Transition Planning

• Choice-Making: Compare options and share preferences with a simple reason why.
• Decision-Making: Predict what might happen, think about pros and cons, and make choices that support personal goals.
• Problem-Solving: Follow plans, track progress, work through obstacles, and change strategies with growing independence.
• Goal-Setting: Set short-term goals, list basic steps to reach them, and check progress with some guidance.
• Goal Attainment: Follow plans, monitor progress, work through obstacles, and adjust strategies to reach goals.
• Self-Knowledge: Identify personal strengths, challenges, and interests and explain how they help guide decisions and goals.
• Self-Awareness: Understand how emotions affect decisions, explain feelings and needs, and use self-awareness to handle challenges.
• Self-Management: Plan and prioritize tasks, manage emotions, and change strategies to handle responsibilities.
• Problem-Solving: Follow plans, track progress, work through obstacles, and adjust strategies with growing independence.
• Persistence: Keep working toward goals, learn from mistakes, and try again when challenges come up.
• Self-Advocacy: Share needs, goals, and preferences with confidence and respect and ask for support when needed.

• Ensure the Academic and Career Plan and course of study are aligned with career interests and discussed during IEP meetings.
• Develop academic and career goals in collaboration with school counselors, advisors, and transition staff, and select and enroll in courses that align with identified career pathways and graduation goals.
• Understand the education, training, certifications, or credentials required for careers of interest.
• Explore a range of postsecondary options, including two- and four-year colleges, applied studies programs, and career and technical training programs.
• Examine admission requirements, program expectations, and graduation pathways connected to different diploma options.
• Identify available supports, accessibility services, and possible course accommodations in colleges and training programs.
• Build strong academic habits, responsibility, and work ethic to support future college and career success.
• Include meaningful work-based learning or volunteer experiences within the transition plan.
• Practice skills needed to search for, apply for, obtain, and maintain employment.
• Balance academic instruction, work experience, and social skill development based on individual strengths, needs, and interests.

• Explore courses, including Career and Technical Education (CTE) and concurrent enrollment courses that connect to career interests and strengths.
• Identify careers that match strengths, preferences, and interests, including options for working independently, as part of a team, or through self-employment.
• Participate in work-based learning experiences to build workplace readiness skills such as communication, social skills, and time management.
• Identify and communicate needed accommodations during school and community work experiences.
• Identify and access community resources, including Pre-Employment Transition Services (Pre-ETS) and Vocational Rehabilitation (VR), to support preparation for college and career pathways.
• Develop basic financial literacy skills and understand the benefits of employment.
• Explore and practice using available transportation options to access work and community activities with guidance as needed.

• Independently manage personal self‑care routines, including hygiene, dressing, and privacy, and seek help appropriately when support is needed.
• Demonstrate growing independence in daily living skills by preparing simple meals, completing laundry tasks, and performing routine housekeeping with minimal prompts.
• Understand personal health and medical needs, participate in individualized safety drills/emergency planning, apply healthy‑lifestyle practices more independently, and obtain and maintain important personal identification and records.
• Practice digital literacy, use technology to monitor health, sleep, and activity, and use assistive technology to increase independence with decreasing support.
• Develop money‑management skills including accounts, credit, budgeting, and long‑term impacts, and explore financial/legal considerations that support future stability.
• Identify and explore housing options in the community and discuss future living preferences and adult life goals.
• Participate in school and community clubs or activities based on personal interests and preferences, demonstrating effective communication and situational awareness across settings.
• Explore and practice transportation options, and begin developing a personal transportation plan including route planning, schedules, driving requirements, and initial DMV preparation.
• Understand healthy and unhealthy relationship qualities and use this understanding to make safe choices in friendships and peer interactions.

