About the Transition Program

Our transition program for special education students ages 18 - 21 is designed to support their successful transition from school to adulthood and prepare them for independent living, further education, and employment. Our program focuses on addressing each student's unique needs and abilities, considering their individualized education plan (IEP) and long-term goals. Here is an overview of a typical transition program:

Postsecondary Transition Plan (PTP), also called an Individualized Transition Plan (ITP): As part of the IEP process, we develop a PTP/ITP for each student by age 14. This plan outlines their strengths, interests, and goals and identifies the skills and supports needed to achieve them. It involves collaboration among students, their parents/guardians, educators, and partnering agencies.

Vocational Assessment and Exploration: Vocational assessments help students to determine their abilities, interests, and preferences. This information helps identify potential career paths and vocational training opportunities that align with their strengths and goals. Students can explore different career options through job shadowing, internships, or work-based learning experiences.

Life Skills Training: Special education students often require additional support in developing essential life skills for independent living. This includes instruction in areas such as personal hygiene, self-care, money management, household chores, transportation, and community navigation. The program offers Life Management, a course that provides highly individualized instruction to address these skills. 

Academic Support: While transitioning, students may continue to receive academic instruction tailored to their needs. This may involve specialized classes or a modified curriculum to ensure they receive the necessary knowledge and skills to pursue further education or employment opportunities.

Work-Based Learning: Our transition program offers Job Training I & II courses, providing career education and work readiness training to equip students with job-related skills, sometimes called soft skills. This includes resume writing, job application assistance, interview preparation, workplace etiquette, problem-solving, and decision-making skills. Our transition program provides job training opportunities for hands-on real-life experiences through partnerships with local businesses and organizations.

Post-Secondary Education Planning: For students who aspire to pursue higher education, the transition program assists in researching and applying to colleges, universities, or trade schools. They may receive guidance on admission requirements, academic accommodations, and available support services on campuses, such as disability services. 

Community Engagement: Our transition program facilitates opportunities for students to engage in our community. This may involve volunteer work, involvement in community organizations, community outings, or participation in social activities to foster social skills, build networks, and promote inclusion.

Family Involvement: We recognize the importance of family involvement in the transition process. Regular communication via phone call, text, email, or Remind messaging keeps parents/guardians informed and engaged. Family members are encouraged to provide input, share concerns, and actively participate in decision-making.

Collaboration with Agencies: We collaborate with local agencies, community organizations, and businesses to create a network of resources and support for students. This collaboration helps facilitate access to work-based learning experiences, employment opportunities, and job placement programs.

Our goal is to promote independence and successful integration into adulthood by empowering individuals with the skills, knowledge, and resources needed to lead fulfilling lives. 

Life Management Syllabus

Life Management Course Description

This course is designed to improve independent living skills.  Students will improve their cooking, money management, banking, and communication skills. Students will be provided the opportunity to cook in class, practice writing checks and using a check register, practice counting money, and making change. Students will practice self-self advocacy and social skills needed to maintain meaningful relationships and for community involvement.

Essentials for Life Management   

Power Essential 1: Students will be able to count money.

1. I can identify all commonly used U.S. coins and bills

2. I can state the value of all commonly used U.S. coins and bills.

3. I can count similar coins up to $1.00 without a calculator

4. I can count a mixture of coins up to $1.00 without a calculator

5. I can count a mixture of coins and bills up to $20.00 with/without a calculator

Power Essential 2: Students will be able to make change.

1. With the use of a calculator, I can add to find the total purchase amount.

2. With the use of a calculator, I can subtract to find the amount of change.

3. I can count coins/bills received as change to verify the accuracy.

Power Essential 3: Students will be able to manage money.

1. I understand wants vs. needs.

2. I understand banking terms.

3. I can write a check.

4. I can record information in a check register.

5. I can balance my check register.

6. I understand how to use the ATM and debit card

7. I understand how to budget money.

Power Essential 4: Students will be able to prepare a meal.

1. I can identify kitchen equipment.

2. I can demonstrate the uses of kitchen equipment.

3. I can demonstrate proper measuring techniques.

4. I can read a recipe with support.

5. I can make a grocery list.

6. I can demonstrate safety in the kitchen.

Power Essential 5: Students will be able to be productive members of the community.

1. I can demonstrate appropriate verbal and nonverbal communication.

2. I can locate needed items in the store.

3. I can state important phone numbers (my parents, police, etc.)

4. I can state what to do in an emergency.

5. I can complete basic forms (contact information, health, etc.) 

6. I can demonstrate knowledge of public resources (transportation, library, social service organizations, etc.)

Power Essential 6: Students will be able to demonstrate self-advocacy skills. 

1. I can ask questions and seek help when needed. 

2. I can demonstrate an understanding of my disability.

3. I can demonstrate knowledge of my strengths, weaknesses, and personal learning style (school, community, and career choices).

4. I can communicate my educational needs (accommodations, technology, environment, etc.).

5. I can explain the kind of help needed for a given situation.

6. I can demonstrate appropriate verbal responses/questions. 

7. I can demonstrate a knowledge of community resources.

8. I can identify and demonstrate appropriate social boundaries.