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

One characteristic of extraordinary teachers is that they're not fazed by kids who challenge them; indeed, they welcome this. They're willing to reconsider what they've said, secure enough not to need to have the last word, & aware that arguing may help to sharpen kids' thinking.

Excited to be co-leading our awesome RI Team w/ @Riebate75 advocating 4 IDEA funding, strengthening the pipeline of special educators, and mental health matters! @davidcicilline #SELS2021 @SenWhitehouse @SenJackReed @JimLangevin @ameyer1026 👏👏👏👏

2

Last month, SkillsRI and Partnership for Rhode Island brought forth a logo design challenge to public high schools across Rhode Island. Over 50 students participated and students from Coventry High School as the design contest winners.

Congratulations and great work!

“While some of the most visible efforts to continue the fight focus on changing ableist habits and attitudes, the most harmful and persistent barriers disabled people face are still distinctly structural.” - @AndrewPulrang @Forbes https://www.forbes.com/sites/andrewpulrang/2021/06/14/fighting-ableism-is-about-much-more-than-attitudes-and-awareness/?sh=1e18237a19c0

A wonderful celebration today for our EG students at West Bay Collaborative Transition Academy. Heartfelt words about each graduate and well-deserved recognition of personal growth. So proud! @RITransition @ameyer1026 #TransitionsMatter #BrightFutures

Families Of People With IDD Rebuild Frayed Ties As Pandemic Eases https://www.disabilityscoop.com/2021/05/25/families-idd-rebuild-frayed-ties-pandemic-eases/29353/

"The technology giant said that software updates coming later this year will include changes 'designed for people with mobility, vision, hearing and cognitive disabilities.’” https://www.disabilityscoop.com/2021/05/24/apple-launching-new-accessibility-features-for-those-with-disabilities/29351/

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Family engagement is only effective when *both* educators/staff and families have the requisite skills to collaborate - the "4 Cs". Learn more at BRIDGE-RI (the Home of MTSS in RI) https://bit.ly/3eBjlny @RIPIN_RI

TASH's four part workshop series, "Increasing Communication Access and Improving Communication Support", starts tomorrow with workshop 1: "Communication Access: Understanding Where to Start and Taking the First Step". Learn more & register here: https://tash.org/2021-Communication-Workshop

https://docs.google.com/forms/d/e/1FAIpQLSe-aPLtYi0ficn6EsYXZlkKwbLcriklEJcNSxCyx-SX3bePtw/viewform?fbclid=IwAR1z1abhlGG7nMNExp_YV8p8Uy8DPxE42tdtNzG_R9-tLkd147ZQrU1R

Join TASH's four-part workshop series, "Increasing Communication Access and Improving Communication Support", Thursdays, May 13 – June 3. Learn more and register here: https://tash.org/2021-Communication-Workshop

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