• Choice-Making: Make informed choices based on personal interests, values, and goals.
• Decision-Making: Think through more complex choices, predict possible outcomes, and adjust decisions when situations change.
• Goal-Setting: Create goals independently, build step-by-step plans, and monitors progress with minimal support.
• Problem-Solving: Work through challenges, improve strategies using feedback, and complete plans independently to reach goals.
• Goal Attainment: Persist through challenges, improve strategies using feedback, and carry out plans independently to reach goals.
• Self-Knowledge: Understand strengths, interests, and values and use them to make thoughtful decisions and set meaningful goals.
• Self-Awareness: Recognize emotional reactions, connect feelings to decision making, and use self-awareness to improve social and personal outcomes.
• Self-Management: Balance responsibilities, adjust plans with feedback, and manage emotions at school and socially.
• Problem-Solving: Work through challenges, improve strategies from feedback, and complete plans independently to reach goals.
• Persistence: Keep working on long tasks, use strategies to solve problems, and learn from setbacks.
• Self-Advocacy: Speak up for personal needs confidently and advocate for themselves in school and social situations.

• Discuss postsecondary education and training goals during IEP meetings.
• Explore options for concurrent and dual enrollment to prepare for postsecondary education and training.
• Participate in work-based learning experiences, including internships and apprenticeships.
• Enroll in elective courses that allow deeper exploration of career interests.
• Participate in postsecondary education and training tours, college visits, and informational sessions.
• Understand the differences between IDEA, Section 504, and the ADA and how to access accommodations at the postsecondary level.
• Explore scholarship opportunities and other funding sources for college or training programs.
• Complete required entrance exams, portfolios, and placement requirements with needed supports.
• Complete financial aid applications, including FAFSA, Oklahoma’s Promise (OK Promise), Oklahoma Tuition Aid Grant (OTAG), and the Oklahoma Access and Achievement Program, with support as needed.
• Complete college or training program applications and finalize post-graduation plans.
• Build daily living and independent living skills as part of the transition plan to support success after high school.

• Participate in competitive integrated employment experiences to gain experience in areas of interest.
• Develop a career action plan to pursue competitive integrated employment.
• Learn how to search and apply for jobs.
• Build and apply workplace readiness skills, including communication, time management, reliability, social skills, and critical thinking.
• Update and maintain a current resume.
• Identify needed workplace accommodations and practice self-advocacy with employers.
• Learn about public benefits and basic benefits management.
• Practice using preferred transportation options to get to work.

6th grade outcomes

• Practice basic self‑care skills with regular reminders, including hygiene, understanding privacy, identifying emotions, and recognizing when to ask for help with mental well‑being.
• Learn to make simple healthy food choices, help prepare basic snacks or meals with supervision, and participate in cleaning up.
• Build early knowledge of healthy lifestyles and begin participating in routine health care.
• Learn fundamental personal and community safety skills such as fire safety basics and how to respond to unsafe situations.
• Use technology and social media safely with close guidance; begin using assistive technology and communication supports as needed to navigate digital tasks.
• Increase awareness of money management by identifying wants versus needs, practicing simple budgeting with support, and beginning to save small amounts.
• Participate in school and community activities with guidance while learning appropriate social cues and behavior in public settings.
• Build positive peer relationships by practicing respect, empathy, and healthy boundaries with guidance.
• Use school and community transportation with support by locating stops, reading simple signs, and practicing safe behavior.
• Become aware that different housing options exist in the community and identify general likes and dislikes with adult guidance.

7th grade outcomes

• Demonstrate increasing independence in self‑care routines, including hygiene, privacy practices, emotional regulation strategies, and identifying when mental health support is needed.
• Prepare simple meals with minimal assistance, make healthy food decisions, clean up after cooking, and help with basic home upkeep tasks.
• Apply knowledge of healthy lifestyles and participate more independently in routine health care.
• Practice personal and community safety skills such as disaster preparedness basics and responding appropriately to unsafe situations.
• Use technology and social media safely with some guidance; problem‑solve accessibility needs using assistive technology; and begin navigating digital environments more responsibly.
• Practice money management by following a simple budget, saving toward short‑term goals, making spending choices, and learning early concepts of long‑term planning.
• Participate in community activities with less prompting while demonstrating appropriate behavior and social expectations.
• Expand peer relationships while practicing empathy, mutual respect, and maintaining healthy boundaries. 
• Navigate transportation options with some support by finding stops, reading posted information, and consistently demonstrating safe practices.
• Understand various community housing options and begin identifying housing that fits personal needs for safety, comfort, and independence.

