The main goal of the Transition grade band is to create a realistic atmosphere of skill learning that will be needed when exiting the school setting, entering the work setting, and living with optimal independence. The Transition grade band is primarily intended for students who are beyond the twelfth grade year or who have met high school requirements.
Students entering the transition setting are no longer addressed as students, but as “team members” to give them the feel of transitioning from a school environment to a future work/life environment. Service providers and classroom assistants are referred to as “supervisors.”
Monthly Instructional Topics
The Monthly Instructional Topics address three areas of instruction that are embedded in the day’s routine on selected areas of skills, jobs, and daily living.
These instructional times in the day are labeled:
- Daily Living Club
- Lifetime Skills
- Job Club
Within the Unique Learning System® Transition program, these areas are where new information and activities will be provided and updated on a monthly basis. Monthly Unit Checkpoints are provided that will enable pre- and post-assessment on much of the content information addressed in the monthly instructional topic.
Each monthly unit contains a consistent format of lessons and activities. The lesson number and activity title stay the same each month, while the content changes appropriately to the unit topic. You can access the year topics in the left menu of your subscription.
Lesson plans are provided for each activity in the monthly unit.
Instructional Targets: The first section of the lesson plan lists the instructional targets. There is space provided where you may put the direct link to your state's standards that apply to this lesson. The alignment tools in the member menu contain standard alignment documents and resources to connect state and educational standards with the Unique Learning System instructional targets.
Activity: The activity section of the lesson plan will describe the activities and how you can deliver this lesson to students. Additional learning information will be added here to support your presentation of the topic.
Lifelines: Lifelines are a connection of a specific lesson to the Transition Passport. The lifeline symbol on a lesson plan indicates that there is either a Passport document included in the lesson or a Passport document in the Transition Passport Toolbox is referenced in the lesson.
Differentiated Tasks: The differentiated task levels provide service providers guidance on what the learning expectations might be for three levels of students. The learning needs of students in your classroom may be very broad. The basic premise is that ALL students will participate in the same or similar activity, but the expectations for learning may be quite varied.
Resources & Materials: At the bottom of each lesson plan is a list of materials that can be downloaded to deliver this lesson. Many of the lessons also have three levels of materials that coincide with the differentiated tasks. Additional materials and resources are also listed; these may include books and websites that support the instructional learning.
Standards & Instructional Targets
The Transition Instructional Targets are incorporated into all monthly unit lesson plans in the Transition grade band. These statements define what students should know and be able to do as the result of the instructional activities. Additionally, the Transition Instructional Targets are addressed in the life skills application lesson plans within the Middle School and High School grade bands.
Instructional Targets are addressed in these categories and sub-categories:
- Job Awareness
- Work Skills
- Daily Living
- Grooming and Hygiene
- Nutrition and Food Preparation
- Home Living
- Time Management
- Money Management
- Medical, Health, and Fitness
- Community Living
- Community Resources
- Recreation and Leisure
- Personal Life
- Social Skills
- Problem Solving
- Lifelong Learning
A Transition Instructional Targets alignment document is provided in the Teacher Reference Materials > Alignment Tools.
Instructional ToolsThe instructional lessons for each unit at the Transition level contain a consistent format for identified daily living, lifetime skills, and job club activities. It is essential that teachers assess their student's current abilities and plan differentiated instructional tasks for maximum participation and learning within each of these lessons. These tips are designed to provide instructional ideas that will enable service providers to meet the needs of each student, regardless of ability level. The main goal of this transition curriculum is to create a realistic atmosphere of skill learning that will be needed when exiting the school setting, entering the work setting, and living with optimal independence.
Access the Instructional Tips document in the Teacher Reference Materials > Instructional Guides.
The Daily Living Club is an instructional period that addresses a “Topic of the Month” through a variety of stories, articles, related activities, and games.
A sample of some topics include:
Topic Stories (Lessons 1 and 2)
A specific topic is addressed each month through two stories that address the overall focus of the month’s topic. Included are comprehension questions to build on each team member’s understanding of the topic. Encourage re-telling and summarization using the comprehension questions. Selected vocabulary words are also presented with each topic.
