Transition Planning: 9-12   (#7960010)

Version Description

Purpose

The purpose of this course is to enable students with disabilities to develop knowledge and skills for transition planning and accessing services needed to engage in postsecondary education/training, employment, and independent living.

Course Requirements

Self-Determination and Self-Advocacy

1. Apply knowledge and skills reflecting self-advocacy and self-determination in transition planning.
2. Demonstrate skills for effective participation in own individual educational plan meeting for transition planning.
3. Use effective communication skills in school, home, community, and employment settings. 
4. Demonstrate personal qualities, such as dependability, punctuality, responsibility, and personal grooming, that meet demands of school, home, community, and employment settings.

Personal and Career Planning

5. Use a planning process to establish and revise personal goals related to postsecondary adult living.
6. Use tools and resources for career planning, such as aptitude surveys and inventories, counseling, and computer-based programs—Electronic Personal Education Planner (ePEP) and CHOICES—to evaluate own interests and abilities for career and postsecondary education/training opportunities.
7. Describe a range of career options in various career clusters.
8. Identify a progression of jobs in a career path beginning with entry-level jobs that match career goals.
9. Evaluate available employment opportunities that match career goals.

Legal Issues

10. Demonstrate understanding of the meaning and personal implications of the age of majority status.
11. Describe the rights and responsibilities of individuals with disabilities as applied to postsecondary education/training, employment, and independent living.
12. Identify differences between rights and responsibilities afforded to students with disabilities in high school programs and adults with disabilities in postsecondary education/training and employment settings, such as self-disclosure, accommodations, and information about the grievance and appeal process.

Workplace Competencies

13. Demonstrate personal and social competencies necessary for employment situations.
14. Demonstrate understanding of job responsibilities in preferred careers.

Postsecondary Education/Training

15. Explain the differences among options for high school diplomas for students with disabilities and how they relate to requirements for postsecondary education/training and preferred career outcomes.
16. Describe postsecondary education/training programs that are recommended or required as preparation for preferred careers.
17. Describe a range of options for postsecondary education/training, including program offerings, admission requirements, financial aid, housing options, and disability resources.

Citizenship and Community Involvement

18. Describe elements and examples of community involvement and participation as a citizen.
19. Identify benefits and services available from community agencies and resources, such as Social Security Administration, health department, disability-specific resources, and other support services.

Independent Living

20. Describe options and resources available in the community for adult living.
21. Compare characteristics, costs, and amenities in various adult living arrangements based on individual preferences and means.
22. Determine requirements, costs, and opportunities for recreation and leisure activities.
23. Select recreation and leisure activities that align with personal interests and abilities.

General Notes

Notes
Instructional activities involving practical applications of course requirements may occur in home, school, community, and employment settings for the purposes of training, practice, and validation of skills. These applications may require that the student use related technology, tools, and equipment.

A student may earn multiple credits in this course. The particular course requirements that the student should master to earn each credit must be specified on an individual basis. Multiple credits may be earned sequentially or simultaneously.

English Language Development (ELD) Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf.