination Interpersonal and Communication Skills.How do I measure progress towardstandards and a student’s goals?As students work through the activities in ONEder Academy,progress is tracked automatically toward both standardsmastery and competency goals.Do my students have to take a transitionassessment before taking the courses?While it is not required, it is highly recommended thatstudents take a transition assessment, such as the TransitionAssessment Goal Generator (TAGG) from the University ofOklahoma, to help objectively identify their strengths andneeds. You can learn more about this assessment by visiting:tagg.ou.edu.Do the Transition Courses have to be donein a specific order?While it is suggested that the courses are done in the orderpresented, it is not required.
10Transition Curriculum OverviewProduct FeaturesWhat are the features of the Transition Curriculum? Pre- and Post-Assessment: Each course includes a pre- and postassessment, so you can track your student’s progress towardsubject mastery. Vocabulary: Each lesson includes specific academic vocabulary that ispre-taught to students before the lesson begins and can be used as aresource throughout the course. Accommodations and Features: Many accommodations for studentswith disabilities — such as read aloud and highlighted text — areavailable in ONEder Academy. Universal Design for Learning: With ONEder Academy’s uniqueplatform, lessons are delivered with a variety of activities, making fulluse of UDL principles. Extend and Enrich Activities: Courses contain optional Extend andEnrich activities for students who may need additional help with thesubject matter or those who want to enrich their understandingof the topic. Check for Understanding: Each lesson features Check forUnderstanding, which allow students the chance to demonstratewhat they’ve learned and gives educators insight into their students’understanding of the content. Blended Learning: To ensure every student is successful, each coursepresents students with opportunities to access learning using onlineactivities, their Student Workbook, and whole-group instruction. Data: As students work through each lesson, data is automaticallycollected, showing student progress. Family Engagement: Suggestions for Connect-to-Home activities arealso included in each unit. Differentiated Instruction: Tips are included in each lesson for ways todifferentiate instruction for all students. Embedded Professional Development: Tips to help your students byusing best practices and UDL techniques are included throughouteach course.?Is Any Planning Required?No! Once you and your studentshave access to ONEder Academy,the Teacher Guide, and the StudentWorkbooks, you’ve got everythingyou need to pick up a course and startteaching right away!Get in Touch!We can’t wait to hear yourfeedback, ideas, and successstories about using our TransitionCurriculum! Please feel free tocontact us at:[email protected]
Transition Curriculum Overview11Teacher DashboardONEder Academy was built by educators, for educators. We know that teachers become educators tohelp students grow and reach their full potential; not to become data analysts. However, studies showthat data can help teachers pinpoint their students’ areas of struggle and guide them along the path tosuccess. That’s why we created ONEder Academy with easy-to-understand dashboards that give youthe information you need — not all the stuff you don’t!The Pending Tasks button tellsyou when you need to review yourstudent’s work, assign a grade, orprovide feedback.The Feedback Required link informsyou when a student has assessmentsthat require grading. Click on thelink to navigate to give the student aUse the Progress Bars to quicklyidentify students who are strugglingwith course content and to groupstudents for collaborative activities.
Transition Curriculum Overview12Teacher DashboardSee what your student have learnedduring the course by comparing theirpre- and post-assessment scores totheir final grade.Quickly and easily identify yourstudent’s areas of struggle and givethem feedback and advice to helpthem master course content.
13Student AccommodationsONEder Academy: Empowering StudentsAt ONEder, we believe in self-determination; students can, and should, make their own choices. That’swhy we created the rigorous, literacy-based and standards-aligned transition curriculum in ONEderAcademy.When students take courses in ONEder Academy, they can build their own self-advocacy skills byselecting their own accommodations and features! This includes features such as highlighted text,enlarged text, and read aloud. We also have a feature that allows students to translate the text contentinto over 60 different languages.Students can select these accommodations and features at any time in the course by clicking on thesettings button on the top-right corner of the screen.Accommodations and FeaturesSetting Personal GoalsThe Zoom feature allows you to zoomin on the text.Translation of printed text is availablein over 60 different languages — fromArabic to Vietnamese.The Read Aloud feature means thetext will be read aloud. Rate allowsthe student to control the paceat which the text is read. WhenAuto Play is enabled, all text will beautomatically read aloud.With Text Highlighting, there is achoice of three different colors tohighlight the text as it is read aloud.
