Secondary Transition Guide For Students Who Are Deaf Or ......resume/portfolio/job application Is...

Secondary Transition Guide For Students Who Are Deaf Or Hard Of Hearing

A guide for successful transition

This guide is a suggested tool for collecting and tracking data for students who are Deaf or Hard of Hearing. Educators can use this document to help students successfully transition to post-school life.

Low Incidence Outreach 702 W. Kalamazoo St. Lansing, MI 48909 www.mdelio.org

http:www.mdelio.org

Table of Contents

Introduction 01

Student Profile of Transition Skills 02Student Profile of Transition Skills: Academic Performance 03Student Profile of Transition Skills: Functional Performance 04Student Profile of Transition Skills: Student’s Postsecondary goals 05

Secondary Transition Guide 06Secondary Transition Guide For Students Who Are DHH: 7th Grade 07Secondary Transition Guide For Students Who Are DHH: 8th Grade 08Secondary Transition Guide For Students Who Are DHH: 9th Grade 09Secondary Transition Guide For Students Who Are DHH: 10th Grade 10Secondary Transition Guide For Students Who Are DHH: 11th Grade 11Secondary Transition Guide For Students Who Are DHH: 12th Grade 12Secondary Transition Guide For Students Who Are DHH: Postsecondary 13

Contributors 14Refrences 15Resources 15

Introduction

Educators can use the Secondary Transition Guide for Students Who Are Deaf or Hard of Hearing to empower students to make the connections and decisions they need to successfully transition to post-school life.

The Secondary Transition Guide is divided into two sections: the Student Profile of Transition Skills and the Transition Guide. Both sections may be used together to help track students’ progress toward their post-school goals.

Student Profile of Transition Skills

The Student Profile of Transition Skills records a student’s transitional skills beginning in 7th grade and ending in 12th grade (or the student’s postsecondary program). This section provides a quick look at a student’s cumulative progress toward skills that will help him or her achieve postsecondary goals. The section also includes information on academic performance, functional performance, progress toward postsecondary goals, and development of self-advocacy skills. Additional comments may be made in this section by the educator, support staff, the student, or family members. These comments will help create a more complete profile of the student’s skills and progress.

Secondary Transition Guide

The Secondary Transition Guide provides suggested objectives that can be used to measure student progress through the transition process. The objectives are divided into various sections, that including self-advocacy, career/skill development, academic development/educational goals, independent living skills, social skills, and community involvement/extracurricular activities.

1

Student Profile of Transition Skills

The Secondary Transition Guide for Students Who are Deaf or Hard of Hearing begins with a convenient longitudinal record of

each student’s academic progress, a summary of functional performance, postsecondary goals, and agency involvement.

Use the Student Profile to:

• Record pertinent information such as: report card grades, grade levels, student/family input, student strengths/weaknesses,postsecondary vision, etc.

• Record assessments used during 7th grade through the postsecondary years.• Record anecdotal notes that summarize important factors impacting the student’s progress in attaining proficiency in transition

skills.

In addition:

Filling out the Student Profile will aid the completion of the Summary of Performance form (SOP), which must be completed the

final year of a student’s education in accordance with the Individuals with Disabilities Education Act (IDEA).

Please check to verify the SOP form utilized by your district.

THIS DOCUMENT IS INTENDED AS A SUPPLEMENT TO OTHER STUDENT INFORMATION. IT IS NOT A SUBSTITUTE FOR, NOR SHOULD IT BE USED TO PROVIDE LEGAL DOCUMENTATION OF A STUDENT’S PROGRESS TOWARD ATTAINING EDUCATIONAL GOALS.

2

Student Profile of Transition Skills: Academic Performance

Name: Date of Birth: District:

Report Date: Grade: Eligibility: Anticipated Exit Date:

School Year 7th 8th 9th 10th 11th 12th Postsecondary

Reading Grades, Levels,

Strengths, Weaknesses

Math

Writing

Learning Styles

Assessment/Vocation

Assessment/State

College Entrance Scores NA NA NA NA

Additional Information Honors, Accomplishments

Comments:

3

Student Profile of Transition Skills: Functional Performance


Report Date:

Grade: Eligibility: Anticipated Exit Date:


General Ability/ Problem Solving

Attention & Organization

Communication

Social Skills Behaviors

Independent Living Skills

Self-Advocacy Skills

Additional Information

Comments:

4

Student Profile of Transition Skills: Student’s Postsecondary Goals


Report Date: Grade: Eligibility: Anticipated Exit Date:


Employment

Education/Training

Independent Living Skills

Accommodations Used for success in school

Modifications Used for success in school

Assistive Technology

Recommendations To meet postsecondary goals

Agency Involvement Representative

Comments:

5

Secondary Transition Guide

The Secondary Transition Guide for Students Who are Deaf or Hard of Hearing is a checklist designed to be kept in a student folder (not CA60) by a teacher. Use this document as a reference tool to guide and ensure effective programming for attaining life skills. Checkboxes are used to chart growth in academics, self-advocacy, etc.

