“Your work is to discover your work and then with all your heart to give yourself to it.” - Buddha
Transition timelines are flexible, but this section will give you an idea of the transition activities and deadlines we’ve developed for Genesee students. It is important to have a timeline so we can share those expectations with the student and family. There are often activities that the family can encourage or support at home, especially helping the student practice self-advocacy, communication, and decision-making skills.
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Elementary Planning for Transition:
➢ Students learn general employability skills such as finishing what I start, being on time, following directions, being reliable, etc.
➢ Talk about what they want to do in the future (dreams).
➢ Give opportunities for choice and decision-making.
➢ Awareness of work/careers
• What is work?
• What is a job?
• What are some jobs you know about?
• What kind of work do people do on these jobs?
• What have you dreamed of doing?
• What kind of job do you want?
• Where do you want to live, and with whom?
• Why do people work? Why do you want to work?
• What do you enjoy doing when you are not in school?
• What jobs do your family members have?
• What types of things do they do on their jobs?
Source: Sitlington, Neubert, Begun, Lombard, & Leconte. (2nd edition). (2007). Assess for Success: A practitioner’s guide for transition assessment. CA: Sage Publications
- Take your child to work to teach about employment.
- • http://www.daughtersandsonstowork.org/wmspage7d10.html?parm1=936
- Have your child open and maintain a savings account to teach financial independence and responsibility.
- • http://www.bankingkids.com/
- • http://www.handsonbanking.org/en/
- Save for personal purchases and comparison shop for item.
- Establish chores at home.
• http://life.familyeducation.com/parenting/jobs-and-chores/45315.html
- Allow your child to help cook.
• http://www.kidsacookin.org/
- Public library (open an account and make use of resources).
- Read books about different careers.
- Participate in parent days/nights at schools. Attend IEP meetings and parent conferences.
- Kids need to know their medical needs, medications (what, when, why), etc.
nichcy_guide_to_iep.pdf | |
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7th-grade Planning:
- Introduce student to Idaho CIS Jr.
- “Who Am I” activities on Idaho CIS Jr.
- Complete Learning style assessment and share results with teachers..
- Complete Holland Personality Type.
- Complete Career Cluster Inventory.
- Prepare presentation for IEP meeting that should include: strengths, needs, goals for the future, what is my disability and what does it mean to me, my learning style.
- Help run IEP meeting.
- Practice self-advocacy, communication, and social skills.
- Take part in community services and volunteer activities.
- Identify expected graduation date.
- Work on Moving On Transition Binder activities.
"One thing I know: the only ones among you who will be really happy are those who will have sought and found how to serve."
- Albert Schweitzer
- Albert Schweitzer
8th-grade Planning:
- Identify interests.
- Complete 8th-grade Idaho CIS checklist.
- Complete Learning Plan with School Counselor and parents (course of study addresses required courses and credits in high school, including on-line course).
- Practice self-advocacy, communication, and social skills.
- Take part in community services and volunteer activities.
- Lessons on Understanding my IEP and my disability.
- Update transition binder.
- Begin to set post-high school goals.
- Complete Reality Check that compares financial needs to income from one or two chosen occupations.
- Update presentation for IEP meeting and help run meeting.
- Complete transition plan (not legally required until age 16).
9th-grade Planning:
- Complete TPI–UV school/home/student ratings.
- Complete Self Determination checklist (teacher, home, student ratings).
- Parent and student transition surveys completed.
- Take your student to work or have him/her go to work with another relative or volunteer . http://www.thelearningpartnership.ca/press/today-is-take-our-kids-to-work-day
- Take part in community services and volunteer activities.
- Complete individualized transition assessments according to Transition Assessment Planning Form.
- Identify interests.
- 9th-grade checklist and related activities on Idaho CIS.
- Review Course of Study. Discuss training/skills needed to get a job.
- Identify post-school goals.
- State and know how to get accommodations and supports needed in school and later for employment.
- Continue self-advocacy, communication, and social skills.
- Complete lessons on Understanding my Rights.
- Update presentation for IEP meeting and help run meeting.