14Student FeaturesStudent HomepageIt’s easy for students to track their progress through their ONEder Academy courses! Using the StudentHomepage, they can see how many courses they’ve been assigned to, assess what they have left to do ineach course, and check out the feedback you’ve given them on work they’ve submitted.HomeActivity3Hello, DeShawnHomeRecent ActivityView results:Identifying PersonalStrengthsDeShawn Watson now has a final grade for course Identifying Personal Strengths 94%NewYesterday 9:51 AMDeShawn Watson now has a final grade for course Speaking About Personal Strengths 100%NewYesterday 9:51 AMNewYesterday 9:51 AMMaria Lopez submitted feedback for page 12 of Lesson 4: Speech Writing. Score 95% Feedback: Nice JobCompletedReview answer and feedbackReviewDeShawn Watson now has a final grade for course Identifying Personal Strengths 94%03/08/19 9:40 AMView All ActivityMy Courses (1)Identifying Personal StrengthsCompletedFinal Grade 94%ShowAll
Research Base15Our Transition Curriculum was informed* by the following evidence-based bestpractices. For additional information, you can request a copy of our white paper bycalling 646-278-9959.Transition TennesseeGuiding Principles (transitiontn.org/manual/) Move beyond compliance Foster self-determination Adopt data-driven approaches Focus on student outcomes Hold high expectations Start transition early Use person-centered planning Promote inclusive practices Focus on student’s strengths Develop strong partnershipsThe National Collaborative on Workforce and DisabilityGuideposts for Success: (www.ncwd-youth.info/guideposts)123High expectations for all youth,including youth with disabilities.Equality of opportunity for everyone,including nondiscrimination,individualization, inclusion,and integration.Full participation through selfdetermination, informedchoice, and participation indecision-making.456Independent living, includingskills development, long-termsupports, and services.Competitive employment andeconomic self-sufficiency, whichmay include supports.Individualized, person-driven,and culturally and linguisticallyappropriate transition planning.The National TechnicalAssistance Center onTransitionGuide to Effective Practices and TACIndicator 13 Checklist(transitionta.org/)University of OklahomaZarrow Center for LearningEnrichmentTransition Assessment Goal Generator(tagg.ou.edu)*Please note that the use of these evidence-based best practices does not constitute endorsement by the organizations listed.
UDL Alignment16Provide Multiple Means of EngagementIndicatorExemplarsPromote expectations and beliefsthat optimize motivationProvide Options forSelf-RegulationFacilitate personal coping skillsand strategiesDevelop self-assessmentand reflectionThe Student Workbook providesreflection opportunities at the end ofeach lesson.Heighten salience of goals andobjectivesProvide Options forSustaining Effortand PersistenceVary demands of resources tooptimize challengeFoster collaboration andcommunicationStudent progress toward standardsand goals is demonstrated.Increase mastery-oriented feedbackOptimize individual choice andautonomyProvide Options forRecruiting InterestOptimize relevance, value, andauthenticityMinimize threats and distractionsVideos and photos in lessonsshow students authentic andrelevant images.
UDL Alignment17Provide Multiple Means of RepresentationIndicatorExemplarsActivate or supply backgroundknowledgeProvide Options forComprehensionHighlight patterns, critical features,big ideas, and relationshipsGuide information processing,visualization, and manipulationExplicit pre-taught vocabulary andbackground-building activities activatestudent learning.Maximize transfer andgeneralizationClarify vocabulary and symbolsClarify syntax and structureProvide Options forLanguage, MathematicalExpressions, and SymbolsSupport decoding of text,mathematical notations, andsymbolsLessons can be translated intomany languages, including Spanish,Mandarin, Cantonese, Vietnamese,Promote understanding acrosslanguagesArabic, Korean, and many others.Illustrate through multiple mediaOffer ways of customizing thedisplay of informationProvide Options forPerceptionOffer alternatives for auditoryinformationOffer alternatives for visualinformationMany accommodations such ashighlighted text and read aloud areavailable in ONEder Academy.
