Education Exploratory Phase
Education Exploratory Phase
For students who are unsure what education or training is needed for their career goal.
Step 1 – Understand Career-Education Connections
Step 1 – Understand Career-Education Connections
Description: Learn how different careers require different levels or types of education.
Category: Instruction
Teacher Tip: Use O*NET, Pathful, or CareerOneStop to show “Typical Education Needed” for careers.
Student Outcome: Student will identify the minimum education level required for three careers of interest.
Step 2 – Review Current IEP and Academic Performance
Step 2 – Review Current IEP and Academic Performance
Description: Check grades, test scores, and present levels to understand readiness for postsecondary learning.
Category: Instruction / Functional Assessment
Teacher Tip: Connect current performance to future requirements (e.g., math level for trades, GPA for college).
Student Outcome: Student will summarize one academic strength and one area to improve for their goal.
Step 3 – Explore All Education Pathways
Step 3 – Explore All Education Pathways
Description: Compare technical school, community college, university, military, and online learning options.
Category: Instruction
Teacher Tip: Create a comparison chart including cost, time to complete, and career outcomes.
Local Connections: Invite representatives from VPCC, Apprentice School, military recruiters, and local universities.
Student Outcome: Student will list two pros and two cons for at least two different education paths.
Step 4 – Identify Local and Online Training Resources
Step 4 – Identify Local and Online Training Resources
Description: Learn about training providers in Hampton Roads and online platforms.
Category: Instruction / Community Experience
Teacher Tip: Use field trips, guest speakers, and school fairs to introduce programs.
Local Connections: Academies of Hampton career events; Pre-ETS career exploration activities.
Student Outcome: Student will identify at least one local and one online training provider for their interest area.
Step 5 – Match SPIN to Education Options
Step 5 – Match SPIN to Education Options
Description: Use strengths, preferences, interests, and needs to choose a learning pathway that fits.
Category: Instruction / Functional Assessment
Teacher Tip: Have students complete a career interest inventory and match results to education options.
Student Outcome: Student will select one education pathway that matches their SPIN.
Advocacy for Accessibility and Support
Advocacy for Accessibility and Support
Step 1 – Identify Current Supports
Step 1 – Identify Current Supports
Description: Review your IEP, 504 Plan, or informal supports to know exactly what accommodations you receive now.
Category: Instruction / Self-Advocacy
Teacher Tip: Have students list each support and how it helps them succeed.
Student Outcome: Student will identify at least three current supports and describe their purpose.
Step 2 – Understand Your Rights
Step 2 – Understand Your Rights
Description: Learn how disability rights change after high school (IDEA → ADA/Section 504) in education, employment, and community life.
Category: Instruction / Self-Advocacy
Teacher Tip: Use side-by-side charts to show the differences between high school and adult service laws.
Student Outcome: Student will explain one key difference between IDEA and ADA/Section 504.
Step 3 – Gather Documentation
Step 3 – Gather Documentation
Description: Collect important records (IEP, evaluations, medical letters) to share with future schools, employers, or service agencies.
Category: Adult Living / Transition Planning
Teacher Tip: Help students create a “Transition Portfolio” with all documents in one place.
Student Outcome: Student will assemble a personal folder containing at least three important support documents.
Step 4 – Explore Accessibility Offices and Services
Step 4 – Explore Accessibility Offices and Services
Description: Learn how to locate and contact disability services offices in colleges, training programs, workplaces, and community agencies.
Category: Instruction / Community Experience
Teacher Tip: Have students practice finding disability support info on different program websites.
Student Outcome: Student will identify the correct contact for accessibility at a chosen school or workplace.
Step 5 – Explain Your Needs
Step 5 – Explain Your Needs
Description: Practice describing your disability, the accommodations you use, and how they help you.
Category: Instruction / Self-Advocacy
Teacher Tip: Role-play conversations with teachers, employers, or college staff.
Student Outcome: Student will confidently explain one accommodation they need and why.
Step 6 – Research Assistive Technology (AT)
Step 6 – Research Assistive Technology (AT)
Description: Identify AT tools that could help with learning, work, or daily living tasks.
Category: Instruction / Functional Assessment
Teacher Tip: Demonstrate built-in device accessibility features and explore AT loan programs (e.g., DARS, Endependence Center).
Student Outcome: Student will name at least one AT tool that could support them in a future setting.
Step 7 – Practice Making Accommodation Requests
Step 7 – Practice Making Accommodation Requests
Description: Learn how to request supports in writing, by email, or in person.
Category: Instruction / Self-Advocacy
Teacher Tip: Provide sample accommodation request letters and scripts.
Student Outcome: Student will create and share a mock accommodation request.
Step 8 – Follow Up and Monitor
Step 8 – Follow Up and Monitor
Description: Check to ensure supports are in place and working; request adjustments if needed.
Category: Instruction / Adult Living
Teacher Tip: Use checklists for students to track whether accommodations are provided as agreed.
Student Outcome: Student will identify one way to follow up when supports aren’t working.
Step 9 – Apply in Multiple Settings
Step 9 – Apply in Multiple Settings
Description: Use advocacy skills in school, work, community programs, healthcare, and independent living.
Category: Community Experience / Self-Advocacy
Teacher Tip: Create scenarios for students to apply their advocacy skills in varied settings.
Student Outcome: Student will successfully request or use a support in a real-world setting.
Technical / Apprenticeship / Community College
Technical / Apprenticeship / Community College
Step 1 – Understand Program Types
Step 1 – Understand Program Types
Description: Learn the difference between technical schools, apprenticeships, and community college certificate/degree programs.
Category: Instruction / Career Awareness
Teacher Tip: Have students compare local options like VPCC, Virginia Technical Academy, and The Apprentice School.
Student Outcome: Student will name two differences between technical schools, apprenticeships, and community colleges.
Step 2 – Research Admission Requirements
Step 2 – Research Admission Requirements
Description: Explore the entry requirements for the chosen program (GPA, placement tests, prerequisites).
Category: Instruction / Career Awareness
Teacher Tip: Provide students with admissions checklists from program websites.
Student Outcome: Student will list the admission requirements for one chosen program.
Step 3 – Explore Career-Specific Training
Step 3 – Explore Career-Specific Training
Description: Identify what training is needed for the student’s chosen career using tools like ONET and Pathful.
Category: Instruction / Career Awareness
Teacher Tip: Demonstrate how to search ONET for training requirements tied to SPIN (Skills, Preferences, Interests, Needs).
Student Outcome: Student will identify one required credential or skill for their career of interest.
Step 4 – Understand Apprenticeship Structure
Step 4 – Understand Apprenticeship Structure
Description: Learn how apprenticeships combine paid work and instruction, often leading to certification or journeyman status.
Category: Instruction / Career Awareness
Teacher Tip: Use the Virginia Apprenticeship website to show examples in skilled trades.
Student Outcome: Student will explain how an apprenticeship balances learning and earning.
Step 5 – Plan Financially for Training
Step 5 – Plan Financially for Training
Description: Research tuition costs, financial aid, scholarships, and paid training opportunities.
Category: Instruction / Adult Living
Teacher Tip: Introduce FAFSA and local scholarship databases.
Student Outcome: Student will list two possible ways to pay for their chosen program.
Step 6 – Understand Costs and Funding Sources
Description: Learn the tuition, fees, and supply costs for each program, and explore funding options such as:
Vocational Rehabilitation/DARS support
Pell Grants or FAFSA-based aid (if applicable)
Scholarships from the school, trade associations, or community
Employer-sponsored apprenticeships
Payment plans or personal/family contribution
Category: Instruction / Adult Living
Teacher Tip: Connect students with financial aid advisors or workforce funding specialists.
Student Outcome: Student will identify at least one funding source for a program of interest.
Step 7 – Advocate for Accessibility and Support
Step 7 – Advocate for Accessibility and Support
Description: Learn how to connect with student services or accessibility offices to request accommodations. Gather documentation like IEP, 504 plan, or medical letters.
Category: Instruction / Self-Advocacy
Teacher Tip: Role-play explaining accommodations to a disability services coordinator.
Student Outcome: Student will identify their top three accommodations and explain how they support learning.
Step 8 – Prepare for Placement Tests or Entry Assessments
Step 8 – Prepare for Placement Tests or Entry Assessments
Description: Review sample questions and practice test-taking strategies for entrance exams.
Category: Instruction / Functional Assessment
Teacher Tip: Use free resources from program websites or Khan Academy.
Student Outcome: Student will complete one practice test for their chosen program.
Step 9 – Build Career-Related Soft Skills
Step 9 – Build Career-Related Soft Skills
Description: Develop communication, teamwork, time management, and problem-solving skills relevant to the program.
Category: Instruction / Work Readiness
Teacher Tip: Connect these skills to the 22 CTE Workplace Readiness Skills.
Student Outcome: Student will identify one soft skill they need to strengthen before entering the program.
Step 10 – Complete an Application Packet
Step 10 – Complete an Application Packet
Description: Fill out and submit the application, gather recommendations, and meet deadlines.
Category: Instruction / Adult Living
Teacher Tip: Provide a timeline for application steps.
Student Outcome: Student will submit a complete, on-time application to at least one program.
Step 11 – Tour a Campus or Training Facility
Step 11 – Tour a Campus or Training Facility
Description: Visit the program site to learn about classrooms, labs, and student resources.
Category: Community Experience
Teacher Tip: Encourage students to prepare three questions to ask during the tour.
Student Outcome: Student will describe one new thing they learned from the tour.
Step 12 – Create a Transition Plan
Step 12 – Create a Transition Plan
Description: Develop a step-by-step plan from high school to enrollment, including timelines and contacts.
Category: Instruction / Adult Living
Teacher Tip: Use the IEP transition section to record steps.
Student Outcome: Student will present their personal transition plan to their teacher or family.
Adult & Educational Center / GED / Short-Term Degree Programs
Adult & Educational Center / GED / Short-Term Degree Programs
Step 1 – Identify Purpose and Pathway
Step 1 – Identify Purpose and Pathway
Description: Understand why the program is needed (completing a GED, learning ASL, earning a short-term certificate) and how it connects to long-term goals.
Category: Instruction / Career Awareness
Teacher Tip: Have students link the program choice to their SPIN (Skills, Preferences, Interests, Needs).
