All Ours Inclusion Symposium 26

DESCRIPTION:
This session provides educators with practical tools to plan and deliver meaningful Community-Based Instruction (CBI) that helps transition-age students apply academic and functional skills in real-life settings. Participants will learn simple ways to integrate social skills—like communication, boundaries, and problem-solving—into community lessons to promote independence, safety, and confidence.

OBJECTIVES:
1. Explain the purpose and benefits of Community-Based Instruction for transition students.
2. Identify key social skills to target during CBI activities.
3. Design a short CBI activity that teaches and reinforces appropriate social interaction in a community setting.

DESCRIPTION:
The transition from early learning programs into kindergarten is one of the most critical milestones in a child’s educational journey—and one that deeply impacts families as well. This interactive session equips educators, administrators, and support staff with practical strategies to create developmentally responsive, culturally appropriate, and relationship-based transition experiences. Participants will explore tools and evidence-based practices that strengthen collaboration between early learning providers, kindergarten teams, and families. Through discussion, modeling, and hands-on planning, attendees will leave with a framework and actionable resources to improve transitions for every child.

OBJECTIVES:
By the end of the session, participants will be able to: Identify the essential components of child- and family-centered transition practices grounded in developmental science and family engagement research. Evaluate their current transition systems to determine strengths, gaps, and equity considerations. Apply concrete strategies for building continuity of learning and relationships between early learning settings and kindergarten classrooms. Co-design a transition action plan incorporating multiple touchpoints for communication, family partnership, and student support. Implement tools and routines that reduce stress, support social-emotional well-being, and foster a sense of belonging for new kindergarteners.

DESCRIPTION:
This interactive session explores how to make Individualized Education Program (IEP) meetings more meaningful, student-centered, and empowering by increasing student voice and participation. Educators will learn practical strategies to prepare students to take an active role in sharing their strengths, preferences, and goals during IEP meetings. Through modeling, discussion, and planning tools, participants will walk away ready to implement student-led IEP practices that foster self-advocacy, confidence, and ownership of learning and future planning.

OBJECTIVES:
1. Define what a student-led IEP is and explain its importance in promoting self-advocacy and student agency.
2. Identify strategies and scaffolds for eliciting student voice before and during IEP meetings.
3. Develop tools or prompts that support students in sharing their strengths, needs, preferences, and postsecondary goals.
4. Plan next steps for integrating student-led IEP practices within their own classrooms, transition services, or district systems.

DESCRIPTION:
Provide some background information on the College Success Foundation (CSF), highlight our traveling Regional College Access Managers (RCAM), and further highlight areas of need, knowledge/awareness, and improvement to help high school seniors as they transition from high school to college.

OBJECTIVES:
Educators have a draft list of necessary steps that graduating high school seniors need to have a successful high school to college transition.