UDL Alignment18Provide Multiple Means of Action and ExpressionIndicatorExemplarsGuide appropriate goal-settingProvide Options forExecutive FunctionsSupport planning and strategydevelopmentFacilitate managing informationand resourcesLessons are aligned to CCSS, TEKS,and transition goals.Enhance capacity for monitoringprogressUse multiple media forcommunicationProvide Options forExpression andCommunicationProvide Options forPhysical ActionUse multiple tools for constructionand compositionBuild fluencies with graduatedlevels of support for practice andperformanceLessons use gradual release ofresponsibility instructional methods.Vary the methods for response andnavigationOptimize access to tools andassistive technologiesTruly blended curriculum with print andonline content.
Professional Development: Best Practices19Whether you’re working with students with disabilities for the first time, orhave been doing it for a while, consider integrating these seven evidence-basedbest practices into your instructional routines. They are all found within ourTransition Curriculum.1. Have High Standards2. Teach the Standard and the GoalHaving high expectations for your students is one of thebiggest factors contributing to their success; 50 years ofresearch affirms that students will rise to the levels thatare set for them. Researcher John Hattie explains that oneway teachers can demonstrate their high expectationsis to, “explicitly outline learning intentions, or goals andexpectations for students that are. articulated to studentsand embedded in instructional activities, so that studentsunderstand these goals and their position on the trajectoryto achieve them.” Our Transition Curriculum empowerseducators to have high standards for students by providingthem with content that is differentiated, accessible, goaldriven, and standards-aligned at the lesson level. Thisensures that all students do rigorous, grade-level work.Studies show students can — and will — do the work; we justhave to expect them to.To have high standards, educators must teach their studentswith disabilities content that is aligned to grade-levelstandards, as well as transition goals. Goal-driven instructionis a student-focused methodology informed by the principlesof responsive teaching. Research has shown that goal-settingis critical to the success of differentiated instruction and thatdefining goals that are both clear and attainable is key. Withour Transition Curriculum, educators can easily differentiategrade-level content to help students meet their transitiongoals.
Professional Development: Best Practices203. Include Frequent Formative Assessments6. Think AloudsThe best way to evaluate whether or not students aregrasping the content is to include frequent formativeassessments in your instruction. Our Transition Curriculumdoes the work for you by including check for understandingassessments. Students can demonstrate their contentmastery by completing the assessments. These activitiesare excellent to use as formative assessments to gauge yourstudents’ progress.The think aloud strategy is exactly what it sounds like:students get insight into your thought process as youverbally articulate each mental step. Think alouds serve twopurposes: firstly, they help students better comprehend theprocess or activity, and secondly, they provide a model forwhat is expected of them. The real beauty of the think aloudstrategy is that it’s an easy way to differentiate content forstudents, it’s very easy to implement and use immediately,and it can be used in any subject area for any activity. Fromsolving math words problems, to clarifying reading texts, thethink aloud is the perfect strategy!4. Include Universal Design for Learning (UDL)Ten years of research and hundreds of research studies haveshown that the UDL framework helps educators to maximizestudent achievement. Educators do this by customizinginstruction for students based on the way they learn best.The UDL framework focuses on three areas: The How ofLearning, the Why of Learning, and the What of Learning. Thesethree principles focus on Engagement, Representation, andAction and Expression.ONEder Academy courses take UDL to a whole new level.Using technology like ONEder Academy and coupling it withUDL principles levels the playing field for all students — notjust those with disabilities.5. Connect to HomeSpecial education is a collaborative process between thestudent, school, and home. According to the NationalCoalition for Parent Involvement in Education, students withinvolved families are more likely to achieve higher gradesand test scores, attend school more regularly, have bettersocial skills, show better behavior, adapt well to school, andpursue postsecondary education. While your school mayhave their own guidelines for family engagement, we’veincluded a letter to families in both English and Spanish (seeAdditional Resources section) as well as Connect to Homeactivities in each unit. These materials will help studentscommunicate what they are learning about transition totheir families. In addition, we suggest that each quarter youprint off and share the student’s reports with their families.This will inform your student’s family of how the student isprogressing toward both standards and goal mastery.7. Gradual Release of Responsibility (GRR)With this instructional method, the teacher graduallyreleases responsibility and builds their students’independence. While traditionally referred to as “I do, wedo, you do” GRR actually has four steps. In the first step,the teacher delivers the lesson to their students. In thesecond step, the teacher guides their student through thecontent. In the third step, collaborative learning is activatedin the classroom. Finally, in the fourth step, students workindependently on a particular task. You’ll notice that most ofthe SEL lesson in ONEder Academy are structured this way.
