Planning for Post-Secondary

Students will demonstrate the skills necessary to achieve postsecondary success.

Students will register with specific needed community agencies.

Students will investigate and determine needed future financial support.

Students will communicate appropriate and necessary accommodations needed for successful integration into the adult community.

Students will work collaboratively on their Summary of Performance.

Students will collaborate with parents, teachers, and other professionals to develop realistic transition plans.

Practice money management skills.

Participate in volunteer activities at school, home, neighborhood, or community.

Participate in leisure activities.

Practice decision-making skills.

Demonstrate appropriate communication skills.

Model age-appropriate social skills.

Practice desirable employability skills.

Practice self-advocacy skills.

Consult agency registration timeline and agency list to initiate the registration process.

Register with appropriate government service providers (e.g., vocational rehabilitation, social security, health/medical, independent living center, etc.).

Complete application for postsecondary training facilities.

Assemble needed eligibility documentation to submit with application.

Schedule appointment to make on-site visit with agencies and/or service providers.

Determine financial benefits available for adults with disabilities.

Evaluate desired lifestyle and amount of financial support necessary to facilitate that lifestyle.

Investigate different ways to save money.

Research availability of scholarships and other funding services for postsecondary goals.

Match assistance needs to postsecondary goals.

Evaluate personal needs concerning housing and transportation.

Assist in the preparation and collection of eligibility documents.

Evaluate environmental access needs.

Assess the impact his or her disability will have on workplace effectiveness.

Refine personal postsecondary goals.

Articulate essential accommodations used for school success.

Describe present levels of performance.

Discuss current functional skills.

Evaluate requirements for assistance and supports needed in postsecondary environments.

Determine immediate postsecondary pathway upon exit from high school.

Identify alternative training opportunities related to career interests.

Research companies or organizations of interest for employment opportunities.

Identify colleges that provide educational programs relevant to career interests.

Develop a timeline for achieving ultimate postsecondary goals.

Investigate alternate career options.

Determine training requirements for employment goals.

Develop a monthly budget using current or projected financial supports.

Explain procedures for banking services.

Identify ways he or she can be a contributing member of society through volunteer activities.

Identify and participate in one or more volunteer activities in school or in the community.

Plan weekend leisure activities.

Participate in leisure/social activities and events in/outside school.

Determine personal decision-making process.

Use a decision-making model to practice effective decision-making.

Practice interview skills.

Demonstrate listening skills.

Define age-appropriate social skills.

Demonstrate age-appropriate social skills in the school setting.

List traits of desirable employees.

Independently adapt work habits to the needs of a specific academic or work activity.

Develop an understanding of self-awareness (e.g., strengths, needs, interests, preference) and communicate with various stakeholders on a variety of relevant postsecondary related topics.

Review agency timeline with case manager.

Prioritize agency registration with case manager.

Secure and complete application to desired agencies.

Schedule appointment to confer with representatives from desired agencies.

Confer with case manager to review agencies to invite to IEP meeting.

Contact and interview potential agencies to determine match to personal needs.

Locate and provide needed information to complete application.

Submit completed application to agency representatives.

Articulate eligibility documentation needed by each agency.

Attach eligibility documents to completed application.

Update personal log with contact information of agency representative and date/time of appointments.

Submit summary of meeting and/or documents gathered from visits to agencies to transition portfolio.

Compare his or her disability to benefit availability.

Research benefit eligibility requirements.

Compare desired lifestyle with monetary requirements to achieve lifestyle.

Determine level of training required to achieve desired or needed salary.

Investigate financial institution savings plans and benefits of each type.

Set appointment with guidance office to complete scholarship search.

Complete FAFSA.

Compare assistance needs to current postsecondary goals.

Evaluate housing options which best meet postsecondary goals.

Independently travel in the community.

Review eligibility documentation in transition portfolio with case manager.

Determine if documentation is up-to-date according to eligibility criteria for agency services.

Define environmental accessibility.

Assess personal areas of need about environmental access and submit summary of results for transition portfolio.

Articulate implications of his or her disability in the workplace.

Evaluate requirements of a variety of workplace environments.

Examine the issue of disclosure of his or her disability in the workplace.

List qualities necessary for successful and satisfying careers.

Review previous post-secondary goals and revise as necessary.

Develop timeline to achieve personal goals.

Practice asking for accommodations in the school setting.

Identify accommodations used in school that facilitated academic success.

Review present level of performance contained in IEP.

Accept IEP documentation as accurate or offer additional information as indicated.

Define functional living skills.

Complete inventory assessing personal functional living skills.

Identify functional living skills, needed supports, or assistance needed to effectively participate in chosen postsecondary environments.

Determine type of work environment the student would most like.

Set realistic goals based on strengths and preferences.

Evaluate cost, time required for study, and location of training facilities in relation to the desired beginning work date.

Use personal resources, internet search, career counselors, and other professionals to locate alternate training opportunities.

Use career counselors, internet search, newspaper, and job fairs to explore employment opportunities.

Identify and use personal supports to gather employment leads.

Attend school sponsored meetings to gather education or training opportunities.

Complete search of facilities providing training in particular career interest areas.

Compare present performance to expected postsecondary goals.

Develop a four-year plan of action to achieve desired postsecondary goals.

Gather information on career options related to personal preferences.

Adjust goals when initial goals are found to be inappropriate or need revision.

Determine level of training required for preferred career options.