Student Outcome: Student will explain how completing this program supports their postsecondary goal.
Step 2 – Research Local Program Options
Step 2 – Research Local Program Options
Description: Compare offerings such as the Adult & Educational Center, Landmark College short-term programs, and community-based courses.
Category: Instruction / Career Awareness
Teacher Tip: Provide program brochures or websites for side-by-side comparison.
Student Outcome: Student will list two local programs that meet their needs.
Step 3 – Learn Entry Requirements
Step 3 – Learn Entry Requirements
Description: Review prerequisites such as age, residency, placement tests, or prior coursework.
Category: Instruction / Career Awareness
Teacher Tip: Have students create a checklist of requirements for their top choice.
Student Outcome: Student will identify all requirements needed to enroll in their program.
Step 4 – Explore Costs and Funding Options
Step 4 – Explore Costs and Funding Options
Description: Research tuition, fees, and possible funding sources (scholarships, DARS, Workforce Development grants).
Category: Instruction / Adult Living
Teacher Tip: Introduce the local Workforce Center and its training support programs.
Student Outcome: Student will identify at least one funding source for their program.
Step 5 – Advocate for Accessibility and Support
Step 5 – Advocate for Accessibility and Support
Description: Learn how to request accommodations from program staff and gather documentation (IEP, medical letters, evaluations).
Category: Instruction / Self-Advocacy
Teacher Tip: Role-play a conversation with an instructor about support needs.
Student Outcome: Student will name their top three accommodations and explain how they help them learn.
Step 6 – Strengthen Academic or Foundational Skills
Step 6 – Strengthen Academic or Foundational Skills
Description: Identify areas (reading, writing, math, language) that may need improvement for success in the program.
Category: Instruction / Functional Assessment
Teacher Tip: Use free online practice resources or tutoring programs.
Student Outcome: Student will complete at least one skill-building activity in an identified area of need.
Step 7 – Practice Attendance and Time Management Skills
Step 7 – Practice Attendance and Time Management Skills
Description: Learn how to keep a schedule, arrive on time, and plan for transportation.
Category: Instruction / Adult Living
Teacher Tip: Have students track their daily attendance and punctuality for one week.
Student Outcome: Student will maintain a schedule showing on-time arrival for five consecutive days.
Step 8 – Prepare and Submit Application
Step 8 – Prepare and Submit Application
Description: Complete the application process, including all required forms and documentation.
Category: Instruction / Adult Living
Teacher Tip: Guide students through an application step-by-step.
Student Outcome: Student will submit a complete application to their chosen program.
Step 9 – Participate in Orientation or Introductory Session
Step 9 – Participate in Orientation or Introductory Session
Description: Attend an orientation to learn program expectations, policies, and available resources.
Category: Community Experience
Teacher Tip: Help students prepare three questions to ask at orientation.
Student Outcome: Student will share one resource they learned about at orientation.
Step 10 – Begin Program and Monitor Progress
Step 10 – Begin Program and Monitor Progress
Description: Start the program, track attendance, complete assignments, and check progress regularly.
Category: Instruction / Adult Living
Teacher Tip: Teach students how to self-monitor progress using a simple tracker.
Student Outcome: Student will identify one area of strength and one area for improvement after the first month.
4-Year College or University
4-Year College or University
Step 1 – Connect Career Goals to College Majors
Step 1 – Connect Career Goals to College Majors
Description: Identify how a chosen career connects to possible college majors and degrees.
Category: Instruction / Career Awareness
Teacher Tip: Use O*NET, Pathful, or college websites to match careers to majors.
Student Outcome: Student will identify at least two majors that align with their career interests.
Step 2 – Research Potential Colleges and Universities
Step 2 – Research Potential Colleges and Universities
Description: Compare schools based on programs offered, campus size, location, cost, and support services.
Category: Instruction / Career Awareness
Teacher Tip: Have students create a comparison chart for three possible colleges.
Student Outcome: Student will list two reasons why a specific school is a good fit for them.
Step 3 – Learn Admission Requirements
Step 3 – Learn Admission Requirements
Description: Understand GPA, test scores (SAT/ACT), prerequisite courses, and application deadlines.
Category: Instruction / Career Awareness
Teacher Tip: Provide an admissions checklist for the student’s top school choice.
Student Outcome: Student will identify all application requirements for their top-choice school.
Step 4 – Explore Costs and Financial Aid
Step 4 – Explore Costs and Financial Aid
Description: Research tuition, fees, housing, and financial aid options, including FAFSA, DARS, scholarships, and grants.
Category: Instruction / Adult Living
Teacher Tip: Host a FAFSA completion workshop or scholarship search session.
Student Outcome: Student will identify two possible funding sources for their education.
Step 5 – Advocate for Accessibility and Support
Step 5 – Advocate for Accessibility and Support
Description: Learn how to register with the college’s Office of Accessibility or Student Services, request accommodations, and gather documentation (IEP, evaluation reports, medical letters).
Category: Instruction / Self-Advocacy
Teacher Tip: Role-play a meeting with an accessibility coordinator to request accommodations.
Student Outcome: Student will explain how at least two accommodations support their academic success.