The Secondary Transition Guide can be used:

• To provide an informal way to collate pertinent information that can be referenced in addressing the transition page of theindividualized education program (IEP) (which is required by the IDEA to be in place by the time the student turns 16) andpromoting discussion among professionals, families, and agencies

• As an effective tool to review transition progress from 7th grade through the postsecondary yearsTo furnish a cumulative record separated by year/grade•

In addition:

• •

Contributors can include the student, educators, family, and community members Relevant assessments could include the Educational Development Plan (EDP), the IEP, academic testing, vocational testing, informal interviews, observations, professional reports, etc.

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7 Secondary Transition Guide For Students Who Are DHH

7th Grade

Student Name: Date:

Self-Advocacy Career/Skill Development

Academic Development/

Educational Goals

Independent Living Skills Social Skills

Community Involvement/Extra-curricular Activities

Attends IEP meetings

Presents about accessibility needs (letter, Prezi, PowerPoint, etc.)

Advocates for individual needs

Recognizes social skills necessary for successful advocacy and for requesting help (i.e., politeness, non-confrontational tactics)

Defines personal hearinglevels

Knows how to use an interpreter

Aware of Deaf culture

Aware of the need to protect hearing

Aware of methods for using the phone (i.e., texting, video relay)

Participates in career exploration/interest inventories

2-3 career/interest skills and talents known

Exposure to vocabulary and information needed for general forms

Meets with school counselor to develop EDP

Understands the importance of being on time

Is informed of personal reading and math levels

Demonstrates awareness of various communication choices for effective communication

Takes responsibility for assignments

Aware of banking skills

Exposure to health and hygiene terms

Developes basic cooking and measurement skills

Develops grocery shopping skills

Discusses personal leisure activities

Exposure to appropriate use of technology (i.e., etiquette, safety)

Exposure to emergency safety rules

Knows emergency contact information

Aware of personal safety habits

Aware of good nutrition

Dresses appropriately

Initiates a conversation

Uses social media responsibly

Can ask and answer questions

Knows how to extend and respond to a greeting

Introduces self and others

Uses basic manners

Gives and receives a compliment

Responds to a request

Understands the concept of a friend

Knows how to enter and respond to a group invitation

Knows how to have a private conversation

Follows school rules

Knows how to be appropriate with adults

Understands basic conflictresolution skills

Understands people can have different opinions

Can read and interpret emotions of self and others

Practices good sportsmanship

Understands how to help others in the home, class, and community

Learns skills necessary to access the community

Discusses volunteer opportunities

Explores personal interests and hobbies

Involved in school-based extracurricular activities


8th Grade

Student Name: Date:



Educational Goals


Community Involvement/Extra- curricular Activities

Attends IEP meetings


Recognizes social skills necessary for successful advocacy and for requesting help (i.e., politeness, non-confrontational tactics)

Defines personalfunctional use of hearing levels



Knows how to use an interpreter


Participates in career exploration/interest inventories

2-3 career/interest skills and talents known

Exposure to vocabulary and information needed for general forms

Meets with school counselor to develop EDP

Understands the importance of being on time

Informed of personal reading and math levels

Continues developing awareness of various communication choices for effective communication


Consistent attendance

Begins awareness of personal learning styles and habits necessary for success

Discusses grades and attitude as they impact completion of high school

Discuss options of Michigan Merit Curriculum (MMC/ diploma), Personal Curriculum, or Certificate ofCompletion

Aware of banking, savings, budget, tax skills

Aware of basic cooking and measurement skills

Development of grocery shopping skills

Begins discussion of requirement for driver’s license requirements


Practices appropriate use of technology (i.e., etiquette/safety)

Exposure of emergency safety rules


Aware of personal safety habits






Extends and responds to a greeting


Uses basic manners


Responds to requests





Is appropriate with adults

Utilizes basic conflictresolution skills


Recognizes hurt feelings


Understands how to help others in the home, class, and community

Discusses volunteer opportunities

Practices skills necessary to access the community (restaurants, grocery store, etc.)

Learns appropriate behaviors and skills necessary for community involvement (i.e., voice level in the library, etc.)

