101 Transition Activities for the Classroom

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101 Transition Activities for the Classroom
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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.

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101 Transition Activities for the Classroom

• 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.

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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

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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

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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.

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Transition Activity 2

• Self Determination/Self Advocacy
• Activity Share the results of the interview
  from Activity 1. Discuss these questions
• Which of the lifestyles do you want for yourself?
• What are characteristics of that lifestyle that
  appeal to you?
• What does your lifestyle say about you?

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Transition Activity 3

• Self Determination/Self Advocacy
• 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.

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Transition Activity 4

• Self Determination/Self Advocacy
• Activity Read the Dr. Suess book, Oh, The Places
  Youll Go (Examine the various places life may
  take you.)

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Transition Activity 5

• Self Determination/Self Advocacy
• 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.)

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Transition Activity 6

• Self Determination/Self Advocacy
• Activity From your list of wants, develop 3
  goals. (Goal setting)

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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)

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Transition Activity 8

• Self Determination/Self Advocacy
• Activity Develop a plan for monitoring the
  activities from the previous goal. (Monitoring
  progress)

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Transition Activity 9

• Self Determination/Self Advocacy
• 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)

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Transition Activity 10

• Self Determination/ Self Advocacy
• Activity Partner with another student and
  verbally sequence the plan for their days
  activities. (Teaches planning and self management)

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Transition Activity 11

• Self Determination/ Self Advocacy
• 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)

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Transition Activity 12

• Self Determination/ Self Advocacy
• 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)

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Transition Activity 13

• Self Determination/ Self Advocacy
• 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.

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Transition Activity 14

• Self Determination/Self Advocacy
• Activity Question the teacher/principal
• Students formulate questions to obtain
  information relating to that individuals
  personal career choices. (Learning to ask the
  rightquestions)

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Transition Activity 15

• Self Determination/ Self Advocacy
• 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)

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Transition Activity 16

• Self Determination/ Self Advocacy
• 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.

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Transition Activity 17

• Self Determination/ Self Advocacy
• Activity Whos 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)

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Transition Activity 18

• Self Determination/ Self Advocacy
• Activity Personal Strengths and Limitations
  Each student needs to recognize 3 strengths and 3
  limitations. Write on separate index cards.

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Transition Activity 19

• Self Determination/ Self Advocacy
• Activity Limitations Conference with
  individual student (may partner students
  together) on ways to overcome or compensate the
  identified limitations.

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Transition Activity 20

• Self Determination/ Self Advocacy
• Activity Charades
• Write various emotions on pieces of paper.
  Each student draws and acts out that emotion.
  (Effect of non-verbal behavior)

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Transition Activity 21

• Self Determination/ Self Advocacy
• 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.

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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
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  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

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Transition Activity 22

• Community
• Activity Each student consults a family member
  about their hobbies. Have a Show and Tell
  about the various hobbies identified.

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Transition Activity 23

• Community
• Activity Have each student interview 2
  community leaders.

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Transition Activity 24

• Community
• Activity Identify adults they respect by job
  titles.

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Transition Activity 25

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

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Transition Activity 26

• Community
• Activity Have each student draw a map of their
  community.

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Transition Activity 27

• 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.

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Transition Activity 28

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

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Transition Activity 29

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

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Transition Activity 30

• Community
• 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.

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Transition Activity 31

• Community
• 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.

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Transition Activity 32

• Community
• 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.

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Transition Activity 33

• Community
• 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.

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Transition Activity 34

• Community
• 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.

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Transition Activity 35

• Community
• 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.

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Transition Activity 36

• Community
• 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.

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Transition Activity 37

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

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Transition Activity 38

• Community
• Activity Invite a community leader to visit the
  classroom.

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Transition Activity 39

• Community
• 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)

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Transition Activity 40

• Community
• 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)

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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-4.1.14.1.4 -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

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Transition Activity 41

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

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Transition Activity 42

• IGP
• 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.

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Transition Activity 43

• IGP
• 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.

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Transition Activity 44

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

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Transition Activity 45

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

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Transition Activity 46

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

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Transition Activity 47

• IGP
• 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.

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Transition Activity 48

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

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Transition Activity 49

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

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Transition Activity 50

• IGP
• 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.

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Transition Activity 51

• IGP
• 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?

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Transition Activity 52

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

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Transition Activity 53

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

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Transition Activity 54

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

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Transition Activity 55

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

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Transition Activity 56

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

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Transition Activity 57

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

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Transition Activity 58

• IGP
• 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.

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Transition Activity 59

• IGP
• 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)

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Transition Activity 60

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

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Transition Activity 61

• IGP
• Activity Assign students to list their hobbies.

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Transition Activity 62

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

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Transition Activity 63

• IGP
• 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.

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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

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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?

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Transition Activity 65

• Career Exploration
• Activity Research and discuss careers in
  Communication
• 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?

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Transition Activity 66

• Career Exploration
• Activity Research and discuss careers in Health
  Science
• 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?

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Transition Activity 67

• Career Exploration
• Activity Research and discuss careers in Public
  Service
• 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?

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Transition Activity 68

• Career Exploration
• Activity Research and discuss careers in Arts
  Humanities
• 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?

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Transition Activity 69

• Career Exploration
• Activity Research and discuss careers in
  Construction
• 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?

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Transition Activity 70

• Career Exploration
• Activity Research and discuss careers in Human
  Services
• 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?

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Transition Activity 71

• Career Exploration
• Activity Research and discuss careers in
  Science Mathematics
• 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?

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Transition Activity 72

• Career Exploration
• Activity Research and discuss careers in
  Education
• 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?

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Transition Activity 73

• Career Exploration
• Activity Research and discuss careers in
  Information Technology
• 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?

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Transition Activity 74

• Career Exploration
• Activity Research and discuss careers in Social
  Sciences
• 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?

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Transition Activity 75

• Career Exploration
• Activity Research and discuss careers in
  Business Marketing
• 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?

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Transition Activity 76

• Career Exploration
• Activity Research and discuss careers in
  Manufacturing
• 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?

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Transition Activity 77

• Career Exploration
• Activity Research and discuss careers in
  Transportation
• 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?

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Transition Activity 78

• Career Exploration
• Identify your top three areas of career interest.
• What is the related career cluster for each
  area of interest?

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Transition Activity 79

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

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Transition Activity 80

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

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Transition Activity 81

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

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Transition Activity 82

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

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Transition Activity 83

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

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Transition Activity 84

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

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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

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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.

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Transition Activity 86

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

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Transition Activity 87

• Resources
• Activity Social Security Discuss what it is
  and how people use it.

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Transition Activity 88

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

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Transition Activity 89

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

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Transition Activity 90

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

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Transition Activity 91

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

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Transition Activity 92

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

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Transition Activity 93

• Resources
• Activity Personal resources Using the same
  goal from previous Activity (92) identify
  personal resources for attaining that goal.

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Transition Activity 94

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

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Transition Activity 95

• Resources
• 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.

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Transition Activity 96

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

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Transition Activity 97

• Resources
• Activity Each group reports their finding from
  previous activity (96) to the group.

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Transition Activity 98

• Resources
• Activity Have representative from local
  community college visit class.

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Transition Activity 99

• Resources
• Activity Have representative from
  vocational/technical school visit class.

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Transition Activity 100

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

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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.

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