Step 6 – Prepare for Placement Tests or Entry Assessments
Step 6 – Prepare for Placement Tests or Entry Assessments
Description: Review and practice for any required placement or entrance exams.
Category: Instruction / Functional Assessment
Teacher Tip: Use free online prep tools or college-provided study guides.
Student Outcome: Student will complete one practice test in preparation for an entrance exam.
Step 7 – Build College Readiness Skills
Step 7 – Build College Readiness Skills
Description: Strengthen time management, note-taking, study skills, and self-discipline to meet college demands.
Category: Instruction / Work Readiness
Teacher Tip: Introduce strategies like planners, study schedules, and Cornell note-taking.
Student Outcome: Student will use at least one new study strategy for a week and reflect on its effectiveness.
Step 8 – Visit Campuses
Step 8 – Visit Campuses
Description: Attend campus tours to explore housing, classrooms, libraries, labs, and student centers.
Category: Community Experience
Teacher Tip: Encourage students to prepare three questions to ask during the tour.
Student Outcome: Student will describe one campus resource they plan to use.
Step 9 – Complete Application Process
Step 9 – Complete Application Process
Description: Submit applications, essays, recommendations, and transcripts before deadlines.
Category: Instruction / Adult Living
Teacher Tip: Set a calendar with step-by-step deadlines for application components.
Student Outcome: Student will submit at least one complete college application on time.
Step 10 – Attend Orientation and Connect with Resources
Step 10 – Attend Orientation and Connect with Resources
Description: Participate in freshman orientation to meet peers, advisors, and campus support staff.
Category: Community Experience
Teacher Tip: Have students schedule time with their academic advisor during orientation.
Student Outcome: Student will identify one campus service they plan to access during their first semester.
Step 11 – Create a College Transition Plan
Step 11 – Create a College Transition Plan
Description: Develop a personal plan for moving from high school to college, including timelines, housing, finances, and support contacts.
Category: Instruction / Adult Living
Teacher Tip: Use the IEP transition section to outline specific college-readiness actions.
Student Outcome: Student will present their transition plan to their teacher or family.
Short-Term Community Certificate Programs
Short-Term Community Certificate Programs
Step 1 – Identify Career Goal and Certificate Match
Step 1 – Identify Career Goal and Certificate Match
Description: Understand which short-term certificate aligns with the student’s desired career field.
Category: Instruction / Career Awareness
Teacher Tip: Use O*NET or local workforce data to show which certificates lead to jobs.
Student Outcome: Student will name one short-term certificate that matches their career interest.
Step 2 – Research Local Program Options
Step 2 – Research Local Program Options
Description: Explore programs like Culinary Arts at the Foodbank, Future of Work/VersAbility, Tidewater Community College short-term programs, Citizen & Minister’s Police Academy, and WorkOne Center.
Category: Instruction / Career Awareness
Teacher Tip: Provide students with a list of local programs, costs, and entry requirements.
Student Outcome: Student will list two programs they are interested in pursuing.
Step 3 – Learn Entry Requirements
Step 3 – Learn Entry Requirements
Description: Review prerequisites, age requirements, background checks, and application timelines.
Category: Instruction / Career Awareness
Teacher Tip: Have students create a checklist for their chosen program’s requirements.
Student Outcome: Student will identify all requirements needed for admission to their chosen program.
Step 4 – Explore Costs and Funding Options
Step 4 – Explore Costs and Funding Options
Description: Identify tuition, materials costs, and possible funding sources such as Workforce Development grants, DARS, or scholarships.
Category: Instruction / Adult Living
Teacher Tip: Introduce students to local workforce boards and scholarship listings.
Student Outcome: Student will identify at least one funding source for their program.
Step 5 – Advocate for Accessibility and Support
Step 5 – Advocate for Accessibility and Support
Description: Learn how to request accommodations, gather documentation, and work with program staff to ensure supports are in place.
Category: Instruction / Self-Advocacy
Teacher Tip: Have students write a short script explaining their top two accommodations.
Student Outcome: Student will be able to explain how accommodations will help them succeed in the program.
Step 6 – Strengthen Relevant Skills
Step 6 – Strengthen Relevant Skills
Description: Develop or review skills that will be used in the program (e.g., culinary basics, computer literacy, safety procedures).
Category: Instruction / Work Readiness
Teacher Tip: Offer pre-course workshops or connect students to online tutorials.
Student Outcome: Student will complete one preparatory activity related to their program.
Step 7 – Practice Attendance and Time Management
Step 7 – Practice Attendance and Time Management
Description: Create and follow a schedule to manage class time, transportation, and assignments.
Category: Instruction / Adult Living
Teacher Tip: Have students track attendance and punctuality during a practice week.
Student Outcome: Student will maintain a consistent on-time arrival record for one week.
Step 8 – Complete Application and Enrollment
Step 8 – Complete Application and Enrollment
Description: Submit all required forms, fees, and supporting documentation to the program.
Category: Instruction / Adult Living
Teacher Tip: Walk students through an example application.
Student Outcome: Student will submit a complete application to their chosen program.
Step 9 – Participate in Orientation or Program Introduction
Step 9 – Participate in Orientation or Program Introduction
Description: Learn about expectations, schedules, safety, and available supports.
