SPE.584 Transition Plan Outline

docx

School

University of Phoenix *

*We aren’t endorsed by this school

Course

584

Subject

Statistics

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by EarlWillpowerDeer46

Transition Plan Outline Name: Kelsey Beach Course: SPE/584 Instructor: Dr. Maldonado Date: 1/29/24

Transition Plan Outline Theme: Important Life Skills Employment and Continuing Education  Learning goal: The student will research employment opportunities, how to gain full-time or part-time employment, and the appropriate job training or education that may be required.  Method of instruction: In classroom instruction, independently or with adult support.  Student-directed learning activity: Student will access an online interactive career exploration and career planning called Virtual Job Shadow. Virtual Job Shadow is an “online, interactive experience that allows individuals to observe and learn from professionals in various fields without physically being present” ( Virtual Job Shadowing: A New Path to Explore Your Dream Career , 2023).  Materials, resources, or supplies necessary: The student will utilize an agenda to track information, remain organized, and a place to keep important papers. The agenda is the students’ and will be left at school.  Technology use: The student will use the internet, internet resources, a computer, and/or a smartphone.  Community-related experience: The student will visit either a community college, a 2–4- year university/college, or job sites to receive important information, applications, tuition assistance applications, and any other information that may be of interest to the student. The objective is for the student to obtain more information about whether they would like to attend college or proceed right into the workforce.

Personal living  Learning goal: The student will live in a supporting living environment with a roommate or roommates. The student will understand and demonstrate how to maintain cleanliness (personally and in the living environment), as well as how to dress and look appropriately.  Method of instruction: Hands-on instruction with modeling of how to perform the task.  Student-directed learning activity: The student will participate in a life skills, health, or home economics class to practice, develop, and demonstrate the skills required for day- to-day living activities such as grooming, hygiene, and presentation.  Materials, resources, or supplies necessary: Instructional videos, instructional worksheets, and access to a kitchen, washer, and dryer (to practice washing and folding clothes.)  Technology use: The student will use a laptop, computer, smartphone, and/or appliances within the classroom setting.  Community-related experience : Once a week, the student will visit and volunteer at a local facility that houses students who require accommodated living. Volunteering will look like housekeeping duties, social interactions, and assisting with the running of a club. All these activities will provide the student to gain a clearer understanding of postsecondary plans. Recreation and leisure  Learning goal: The student has expressed an interest in Bocce. The school has a Bocce team that competes locally and at the state level. The student shows initiative in participating and joining the team. By meeting some teammates from the Bocce team will

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

help the student understand the importance of being a team, being a good teammate, exhibiting teamwork, and creating social interactions with peers of the same age.  Method of instruction: Modeling, hands-on instruction, group instruction, and/or potential one-on-one instruction.  Student-directed learning activity: The student will work on gaining an understanding of the game, Bocce. When working with the coach and teammates, the student will strengthen their knowledge of the game, their abilities to perform, and development of skills by practicing. During instruction, group or one-on-one, the student will receive and implement feedback from a coach or teammate.  Materials, resources, or supplies necessary: A laptop, computer, and/or smartphone for resource videos that explain Bocce rules and Bocce technique.  Technology use: The student will use the internet, internet resources, a computer, and/or a smartphone to gain a better understanding of Bocce.  Community-related experience: The student will attend a local gym that hosts Bocce games twice a week. When attending the games, the student will take notes in their agenda on what they observed, how teammates interact with one another, and have two- three questions prepared to ask any player after the game. The questions must be related to Bocce, rules of Bocce, or about the team. Finances (e.g., income and medical/health expenses)  Learning goal: The student will learn the importance of budgeting money properly.  Method of instruction: Small group instruction, one-on-one instruction/activities, and direct instruction.

 Student-directed learning activity: The student has been given a budget of $40 dollars for the week. The student will make a list of the necessary items and their cost of each item. After the student has researched each item and their cost, the student will make a list for the store. This list provides them with the ability to shop and stay on budget. It will also show the student how to identify the difference between wants and needs.  Materials, resources, or supplies necessary: The student will use the internet, internet resources, a computer, a smartphone, pencil, paper, calculator, and/or a grocery store website.  Technology use: The student will use the internet, internet resources, a computer, a smartphone, and/or a calculator.  Community-related experience: The student will perform the learning activity in person at a local grocery store. They will select, purchase, and budget items to remain within the $40 that they were given. If they run over their budget, they need to decide what to put back to remain under $40. Transportation  Learning goal: The student will access the public transportation schedule to identify the closest bus stops, the schedule of the appropriate bus routes, and how to navigate from point A to point B without confusion. Public transportation is a bus, taxi, Uber, or train that transports you from school, work, home, or other locations.  Method of instruction: Modeling, direct instruction, hands-on instruction.  Student-directed learning activity: The student will access whichever mode of public transportation they choose to use and research their schedule to identify which mode of

transportation works best for them. Remind the student that each time they desire the use of public transportation, they need to determine whether a bus, train, taxi, or Uber would be best.  Materials, resources, or supplies necessary: A computer, laptop, and/or smartphone to access the public transportation companies and schedules they have in place.  Technology use: A smartphone that has a form of maps or GPS location accessibility to assist the student in navigating from point A to point B.  Community-related experience: Once a week, the student will look up a public transportation schedule, identify the appropriate mode, where they need to be picked up, where they need to be dropped off, and ride public transportation to gain confidence. Self-advocacy  Learning goal: The student will participate in group activities by expressing their needs, wants, thoughts, opinions, and concerns. They will also be measured through progress- monitoring to achieve self-advocacy goals. “The goal of progress monitoring is to increase student achievement and growth by making informed educational decisions regarding individual students” (Bolling, 2020).  Method of instruction: Small group instruction, direct instruction, and one-on-one instruction.  Student-directed learning activity: The student will participate in a group project with three other classmates. The student in need of self-advocacy will be the team leader. The team leader will develop ideas, present ideas, and ensure all members are sharing equal duties and/or responsibilities. This allows the team leader to experience and gain

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

confidence when self-advocating in the classroom with the goal of translating in other areas of life.  Materials, resources, or supplies necessary: A computer, laptop, and/or smartphone, paper, and pencil.  Technology use: The student will use the internet, internet resources, a computer, and/or a smartphone.  Community-related experience: The student will engage and participate in an event outside of normal school hours to gain confidence for self-advocating. To choose which event, they will research local community clubs or events that are open to the public.

References: Bolling, R. (2020, July 28). What is Progress Monitoring and How to Use it Effectively . TeachHUB. https://www.teachhub.com/classroom-management/2020/07/what-is- progress-monitoring-and-how-to-use-it-effectively/ Virtual Job Shadowing: A New Path to Explore Your Dream Career . (2023, May 11). UConn Center for Career Development. https://career.uconn.edu/blog/2023/05/11/virtual-job- shadowing-a-new-path-to-explore-your-dream-career/