When I was in first grade, and petrified of my teacher, (an elderly nun with scary eyes and a fast ruler), we were instructed to write a composition.  Sr. Scary siad that meant writing at least 3 sentences about the same thing.  We were not allowed ot use our erasers.  We had to be right the first time.  We also had to skip lines.  some were solid and some were dashed and i wasn’t sure what lines were supposed to be skipped.  My life was a horror show durin ghte week that this composition dominated my every waking and nightmaring moment of sleep.  Because I didn’t know how to wrtie enough words to consturct 3 sentences.  I understood the goal.  I even understaood the method and the materials.  I also knew how it was going to be assesses.  Nothing but perfection would do.

So I wrote about the only noun I could think of that first day we had to commit something to paper.  “Now, Margaret Mary.  Write something right now! 1 – 2- 3….”  So I did.  I remebered how to spell boat.  Red.  and Green.  Have.  I.  It.  Is.  Like.  My.  What could be a more fascinating composition than a city kid whose feet had never left the asphlat writing something she knew nothing about.  A boat. 

When I work with my students in a transition context, it is essential that students clearly understand the goal at hand, because it can be tough to make the connection between the classroom, community-based instruction, and real-world expectations of an indepedent adult.  The UDL approach not only establishes a well-defined the goal, but insures that the means to achieve it are varied, flexible and challenging, with necessary supports.  What is most necessary in the transition curriculum, is motivating students to use prior experience to build understanding.  Starting over is never an option in real life!  Consequently, the transition curriculum must continually provide the opportuntiy for students to show what they know in a variety of contexts and in an ongoing way, without the starts and stops traditional curriculum ordinarily espouse.  Knowing what students need to learn, what strategies and materials they need to accomplish the goal, and what assessment needs to accompany the task to be sure that progress is authentic, assures students a true learning experience for life.