Spotlight21Spotlight On: Embedded Professional LearningGrowth MindsetIn this unit, students will be learning about their own character strengths. As educators, one way wecan help students is by encouraging them to continue to learn and grow. This is called having a growthmindset.Researcher Carol Dweck, Ph.D. first coined the terms fixed and growth mindset in her 2006 book Mindset:The New Psychology of Success. According to Dweck, a person’s mindset is a key factor for their success.A person with a fixed mindset believes that you are born with all the skills and abilities you can everhave. A person with a growth mindset believes that talents and abilities can be developed througheffort, practice, and persistence. Brain research and Dweck’s own evidence-based research has shownhow students with a growth mindset are more likely to take on more challenging work and be moresuccessful than students with a fixed mindset.Want to encourage a growth mindset? Here are some ideas!1. Encourage FailureStudents who have a fixed mindset are more afraid of failure and less likely to take chances than those with a growthmindset. Encourage your students to think of failing in a different way. Teach them that the acronym FAIL means: FirstAttempt In Learning.2. Give FeedbackStudies show that honest feedback – in the form of specific and honest praise for the hard work and the process that studentsengage in – helps to develop a growth mindset. Nonspecific or generic and general praise or feedback may actually encouragea fixed mindset in students.3. Model Growth MindsetOne of the best ways to encourage a growth mindset is by modeling it yourself. Find ways to show your students that youare a learner too. Set explicit and challenging goals for yourself and share them. Encourage feedback, and share how you’velearned from past mistakes. Be open to new ideas and strategies. Tell them about your struggles and share your successes.Teaching a growth mindset – like anything – takes practice. But by encouraging students (and yourself) to have a growthmindset, you may be surprised at how much can be achieved.
Interpersonal Skills: Scope and SequenceScope and Sequence22
Interpersonal Skills: Scope and Sequence23Pre-Course AssessmentUnit 1: Communication SkillsCourse IntroductionObjective: By the end of thiscourse, students will be able to useinterpersonal skills to successfullytake part in activities with otherpeople at home, school, and in theworkplace.Lesson 1: Clear CommunicationLesson 2: Giving and Receiving FeedbackLesson 3: Body LanguageLesson 4: Self-Confidence and Positive AttitudesConnect to Home: Resolving a Situation, Part 1Outcome: By the end of this course,students will role-play scenarios.Goal: Students will build interpersonalskills in the domains of communicationand collaboration.End of Unit Wrap-Up and ReflectionUnit 2: Collaboration SkillsTime: Students can work through the10 lessons of this course at their ownpace.Lesson 1: Teamwork and CollaborationLesson 2: Showing AppreciationLesson 3: Problem SolvingLesson 4: Conflict ResolutionLesson 5: Work EthicPrerequisite: NoneCommon Core State Standards(CCSS): RI.9-10.1, RI.9-10.4, SL.9-10.1,SL.9-10.6, W.9-10.4, W.9-10.6, W.910.10, L.9-10.1, L.9-10.4Lesson 6: Summative AssessmentConnect to Home: Resolving a Situation, Part 2End of Unit Wrap-Up and ReflectionEnd of Course Wrap-Up and ReflectionPost-Course Assessment and EvaluationTexas Essential Knowledge and Skills(TEKS): 110.31.(b)(1)(A), 110.31.(b)(1)(B) and (E), 110.31.(b)(6), 110.31.(b)(13), 110.31.(b)(17), 110.31.(b)(24)(26)Competencies: Interpersonalskills, communication skills, selfdetermination
Lesson Plans24Lesson Plans
Unit 1: Communication SkillsUnit 1Communication SkillsIn this unit, students will learn aboutthe communication skills that make upinterpersonal skills. If students have goodspeaking and listening skills, can displaythe right body language, are able to giveand receive feedback, and understandthe importance of positive attitudes andself-confidence, they are more likely to besuccessful in whatever they decide to doafter high school.25