Learns appropriate behaviors and skills necessary for extracurricular activities


9th Grade

Student Name: Date:



Educational Goals



Attends IEP/involved

Develops awareness of names of agencies that offer vocational rehabilitation services, audiological services, etc.


Advocates for individual needs using socially appropriate skills



Knows how and when to protect hearing

Knows how to access an interpreter


Continues career exploration/interest inventories

3-4 skills and talents known

Knows the importance of being on time

Drafts and/or completes resume/portfolio/job application

Is informed of implications of personal reading and math levels

Learns and uses various communication choices effectively

Continues awareness of personal learning styles and habits necessary for success

Reviews choice of Michigan Merit Curriculum (MMC/ diploma), Personal Curriculum, or Certificate ofCompletion

Reviews EDP and aligns courses with school guidance counselor

Begins learning test- taking strategies

Consistent attendance


Uses necessary vocabulary for personal daily needs (i.e., banking, cooking, grocery shopping, etc.)

Begins planning to obtain driver’s license, or state ID

Identifies personalleisure activities

Practices appropriate use of technology (i.e., etiquette, safety)



Practices personal safety habits

Aware of good nutrition practices

Requests an interpreter for after-school activities (i.e., sports, practices, clubs, etc.)





Knows how to extend and respond to a greeting


Uses basic manners







Practices effective conflictresolution skills


Apologizes when necessary



Discusses volunteer opportunities to encourage and assist members of the community

Practices skills necessary to access the community (restaurants, grocery store, etc.)

Mentors younger DHH students

Practices appropriate behaviors and skills in extracurricular activities


10th Grade

Student Name: Date:



Educational Goals




Demonstrates a knowledge of agencies invited and included in the IEP




Begins gathering personal information documents: current audiological and otological reports or permanent statement of hearing loss, birth certificate, social securi y card, driver’s license/state ID



Knows how and when to independently access an interpreter (includes school and community)


Continues career exploration/interest inventories

Skills and talents known

Updates resume

Completes job application

Completes practice job interviews

Job shadow – if possible

Researches qualifications and requirements for chosen career path

Explores how to do a job search

Consistently on time

Develops a recognition of implications of personal reading and math levels

Learning styles more clearly defined

Able to use and choose effective communication options depending on the environment

Knows test-taking strategies

Knows test-taking accommodations he/she needs



Applies for driver’s license, or state ID card

Identifies personal leisureactivities

Names community resources (travel, support agencies, etc.)






Explores possible technology and assistive technology/adaptive assistance






Uses basic manners








Uses effective conflictresolution skills

Demonstrates respect for differing opinions




Communicates abouth volunteer opportunities

Obtains skills necessary to access the community

Mentors younger students who are DHH



11th Grade

Student Name: Date:



Educational Goals




Participates in invitation list for IEP meetings when appropriate

Knows agency names needed for post high school support




Begins gathering personal information documents: current audiological and otological reports or permanent statement of hearing loss, birth certificate, social securi y card, driver’s license/state ID

Can define ADA





Completed career exploration/interest inventories, attend a career fair



Communicates with an adult who is DHH in the field of interest

Resume completed

Completes practice job application and interview

Writes cover letter

Writes follow-up letters

Job shadows

Researches qualificationsand requirements for chosen career path

Identifies organizationsfor skilled training and/ or colleges for chosen career path—consider retaking ACT, SAT, depending on scores required for admission at chosen school

Knows job accommodations needed

Knows how to disclose disability to employer

Researches available and appropriate scholarships

Knows implications of personal reading and math levels

Learning styles known

Knows test-taking strategies

Reviews diploma requirements for graduation



Can use various communication choiceseffectively

Is able to use necessary vocabulary for personal daily needs (i.e., banking, cooking grocery shopping, etc.)

Can explain debit card, checking account, savings

Can arrange transportation

Identifies personal leisureactivities

Knows emergency safety rules


Practices appropriate technology etiquette/safety



Knows good nutrition practices

Registers for guardianship

Registers to use selective services


Asks and answers questions



Knows how to introduce himself and others

Uses basic manners

Gives and responds to a compliment

Responds to a request

Understands concept of a friend





Practices effective conflictresolution skills



Uses self-control strategies


Engages in volunteer opportunities




Tours MCTI or other vocational sites/ universities, etc.


12th Grade

Student Name: Date:



Educational Goals


Community Involvement/Extra-curricular Activities


Opens MRS file (gathersnecessary documents, attends orientation meeting, meets with his/ her MRS representative, etc.)

Presents to teachers/ employers about accessibility needs (letter, Prezi, PowerPoint, etc.)