Category: Community Experience
Teacher Tip: Have students write down three resources they learn about during orientation.
Student Outcome: Student will identify at least one resource they plan to use during the program.
Step 10 – Begin Program and Monitor Progress
Step 10 – Begin Program and Monitor Progress
Description: Attend all sessions, complete required work, and review progress regularly.
Category: Instruction / Adult Living
Teacher Tip: Teach students how to self-monitor using a checklist or progress tracker.
Student Outcome: Student will report one strength and one area for improvement after the first two weeks.
Adult & Educational Center / GED / Short-Term Degree Programs
Adult & Educational Center / GED / Short-Term Degree Programs
Step 1 – Identify Purpose and Pathway
Step 1 – Identify Purpose and Pathway
Description: Understand why the program is needed (completing a GED, learning ASL, earning a short-term certificate) and how it connects to long-term goals.
Category: Instruction / Career Awareness
Teacher Tip: Have students link the program choice to their SPIN (Skills, Preferences, Interests, Needs).
Student Outcome: Student will explain how completing this program supports their postsecondary goal.
Step 2 – Research Local Program Options
Step 2 – Research Local Program Options
Description: Compare offerings such as the Adult & Educational Center, Landmark College short-term programs, and community-based courses.
Category: Instruction / Career Awareness
Teacher Tip: Provide program brochures or websites for side-by-side comparison.
Student Outcome: Student will list two local programs that meet their needs.
Step 3 – Learn Entry Requirements
Step 3 – Learn Entry Requirements
Description: Review prerequisites such as age, residency, placement tests, or prior coursework.
Category: Instruction / Career Awareness
Teacher Tip: Have students create a checklist of requirements for their top choice.
Student Outcome: Student will identify all requirements needed to enroll in their program.
Step 4 – Explore Costs and Funding Options
Step 4 – Explore Costs and Funding Options
Description: Research tuition, fees, and possible funding sources (scholarships, DARS, Workforce Development grants).
Category: Instruction / Adult Living
Teacher Tip: Introduce the local Workforce Center and its training support programs.
Student Outcome: Student will identify at least one funding source for their program.
Step 5 – Advocate for Accessibility and Support
Step 5 – Advocate for Accessibility and Support
Description: Learn how to request accommodations from program staff and gather documentation (IEP, medical letters, evaluations).
Category: Instruction / Self-Advocacy
Teacher Tip: Role-play a conversation with an instructor about support needs.
Student Outcome: Student will name their top three accommodations and explain how they help them learn.
Step 6 – Strengthen Academic or Foundational Skills
Step 6 – Strengthen Academic or Foundational Skills
Description: Identify areas (reading, writing, math, language) that may need improvement for success in the program.
Category: Instruction / Functional Assessment
Teacher Tip: Use free online practice resources or tutoring programs.
Student Outcome: Student will complete at least one skill-building activity in an identified area of need.
Step 7 – Practice Attendance and Time Management Skills
Step 7 – Practice Attendance and Time Management Skills
Description: Learn how to keep a schedule, arrive on time, and plan for transportation.
Category: Instruction / Adult Living
Teacher Tip: Have students track their daily attendance and punctuality for one week.
Student Outcome: Student will maintain a schedule showing on-time arrival for five consecutive days.
Step 8 – Prepare and Submit Application
Step 8 – Prepare and Submit Application
Description: Complete the application process, including all required forms and documentation.
Category: Instruction / Adult Living
Teacher Tip: Guide students through an application step-by-step.
Student Outcome: Student will submit a complete application to their chosen program.
Step 9 – Participate in Orientation or Introductory Session
Step 9 – Participate in Orientation or Introductory Session
Description: Attend an orientation to learn program expectations, policies, and available resources.
Category: Community Experience
Teacher Tip: Help students prepare three questions to ask at orientation.
Student Outcome: Student will share one resource they learned about at orientation.
Military
Military
Step 1 – Identify Career Goals and Military Alignment
Step 1 – Identify Career Goals and Military Alignment
Description: Learn about military branches (Army, Air Force, Marine Corps, Navy, Air National Guard, Space Force) and the careers they offer. Match career interests to military occupational specialties (MOS) or ratings.
Category: Instruction / Career Awareness
Teacher Tip: Use the official military career websites or O*NET’s “Military Crosswalk” to connect student interests to military jobs.
Student Outcome: Student will name at least one branch and one career role that aligns with their interests.
Step 2 – Research Branch Requirements and Benefits
Step 2 – Research Branch Requirements and Benefits
Description: Understand enlistment requirements (age, education, fitness), benefits (GI Bill, tuition assistance, housing, health care), and service commitments.
Category: Instruction / Career Awareness
Teacher Tip: Invite a military recruiter to speak and answer student questions.
Student Outcome: Student will identify two benefits and two requirements of their chosen branch.
Step 3 – Prepare for the ASVAB
Step 3 – Prepare for the ASVAB
Description: Learn the purpose of the Armed Services Vocational Aptitude Battery (ASVAB) and study for sections relevant to desired career fields.
Category: Instruction / Functional Assessment
Teacher Tip: Provide practice tests and review sessions, or direct students to the official ASVAB study site.
