101 Transition Activities For The Classroom

101 Transition Activities for the
Classroom
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.
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.
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.
Self 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)
 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
 Community
 Activity: Each student consults a family

member about their hobbies. Have a
“Show and Tell” about the various
hobbies identified.
 Community
 Activity: Have each student interview 2

community leaders.
 Community
 Activity: Identify adults they respect by

job titles.
 Community
 Activity: With a partner identify 3 skills

needed to participate in community
activities.
 Community
 Activity: Have each student draw a

map of their community.
 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.
 Community
 Activity: Divide into groups and write a

song about a community place, person
or people.
 Community
 Activity: Make a list of people in your

community you might ask to help you
find a job.
 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.
 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.
 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.
 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.
 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.
 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.
 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.
 Community
 Activity: Divide class into 3 groups and

have them brainstorm community
services or activities that are paid for
with tax dollars.
 Community
 Activity: Invite a community leader to

visit the classroom.
 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)
 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)
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
 IGP
 Activity: Assign the students to discuss

three jobs they are interested in for a
career with a partner.
 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.
 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.
 IGP
 Activity: Assign students to complete a

Learning Styles Inventory (ex: CITE).
 IGP
 Activity: For a journal activity, assign

students to explain a minimum of 3
ways their Learning Style fits their
career choices.
 IGP
 Activity: Invite high school counselor to

discuss course requirements with the
students.
 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.”
 IGP
 Activity: Assign students to individually

determine the courses they will need to
take for their own personal career
choice.
 IGP
 Activity: Assign student to compare the

list of courses from the Career Cluster
group with a partner .
 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.
 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?”
 IGP
 Activity: Using copies of their transcripts

and/or progress reports, assign
students to chart their reading grades,
test scores, etc.
 IGP
 Activity: Direct the students to analyze

what the information from their charts
says about their reading ability.
 IGP
 Activity: Assign students to their Career

Cluster groups. They then take turns
sharing how reading will help their
employability.
 IGP
 Activity: For a journal entry, assign

students to respond to the question,
“When and how is math important in
my life?”
 IGP
 Activity: Using copies of their

transcripts and/or progress reports,
assign students to chart their math
grades, test scores, etc.
 IGP
 Activity: Direct students to analyze

what the information from their charts
says about their math ability.
 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.
 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)
 IGP
 Activity: Assign students to create a

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

hobbies.
 IGP
 Activity: For a journal entry, instruct

students to respond to this questions,
“Do my hobbies have a correlation to
my Career Cluster choice?”
 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.
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
 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?

Communication:

Health Science:

Public Service
 Activity: Research and discuss careers in Arts

& Humanities:

Construction:

Human Services:

Science & Mathematics:

Education:

Information Technology:

Social Sciences:

Business & Marketing:

Manufacturing:

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
 Resources
 Activity: Divide into 2-3 groups and

identify people or resources that are
available to assist graduates and
individuals after high school.
 Resources
 Activity: Invite someone from the local

Health Dept to visit class and inform of
services available.
 Resources
 Activity: Social Security – Discuss what

it is and how people use it.
 Resources
 Activity: Provide out handout from

Appendix E in Transition Guide.
Facilitate a discussion of the difference
in IDEA and ADA.
 Resources
 Activity: Discuss the Department of

Vocational Rehabilitation. Possible
activities: Invite Rehab Counselor, Web
search, Brochure discussion
 Resources
 Activity: Internet Resources – Visit the

www.kycares.net website and facilitate
use of the site for local services.
 Resources
 Activity: Invite someone from Kentucky

Supported Living to visit class. (502-
564-7702)
 Resources
 Activity: Have each student choose one

of their goals from Activity #6. Identify
outside resources that would be helpful
in attaining this goal.
 Resources
 Activity: Personal resources – Using the

same goal from previous Activity (#92)
identify personal resources for attaining
that goal.
 Resources
 Activity: Transfer of Rights – Discuss

the pros and cons of being 18.
Generate lists of privileges and
responsibilities.
 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.
 Resources
 Activity: Each team from previous

activity (#95) chooses one agency or
resource. The team then researches
services provided by that agency.
 Resources
 Activity: Each group reports their

finding from previous activity (#96) to
the group.
 Resources
 Activity: Have representative from local

community college visit class.
 Resources
 Activity: Have representative from

vocational/technical school visit class.
 Resources
 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

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101 Transition Activities for the

 Carol Detmer Northern Kentucky Special Education Cooperative

 Activity: Students interview one of the

Activity: Share the results of the interview from

 Activity: Have each student write 5

 Activity: Read the Dr. Suess book, Oh,

 Activity: Facilitate a classroom discussion of

 Activity: From your list of wants,

 Activity: Choose one of the goals,

 Activity: Develop a plan for monitoring

 Activity: Divide class into 2 groups and

 Activity: Partner with another student

 Activity: Partner with another student. While

 Activity: Question the teacher/principal

 Activity: Round Robin for Health

 Activity: Divide into small groups and

 Activity: Who’s Important???

 Activity: Personal Strengths and

 Activity: Limitations – Conference with

 Activity: Group students in groups of 3.

 Activity: Each student consults a family

 Activity: Have each student interview 2

 Activity: Identify adults they respect by

 Activity: With a partner identify 3 skills

 Activity: Have each student draw a

 Activity: RACE – Divide into 2 or 3

 Activity: Divide into groups and write a

 Activity: Make a list of people in your

 Activity: Divide class into 2 groups. One

 Activity: Write a community activity on

 Activity: Each student develops a daily

 Activity: Each student makes a list of 3

 Activity: Divide the class into 2 or 3

 Activity: Game of places. Write names

 Activity: Yellow Pages – Make a list of

 Activity: Divide class into 3 groups and

 Activity: Invite a community leader to

 Activity: Stump the panel – Have 3 people

 Activity: Role Play – Each student assume

 Activity: Assign the students to discuss

 Activity: Develop a Three Column Chart for

 Activity: Divide students into Career Cluster

 Activity: Assign students to complete a

 Activity: For a journal activity, assign

 Activity: Invite high school counselor to

 Activity: Obtain copies of the high school

 Activity: Assign students to individually

 Activity: Assign student to compare the

 Activity: Students are to individually

 Activity: For a journal entry, assign

 Activity: Using copies of their transcripts

 Activity: Direct the students to analyze

 Activity: Assign students to their Career

 Activity: For a journal entry, assign

 Activity: Using copies of their

 Activity: Direct students to analyze

 Activity: Assign each student to use a

 Activity: Assign each Career Cluster

 Activity: Assign students to create a

 Activity: Assign students to list their

 Activity: For a journal entry, instruct

 Activity: Culminating Activity – Each Career

 Activity: Research and discuss careers in