101 transition activities for the classroom. 101 transition activities for the classroom has been...

101 Transition Activities for the Classroom


101 Transition Activities for the Classroom has been developed by the Special Education Cooperative Transition Team to assist teacher efforts in bringing transition to their daily classroom activities. It was designed to promote student thought toward post-secondary adult life through daily classroom activities.


This document provides transition-based topics in five focus areas: Self-Determination/Self-Advocacy, IGP (Individual Graduation Plan), Career Exploration, Community, and Resources. It is intended to serve as a basis for student centered transition planning and implementation.

Contributing Team Members

Carol Sturgill Cooksey Big East Special Education Cooperative Ogie M. Slone Big East Special Education Cooperative LeAnn Marksberry Caveland Educational Support Center Sally Miracle Central Kentucky Special Education

Cooperative Clatis Walker Central Kentucky Special Education

Cooperative Norm Terry Jefferson County Public Schools Kathy Eversole Upper Cumberland Special Education

Cooperative Carol Detmer Northern Kentucky Special Education

Cooperative Shelia Holloway Ohio Valley Educational Cooperative Lesa Hibbs River Region Special Education

Cooperative Tammy Williams West Kentucky Special Education

Cooperative Terrie Ralston Wilderness Trail Special Education

Cooperative Jan Richards Kentucky Department of Education

Self-Determination Learner Goals 3 and 4 (Self Sufficiency and Group Membership) POS -Academic Expectations 2.29, 2.31, 2.32 (Positive interaction

in groups, Individual well-being and healthy relationships, Accept responsibility, Mental and Emotional Health)

KCCT – Practical Living/Vocational Studies KCCT - P.L. - 1.1.1 - 1.1.3 – Positive interaction that contribute to

mental and emotional well-being KCCT – P.L. - 1.2.1, - 1.2.3 – Issues concerning well-being and

healthy relationships. KCCT – P.L. – 1.5.1 - 1.5.4 – Benefits of exercise and fitness KCCT – P.L. – 1.6.1 – 1.6.4 – Major cause of injury or death KCCT – P.L. – 1.7.1 – 1.7.4 – Choices and habits of mental and

emotional health KCCT – P.L. – 1.8.1 – 1.8.4 – Strategies for remaining mentally and

emotionally healthy

Transition Activity #1 Self Determination/Self Advocacy

Activity: Students interview one of the following types of people. (Politician, Preacher, Teacher, Professional, Worker)

Student then describes personal lives, social activities, early and later goals in life of those interviewed.

Transition Activity #2Self Determination/Self Advocacy

Activity: Share the results of the interview from Activity #1. Discuss these questions:

1. Which of the lifestyles do you want for yourself?

2. What are characteristics of that lifestyle that appeal to you?

3. What does your lifestyle say about you?


Activity: Have each student write 5 positive things about every student in the class on separate sheets of paper. Review with individual student to help build self concept and self esteem.


Activity: Read the Dr. Suess book, Oh, The Places You’ll Go (Examine the various places life may take you.)


Activity: Facilitate a classroom discussion of the difference in “Wants and Needs.” After discussion, have student generate a T chart of 5 “needs” and 5 “wants.” (This list will later be used in developing goals.)


Activity: From your list of wants, develop 3 goals. (Goal setting)

Transition Activity #7 Self Determination/ Self Advocacy

Activity: Choose one of the goals, prioritize a list of activities to be done to achieve the goal. (How to prioritize)


Activity: Develop a plan for monitoring the activities from the previous goal. (Monitoring progress)


Activity: Divide class into 2 groups and allow 5 minutes to generate a list of activities we use to self manage. (grocery lists, to do lists, calendars) Group with most activities wins. (Teaches self management skills)


Activity: Partner with another student and verbally sequence the plan for their day’s activities. (Teaches planning and self management)


Activity: Give each student a blank sheet of paper. Each student then stands and closes their eyes. Have student follow directions.

1. Fold sheet in half. 2. Tear off bottom right corner. 3. Fold in half again 4. Tear off left top corner 5. Tear bottom right corner 6. Fold in half again. 7. Tear off top right corner.Everyone unfolds their paper. Each should be the same, but all are

different. WHY? (Importance of active listening)


Activity: Partner with another student. While one student sits on his/her hands, the other student tells the story of his/her previous day. The listener must display appropriate listening behaviors, i.e., nodding, eye contact, gestures with appropriate verbal feedback, etc. (Active listening)


Activity: Volunteering KWL – Discuss: What do you know

about volunteering? What would you like to know about volunteering? Each student decides on a volunteer activity to do in the next week.