Distinguishes parts of the IEP document that assist with self-advocacy needs



Knows DHH rights and how ADA laws affect them in the school and workplace

Knows where and how to access support for job, school, and independent living


Completed career exploration/interest inventories

Completes job application and interview



Communicates with an adult who is DHH in the field of interest

Resume with current updates and a completed cover letter(s)

Writes follow-up letters

Job shadows – when appropriate

Identifies colleges offering chosen career path; considers retaking ACT, SAT depending on scores required for admissions at chosen school

Applies to colleges or programs offering chosen career path

Knows implications of personal reading and math levels


Knows and uses test-taking strategies


Knows and requests test-taking accommodations he/ she needs

Can use various communication choices effectively and independently

Explores college living tips/dorm life

Completes FAFSA

Takes compass test for community college enrollment

Meets with disability supports coordinator at college/program of choice


Prepares initial housing budget (down payment, deposit, furniture, utilities, etc.)

Opens a checking or savings account

Can arrange transportation

Identifies options for future livingarrangements


Knows laundry skills, including procedures to operate appliances

Knows basic cooking skills, including procedures to operate appliances

Identifies personal leisure activities


Knows emergency safety rules









Uses basic manners








Practices effective conflict resolution skills


Has knowledge of agencies available for DHH services







Knows job accommodations needed

Knows how to disclose about disability to employer

Applies for available and appropriate scholarships

Attends a college or career exploration event

Knows basic healthcare practices

Able to make healthcare appointments

Responsible for taking prescribed medicines as directed

Registers for guardianship

Registers to use selective services

Knows tax return responsibilities



Uses self-control strategies



Postsecondary

Student Name: Date:



Educational Goals





Knows agencies available for DHH services



Understands ADA and DHH rights



Knows how and when to access an interpreter

Is aware of methods for using the phone (i.e., texting, video relay)

Completed career exploration


Job shadow, when appropriate


Resume if applicable

Knows and uses transportation options

Knows reading and math levels


Can use various communication choices effectively and independently (technology, ASL, written expression, VRS, etc.)


Knows and uses test-taking strategies


Aware of banking skills

Prepares initial housing budget (down payment, deposit, furniture, utilities, etc.)

Knows health and hygiene terms


Demonstrates basic cooking and measurement skills

Identifies options for future livingarrangements

Knows laundry skills, including procedures to operate appliances

Knows basic cooking skills, including procedures to operate appliances



Exposured to/knows emergency safety rules




Knows basic healthcare practices

Able to make healthcare appointments

Responsible for taking prescribed medicines as directed

Knows tax return responsibilities

Identifies personal leisure activities





Uses basic manners

Gives and receives to a compliment







Practices effective conflict resolution skills




Knows agencies available for DHH services



Knows and accesses community places for groceries and clothes

Responsible for selecting and ordering at restaurants

Investigates participation in community sports or organizations

Contributors

Midland County Education Service Agency

Suzanne Raschke, Consultant for Deaf and Hard of Hearing

Bloomfield Hills ISD

Anne Kilsman, Counselor for Deaf and Hard of Hearing

Detroit Public Schools

Cynthia Patton-Johnson, Teacher Consultant for Deaf and Hard of Hearing

Kalamazoo RESA

Mary Knecht, Teacher for Deaf and Hard of Hearing

Michigan Department of Education-Low Incidence Outreach

Tina Atkins-Dean, Deaf and Hard of Hearing Specialist

Tuscola ISD

Dairlis Rigg, Educational Audiologist/Teacher Consultant for Deaf and Hard of Hearing

Michigan Hands and Voices

Janel Frost, Chairman and Director/Parent of Hard of Hearing Child

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References

Minnesota Transition Guide for Teachers of the Deaf/Hard of Hearing (DHH), 2013. www.cehd.umn.edu/DHH-Resources/Transition-Guide/default.html

MI School Data www.mischooldata.org/

Resources

Michigan Department of Education-Low Incidence Outreach (MDE-LIO) www.mdelio.org/

Michigan Rehabilitation Services www.michigan.gov/mdhhs/0,5885,7-339-73971_25392---,00.html

National Deaf Center (formerly Pepnet2) www.nationaldeafcenter.org/

Gallaudet University: Laurent Clerc National Deaf Education Center www3.gallaudet.edu/clerc-center/info-to-go/transition.html