Student Outcome: Student will complete at least one ASVAB practice test and review incorrect answers.
Step 4 – Explore Physical Readiness
Step 4 – Explore Physical Readiness
Description: Understand and prepare for physical fitness standards for the chosen branch.
Category: Instruction / Adult Living
Teacher Tip: Share branch-specific fitness requirement charts and training tips.
Student Outcome: Student will identify their current performance level in at least two required fitness activities.
Step 5 – Advocate for Accessibility and Support
Step 5 – Advocate for Accessibility and Support
Description: Learn how to disclose and document disabilities, request waivers if applicable, and explore support programs within the military (e.g., Warrior Care programs).
Category: Instruction / Self-Advocacy
Teacher Tip: Discuss confidentiality and when/how to disclose disabilities in the enlistment process.
Student Outcome: Student will describe at least one support program available in the military for individuals with their needs.
Step 6 – Complete the Enlistment Process
Step 6 – Complete the Enlistment Process
Description: Work with a recruiter to complete paperwork, background checks, and MEPS (Military Entrance Processing Station) requirements.
Category: Instruction / Adult Living
Teacher Tip: Break down MEPS into steps and timelines so students understand each stage.
Student Outcome: Student will list all documents needed for the enlistment process.
Step 7 – Understand Basic Training (Boot Camp)
Step 7 – Understand Basic Training (Boot Camp)
Description: Learn what to expect in boot camp, including daily routines, discipline, and initial skills training.
Category: Instruction / Adult Living
Teacher Tip: Show a boot camp orientation video and discuss expectations.
Student Outcome: Student will name two skills they will learn in basic training.
Step 8 – Research “A School” or Advanced Individual Training (AIT)
Step 8 – Research “A School” or Advanced Individual Training (AIT)
Description: Identify specialized training available after basic training and how it connects to career advancement.
Category: Instruction / Career Awareness
Teacher Tip: Have students compare training times and outcomes for two military specialties.
Student Outcome: Student will identify their desired advanced training and its length.
Step 9 – Plan for Post-Military Career Transition
Step 9 – Plan for Post-Military Career Transition
Description: Explore how military experience and education benefits (GI Bill) can be applied to civilian careers or further education.
Category: Instruction / Adult Living
Teacher Tip: Use examples of veterans who transitioned into careers after service.
Student Outcome: Student will describe one civilian career they could pursue after military service.
Step 10 – Begin Service and Track Progress
Step 10 – Begin Service and Track Progress
Description: Fulfill responsibilities, maintain physical and professional readiness, and review career progression opportunities.
Category: Instruction / Employment Retention
Teacher Tip: Encourage students to set a 1-year and 3-year service goal.
Student Outcome: Student will identify one goal for their first year in service.
Online/Self-Directed Learning
Online/Self-Directed Learning
Step 1 – Identify Career Goal and Related Skills
Step 1 – Identify Career Goal and Related Skills
Description: Use O*NET, Pathful (via Clever), or similar resources to identify skills and knowledge needed for a specific career goal.
Category: Instruction / Career Awareness
Teacher Tip: Guide students to match their SPIN (Skills, Preferences, Interests, Needs) to courses that support their long-term career goals.
Student Outcome: Student will identify at least one skill that can be developed through an online course related to their career interest.
Step 2 – Identify Learning Goals
Description: Determine the specific skill, topic, or certification the student wants to pursue online, based on career goals or personal interests.
Category: Instruction / Career Awareness
Teacher Tip: Guide students in matching career interests with online learning options.
Student Outcome: Student will state a clear learning goal (e.g., learn Excel, complete an intro coding course).
Step 3 – Explore Online Learning Platforms
Step 3 – Explore Online Learning Platforms
Description: Compare options such as Coursera, Udemy, LinkedIn Learning, Skillshare, and YouTube. Consider factors like cost, certifications, and course length.
Category: Instruction / Career Awareness
Teacher Tip: Show students how to search and filter for courses that match their career interest and skill level.
Student Outcome: Student will create a list of at least two platforms that offer relevant courses.
Step 4 – Evaluate Course Quality and Accessibility
Step 4 – Evaluate Course Quality and Accessibility
Description: Review course descriptions, ratings, and preview lessons to ensure they match the learning goal and are accessible.
Category: Instruction / Self-Advocacy
Teacher Tip: Discuss features like closed captions, transcripts, and downloadable materials for accessibility.
Student Outcome: Student will select one course and describe why it fits their needs.
Step 5 – Understand Costs and Access Options
Step 5 – Understand Costs and Access Options
Description: Determine course costs and identify free trials, discounts, or library access to paid platforms.
Category: Instruction / Adult Living
Teacher Tip: Share examples of free, high-quality courses and show how to set up accounts.
Teacher Tip: Show students how to search for free or subsidized courses through schools or libraries.
Student Outcome: Student will identify one way to access their chosen course.
Student Outcome: Student will identify at least one way to access a course affordably.
Step 6 – Understand Technology and Accessibility Requirements
Description: Learn about the technology needed (e.g., computer, internet, software) and explore accessibility features or accommodations.
Category: Instruction / Self-Advocacy
Teacher Tip: Support students in testing platform accessibility and requesting needed assistive technology.