Activity: Question the teacher/principal

Students formulate questions to obtain information relating to that individual’s personal career choices. (Learning to ask the “right”questions)


Activity: Round Robin for Health Each student names one way to

improve or stay healthy as we go around the room taking turns. For each one named, the student gets 1 point. Tally scores at end.(Why health is important)


Activity: Divide into small groups and discuss what is known about health insurance. After a 5 minute discussion in the small group, share with the large group while teacher charts responses.


Activity: Who’s Important??? Each student will make a list of 5

most important people in their lives. This list must include identifying information. (Begins Address Book or Reference List)


Activity: Personal Strengths and Limitations – Each student needs to recognize 3 strengths and 3 limitations. Write on separate index cards.


Activity: Limitations – Conference with individual student (may partner students together) on ways to overcome or compensate the identified limitations.


Activity: Charades Write various emotions on pieces

of paper. Each student draws and acts out that emotion. (Effect of non-verbal behavior)


Activity: Group students in groups of 3. Students in the group discuss their own disability and how it affects them. Then each student talks about the accommodations that work best for him/her.

Community Learner Goal 4 (Responsible member of group or society) POS – Academic Expectations 2.33, 2.34, 2.35, 2.14, 2.16,

2.17 (Physical movement in a variety of settings, Culture and Society, Government, Evaluating and Using services)

KCCT – Practical Living/Vocation Studies KCCT – PL - 2.2.1 – 2.2.3 – Regular involvement in physical

activities (social and physical benefits)

KCCT – PL - 2.3.1- 2.3.2 – Rules of fair behavior, fair play

and cooperation KCCT – PL – 3.1.1 – 3.1.5 –Accessing and assessing

consumer information KCCT – PL –3.2.1 – Determine personal needs and resources KCCT – PL – 3.3.1 –3.3.3 – Rely on services and resources

Transition Activity #22 Community

Activity: Each student consults a family member about their hobbies. Have a “Show and Tell” about the various hobbies identified.


Activity: Have each student interview 2 community leaders.


Activity: Identify adults they respect by job titles.


Activity: With a partner identify 3 skills needed to participate in community activities.


Activity: Have each student draw a map of their community.


Activity: RACE – Divide into 2 or 3 teams. Allow 5 minutes to brainstorm all the jobs within their community. Team with most jobs is the winner.


Activity: Divide into groups and write a song about a community place, person or people.


Activity: Make a list of people in your community you might ask to help you find a job.


Activity: Divide class into 2 groups. One group makes a list of things needed for daily living (i.e., stamps, bread, milk, towels, gas, medicine, etc.) The other group makes a list of places in the community. Then make a match game.


Activity: Write a community activity on an index card. Partner with another student and draw one card. Each pair discusses appropriate dress for that activity.


Activity: Each student develops a daily menu demonstrating a well balanced diet. Each student then swaps with another student to evaluate work. Discussion should be about the importance of daily nutrition.


Activity: Each student makes a list of 3 leisure activities he/she enjoys. Each student then chooses one activity and shares with another student the preparation needed to participate in that activity.


Activity: Divide the class into 2 or 3 groups. Each group then makes a diagram of government officials (i.e., local, state and federal) demonstrating the top official down.


Activity: Game of places. Write names of places in the community on pieces of paper. Each student draws one and has to give a verbal description of that place. Student who guesses it goes next.


Activity: Yellow Pages – Make a list of services that one would need. Students use phone book to locate the name and number of service providers in their community.


Activity: Divide class into 3 groups and have them brainstorm community services or activities that are paid for with tax dollars.


Activity: Invite a community leader to visit the classroom.


