San Diego Unified School District
Point Loma High School
2335 Chatsworth Blvd., San Diego, CA 92106
www.pointlomahigh.com
(619) 223-3121 fax (619) 225-1298
Course Syllabus
Course Title: Transition Skills
Mr. Rodriguez Rm 201a
619-223-3121 x 4201
grodriguez2@sandi.net
Department Philosophy: Students with disabilities will participate in an academic
environment that is designed to encourage conceptual thinking, complex problem solving and
effective communication of ideas. The skills of reading, writing, math computation, time
management, taking notes, taking tests, setting goals, listening, using technology and
researching are essential for all aspects of life. To foster the development of these skills,
Special Education teachers use a variety of instructional strategies and materials in order to
encourage the active involvement of all students.
Course Title: Transition Skills (No prerequisites or textbooks required)
Course Description: This course for special education students may be taken for elective
credit only. The transition skills course is broken into major semester topics: Self-Exploration
and Self Determination, career exploration and planning, health skills, financial literacy, and
transition lab where students can develop needed skills and work on medium term goals:
(develop a senior portfolio/presentation, research and apply to college/ financial aid and/or
transitional goals relating to the IEP). Work incentive and workability are different courses
where student get authentic practice and skills needed for job readiness in the context of
work.
The class is designed to accommodate students who would benefit form a specialized support
in transitioning to higher education post high school and employment support.
Environmental support include low student to staff ratio and individualized to fit their unique
needs. Since being able to communicate using different methods is so important the instructor
will use variety of methods including hands on activities, community experience and use of
technology to prepare students for future success.
Course Objectives:
Students obtain information and experience in a variety of environments that will prepare
them for post high school success. The class major focus will revolve around the school
expected learning result (ESLR). The class will focus on transition planning, scans
competencies along with the ESLR’s described below.
Content, Performance Standards and SCANS Competencies-Students will:
BECOMING AMERICA’S BEST
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Explain the importance of interpersonal skills relative to making a living, maintaining
self-worth, meeting people and working with others.
Complete interest, skill inventories, job applications and resume to prepare for post
high school life.
Use resources to develop a person centered plan to create obtainable life goals.
Recognize and understand personal learning styles and reflect on academic progress.
Acquire and use online career information and create personal files.
Participate in mock job interviews.
Complete financial aid and college applications as appropriate for career goals.
Complete senior portfolio; prepare and practice senior exhibition.
Expected Student Learning Results:
Complex Thinkers identify problems in work or study techniques and apply new strategies
to achieve success towards academic and personal goals. Students recognize and will find
resources or assistance when needed. Students will apply knowledge and use higher level
thinking skills inside and outside the classroom.
Effective communicators ask for clarification of tasks when needed. Will communicate
using traditional and digital literacy’s such as email to help accomplish assigned tasks.
Demonstrate effective communication as evidence of a job interview and presentation skills.
Will give and receive constructive feedback inside and outside the classroom. Thus, they
will show evidence of being effective communicators.
Responsible Self-Directed Learners and Workers bring all necessary materials to class,
and comes to class prepared to work. Coming into class prepared ready to learn means: in
your seat when the bell rings with the needed disposition and material. No breaks for the first
20 minutes. Any issues need to be addressed before the bell. Student will be reinforced daily
inside and outside school activities. Thus, they will show evidence of being responsible
self-directed learners and workers.
Involved Citizens interact with others to accomplish team tasks. Will connect students with
curriculum and learning community. By contribute time, energy, and talents to build a
positive classroom culture and improve the quality of life in their school, community, state,
nation, and the world they demonstrate the skills needed to be an involved citizen.
Healthy Life-Style Advocates demonstrate good habits in personal grooming and health
care by taking care of personal needs before or after class time. Demonstrate skills in
resolving conflicts through positive, non-violent actions. Understand and meet employer
expectation and work toward personal social development. These habits should include
healthy nutrition and regular exercise and sleep. Thus, they will show practicing a healthy
life-style.
TYPES OF ASSESSMENT, TEACHING STRATEGIES, AND GRADE DETERMINATION
Course Requirements and Grading:
High school students are young adults who will soon be given the responsibilities of driving,
paying taxes and voting. To prepare for this transition to the world of higher education and/or
work, students in this course will be given opportunities to practice responsible behavior by:
 Arriving to class on time
 Attend daily (clear all absences in 3 days) and make arrangements when absent
 Be prepared and bringing materials to class daily (paper, pen/pencil, assignment log
and WORK)
 Maintaining a activity log with weekly reflections
 Practice making good choices by using class time productively and getting working
well with others
For meeting these responsibilities students will be given a daily grade of 10 points, which
will be averaged into their academic grade. Students will be informed to when assignments or
assessments are worth more. An absence will result in a loss of some points which are not
made up. The academic grade will also include completion of individual and group projects.
Grades will be based on the following scale: 100-90% = A, 89-80% = B, 79-65% = C, 64-0%
= F. Citizenship grades will reflect effort and appropriate classroom behavior. Truancy,
tardiness and disruptive behavior will result in a lower grade. See the school handbook or
planner for guidelines on tardiness, absences and citizen rubric.
CLASSROOM POLICIES AND PRACTICES
The classroom will run according to PLHS Student Expectations poster in every classroom
on campus along with help and other resources.
I will use several methods to provide information and feedback. This year I will being using
online tools to post homework and class work with expectation that families and students will
stay involved even if they are absent. I can also arrange both email and phone messages
using blackboard. You may also access these grades and monitor your student’s progress at
any time on-line by logging into Student Connect or Parent Connect.
If you have any questions or concerns please use the information at the top of this syllabus to
contact me. A phone message and email can be left 24 hours a day and will receive the
quickest response. Individual and family conferences can be arranged at that time.
I ___________________________________ have thoroughly read and understand the
syllabus. This is an elective class and I will use this time to participate with a positive
attitude in order to succeed.