Student Outcome: Student will confirm they can access and navigate the course platform.
Step 7 – Develop a Learning Schedule
Step 7 – Develop a Learning Schedule
Description: Create a plan for when and where the student will complete coursework, balancing other responsibilities.
Category: Instruction / Daily Living
Teacher Tip: Have students set SMART goals for course completion.
Student Outcome: Student will create a written learning schedule for their course.
Step 8 – Practice Self-Advocacy in a Virtual Environment
Step 8 – Practice Self-Advocacy in a Virtual Environment
Description: Learn how to ask instructors for help, use discussion boards, or request accommodations if needed.
Category: Instruction / Self-Advocacy
Teacher Tip: Model email templates or forum posts for asking questions.
Student Outcome: Student will send one message to an instructor or post in a class forum with a course-related question.
Step 9 – Build Note-Taking and Study Skills for Online Learning
Step 9 – Build Note-Taking and Study Skills for Online Learning
Description: Learn strategies for retaining and applying information from online courses.
Category: Instruction / Work Readiness
Teacher Tip: Show examples of digital note-taking tools like Google Docs or OneNote.
Student Outcome: Student will take and save notes from at least one lesson.
Step 10 – Plan for Time Management
Description: Create a schedule to complete online coursework within required time frames.
Category: Daily Living / Self-Management
Teacher Tip: Teach strategies for setting reminders, breaking work into chunks, and tracking progress.
Student Outcome: Student will create a weekly plan for working on the course.
Private Tutor / Counseling / Home-Driven Learning
Private Tutor / Counseling / Home-Driven Learning
Step 1 – Identify Goal and Related Skills
Step 1 – Identify Goal and Related Skills
Description: Use O*NET, Pathful (via Clever), or professional recommendations to identify skill areas that can be supported by private tutoring, counseling, or home-based instruction (e.g., speech, occupational therapy, behavior support, academic tutoring).
Category: Instruction / Career Awareness
Teacher Tip: Help students connect the skill area to their postsecondary goals (e.g., improved communication for customer service jobs, fine motor skills for trade work).
Student Outcome: Student will identify at least one skill or need that tutoring or therapy could improve.
Step 2 – Explore Available Providers
Step 2 – Explore Available Providers
Description: Research local and online options, including:
Speech Therapy
Occupational Therapy
Behavior Therapy
Academic or Subject-Specific Tutoring
Skill-specific coaching (e.g., public speaking, computer skills)
Category: Instruction / Career Awareness
Teacher Tip: Provide students with a vetted list of local providers and explain how to check credentials.
Student Outcome: Student will list at least two providers that offer the needed support.
Step 3 – Understand Costs and Access Options
Step 3 – Understand Costs and Access Options
Description: Research the cost of services and possible funding sources (insurance, DARS, school-based services, nonprofit programs).
Category: Instruction / Adult Living
Teacher Tip: Explain free or sliding-scale options and how to ask about payment plans.
Student Outcome: Student will identify at least one affordable way to access needed services.
Step 4 – Arrange and Schedule Sessions
Step 4 – Arrange and Schedule Sessions
Description: Contact providers, set up initial sessions, and create a schedule that fits with school and personal commitments.
Category: Instruction / Daily Living
Teacher Tip: Have students practice making phone calls or sending professional emails to schedule appointments.
Student Outcome: Student will schedule at least one appointment with a selected provider.
Step 5 – Prepare for Sessions
Step 5 – Prepare for Sessions
Description: Gather materials (assignments, medical records, IEP information) and prepare questions or topics for discussion.
Category: Instruction / Self-Advocacy
Teacher Tip: Model how to create a session checklist to bring to each appointment.
Student Outcome: Student will bring a prepared checklist or materials to a session.
Step 6 – Actively Participate in Sessions
Step 6 – Actively Participate in Sessions
Description: Engage fully during tutoring or therapy by asking questions, practicing skills, and accepting feedback.
Category: Instruction / Work Readiness
Teacher Tip: Encourage students to track what was covered each session and set a “next step” goal.
Student Outcome: Student will write down at least one action step after a session.
Step 7 – Practice Skills Between Sessions
Step 7 – Practice Skills Between Sessions
Description: Apply learned strategies in real-life settings to build consistency and independence.
Category: Community Experience / Employment Retention
Teacher Tip: Assign real-world practice tasks (e.g., giving a speech at school, using occupational therapy exercises at home).
Student Outcome: Student will complete one practice activity outside of a session.
Step 8 – Evaluate Progress
Step 8 – Evaluate Progress
Description: Review progress with the provider and adjust goals or strategies as needed.
Category: Instruction / Self-Advocacy
Teacher Tip: Teach students how to ask for feedback and interpret it constructively.
Student Outcome: Student will identify one improvement made and one skill still in progress.
Day Support Program (Teaching vocational, community, and independent living skills)
Day Support Program (Teaching vocational, community, and independent living skills)
Step 1 – Identify Goals and Needed Skills
Step 1 – Identify Goals and Needed Skills
Description: Use O*NET, Pathful, assessments, and professional recommendations to identify which vocational, community, or independent living skills the student needs most for their postsecondary goals.