Activity: Stump the panel – Have 3 people volunteer to be a community expert panel. The audience then tries to stump the panel by asking questions about community/government services and their location. (court house, bank, jail, pharmacy, grocery, etc)


Activity: Role Play – Each student assume the role of a “community helper”. (nurse, doctor, policeman, fireman, mailman, etc.) While portraying this person, other students may ask questions about this type of job. (Research required)

Individual Graduation Plan Learner Goals 3, 4, 5 and 6 (Self sufficiency, Group member, Think and integrate, Problem

solve) POS – Academic Expectation 2.36, 2.37, 2.38 (Career exploration and development of work

habits) A.E. 1.11 (Writing to communicate ideas and information) A.E. 1.2 (Making sense of materials they read) A.E. 1.5-1.9 (Using mathematical ideas and procedures)

KCCT – Reading – Sub-domain 4 (Practical/Workplace) KCCT - RD-E-4.0.6 – 4.0.10 KCCT - RD-M-4.0.11-4.0.14 KCCT - RD-H-4.0.8-4.0.13 KCCT – Writing – All sub-domains (Reflective, Personal, Literary, Transactive) KCCT – WR -1.1 – 1.4 KCCT – Mathematics – Relationships KCCT - MA-1.3.1-1.3.4 KCCT - MA-3.3.1-3.3.4 KCCT - MA-4.3.1-4.3.2 KCCT - MA-M/H-2.3.1-2.3.4 KCCT - MA-H-4.3.1-4.3.5 KCCT- Practical Living/Vocational Studies KCCT - PL-4.1.1–4.1.4 -Jobs/Careers reflect individual and societal needs KCCT - PL-4.2.1-4.2.4 -Factors when selecting/preparing for employment KCCT - PL-4.3.1-4.3.2 -Positive and negative work habits KCCT - PL-4.4.1-4.4.3 -Skills for future school/workplace KCCT - PL-4.5.1-4.5.2 -Special skills for postsecondary opportunities

Transition Activity #41 IGP

Activity: Assign the students to discuss three jobs they are interested in for a career with a partner.


Activity: Develop a Three Column Chart for each Career Cluster with headings – “Careers”, “Skills” and “Courses” on each. Assign students to transfer their career choices onto a Post It note (one for each career) and place it on the related Career Cluster chart.


Activity: Divide students into Career Cluster groups according to their career choices. Assign the groups to brainstorm 10 or more skills needed for the Career Cluster, and place/write them under the “Skills” section of the Career Cluster chart.


Activity: Assign students to complete a Learning Styles Inventory (ex: CITE).


Activity: For a journal activity, assign students to explain a minimum of 3 ways their Learning Style fits their career choices.


Activity: Invite high school counselor to discuss course requirements with the students.


Activity: Obtain copies of the high school catalog. Assign Career Cluster groups to examine the high school catalog to locate course offerings that are beneficial to the cluster and place/write them on the Three-Column chart labeled, “Courses.”


Activity: Assign students to individually determine the courses they will need to take for their own personal career choice.


Activity: Assign student to compare the list of courses from the Career Cluster group with a partner .


Activity: Students are to individually determine if they need to add more courses to their own lists and how different their list is to the chart created by the group.


Activity: For a journal entry, assign students to respond to the question –”Why do I read, what do I read, and how often do I read?”


Activity: Using copies of their transcripts and/or progress reports, assign students to chart their reading grades, test scores, etc.


Activity: Direct the students to analyze what the information from their charts says about their reading ability.


Activity: Assign students to their Career Cluster groups. They then take turns sharing how reading will help their employability.


Activity: For a journal entry, assign students to respond to the question, “When and how is math important in my life?”


Activity: Using copies of their transcripts and/or progress reports, assign students to chart their math grades, test scores, etc.


Activity: Direct students to analyze what the information from their charts says about their math ability.


Activity: Assign each student to use a high school course planning sheet and a course catalog to decide the courses they will take in high school.


Activity: Assign each Career Cluster group to research places of employment in the community that match the Career Cluster (Resources – Voc. Rehab, Chamber of Commerce, Employment Office, Internet, etc)


Activity: Assign students to create a tracking chart keeping up with their own high school activities. (clubs/organization, recognitions, honors, work experience, etc.)


Activity: Assign students to list their hobbies.


Activity: For a journal entry, instruct students to respond to this questions, “Do my hobbies have a correlation to my Career Cluster choice?”


Activity: Culminating Activity – Each Career Cluster group or students individually create a brochure highlighting the information gathered from The 3 Column Chart, The Community Research, etc. to share with others OR each student completes his/her IGP.