National Technical Institute for the Deaf: DeafTec www.deaftec.org/about

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www.cehd.umn.edu/DHH-Resources/Transition-Guide/default.htmlwww.mischooldata.org/www.mdelio.org/ www.michigan.gov/mdhhs/0,5885,7-339-73971_25392---,00.htmlwww.nationaldeafcenter.org/www3.gallaudet.edu/clerc-center/info-to-go/transition.htmldeaftec.org/abouthttp:www.nationaldeafcenter.orgwww.michigan.gov/mdhhs/0,5885,7-339-73971_25392---,00.htmlhttp:www.mdelio.orghttp:www.mischooldata.orgwww.cehd.umn.edu/DHH-Resources/Transition-Guide/default.html

Date of Birth: District: Report Date: Grade: Eligibility: Anticipated Exit Date: 7thReading Grades Levels Strengths Weaknesses: 8thReading Grades Levels Strengths Weaknesses: 9thReading Grades Levels Strengths Weaknesses: 10thReading Grades Levels Strengths Weaknesses: 11thReading Grades Levels Strengths Weaknesses: 12thReading Grades Levels Strengths Weaknesses: PostSecondaryReading Grades Levels Strengths Weaknesses: 7thMath: 8thMath: 9thMath: 10thMath: 11thMath: 12thMath: PostSecondaryMath: 7thWriting: 8thWriting: 9thWriting: 10thWriting: 11thWriting: 12thWriting: PostSecondaryWriting: 7thLearning Styles: 8thLearning Styles: 9thLearning Styles: 10thLearning Styles: 11thLearning Styles: 12thLearning Styles: PostSecondaryLearning Styles: 7thAssessmentVocation: 8thAssessmentVocation: 9thAssessmentVocation: 10thAssessmentVocation: 11thAssessmentVocation: 12thAssessmentVocation: PostSecondaryAssessmentVocation: 7thAssessmentState: 8thAssessmentState: 9thAssessmentState: 10thAssessmentState: 11thAssessmentState: 12thAssessmentState: PostSecondaryAssessmentState: NAAdditional Information Honors Accomplishments: NAAdditional Information Honors Accomplishments_2: NAAdditional Information Honors Accomplishments_3: NAAdditional Information Honors Accomplishments_4: 11thAdditional Information Honors Accomplishments: 12thAdditional Information Honors Accomplishments: PostSecondaryAdditional Information Honors Accomplishments: Comments: Date of Birth_2: District_2: Report Date_2: Grade_2: Eligibility_2: Anticipated Exit Date_2: 7thGeneral Ability Problem Sovling: 8thGeneral Ability Problem Sovling: 9thGeneral Ability Problem Sovling: 10thGeneral Ability Problem Sovling: 11thGeneral Ability Problem Sovling: 12thGeneral Ability Problem Sovling: PostSecondaryGeneral Ability Problem Sovling: 7thAttention Organization: 8thAttention Organization: 9thAttention Organization: 10thAttention Organization: 11thAttention Organization: 12thAttention Organization: PostSecondaryAttention Organization: 7thCommunication: 8thCommunication: 9thCommunication: 10thCommunication: 11thCommunication: 12thCommunication: PostSecondaryCommunication: 7thSocial Skills Behaviors: 8thSocial Skills Behaviors: 9thSocial Skills Behaviors: 10thSocial Skills Behaviors: 11thSocial Skills Behaviors: 12thSocial Skills Behaviors: PostSecondarySocial Skills Behaviors: 7thIndependent Living Skills: 8thIndependent Living Skills: 9thIndependent Living Skills: 10thIndependent Living Skills: 11thIndependent Living Skills: 12thIndependent Living Skills: PostSecondaryIndependent Living Skills: 7thSelfAdvocacy Skills: 8thSelfAdvocacy Skills: 9thSelfAdvocacy Skills: 10thSelfAdvocacy Skills: 11thSelfAdvocacy Skills: 12thSelfAdvocacy Skills: PostSecondarySelfAdvocacy Skills: 7thAdditional Information: 8thAdditional Information: 9thAdditional Information: 10thAdditional Information: 11thAdditional Information: 12thAdditional Information: PostSecondaryAdditional Information: Comments_2: Name_3: Date of Birth_3: District_3: Report Date_3: Grade_3: Eligibility_3: Anticipated Exit Date_3: 7thEmployment: 8thEmployment: 9thEmployment: 10thEmployment: 11thEmployment: 12thEmployment: PostSecondaryEmployment: 7thEducationTraining: 8thEducationTraining: 9thEducationTraining: 10thEducationTraining: 11thEducationTraining: 12thEducationTraining: PostSecondaryEducationTraining: 7thIndependent Living Skills_2: 8thIndependent Living Skills_2: 9thIndependent Living Skills_2: 10thIndependent Living Skills_2: 11thIndependent Living Skills_2: 12thIndependent Living Skills_2: PostSecondaryIndependent Living Skills_2: 7thAccommodations Used for success in school: 8thAccommodations Used for success in school: 9thAccommodations Used for success in school: 10thAccommodations Used for success in school: 11thAccommodations Used for success in school: 