- Update transition plan.
- Update transition binder.
10th-grade Planning:
- Complete transition assessments using info from TPI and Self-Determination Checklist to identify areas of need.
- Complete 10th-grade checklist and related activities on Idaho CIS; job shadow opportunity.
- Review Course of Study.
- Identify and/or change post-school goals.
- Continue self-advocacy, communication, and social skills.
- Self-advocacy lessons.
- Self-determination lessons.
- Update IEP presentation; help write goals & accommodations.
- Test Proficient in ISAT, Idaho Common Core or ISAT-ALT.
- Apply for accommodations SAT/ACT or COMPASS Test.
- Discuss additional training/skills need to help get a job.
- Update CIS resumé.
- Get a part-time job to acquire job skills.
- Take part in community services and volunteer activities.
- Update transition binder.
“The decisions you make about your work life are especially important, since most people spend more of their waking lives working than doing anything else. Your choices will affect, not only yourself and those closest to you, but in some way the whole world.”
—Laurence G. Boldt
—Laurence G. Boldt
11th-grade Planning:
- SCAN assessment updated.
- Complete appropriate transition assessments.
- Complete 11th-grade Idaho CIS checklist and resumé.
- Review Course of Study, dual-credit courses.
- Identify and/or change post-school goals.
- Update transition plan.
- Continue self-advocacy lessons.
- Complete Goal-Attainment Scale lessons.
- Discuss what additional skills are needed to get/keep a job.
- Complete Disability Rights Lessons.
- Update transition binder.
- Continue financial management lessons.
- Complete disability disclosure/non-disclosure lesson.
- Fall and Spring job shadow experiences.
- Visit college campuses and the disability services offices
- Attend Career Fair.
- Careers Class.
- Take part in community services and volunteer activities.
- Update IEP presentation; write goals and accommodations.
- Take college entrance exam SAT/ACT or COMPASS (Spring).
- ASVAB test (January).
- Part-time job to get vocational experience.
- Discuss transfer of rights.
- Invite Vocational-Rehabilitation representative to IEP meeting.
- Invite any outside agencies relevant to post-school success to IEP meeting.
"Desire is the key to motivation, but it's determination and commitment to an unrelenting pursuit of your goal a commitment to excellence that will enable you to attain the success you seek." - Mario Andretti
12th-grade Planning:
- Appropriate Transition assessments.
- Updated eligibility testing.
- Update Course of Study, dual-credit courses.
- Senior Project.
- 12th-grade Idaho CIS checklist.
- Community Resources: check out resources for eight domains.
- Take part in community services and volunteer activities.
- Update resumé.
- Update IEP presentation; write goals and accommodations.
- Invite Vocational Rehabilitation representative to IEP meeting.
- Invite any other outside agencies necessary for post-school success to final IEP/transition meeting.
- Have separate vocational planning meeting with student-selected team.
- FAFSA (if going to college).
- Scholarship applications.
- College application.
- Master employability skills.
- Get part-time competitive employment.
- Consider private/government resources for employment if applicable.
- Consider if 18-21 services necessary.
- Decide whether to disclose/not disclose disability to employers.
- Summary of Performance (unless continuing in 18-21 program)
- Senior Exit Survey.
- Update transition binder with copies of IEP, Eligibility Report, current cognitive/academic testing results, and school psychologist report.
- Send copy of eligibility report and transcripts to VR if applying for services.
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"The secret of joy in work is contained in one word - excellence. To know how to do something well is to enjoy it." - Pearl Buck
18-21 Planning (if necessary):
- Off-campus employment.
- Independent Living.
- Idaho CIS activities related to employment.
- Communication & social skills.
- Training.
- Complete E-Jam.
- Work 20 hr./week.
- Get transportation skills.
- Plan housing options.
- Become involved in community for volunteer, recreation, and leisure activities.
- Update resumé.
- Summary of Performance completed.
"We all have dreams. But in order to make dreams come into reality, it takes an awful lot of determination, dedication, self-discipline, and effort." - Jesse Owens