FCSS Transition Time Line for Students Preparing for College Or Tech Training

FCSS Transition Time Line for Students Preparing for College or Tech Training

8th Grade:

·  Review and begin to understand the components of the IEP

·  The structure and purpose of the Transition Plan

·  Understanding your rights

·  Identifying transition services from middle – adulthood

·  Overview of HS options, courses and vocabulary

·  On-line Study Resources

·  Being a successful 9th grader

9th Grade:

·  Review HS Courses and develop a timeline

·  Identify accommodations for assessments

·  Register with college 411 and navigate the site for career and vocational exploration

·  Identify strengths and weaknesses, interests, etc.

·  Identify careers that are disliked

·  Locate/identify documents for future work opportunities

·  Explore after school, sports, clubs or recreational involvement

·  Gain self-advocacy skills through leading the transition meeting or speaking to others about his/her interest and career goals, explaining his or her disability and/or learning needs.

·  Learn how to and set an annual goal

·  Identify daily living skills needed for independence

10th Grade:

·  Carry over 9th Grade Goals if appropriate

·  Review appropriate accommodations for GHSGT

·  Identify colleges/technical training appropriate to student’s interest and abilities: entry requirements, etc.

·  Learn about self-disclosure

·  Identifying the difference between college law and public school law (IDEA)

·  Become familiar with purpose of Regents Testing (accessing college accommodations)

·  Identify jobs that relate to field of interest and explore jobs within the overall career – along with identifying education that is needed.

·  Explore process for obtaining driving permit

·  Identify references for job applications

·  Further enhance self-advocacy skills: write a letter describing his/her learning needs.

·  Continue with goal setting

·  Identify daily living skills needed for independence (continued from 9th or addition skills).

11th Grade:

·  Carry over 9th- 10th Grade Transition Goals as needed

·  Identify entry requirements for post-secondary education/training (more in-depth )

·  Request applications from post-secondary education/training programs

·  Contact ADA coordinator or identify accommodations provided

·  List characteristics of the career chosen including salary, industry growth, etc.

·  Complete 1 resume

·  Complete 1 job application

·  Participate in the IEP meeting (predetermined by student to what extent) – lead the transition plan, write a letter, provide a powerpoint presentation, etc)

·  Continue with goal setting

·  Explore Vocational Rehabilitation Services and Qualifications and determine interest/need

·  Identify post-secondary living arrangements and needs

·  Continue with daily living skills

12th Grade:

·  Continue with 9th – 11th Grade Transition Goals and Activities

·  Finalize post-secondary options, entrance requirements

·  Fulfill entrance requirements

·  Identify accommodation procedures at the particular post-secondary site

·  Develop a graduation plan and complete the Summary of Performance

·  Identify post-secondary recreational and social activities

·  Identify community services options

·  Complete requirements for individuals who reach the age of 18

·  Transfer of rights

·  Enhance student participation in the IEP by leading the Transition Plan or a predetermined portion of the meeting.

·  Fulfill Vocational Rehabilitation Requirements if appropriate

·  Review SSI information if appropriate

·  Prepare for independent living by identifying various resources: doctors, dentists, health insurance, budgeting, etc.

·  Continue to enhance daily living skills

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