12thAccommodations Used for success in school: PostSecondaryAccommodations Used for success in school: 7thModifications Used for success in school: 8thModifications Used for success in school: 9thModifications Used for success in school: 10thModifications Used for success in school: 11thModifications Used for success in school: 12thModifications Used for success in school: PostSecondaryModifications Used for success in school: 7thAssistive Technology: 8thAssistive Technology: 9thAssistive Technology: 10thAssistive Technology: 11thAssistive Technology: 12thAssistive Technology: PostSecondaryAssistive Technology: 7thRecommendations To meet postsecondary goals: 8thRecommendations To meet postsecondary goals: 9thRecommendations To meet postsecondary goals: 10thRecommendations To meet postsecondary goals: 11thRecommendations To meet postsecondary goals: 12thRecommendations To meet postsecondary goals: PostSecondaryRecommendations To meet postsecondary goals: 7thAgency Involvement Representative: 8thAgency Involvement Representative: 9thAgency Involvement Representative: 10thAgency Involvement Representative: 11thAgency Involvement Representative: 12thAgency Involvement Representative: PostSecondaryAgency Involvement Representative: Comments_3: Student Name: Date: Attends IEP: OffPresents about: OffAdvocates for individual: OffRecognizes social: OffDefines personal hearing: OffKnows how to use an: OffAware of Deaf culture: OffAware of the need to: OffAware of methods for: OffIs informed of personal: OffDemonstrates: OffTakes responsibility: OffParticipates in career: Off23 careerinterest skills: OffExposure to vocabulary: OffMeets with school: OffUnderstands the: OffAwareness of banking: OffExposure to health and: OffAwareness of basic: OffDevelopment of grocery: OffDiscusses personal: OffExposure to appropriate: OffExposure to emergency: OffKnows emergency: OffAware of personal safety: OffAware of good nutrition: OffDresses appropriately: OffUnderstands how to help: OffLearns skills necessary to: OffDiscusses volunteer: OffExplores personal interests: OffInvolved in schoolbased: OffInitiates a conversation: OffUses social media responsibly: OffCan ask and answer questions: OffKnows how to extend and: OffIntroduces self and others: OffUses basic manners: OffUnderstands the concept of: OffKnows how to enter and: OffFollows school rules: OffKnows how to be appropriate: OffUnderstands basic conflict: OffUnderstands people can have: OffCan read and interpret: OffPractices good sportsmanship: OffStudent Name_2: Date_2: Attends IEP_2: OffPresents about_2: OffRecognizes social_2: OffDefines personal: OffAware of Deaf culture_2: OffAware of the need to_2: OffKnows how to use an_2: OffAware of methods for_2: OffParticipates in career_2: Off23 careerinterest skills_2: OffExposure to vocabulary_2: OffMeets with school_2: OffUnderstands the_2: OffInformed of personal: OffContinues developing: OffTakes responsibility for: OffConsistent attendance: OffBegins awareness of: OffDiscusses grades and: OffDiscuss options of: OffAware of banking: OffAware of basic cooking: OffDevelopment of grocery_2: OffBegins discussion of: OffDiscusses personal_2: OffPractices appropriate: OffExposure of emergency: OffKnows emergency_2: OffAware of personal: OffAware of good nutrition_2: OffDresses appropriately_2: OffInitiates a conversation_2: OffUses social media responsibly_2: OffCan ask and answer questions_2: OffExtends and responds to a: OffIntroduces self and others_2: OffUses basic manners_2: OffGives and receives a_2: OffResponds to requests: OffUnderstands the concept: OffKnows how to: OffKnows how to have a private: OffFollows school rules_2: OffUtilizes basic conflict: OffUnderstands people can: OffRecognizes hurt feelings: OffPractices good sportsmanship_2: OffUnderstands how to help_2: OffDiscusses volunteer_2: OffPractices skills necessary: OffLearns appropriate behaviors: OffLearns appropriate behaviors_2: OffStudent Name_3: Date_3: Attends IEPinvolved: OffDevelops awareness of: OffPresents about_3: OffAdvocates for individual_2: OffDefines personal_2: OffAware of Deaf culture_3: OffKnows how and when to: OffKnows how to access an: OffAware of methods for_3: OffContinues career: Off34 skills and talents: OffKnows the importance: OffDraft andor complete: OffIs informed of: OffLearns and uses various: OffContinues awareness of: OffReviews choice