C10L2Q1 – Pre-Self-Assessment of AT in Transition (non-graded)

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• 1 = Transition plans do not address AT needs.
• 2 = Transition plans rarely address AT needs, critical roles, steps or follow-up.
• 3 = Transition plans sometimes address AT needs but may not include critical roles, steps or follow-up.
• 4 = Transition plans always address AT needs and usually include critical roles, steps or follow-up.
• 5 = Transition plans consistently address AT needs and all team members are involved and knowledgeable about critical roles, steps and follow-up.

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• 1 = Student is not present.
• 2 = Student may be present but does not participate or input is ignored.
• 3 = Student sometimes participates and some student input is considered.
• 4 = Student participates and student input is generally reflected in the transition plan.
• 5 = Student is a full participant and student input is consistently reflected in the transition plan.

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• 1 = No one advocates for AT use or the development of student’s self-determination skills.
• 2 = Advocacy rarely occurs for AT use or the development of student self-determination skills.
• 3 = Advocacy sometimes occurs for AT use and the development of student self-determination skills.
• 4 = Advocacy usually occurs for AT use and the development of student self-determination skills.
• 5 = Advocacy consistently occurs for AT use and the development of student self-determination skills.

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• 1 = AT requirements in the receiving environment are not identified.
• 2 = AT requirements in the receiving environment are rarely identified.
• 3 = AT requirements in the receiving environment are identified¸ some participants are involved and some requirements are addressed.
• 4 = AT requirements in the receiving environment are identified¸ most participants are involved and most requirements are addressed.
• 5 = AT requirements in the receiving environment are consistently identified by all participants.

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• 1 = Individualized timelines are not developed to support transition planning for students using AT.
• 2 = Individualized timelines are developed, but do not support transition planning for students using AT.
• 3 = Individualized timelines are sometimes developed and support transition planning for students using AT.
• 4 = Individualized timelines are generally developed and support transition planning for students using AT.
• 5 = Individualized timelines are consistently developed and support transition planning for students using AT.

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• 1 = The plans do not address AT equipment, training and funding issues.
• 2 = The plans rarely address AT equipment, training and/or funding issues.
• 3 = The plans sometimes address AT equipment, training or funding issues.
• 4 = The plans usually address AT equipment, training and funding issues.
• 5 = The plans consistently address AT equipment, training and funding issues.