Transition Matrix (Chart 1)

Options include:

• apartments
• military housing
• own home
• dorm
• with or without parents
• with or without roomates
• group home/waiver
• supported living

Enviroments include:

• rural
• big city
• small city
• state/country

• managing money
• managing a household
• buying, preparing, consuming food
• buying and caring for clothing
• exhibiting responsible citizenship
• using recreational facilities and engaging in leisure
• getting around the community; access community agencies.

1. Reading
• decoding
• fluency
• comprehension
• vocabulary
2. Writing
• physical
• conventions
• format/genre
• tool for learning
3. Speaking
• interpersonal communication—intelligibility
• level of speech
• pace
• coherence
• presentations to groups
4. Listening
• receive
• interpret
• respond to messages/auditorily presented information
• establish and enhance relationships
5. Quantitative
• math—apply math concepts
• apply methods of estimation
• problem solving
• communication reasoning and proof
• make connections and representations
• interpret data
6. Technology literacy
• appropriate technology
• application to task
• use local district standards

1. Job seeking
• writing resume
• resources to locate jobs
• applications
• job interviews
2. Job keeping
• rules of workplace
• understands requirements
• basic skills for job
• basic technology literacy
• ability to work with others
3. Disability rights under Amercans with Disabilities Act.

• Time management
• goal setting skills
• assessing family and community supports
• residential organization
• record keeping
• etc.

• Getting along with family members
• getting along with community acquaintances
• getting along with friends
• initiating/maintaining close or casual relationships
• appropriate use of personal space
• initiating appropriate conversations
• social skills
• understanding gender differences
• conflict resolution

• Time management
• note taking skills
• organizational skills
• self-monitoring
• use of study/testing strategies
• use of accomodations

• Study Habits (organization, settings, follow through/task completion, self initiative, etc.) (diligence, accuracy of work, latency in starting)
• testing attitudes/behaviors (anxiety, persistence, accuracy, etc)
• learning style preferences
• disability awareness

• Understanding the importance of work and the individual’s role in the workplace
• uses appropriate social skills relating to co-workers, customers, and supervisors
• follows the rules of the workplace
• accepts responsibility for his/her own work and quality of work
• attendance and punctuality
• etc.

• Makes decisions about self advocacy
• requests accommodations as needed
• uses accommodations as needed
• seeks assistance as needed

• Locate and use sources of assistance
• anticipate consequences
• justify decision
• identify problems/conflicts
• develop/select best solution to problem

• Ability to advocate for self or find someone to advocate for them
• health (mental and physical)
• sexual activity
• knowledge of personal rights and responsibilities
• legal issues
• safety issues

• Use acquired knowledge to solve problems, design solutions, & complete work
• think in complex ways and apply knowledge and skills to create unique solutions to complex problems
• Quadrant B and D of the Rigor and Relevance Framework from the International Center for Leadership in Education as used in the Model Core Curriculum