of: OffReviews EDP and aligns: OffBegins learning test: OffConsistent attendance_2: OffTakes responsibility for_2: OffDiscusses volunteer_3: OffPractices skills necessary_2: OffMentors younger DHH: OffPractices appropriate_2: OffUses necessary: OffBegins planning to: OffIdentifies personal: OffPractices appropriate_3: OffExposure of emergency_2: OffKnows emergency contact: OffPractices personal safety: OffAwareness of good: OffRequests an interpreter: OffDresses appropriately_3: OffInitiates a conversation_3: OffUses social media responsibly_3: OffCan ask and answer questions_3: OffKnows how to extend and_2: OffIntroduces self and others_3: OffUses basic manners_3: OffGives and receives a_3: OffResponds to requests_2: OffUnderstands the concept of_2: OffKnows how to enter and_2: OffKnows how to have a private_2: OffPractices effective conflict: OffUnderstands people can have_2: OffApologizes when necessary: OffPractices good sportsmanship_3: OffStudent Name_4: Date_4: Attends IEPinvolved_2: OffDemonstrates a: OffPresents about_4: OffAdvocates for individual_3: OffDefines personal_3: OffBegins gathering personal: OffAware of deaf culture: OffKnows how and when: OffKnows how and when to_2: OffAware of methods for_4: OffCommunicates volunteer: OffObtains skills necessary to: OffMentors younger DHH_2: OffPractices appropriate_4: OffDevelops a recognition: OffLearning styles more: OffAble to use and choose: OffKnows testtaking: OffKnows testtaking_2: OffTakes responsibility for_3: OffContinue career: OffSkills and talents known: OffUpdates resume: OffJob application: OffCompletes practice job: OffJob shadow if possible: OffResearch qualifications: OffExplores how to do a: OffConsistently on time: OffUses necessary_2: OffApplies for drivers: OffIdentifies personal leisure: OffNames community: OffPractices appropriate_5: OffExposure to emergency_2: OffKnows emergency contact_2: OffPractices personal safety_2: OffAware of good nutrition_3: OffExplores possible: OffDresses appropriately_4: OffInitiates a conversation Uses: OffExtends and responds to a_2: OffIntroduces self and others_4: OffUses basic manners_4: OffGives and receives a_4: OffResponds to requests_3: OffUnderstands the concept of_3: OffKnows how to enter and_3: OffKnows how to have a private_3: OffFollows school rules_3: OffIs appropriate with adults_2: OffUses effective conflict: OffDemonstrates respect for: OffApologizes when necessary_2: OffPractices good sportsmanship_4: OffStudent Name_5: Date_5: Attends IEPinvolved_3: OffParticipates in invitation: OffKnows agency names: OffPresents about_5: OffAdvocates for individual_4: OffDefines personal_4: OffBegins gathering personal_2: OffDefines ADA: OffAware of Deaf culture_4: OffKnows how and when to_3: OffKnows how and when_2: OffAware of methods for_5: OffKnows implications of: OffLearning styles known: OffKnows testtaking_3: OffReview diploma: OffKnows testtaking_4: OffTakes responsibility_2: OffCan use various: OffCompleted career: OffSkills and talents known_2: OffConsistently on time_2: OffCommunicated with a: OffResume completed: OffCompletes practice: OffWrites cover letter: OffWrites followup letters: OffJob shadow: OffResearches: OffIdentifies organizations: OffKnows job: OffKnows how to disclose: OffResearch available and: OffTour MCTI or other: OffIs able to use necessary: OffCan explain debit card: OffCan arrange: OffIdentifies personal leisure_2: OffKnowledge of emergency: OffKnows emergency contact_3: OffPractices appropriate_6: OffDresses appropriately_5: OffPractices personal safety_3: OffKnowledge of good: OffRegister for guardianship: OffRegister to use selective: OffCommunicates: OffObtains skills: OffMentors younger: OffPractices appropriate behaviors: OffInitiates a conversation_4: OffAsks and answers questions: OffUses social media responsibly_4: OffExtends and responds to a_3: OffKnows how to introduce: OffUses basic manners_5: OffGive and respond to a: OffUnderstands concept of a: OffKnows how to enter and_4: OffKnows how to have a private_4: OffFollows school rules_4: OffIs appropriate with adults_3: OffPractices effective conflict_2: OffDemonstrates respect for_2: OffApologizes when necessary_3: OffUses selfcontrol strategies: OffPractices good sportsmanship_5: OffStudent Name_6: Date_6: Attends IEPinvolved_4: OffOpens MRS file gathers: OffPresents to teachers: OffDistinguishes parts of the: OffAdvocates for individual_5: OffDefines personal_5: OffKnows DHH rights and: OffKnows where and how to: OffAware of Deaf culture_5: OffKnows how and when to_4: OffKnows how and when_3: OffIs aware of methods for: OffCommunicates_2: OffHas knowledge of agencies: OffObtains skills_2: OffMentors younger DHH_3: OffPractices appropriate_7: OffKnows implications of_2: OffLearning styles: OffKnows and uses test: OffTakes responsibility_3: OffKnows and: OffCan use various_2: OffCollege living tips: OffCompletes FAFSA: OffTakes compass: OffMeets with disability: OffCompleted career_2: OffCompletes job: OffSkills and talents known_3: OffConsistently on time_3: OffCommunicated with a_2: OffResume with current: OffWrites followup letters_2: OffJob shadow when: OffIdentify colleges: OffApply and choose: OffKnows job_2: OffKnows how to disclose_2: OffApply for available and: OffAttends at least one: OffUses necessary vocabulary for: OffPrepares initial housing budget down: OffCan explain debit card checking: OffCan arrange transportation: OffIdentifies options for future living: OffDresses appropriately_6: OffKnowledge of laundry skills including: OffKnowledge of basic cooking skills: OffIdentifies personal leisure activities: OffPractices appropriate use of: OffKnows emergency safety rules: OffKnows emergency contact information: OffPractices personal safety habits: OffKnowledge of good nutrition: OffKnowledge of basic healthcare: OffAble to make healthcare appointments: OffResponsible to take prescribed: OffRegister for guardianship_2: OffRegister to use selective services: OffKnowledge of tax return: OffInitiates a conversation_5: OffCan ask and answer: OffUses social media: OffExtends and responds to: OffIntroduce self and others: OffUses basic manners_6: OffGive and receive a: OffResponds to requests_4: OffUnderstands concept of: OffKnows how to enter: OffKnows how to have a: OffFollows school rules_5: OffIs appropriate with: OffPractices effective: OffDemonstrates respect: OffApologizes when: OffUses selfcontrol: OffPractices good: OffStudent Name_7: Date_7: Attends IEPinvolved_5: OffPresents about_6: OffHas knowledge of: OffAdvocates for individual_6: OffDefines personal_6: OffUnderstands ADA and: OffAware of Deaf culture_6: OffAware of the need to_3: OffKnows how and when to_5: OffIs aware of methods: OffCompleted career_3: OffSkills and talents known_4: OffJob shadow when: OffConsistently on time_4: OffResume if applicable: OffKnows and uses: OffKnows reading and: OffLearning styles_2: OffCan use various_3: OffTakes responsibility_4: OffKnows and uses_2: OffKnows testtaking_5: OffAwareness of banking_2: OffPrepares initial housing budget down_2: OffKnowledge of health and hygiene: OffDresses appropriately_7: OffDemonstrates basic cooking and: OffIdentifies options for future living_2: OffKnowledge of laundry skills including_2: OffKnowledge of basic cooking skills_2: OffDiscusses personal leisure activities: OffPractices appropriate use of_2: OffExposureknowledge of emergency: OffPractices good nutrition: OffKnowledge of basic healthcare_2: OffAble to make healthcare appointments_2: OffResponsible to take prescribed_2: OffKnowledge of tax return_2: OffIdentifies personal leisure activities_2: OffCommunicates_3: OffObtains skills_3: OffHas knowledge of agencies_2: OffMentors younger_2: OffPractices appropriate_8: OffKnows and accesses: OffResponsible to select: OffInvestigates: OffInitiates a conversation_6: OffCan ask and answer_2: OffExtends and responds to_2: OffIntroduces self and: OffUses basic manners_7: OffGives and responds to a: OffResponds to requests_5: OffUnderstands concept of_2: OffKnows how to enter_2: OffKnows how to have a_2: OffFollows school rules_6: OffIs appropriate with_2: OffPractices effective_2: OffDemonstrates respect_2: Off11thCollegeEntranceScores: 12thCollegeEntranceScores: PostSecondaryCollegeEntranceScores: Gives and receives a: OffResponds to a request: OffKnows how to have a private conversation: OffFollows school rules Is: OffIs appropriate with adults: OffIs appropriate with adults2: OffCan ask and answer questions_4: OffUses Social Media Responsibly_4: OffPractices personal safety habits_2: OffKnowsemergencycontactinformation6: OffName: Name_2:

Secondary Transition Guide For Students Who Are Deaf Or ......resume/portfolio/job application Is...

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