High School Roadmap Slides High School Roadmap
A Step-by-Step Transition Guide
What's Changing?
The Schedule
More classes in one day (or alternating days).
Different rooms for every subject.
Passing periods between every bell.
The Workload
Longer homework assignments.
Harder tests and big projects.
Need to use a planner every single day.
Decoding the Schedule
Many high schools use Block Scheduling.
A Days (Monday/Wednesday)
Classes 1, 3, 5, 7
B Days (Tuesday/Thursday)
Classes 2, 4, 6, 8
Friday
Sometimes all 8 classes or rotates.
Visualize your day before it starts.
The Workload Strategy
1
Break It Down
Split large assignments into 3 smaller tasks. Do one each day.
2
The 30/10 Rule
Work for 30 minutes, then take a 10-minute "brain break" or sensory break.
3
Ask Early
If a task feels confusing, ask the teacher for help before leaving class.
Your Support Team
School Counselor
Helps with schedule changes and stress.
Case Manager
Makes sure your IEP accommodations are met.
Teachers
They provide the assignments and help in class.
Remember:
"It is okay to be nervous. Everyone is learning a new system at the same time."
Ready to Practice?
Open your Campus Navigator Guide to begin mapping out your first week of high school.
Next Step: Schedule Blueprinting
Campus Navigator Guide Campus Navigator Guide
High School Transition Blueprint
Student:
Date:
1. My Schedule Blueprint
Fill in the classes you will have on each day. Check with your counselor or case manager for your specific list.
A DAY (Mon / Wed)
Period 1 (Room ___)
Period 3 (Room ___)
Period 5 (Room ___)
Period 7 (Room ___)
B DAY (Tue / Thu)
Period 2 (Room ___)
Period 4 (Room ___)
Period 6 (Room ___)
Period 8 (Room ___)
2. Breaking Down the Load
Pick one class that sounds difficult. Let's practice breaking one assignment into smaller, manageable pieces.
Target Class:
1
Step 1: The Start (15-20 mins)
2
Step 2: The Middle (15-20 mins)
3
Step 3: The Finish (Final Check)
3. My Support Map
Who can help me when I feel overwhelmed or confused?
Case Manager
Go to them for IEP help or sensory breaks.
Counselor
Go to them for schedule issues or stress.
Safe Place (Calm Down Zone)
The room number I can go to if I need a sensory break.
Bridge Builder Teacher Guide Bridge Builder
Teacher Facilitation & Transition Guide
Focus Area
Autism Transition (8th to 9th)
Lesson Objective
To reduce anxiety and increase functional independence for students with autism as they transition to a high school environment. This lesson focuses specifically on the predictability of schedules and the systematization of academic workload.
Key Success Indicators
• Can identify the difference between A/B days.
• Can name at least two support staff members.
• Can articulate the "30/10" workload rule.
Materials Needed
• High School Roadmap Slides
• Campus Navigator Guide (Printed)
• Sample high school schedule (from the target school)
Instructional Flow
1
Introduction & Prime (Slides 1-2)
Start by acknowledging the transition. For students with autism, focus on "What stays the same" before introducing "What changes." This provides a secure anchor.
2
Visualizing the Block (Slide 3)
Use a physical calendar or color-coded blocks to represent A and B days. Use the student's current interests (e.g., "On A-Days, we wear blue; on B-Days, we wear red") to make the distinction concrete.
3
The Strategy Rehearsal (Slide 4)
Practice the "30/10 Rule" during the lesson. Set a timer for 5 minutes of work, followed by a 2-minute "mini-break" to model the concept of regulated pacing.
Differentiation & Support
Common Hurdles
Sensory Overload: The passing periods in high school are louder and more crowded. Suggest noise-canceling headphones or "early passing" as an accommodation.
Executive Function: Students may struggle to remember which day is "A" or "B." Recommend a color-coded lanyard or phone wallpaper as a visual cue.
Discussion Prompts
"If you get lost between Period 1 and Period 3, who is the first person you would look for?"
"When you see a large project on the board, what is the very first thing you should do when you get home?"
"What is one thing about high school that you are actually excited about?"
Teacher Note:
Ensure the "Safe Place" identified on the student worksheet is confirmed with the high school staff before the first day. This creates a "Plan B" that prevents escalation during stress.