Rights and Responsibilities (Lesson 6)
Each month, individual rights and responsibilities are presented with a connection to the topic. During this activity, team members not only discuss many of their rights as adults, but they also learn of the responsibilities that accompany those rights.
Problem-Solving Game (Lesson 7)
This activity presents situations that may occur in real life and gives team members the opportunity to apply a given problem-solving strategy. The strategy involves determining whether the situation is an emergency or non-emergency, who can take care of the problem, and what the team member should say or do.
Lifetime Skills defines a time when a variety of skills can be taught. Individual IEP goals related to reading, writing, and math may be taught at this time. The skills group activities may appear to have more of the academic emphasis.Banking Basics (Lesson 8)
This activity presents routine monthly bills such as rent, utilities, cable, and telephone. Bills are received and have due dates for when they are to be paid. Additionally, other expenses are incurred and need to be paid before money is spent on recreation, entertainment, or other “wants” in life. Money for these routine expenses comes from a paycheck or benefit check. Checks for each bill must be written, recorded in a check register, and “sent” to the company prior to the “due date". Envelopes are filled out as part of the bill paying process as well. Bill paying scenarios continue each month as examples of how money matters in the real world.
What’s in My Wallet? (Lesson 9)This activity presents scenarios related to using money that is in a wallet. It includes daily counting of money currently in the wallet and determining whether there is enough money to be able to purchase an item designated in a given scenario. Each team member is provided a “wallet” with a new amount of money placed in it daily. Each individual’s abilities and the scenario that is presented for the day must be considered when putting money in the wallet.
Time Matters (Lesson 10)
3-Way Planning (Lesson 11)
These scenarios look at budgeting money from the standpoint of long-term saving, short-term saving, and managing for day-to-day expenses.
Greeting Cards (Lesson 12)
Social Trivia (Lesson 13)
Everyday Communication (Lesson 14)
A poster and simple story are presented each month to introduce and practice a skill for building effective communication in a variety of daily situations at work, home and in the community. Challenge the group (team members, supervisors, and assistants) to model the monthly skills and watch each other for teachable moments during the day.
Monthly Newsletter (Lesson 15)
The monthly newsletter is a way to report to family, friends, and school administrators on what has been learned in each unit and some of the activities that the young adults have been involved in each month. The final product will be a newsletter that is created with paragraphs submitted by each team member or pair of members. Unique Learning System will also feature a separate parent newsletter each month to introduce one key component of the program and its life skills application.
Recipes (Lesson 16)
Job Club is an instructional period that focuses on job-related skills. Many of these activities will be represented in scenario cards, role-playing situations, and strategies to apply to individual's lives.
The topics that are addressed each month for Job Club include:Job Exploration (Lesson 17)
In this Help Wanted ad format, team members will learn about different job categories each month. Discuss each of the five areas in detail (Location, Job Duties, Work Environment, Training, and Experience and Skills Needed). Consider bringing in a speaker who works in each month’s featured job field to discuss their job and responsibilities.
Applications and Interviews (Lesson 18)
A job interview scenario is presented each month. The team members will role-play this job interview as a means to practice communication skills that are required for good interviewing. Other team members will “review” the interview and provide constructive suggestions. Team members will learn about good interviewing skills from practicing and observing others.
Job Interest Surveys (Lesson 19)
Four types of jobs are presented each month in a survey type format. Team members will discuss the jobs, job categories, type of work, and training needed. On the job survey form, each individual will rate his or her response to the jobs that are identified. Responses can be “sounds interesting,” “not interested,” or “want to learn more”.
Work Attitudes (Lesson 20)
Three scenarios related to positive work characteristics and work attitudes are presented each month for discussion, role-playing, and learning.
Volunteer Jobs (Lesson 21)
The Transition Passport is a key component for data collection. It is available at the Middle School, High School, and Transition grade bands. The Transition Passport Binder becomes a personal collection of supporting transition information that is essential for young adults to move into an effective system of transition planning.
To add materials from the Transition Passport directly into a My Plan:
Transition Planning is designed as a data collection center for Middle School, High School, and Transition students.
The student selects response to indicate: