College Countdown Transition Checklist

College Countdown Transition Checklist

A checklist with timelines is a very useful tool for all students planning for postsecondary education. This checklist for special education students can also serve as an ongoing transition assessment.  For any item addressed by the school system or outside agency, indicate the year(s) it was provided to the student on the line in front of the item.

Remember, the student and parents are not to be made responsible for providing any services or activities in transition planning. The school system is responsible for providing the services and activities deemed appropriate for a student which the school has the ability to provide. The school system is also responsible for providing referrals to appropriate outside agencies, but is not responsible for students or parents not taking advantage of the referral.

Student    

PRE-HIGH SCHOOL

  • Remediate and/or compensate for basic skill deficits.
  • Develop an understanding of your disability and how it affects learning.
  • Identify skills for academic independence (e.g. time management, note taking, memorization, test taking)
  • Participate in extra-curricular activities (e.g. music, clubs, organizations, sports).
  • Develop a list of career interests.

FRESHMAN YEAR

  • Develop self-advocacy skills.
  • Strengthen understanding of your disability and how it affects learning.
  • Develop skills for academic independence.
  • Participate in volunteer work experiences and extra-curricular activities.
  • Explore career options (e.g. interest inventories, career fairs, job shadows)
  • Investigate auxiliary aids, external services, and assistive technology tools. For example, an interpreter, personal attendant, books on tape, speech to text software, screen reading software.
  • Incorporate transition goals into IEP.

SOPHOMORE YEAR

  • Strengthen self-advocacy skills.
  • Articulate/verbalize your disability and how it affects learning.
  • Strengthen skills for academic independence.
  • Pursue preferences in paid work experiences and/or extra-curricular activities.
  • Identify career interests and aptitudes.
  • Identify needed auxiliary aids, external services, and assistive technology tools.
  • Take the PSAT or PLAN with or without accommodations.
  • Incorporate transition goals into IEP.

JUNIOR YEAR

  • Refine self-advocacy skills.
  • Refine skills for academic independence.
  • Participate in paid work experiences and/or extra-curricular activities.
  • Review career interests and aptitudes. If necessary, arrange for an additional career assessment or inventory.
  • Learn how to access/coordinate auxiliary aids, external services, & assistive technology tools.
  • Take the SAT/ACT test(s). If you need them, be sure to arrange accommodations in advance.
  • Set-up a file for important documents.
  • Check your program against general education requirements.
  • Continue with math and science courses.
  • Attend post-secondary school fairs. Collect information on training options.
  • Begin to identify possible schools and majors.
  • Apply for external services/supports (e.g. SD State Library, Recordings for Blind  and Dyslexic, SD Vocational Rehabilitation, Services for the Blind and Visually Impaired)
  • Incorporate transition goals into IEP.

SENIOR YEAR

Fall Term

  • Review pre-high school through junior year checklist items and focus on any areas of weakness or lack of preparation.
  • Check program against general education requirements.
  • Continue with math and science courses.
  • Enroll in college prep/study skills course.
  • Review IEP with your high school multi-disciplinary team. Make sure your  testing, documentation, accommodations, and transition goals are up to date.
  • Retake SAT/ACT test(s) if necessary. If you need them, arrange accommodations in advance.
  • Set-up a file for important post-secondary school documents.
  • Initiate post-secondary school application process including financial aid applications.

Spring Term

  • Select and accept admission offer from your preferred school.
  • Visit campus or attend a scheduled campus pre-view day. Meet with all appropriate personnel. At this time, it is especially important to register with the   Disability Services/ADA office. Register earlier if possible.
  • Develop a financial plan. Return financial aid award notice.
  • Inform residence hall staff if you have special room needs.
  • Make sure all external services and supports are in place.
  • Schedule appropriate placement exams. If needed, identify testing  accommodations.
  • Confirm your financial aid award. Find out when award checks are distributed.

Summer

  • Celebrate your graduation!
  • Attend new student orientation day(s) sponsored by your post-secondary school.
  • Revisit the Disability Services/ADA office.
  • If you have a roommate, introduce yourself via mail, e-mail or phone.
  • If you need taped texts, it is extremely important to arrange taping with the state library as soon as possible. If you need help, contact the Disability Services/ADA provider.

Other services or activities provided to the students to help prepare him/her for enrollment and success in further educational training after graduation from high school.

Date(s) Description of service or activity. 

 

 

 

 

R.I. Secondary  Transition & Employment First Twitter Feed

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“Seek the World” is a video platform started by two individuals who are deaf. Follow along with one of the co-founders as he travels worldwide, sharing videos about different cultures, experiences, adventures, and more in English and American Sign Language:https://bit.ly/3aCkjBD

Thank you to the ENTIRE @RISenate for its support of long-term rate reform for providers of services to people with disabilities.

This legislation is gaining bipartisan support because it impacts thousands of Rhode Islanders.

Let’s pass S2311 this session.

Did you know that Dan and Samuel Habib are producing a new film called My Disability Roadmap? And did you know that they are partnering with MCIE to hold a virtual screening and discussion of this film? Join us on May 26 at 3 pm ET: https://tiny.one/MyDisabilityRoadmap

Enjoyed this interview btw Drs. Sharon Field & Mike Ward on @2BSDonline - Look at the impact when everyone advocates! #StudentLedIEP mtgs is🎯! @AllisonLombardi @VCU_CTI @nelliet11 @ED_Sped_Rehab @JSIiams @ncldorg @OhioEngage @RITransition @tn_transition
https://www.beselfdetermined.com/blog/thinking/an-interview-with-dr-michael-ward/

Thank you to our Regional Transition Coordinator, Kerri Collins for her great work with our awesome Secondary Special Educators yesterday! Lots of great resources and feedback! @RITransition @ameyer1026 @EGPSAsstSuper @KenHopkinsJr @dtober9

https://recruiting.paylocity.com/recruiting/jobs/Details/1095782/West-Bay-Collaborative/Coordinator-of-Adult-Service-Programming

What a way to end spirit week! WWHS has about 1,250 people in it on a daily basis (students & staff combined). Imagine spending 180 days a year in a building that’s such a fantastic place to be, even on the hard days?!? Today was a good day! (Even if the seniors wore purple 🤷🏻‍♀️)

4

A great job coach can make a difference for people with disabilities seeking employment! Our leader Laura Owens just spoke in a webinar, Job Coaching 101: A Toolkit for New Coaches by the Hawaii Department of Education, for Educational Assistants & Behavioral Therapists.

Thx for the RT @RITransition. We ❤️ what @AbbyHughesSPED wrote too about how this tool leads to empowering conversations btw #childrenwithdisabilities and their #families! Families could be resources in transition planning too! Its not who you know, but who knows you! Thx again!

Why I feel things are looking up, by @think_inclusive https://weeklyish.substack.com/p/hope-looking-up?r=yu4rv&s=r&utm_campaign=post&utm_medium=web

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