Key #5: My Self-Assessments - Interactive Google Slides-IEP Transition Plans
- Google Slides™
What educators are saying
Description
Do you need to find ways and resources to support your students in self-awareness and self-determination. Identifying strengths and weaknesses will help your students focus in on informed job choices and career pathways. Additionally, this slide deck will give your students a framework for sharing their self-assessments, leading toward an informed post-school plan.
Overview and Purpose
Students will work through pages 65–106 in My Transition Portfolio (student edition), pages 76–115 in the teacher’s edition. Students will take their time to review and share their preferences in a variety of areas. This is the largest section of My Transition Portfolio. Take your time to have students explore their interests and share them with others. Students should have use of technology to take a selfie. If this isn’t possible, have students create self-portraits and engage their artistic skills.
Educational Standards
• RI.3.7 – Use information gained from illustrations (e.g., maps, photographs)
• W.3.7 – Conduct short research projects that build knowledge about a topic
• W.11-12.7 – Research to build and present knowledge
• RI.11-12.7 – Integration of knowledge and ideas
Objectives
• Students will evaluate and share preference for access to their own community.
• Students will create a complete weekend plan to share with others.
• Students will plan for trips using the public bus within their own community.
• Students will explore personal preferences and create/share an interest inventory with others.
Lesson Delivery Process
1. Technology infusion: Students take a selfie and print where possible.
2. My Selfie and My Favorites: Discuss the importance of students identifying their personal preferences and sharing them with others. Engage students in a class discussion to share preferences in a variety of areas. Create a chart including student preferences and play a classroom-based game to find the preferences that match their peers’ preferences.
3. My Events: Engage students in a classroom activity involving events they have attended in the past. As needed, assist students in locating events within the local community they could plan to attend.
4. My Places and My Weekend Plans: Using a map of your community, locate and discuss accessible places your students like to visit.