8th grade outcomes

• Manage self‑care routines with growing independence, including hygiene, privacy, emotional regulation, and recognizing signs that mental health support or coping strategies are needed.
• Make healthy food choices consistently, prepare simple meals with limited support, clean up independently, and contribute to routine home maintenance tasks.
• Demonstrate understanding of healthy lifestyles, and participate independently in regular health care.
• Apply personal and community safety knowledge, including fire safety, disaster preparedness, emergency planning, and responding appropriately to unsafe situations.
• Use technology and social media responsibly with minimal guidance; troubleshoot accessibility needs using assistive technology; and navigate digital environments safely and independently.
• Apply money management skills by creating and following a basic budget, saving for wants, making informed spending decisions, and building a foundational understanding of long‑term financial planning.
• Participate in community activities with independence while consistently demonstrating appropriate social cues and public behavior.
• Build and maintain positive peer relationships, expand social networks, and consistently demonstrate respect, empathy, and appropriate boundaries. 
• Use appropriate transportation options more independently by locating stops, reading schedules, monitoring safety, and planning simple routes with limited support.
• Understand various community housing options and begin identifying housing that fits personal needs for safety, comfort, and independence.

• Choice-Making: Think through multiple complex options and make choices that support long-term goals and personal values.
• Decision-Making: Make thoughtful decisions by weighing risks, benefits, and long-term impact and adjust choices when needed.
• Goal-Setting: Set long-term goals, create clear action plans, check progress, and adjust strategies based on reflection.
• Problem-Solving: Solve problems by changing strategies when needed and stay flexible and focused while working toward goals.
• Goal Attainment: Carry out long-term plans, adapt strategies to overcome challenges, and stay flexible and focused to succeed.
• Self-Knowledge: Use awareness of strengths, challenges, and values to guide major school, career, and life decisions.
• Self-Awareness: Recognize and manage emotions, reflect on behavior, and handle school and social situations with flexibility.
• Self-Management: Manage time, responsibilities, and emotions across settings and stay focused and flexible during complex tasks.
• Problem-Solving: Solve problems by adjusting strategies when needed and stay flexible and focused while working toward goals.
• Persistence: Stay focused on long-term goals, improve strategies after setbacks, and keep growing.
• Self-Advocacy: Communicate needs confidently, find helpful resources, and advocate for themselves at school, socially, and at work.

• Participate in education or training programs that align with an identified career pathway.
• Continue learning through work, volunteering, community activities, hobbies, or new areas of interest.
• Locate student accessibility services, provide documentation, request and access accommodations and supports.
• Understand and apply adult rights and responsibilities in postsecondary education and training settings, including the differences between IDEA, Section 504, and the ADA.
• Make informed decisions about classes or coursework and communicate effectively with advisors when support or changes are needed.
• Access and use academic, training, career center, employment agency, or workforce supports (such as DRS or Workforce services) to obtain, maintain, or change employment.
• Understand and access employer‑provided benefits when participating in employment connected to education or training goals.

• Obtain and maintain competitive integrated employment aligned with identified career goals and personal interests.
• Develop and improve employment skills needed to get, keep, and advance in a job or career.
• Initiate and maintain professional communication with employers regarding interests, strengths, needs, scheduling, and workplace expectations.
• Understand employer and industry expectations, and demonstrate reliability, productivity, cooperation, self-discipline, and quality work performance.
• Determine the level of support needed for employment and collaborate with employers to request and implement workplace accommodations, including assistive technology when appropriate.
• Identify and address barriers to employment by reflecting on past work experiences and creating plans for improvement.
• Explore funding options and community resources to support customized employment, supported employment, or self-employment opportunities.
• Understand how earned income affects public benefits and collaborate with a benefits planner when needed.
• Advocate for ongoing education or training to support career growth and increased earnings.
• Apply lifelong learning skills and work behaviors in real-world employment settings to support long-term career success.

9th Grade Outcomes (Building Foundational Independence)

• Independently manage personal self‑care routines, including hygiene, hair and skin care, privacy, and seek help appropriately when support is needed.
• Demonstrate growing independence in daily living skills by preparing simple meals, completing laundry tasks, and performing routine housekeeping with minimal prompts.
• Understand personal health and medical needs.
• Participate in individualized safety drills/emergency planning and apply healthy‑lifestyle practices more independently.
• Practice digital literacy, use technology to monitor health, sleep, and activity, and use assistive technology to increase independence with decreasing support.
• Develop money‑management skills including accounts, credit, budgeting, and long‑term impacts, and explore financial/legal considerations that support future stability.
• Participate in school and community clubs or activities based on personal interests and preferences, demonstrating effective communication and situational awareness across settings.
• Understand healthy and unhealthy relationship qualities and use this understanding to make safe choices in friendships and peer interactions.
• Explore and practice transportation options, and begin developing a personal transportation plan including route planning, schedules, driving requirements, and initial DMV preparation.
• Identify and explore housing options in the community and discuss future living preferences and adult life goals.

