More Paperwork?

(low-key music) - I think a lot of times we see recommended practices in the field of transition, and we think that sounds like more paperwork, that sounds like more planning, that sounds like more work for us. And the last thing we have as teachers is additional time to give to it. But I would flip that. I would say if we're doing transition planning exceptionally well, and we can get really clear post-school goals and line up services and supports and educational experiences that have the best chance of attaining those outcomes, we've actually kept ourselves from doing things that aren't really making a difference, that are tangents or peripheral to what a student really needs. So when we do transition not just from a minimal mindset, but we really go above and beyond and say, how do we make this transition plan really, really well-crafted and individualized and focused on the student, what we ended up doing in the long run is, is making sure that what we're doing is much more efficient and aligned with what students will need. Everything we do, every best practice takes time, but every bad practice also takes time. So, it's really about aligning what we're doing with the things that we know are best and most likely to make a difference for students. And I think that's where we have to get way beyond just the minimal, what does the law say we should do, what procedurally should we do. But what's the, really the spirit of what we're called to do. And that's ultimately how outcomes change for students.