9th-12th Grade Transition

Description

  • Transition services are provided in conjunction with student’s IEP. Services include College and Career awareness and Independent Living Skills.

  • Students will be provided support to make progress on ITP (Individual Transition Plan) goals.

-This support includes individual and/or group sessions as per the student's ITP.

  • Students will complete portfolio assignments used to help support post-secondary transition.

Student Learning Objectives

Students will develop skills in the areas of:

  • Self Awareness/Self Advocacy:​ To familiarize students with the concepts of self-awareness and self-advocacy, provide students opportunities to identify and discuss their strengths and needs, and help them identify questions they have regarding self-awareness and self-advocacy.

  • Career Awareness/Preparation:​ Provides students with opportunities to gain career awareness: knowledge about the relationship and connection between school and work and the many career options available.

  • College Awareness/Preparation: ​Students examine the process of graduating from high school and how their current interests/skills/experience can relate to future careers and the continuing education required to achieve those goals.

  • Independent Living: ​Students prepare for independent life, determining what their living preference is, considering transportation, what skills are required to become as independent as possible as they move toward adulthood. Students will begin to understand what responsibilities come with various post-secondary options. Discussion of budgeting, expenses, income, transportation, etc.


Student Outcomes

Students will:

  • define self-awareness and self-advocacy

  • identify examples of self-awareness and self-advocacy

  • identify personal strengths, weaknesses, likes, and dislikes

  • learn about the purpose of special education and the process about being placed in special Education

  • identify key terms and definitions related to special education

  • be able to reflect on their personal educational history

  • identify legal facts that affect special education programs (Transfer of Rights)

  • identify student rights and responsibilities in a high school setting

  • identify personal accommodations and modifications

  • identify the transferable skills, job-specific skills, and training/education experience required for occupations they would like to pursue

  • increase their knowledge of their interests, skills and learning styles (with inventories)

  • understand what types of post-secondary college and training options are available to them

  • investigate local schools and begin to understand the application and financial aid process

  • identify local resources and creating goals for after high school


Students will meet the outcomes listed above through a combination of the following

activities:

  • Attending required transition classes

  • Completing portfolio assignments

  • Participating in class discussions and activities