Category: Instruction / Career Awareness
Teacher Tip: Help students connect program activities (e.g., cooking, cleaning, job sampling) to real career and daily living needs.
Student Outcome: Student will identify at least one skill they want to improve through a Day Support Program.
Step 2 – Explore Available Day Support Programs
Step 2 – Explore Available Day Support Programs
Description: Research local and regional programs that match the student’s needs and interests.
Examples: vocational skill programs, supported employment training, life skills centers, community-based learning.
Category: Instruction / Career Awareness
Teacher Tip: Provide a list of local Day Support Programs and help students review program websites, brochures, or tour options.
Student Outcome: Student will list at least two programs that fit their needs.
Step 3 – Understand Costs and Funding Sources
Step 3 – Understand Costs and Funding Sources
Description: Learn the program’s cost and explore possible funding options such as:
Medicaid waivers (e.g., DD Waiver in Virginia)
SSA/ Community Services Board
Private insurance
Nonprofit/community grants
Sliding-scale fees
Out-of-pocket payment plans
Category: Instruction / Adult Living
Teacher Tip: Teach students and families how to contact funding sources and request eligibility information.
Student Outcome: Student will identify at least one possible way to pay for the program.
Step 4 – Understand Eligibility and Enrollment Process
Step 4 – Understand Eligibility and Enrollment Process
Description: Learn about eligibility criteria (age, disability documentation, skill level) and how to apply.
Category: Instruction / Adult Living
Teacher Tip: Walk students through forms, interviews, and documentation they may need to provide.
Student Outcome: Student will collect and organize at least two required application materials.
Step 5 – Plan for Transportation and Schedule
Step 5 – Plan for Transportation and Schedule
Description: Identify how the student will get to and from the program and how it will fit into their weekly routine.
Category: Daily Living / Community Experience
Teacher Tip: Support students in exploring transportation options (paratransit, bus routes, carpooling) and making a personal schedule.
Student Outcome: Student will create a weekly schedule including program hours and travel time.
Non-Credit College Courses/Programs (Examples: ACE-IT, Mason Life, Norfolk State non-credit courses, Landmark College programs)
Non-Credit College Courses/Programs (Examples: ACE-IT, Mason Life, Norfolk State non-credit courses, Landmark College programs)
Step 1 – Identify Goals and Needed Skills
Step 1 – Identify Goals and Needed Skills
Description: Use O*NET, Pathful, career assessments, and professional guidance to identify the knowledge and skills the student needs that could be met through non-credit college courses or specialized programs.
Category: Instruction / Career Awareness
Teacher Tip: Connect program options to the student’s career and independent living goals.
Student Outcome: Student will identify at least one learning goal they want to meet through a non-credit college course or program.
Step 2 – Explore Available Programs
Step 2 – Explore Available Programs
Description: Research non-credit or specialized college programs that match the student’s needs and interests.
Examples: independent living skill programs, career preparation courses, adult enrichment classes, transition programs for students with disabilities.
Category: Instruction / Career Awareness
Teacher Tip: Provide program lists, brochures, and links to virtual tours or information sessions.
Student Outcome: Student will list at least two programs that fit their needs.
Step 3 – Understand Costs and Funding Sources
Step 3 – Understand Costs and Funding Sources
Description: Learn the cost of tuition, fees, and materials, and explore funding options such as:
Military GI Bill benefits (if eligible)
Vocational Rehabilitation/DARS support
Medicaid waivers (if applicable)
Scholarships or grants from the college/program
Private scholarships or community funding
Payment plans or personal/family contribution
Category: Instruction / Adult Living
Teacher Tip: Help students and families contact the program’s financial aid or student services office to explore funding.
Student Outcome: Student will identify at least one possible funding source for the program.
Step 4 – Understand Eligibility and Enrollment Process
Step 4 – Understand Eligibility and Enrollment Process
Description: Learn about entrance requirements (e.g., application forms, disability documentation, high school completion status) and how to apply.
Category: Instruction / Adult Living
Teacher Tip: Review deadlines and support students in gathering required documentation.
Student Outcome: Student will complete or assist in completing at least one step of the enrollment process.
Step 5 – Explore and Request Accommodations
Step 5 – Explore and Request Accommodations
Description: Learn about the program’s disability services office (Office of Accessibility/Student Support) and how to request accommodations.
Category: Instruction / Self-Advocacy
Teacher Tip: Teach students to explain their IEP/504 accommodations, how they support learning, and how to ask for them in a new setting.
Student Outcome: Student will create a list of their accommodations and identify which they may need in the program.
Step 6 – Plan for Transportation and Schedule
Step 6 – Plan for Transportation and Schedule
Description: Identify how to get to and from the program and integrate it into a weekly schedule.
Category: Daily Living / Community Experience
Teacher Tip: Support students in reviewing transportation options (bus, paratransit, carpooling) and practice using them if needed.
Student Outcome: Student will create a weekly schedule that includes travel and class times.
Step 7 – Participate in Discovery Process
Step 7 – Participate in Discovery Process
Description: Identify your team of supports and meet to create your support circle
Category: Instruction
Teacher Tip: It's all about the student here and the Discovery Process
Student Outcome: Student will attend identify their support team and the role of each person on the team.
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