Career Exploration Learner Goals 3, 4, 5 and 6 (Self sufficiency, Group

member, Think and Integrate, Problem solve) POS -Academic Expectations 2.36 (Strategies for

choosing and preparing for career) KCCT – Practical Living/Vocational Studies KCCT – PL –4.1.1-4.1.4 – Jobs/careers reflect individual

and societal needs KCCT – PL - 4.2.1-4.2.4 – Factors for selecting/preparing

for careers KCCT – PL – 4.3.1-4.3.2- Positive and negative work

habits KCCT – PL – 4.4.1-4.4.3 –Special skills for postsecondary

education

Transition Activity #64 Career Exploration

Activity: Research and discuss careers in Agriculture:

What education is necessary? How many are employed in this field? What is the projected growth? What is the average salary? Is this an area of interest?


Activity: Research and discuss careers in Communication:



Activity: Research and discuss careers in Health Science:



Activity: Research and discuss careers in Public Service



Activity: Research and discuss careers in Arts & Humanities:



Activity: Research and discuss careers in Construction:



Activity: Research and discuss careers in Human Services:



Activity: Research and discuss careers in Science & Mathematics:



Activity: Research and discuss careers in Education:



Activity: Research and discuss careers in Information Technology:



Activity: Research and discuss careers in Social Sciences:



Activity: Research and discuss careers in Business & Marketing:



Activity: Research and discuss careers in Manufacturing:



Activity: Research and discuss careers in Transportation:



Identify your top three areas of career interest.

What is the related career cluster for each area of interest?


What career possibilities do you see based on your present skills and interests, your likes and dislikes?


How much time are you willing and able to spend in further education or training?


Identify personal strengths that you possess and how these strengths will help in your chosen career.


Develop a career goal from the information that you currently possess about the world of work.


Discuss your ideal career based on your current abilities and knowledge of the world of work.


Identify five skills that you will need in order to be successful in your chosen career field.

Resources Learner Goals 3, 4, 5, and 6 (Self sufficiency, Group member, Think

and Integrate, Problem solve) POS -Academic Expectations 2.16, 2.17, 2.18, 2.30, 2.33 (Observe,

analyze and interpret behaviors, social grouping and institutions, Interact and work cooperatively with groups, Understand economic principles, Evaluate consumer products and services, Use services and resources available in community)

KCCT - Practical Living/Vocational Studies - Consumerism KCCT – PL – 3.1.1 – 3.1.5 –Accessing and assessing consumer

information KCCT – PL –3.2.1 – Determine personal needs and resources KCCT – PL – 3.3.1 –3.3.3 – Rely on services and resources KCCT – Social Studies – Culture and Society KCCT – SS –2.1.1 – Culture KCCT – SS – 2.2.1 – Culture addresses human needs KCCT – SS – 2.3.1 – Social institutions KCCT – SS – 3.1.1-3.1.3 – Economic problems between wants and

limited resources

Transition Activity #85 Resources

Activity: Divide into 2-3 groups and identify people or resources that are available to assist graduates and individuals after high school.


Activity: Invite someone from the local Health Dept to visit class and inform of services available.


Activity: Social Security – Discuss what it is and how people use it.


Activity: Provide out handout from Appendix E in Transition Guide. Facilitate a discussion of the difference in IDEA and ADA.


Activity: Discuss the Department of Vocational Rehabilitation. Possible activities: Invite Rehab Counselor, Web search, Brochure discussion


Activity: Internet Resources – Visit the www.kycares.net website and facilitate use of the site for local services.


Activity: Invite someone from Kentucky Supported Living to visit class. (502-564-7702)


Activity: Have each student choose one of their goals from Activity #6. Identify outside resources that would be helpful in attaining this goal.


Activity: Personal resources – Using the same goal from previous Activity (#92) identify personal resources for attaining that goal.


Activity: Transfer of Rights – Discuss the pros and cons of being 18. Generate lists of privileges and responsibilities.


Activity: Divide class into groups and have each group do a web search to identify agencies that support persons with disabilities. The team with the most identified agencies wins.


Activity: Each team from previous activity (#95) chooses one agency or resource. The team then researches services provided by that agency.


Activity: Each group reports their finding from previous activity (#96) to the group.


Activity: Have representative from local community college visit class.


Activity: Have representative from vocational/technical school visit class.


Activity: Have Disability Coordinator from nearby college or university visit the class.

Transition Activity # 101 Resources

Activity: Draw a map of Kentucky on paper or poster board. Write the names of all the Comprehensive Care Centers on pieces of paper. Each student takes one and gathers demographic information. Each student then places that center on the map.

101 transition activities for the classroom. 101 transition activities for the classroom has been...

Documents

transition activity

transition activities

self management slide

self sufficiency

self concept

self esteem

classroom slide

healthy slide