STUDENT TIMELINE FOR TRANSITION AND SELFADVOCACY
Transition services are a coordinated set of activities that will
assist you in preparing for postsecondary placements or activities.
These placements or activities could include postsecondary
education, vocational training, employment, adult education,
adult services, independent living and/or community
participation. They could also include daily living skills, a
functional vocational evaluation, or related services. Related
services in this context refer to adult agencies or service providers,
how to access them, and providing you the connection before you
exit school.
TRANSITION TIMELINE
8th Grade
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Plan for high school classes (4-year plan)
Work with your teachers and family to become independent learners
Attend IEP meetings and work on goals for study skills, time management,
and test-taking strategies
Complete interest and aptitude assessments
Identify strengths, interests and learning styles
Keep a calendar for activities and homework assignments
Develop appropriate social skills and interpersonal communication skills
Learn about high school expectations
Talk about future jobs, hobbies, and interests with parents
Make choices about clothing, social activities, family events, and ways to
learn new information
Learn about your appropriate accommodation needs in the classroom
Learn about your disability and how it affects how you learn
Develop money management skills
Help at home with meal preparation, shopping duties, and caring for clothing
Participate in extracurricular activities
Participate in volunteer activities
Explore career options based on interests and strengths
Talk with your case manager to find out about types of diplomas and
graduation requirements for each
Learn about self-advocacy
9th Grade
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Get to know your teachers
Continue to practice 8th grade skills
Learn what your disability is and is not according to IDEIA, 504, and ADA
Develop a clear understanding of the nature of your disability and how it
affects you in the classroom and the community
Work with your case manager and family to develop skills in time
management, studying, assertiveness training, stress management, and test
preparation
Develop a clear understanding of your learning style
Practice self-advocacy skills with your parents, teachers, and peers
Review your IEP with your case manager, discuss your
accommodations/modifications and get a copy of them
Learn about IDEIA, Section 504, and the ADA and the impact they have on
your education, and how this changes once you leave high school
Prepare for all your classes
Explore specific career options
Develop skills for academic independence
Become a co-leader of the transition planning team at your IEP meetings
Demonstrate independence and self-advocacy by helping write some of your
own IEP goals
Work with the Guidance department, your parents, and your case manager to
refine your 4-year course of study plan based on your career interests
Find out about summer activities, jobs, or volunteer activities that will expand
your experiences and skills
Begin a resume
Update transition portfolio
Match career/education requirements with your strengths and interests
Determine community agency supports needed after exiting high school
10th Grade
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Continue to practice 8th and 9th grade skills
Articulate your interests, aptitudes, and accommodation needs as they relate
to postsecondary interests
Know how, when, and where to discuss and request needed accommodations
Continue to study hard and follow your four-year course of study
Add to your resume as you take part in extracurricular activities in school or
the community
Continue practicing self-advocacy skills (ask for help, communicate needs to
teachers, etc.)
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Explain skills that can help you learn
Communicate your strengths and challenges
Get your driver’s license
Participate in volunteer and/or paid work experiences
Update learning style/interest/aptitude assessments
Continue addressing progress on IEP goals, career goals
Explain your legal rights with regard to accommodations and modifications
Communicate what is a reasonable accommodation to the IEP team
Explain what accommodations or modifications have been successful in
school
Investigate training needed to prepare for postsecondary interests
Develop a plan to strengthen skills needed for future goals
Register with the appropriate community group or agency needed for
postsecondary success
11th Grade
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Continue practicing 8th, 9th, and 10th grade skills
Investigate and establish career goals
Review your IEP with your case manager for any changes or modifications for
the upcoming year
Match vocational interests and academic abilities with appropriate
postsecondary placement options
Invite DVR counselor and other appropriate adult agency representatives to
the IEP meeting for discussion and planning of post high school options
Learn to use local public transportation options
Get your driver’s license
Apply for a summer job, volunteer position, or career-relate work experience
Place a listing of names, phone numbers, and addresses of references, adult
service providers, community service providers, health care providers in your
transition portfolio
Update resume
12th Grade
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Continue to practice 8th, 9th, 10th, and 11th grade skills
Read your IEP and transition plan and decide if the plan is being implemented
Tell your teachers you would like to lead your own IEP meeting and ask them
to help you learn what to do
Learn about your civil rights under the law, and how this relates to
postsecondary placements
Practice interviewing skills
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Practice explaining your disability, asking for accommodations, and what
reasonable accommodations are to Disability Service Support personnel at the
college level, to DVR representatives, and to appropriate others
Talk with your doctor and parents about your health care needs so you will
be ready to take responsibility for them
Strengthen self-advocacy skills
Update transition portfolio for disability documentation that includes:
evaluation reports, transcripts, test scores, current IEP, medical records,
writing samples, letters of recommendation, copy of birth certificate and
social security card
Jointly develop your IEP with the DVR representative (if eligible for their
services), which identifies goals, services, responsibilities of parties concerned
Develop service plans with other adult service agency providers as
appropriate
Register to vote
Formulate a realistic career plan of action early in the year
Schedule a visit with the adult agencies who are going to provide services to
you
Determine the eligibility documentation required to substantiate the
accommodations you need after high school