Consider the following checklist
of activities as a guide when developing a student transition
plan. It is important to keep in mind that the student's
skills and interests will determine which activities
on the checklist are relevant.
The checklist, listed by the number of
years before the student leave school, can also assist
in identifying who should be part of the transition
team. Responsibilities for carrying out specific activities
should be determined at the IEP meetings.
At or around the 9th Grade...
-
Begin to
identify personal learning styles and the necessary
accommodations to be a successful worker
-
Identify
career interests and goals
-
Complete
interest and career inventories
-
Identify
additional education and training requirements
-
Explore
after high school (post secondary) education and
admission criteria
-
Identify
options for future living arrangements
-
Learn to
communicate interests, needs, and preferences
-
Develop
ability to explain disability and needed accommodations
-
Learn and
practice informed decision-making skills
-
Investigate
assistive technology tools that can increase community
involvement and employment opportunities
-
Broaden
experience with community activities and expand
friendships
-
Pursue local
transportation options outside the family
-
Investigate
money management and identify necessary skills
-
Acquire
identification cards
-
Develop
ability to communicate personal information
-
Identify
and begin learning skills necessary for independent
living
-
Learn and
practice personal health
At or around the 10th or 11th Grade...
-
Identify
community support services and programs (vocational
rehabilitation, county services, etc.)
-
Invite adult
service providers to the IEP meeting
Match career interests and skills with vocational
coursework and community work experiences
-
Gather information
on post-secondary programs and support services
offered and make arrangements fro accommodations
to take college entrance exams
-
Identify
health care providers and become informed about
sexuality and family planning issues
-
Determine
the need for financial support (SSI, Medicare, etc)
-
Learn and
practice interpersonal and social skills for different
settings
-
Explore
legal status with regards to decision-making prior
to age of majority
-
Create a
resume and update as needed
-
Practice
independent living skills (for example, budgeting,
shopping, cooking, housekeeping, etc.)
-
Pursue and
use local transportation options outside the family
-
Investigate
money management skills
-
Identify
needed personal assistant services, and if appropriate,
learn to direct and manage these services
At or around the 11th or 12th Grade...
-
One year
before reaching the age of majority (18 years old),
know their rights
-
Apply for
financial support programs (SSI, independent living
services, vocational rehabilitation, and personal
assistant services
-
Identify
after high school (postsecondary) school student
plans to attend and arrange for accommodations
-
Practice
effective communication by developing interview
skills, asking for help, and identifying necessary
accommodations for postsecondary and work settings
-
Specify
desired job and obtain paid employment with supports
as needed
-
Take responsibility
by arriving on time for work, appointments, and
social activities
-
Register
to vote
If male, register for the selective service
 Preparing for College and Careers Checklist and Calendar
Students and families can prepare for college early. The California State University – How to Get to College webpage provides a plan for students to follow. Access each grade level page and see how to start to prepare for college as early as middle school. |