10th Grade Outcomes (Increasing Independence, Planning for Future Adult Life)

• Maintain personal self‑care routines independently across settings, problem‑solving when challenges arise, and appropriately accessing available supports when needed.
• Consistently perform daily living tasks, including meal preparation, laundry, and housekeeping, with greater accuracy, efficiency, and independence.
• Demonstrate understanding of personal health conditions, track medications or appointments with support as needed, and communicate health needs effectively.
• Independently follow emergency procedures, contribute to personal preparedness planning, and maintain important personal identification and records.
• Use digital tools and assistive technology to manage personal organization, track wellness data, and complete tasks more independently across environments.
• Apply money‑management skills by maintaining accounts, making informed financial decisions, comparing financial products (e.g., checking, savings, credit), and understanding legal/financial responsibilities associated with early adulthood.
• Engage consistently in school and community activities, demonstrating effective self‑advocacy, communication, and flexibility across diverse social settings.
• Apply understanding of healthy relationship dynamics by setting and maintaining boundaries and seeking support when encountering unsafe behaviors or interactions.
• Use multiple transportation options with increasing independence, refine a personal transportation plan, and complete steps toward meeting DMV or driving‑readiness requirements.
• Compare and evaluate housing options relative to personal needs, budget, safety, and long‑term adult goals, with emerging decision‑making independence.

• Choice-Making: Balance responsibilities, personal preferences, and long-term outcomes to make sustainable decisions.
• Decision-Making: Make strong decisions by considering multiple factors and weighing risks, benefits, and changes.
• Goal-Setting: Create, adjust, and carry out flexible long-term plans aligned with personal goals and evolving priorities.
• Problem-Solving: Make steady progress toward long-term goals, change strategies when needed, and persist until success is reached.
• Goal Attainment: Make consistent progress, adjust approaches when necessary, and follow through to accomplish goals.
• Self-Knowledge: Use awareness of personal strengths, challenges, and values to guide informed personal and career decisions.
• Self-Awareness: Understand and manage emotions independently and apply self-awareness to guide decision-making.
• Self-Management: Plan, prioritize, and handle multiple responsibilities while adapting effectively at home and at work.

• Participate in education or training programs that align with an identified career pathway.
• Continue learning through work, volunteering, community activities, hobbies, or new areas of interest.
• Locate student accessibility services, provide documentation, request and access accommodations and supports.
• Understand and apply adult rights and responsibilities in postsecondary education and training settings, including the differences between IDEA, Section 504, and the ADA.
• Make informed decisions about classes or coursework and communicate effectively with advisors when support or changes are needed.
• Access and use academic, training, career center, employment agency, or workforce supports (such as DRS or Workforce services) to obtain, maintain, or change employment.
• Understand and access employer‑provided benefits when participating in employment connected to education or training goals.

• Obtain and maintain competitive integrated employment aligned with identified career goals and personal interests.
• Develop and improve employment skills needed to get, keep, and advance in a job or career.
• Initiate and maintain professional communication with employers regarding interests, strengths, needs, scheduling, and workplace expectations.
• Understand employer and industry expectations, and demonstrate reliability, productivity, cooperation, self-discipline, and quality work performance.
• Determine the level of support needed for employment and collaborate with employers to request and implement workplace accommodations, including assistive technology when appropriate.
• Identify and address barriers to employment by reflecting on past work experiences and creating plans for improvement.
• Explore funding options and community resources to support customized employment, supported employment, or self-employment opportunities.
• Understand how earned income affects public benefits and collaborate with a benefits planner when needed.
• Advocate for ongoing education or training to support career growth and increased earnings.
• Apply lifelong learning skills and work behaviors in real-world employment settings to support long-term career success.