26Unit 1: Communication SkillsLesson 1: Clear se Introduction ObjectiveWhat this lesson will achieve: Students will be able to identify the characteristics ofclear communication. Give students the Pre-CourseAssessment.Introduce course content tostudents by displaying it on aSMART Board or by having themwork independently using theactivities in ONEder Academy.GoalsYou’ll know this lesson is successful if students can: Identify the four traits of good communication: (1) Clarity, i.e. ensuring thepurpose of why you are speaking, or what you are asking for, has been clearlynamed; (2) Concision, i.e. you aren’t talking too much and are using wordsthat allow you to say what you need to say in as few words as possible; (3)Completeness, i.e. the listener has all the information they need to be ableto understand what you are saying; (4) Courteousness, i.e. you are polite andrespectful and your tone isn’t overly excited, loud, or angry. Identify examples and non-examples of effective communication.Key Ideas Communication is how you express your ideas to other people. Effective (or good)communication is important because it can help you get your ideas across to otherpeople. A checklist can help ensure that you are communicating effectively. Good communication is clear, concise, complete, and courteous.VocabularyClarity, communication, concise, courteous, outcomeLesson 1 Steps:1.Pre-teach lesson vocabulary by having students workindependently, in pairs, or as a group, to complete thevocabulary activity in the Student Workbook.2.Introduce the lesson content on clear communication inONEder Academy.3.Informally assess students using the formative assessment inONEder Academy.4.Wrap Up the lesson by having students review what theylearned and then introduce them to the next lesson.Differentiation StrategiesEncourage struggling readers to usethe highlighted text or read-aloudfunctions.Model clear communication using thethink-aloud strategy.Encourage English learners to use thetext translation feature.Connect to Home*Optional: The Connect to Home activityfor Units 1 and 2 is a multi-stepexercise that has students identify asituation they would like to resolve.They will develop strategies, take stepsto resolve the situation, and reflecton the process. It can be assigned atany time in this unit. Full details can befound in the Student Workbook.
57Transition Curriculum OverviewCourses OfferedWe offer the following eight transition courses to help your students improve postschool outcomes.CourseDescriptionIn this course, students will learn to identify their ownIdentifying Personal Strengthspersonal strengths and needs and will learn aboutcharacter strengths that can help them to succeed in lifeafter high school.In this course, students will focus on learning theInterpersonal Skillsinterpersonal skills that are necessary to collaboratesuccessfully in groups, both at school and in theworkplace.In this course, students will learn to communicateCultivating Communication Skillsappropriately in a variety of settings to improve social,academic, and workplace interactions.In this course, students will learn the important skillsBuilding Self-Advocacythey need to advocate for themselves in school, theworkplace, and in life.In this course, students will learn to identify their needsIdentifying and Overcoming Challengesand will learn strategies for overcoming any associatedchallenges to ensure success in life after high school.In this course, students will identify career interests,Exploring Career Optionsresearch careers, and examine job opportunities andcareer paths that they can pursue after graduation.In this course, students will learn to talk about theirDeveloping Self-Determinationdisability, the supports and accommodations theyrequire, and their wants and needs, so they can beempowered to control their own lives.In this course, students will learn how to set personalSetting Personal Goalsgoals and will explore ways to successfully reach school,community, work, and life goals.
T: 646-278-9959F: 646-829-9691Nutley, NJ 07110P.O. Box 180www.oneder.com/academyISBN 978-1-948897-02-0
Interpersonal Skills Transition Curriculum. Dear Educator, Transition is an important and exciting time in the lives of your students! We hope you’ll find the transition content we’ve created helpful
