Transition Roadmap Slides TRANSITION TRACKS
Your Map to the Future
What is Transition?
Transition is the "track" that leads you from high school to adulthood.
Choosing a career path
Learning independent living skills
Setting goals for after graduation
Possible Destinations
Higher Education
College, University, or Community College.
Vocational Training
Trade schools or certification programs.
Employment
Going straight into a job or internship.
Independent Living
Building skills for living on your own.
Exploring Career Clusters
Services
• Healthcare Aide
• Childcare Worker
• Customer Service
Technical
• Auto Mechanic
• IT Support
• Construction
Creative
• Graphic Designer
• Culinary Arts
• Landscaping
Which "station" on the map interest you most?
Your Compass
Self-Discovery
Interests
What do you enjoy doing in your free time? What subjects make you curious?
Strengths
What are you naturally good at? What do people often ask you for help with?
Activity: Take 2 minutes to share one interest and one strength with a partner!
Building Your Action Plan
S
Specific
What exactly do you want to achieve?
M
Measurable
How will you know when you've reached it?
A
Attainable
Is this a realistic goal for you right now?
We will use these for our Transition Action Plans!
Ready to Start?
Step 1
Complete your Career Compass Worksheet.
Step 2
Create your Personalized Transition Action Plan.
Transition Facilitator Guide Facilitator Guide
Lesson: Transition Tracks
Target Audience
9th-12th Grade SPED
Lesson Objective
Students will identify personal strengths and interests to explore post-secondary pathways (college, trade, or work) and create three SMART goals for their transition to adulthood.
Essential Questions
What are my unique strengths and how do they connect to a career?
What is the difference between a job and a career path?
What steps do I need to take now to be ready for life after high school?
Materials Needed
Transition Roadmap Slides
Career Compass Worksheet
Transition Action Plan
Chromebooks (for research)
Instructional Sequence
10 min
Hook: The Destination
Open with the Transition Tracks slides. Use the transit map metaphor to discuss how high school is a station, and graduation is where they choose their next line.
20 min
Direct Instruction & Self-Discovery
Review Slide 3 (Destinations) and Slide 4 (Career Clusters). Engage students in a "Which station?" discussion to brainstorm jobs. Distribute the Career Compass Worksheet. Students reflect on their "Internal Compass" (strengths/interests).
45 min
Mapping the Route
Guided Research: Students use the Transition Action Plan. They identify one primary "Destination" and research requirements (GPA, training hours, specific skills).
15 min
Ticket Out the Door
Students share one "Action Item" from their plan with the class. Review the Rubric so they know how their final plan will be evaluated.
Differentiation & Support
Accommodations
Text-to-Speech: Provide digital copies of worksheets for students who use screen readers.Visual Schedules: Use a checklist version of the Action Plan for students who need task breakdown.Scribing: Allow students to dictate their goals or use speech-to-text tools.
Modification Ideas
Simplified Choices: Limit "Destinations" to 2 options (Work vs. Training) for students with higher support needs.Visual Planning: Use image-based goal setting (e.g., "I want to work here" with a photo of a specific store).
Facilitation Prompts
"If there were no limits, what is the one thing you'd love to do every day when you wake up?"
"Which 'track' feels scary to you? Why? What help do you need to feel brave about it?"
Common Misconceptions
!
"I have to decide my whole life today." Remind students that plans change, but having a direction now helps build the muscles for decision-making later.
!
"I can't go to college because I'm in special education." Highlight vocational programs, disability services in colleges, and inclusive post-secondary options (IPSE).
Career Compass Worksheet CAREER COMPASS
Self-Discovery Worksheet
Name:
Date:
Before we can plan our route, we need to know what drives us. Use this "Internal Compass" to identify what you enjoy, what you're good at, and what you're still learning.
1. North: My Interests
What do you love doing? What topics do you find interesting? (Examples: Gaming, working with hands, helping others, animals, technology)
2. East: My Strengths
What are you good at? What do people say you do well? (Examples: Following directions, being on time, drawing, math, being a good listener)
3. West: My Skills
Check the boxes for things you can do independently:
Follow a schedule
Use a computer/tablet
Communicate my needs
Work well in a team
Travel independently
Manage small tasks
4. South: Possible Destination
Based on your compass, which "Track" looks most interesting right now?
College
Vocational
Work
Transition Action Plan Activity TRANSITION TICKET
Personal Action Plan
Boarding Pass No.
#2026-TRK
Student Name
Target Graduation
MY DESTINATION (Where am I headed?)
University/College
Trade/Vocational
Direct Employment
Specific Career or Area of Interest:
STATION STOPS (My SMART Goals)
Goal 1: Skill Development What do I need to learn?
Target Date
How I'll know I'm done
Goal 2: Career Readiness How will I get ready for work?
Target Date
How I'll know I'm done
Goal 3: Independence Life skills for adulthood
Target Date
How I'll know I'm done
MY SUPPORT CREW (Who can help me reach these goals?)
Family/Guardians
Teacher/Transition Coordinator
VR Counselor (Vocational Rehab)
Other: _________________________
Transition Success Rubric Transition Success Rubric
Project: Transition Action Plan (The Transition Ticket)
Total Possible Points
100
Assessment Overview
This rubric is used to evaluate the completeness and quality of the Transition Action Plan. "Success" in this lesson isn't about having a perfect life plan—it's about showing self-awareness, realistic goal-setting, and identifying support systems.
Criteria Expert (25 pts) On Track (20 pts) Learning (15 pts) Career Compass
Self-Awareness
| Clearly identifies 3+ specific strengths and interests. Shows deep reflection on how these connect to a future career. | Identifies at least 2 strengths and interests. Briefly explains a connection to a future career path. | Lists 1-2 interests but struggle to name personal strengths. No clear connection to career yet. |
|
The Destination
Clarity of Choice
| Primary post-secondary destination is chosen and clearly defined. High level of commitment to the chosen "Track." | A destination is selected. Student understands generally what this path requires but may need more detail. | Destination is vague or multiple paths are selected without focus. Needs support defining the endpoint. |
|
Station Stops
SMART Goals
| All 3 goals are Specific, Measurable, and Attainable. All target dates and "checks" are realistic. | At least 2 goals meet SMART criteria. Most target dates are included and make sense. | Goals are general statements (e.g., "get a job"). Missing measurable steps or dates. |
|
Support Crew
Resource Advocacy
| Identifies 4+ specific people or agencies. Can explain exactly how each person will help them succeed. | Identifies 2-3 people or groups who can help. Understands basic support needs. | Identifies only 1 support person (e.g., "Mom"). Unsure of who else can assist in the transition. |
Facilitator Comments
FINAL SCORE
___
out of 100
