Transition/Life Skills Curriculum Scope and Sequence

Your life as a transition/life skills teacher/coordinator is about to get easier.

I was over planning on the fly, trying to remember what I had already taught the year prior, and scrambling to make sure I'd covered it all.

So, I created a roadmap for myself.

There is no 'one size fits all' comprehensive curriculum for transition. Because

students’ academic, social, emotional, and vocational needs vary widely from school to school, class to class, year to year and student to student, including resources and activities to meet all needs would be impossible.

This scope and sequence, however, is an adaptable framework that outlines all of the skills and topics that can and should be covered in a transition/life skills program over the course of 3 years.

The progression is intentional; the skills are transferable; the repeated and sustained instruction across skill areas is critical.

Following this guide over the course of the transition program will allow for skill acquisition and development in the key areas of work readiness, independent living and post-secondary education and training. Utilizing a backward design approach, this scope and sequence begins with the aforementioned transition goals in mind and maps backward so that all necessary skills are addressed in a purposeful and highly effective manner.

The 5 skill areas are interconnected and complimentary, so topics may be enhanced, combined or restructured as needed to meet the needs of your student population and your classroom structure.

The scope and sequence is presented in two ways:

The first breaks down each skill area in 3 week increments (36 weeks per year)

The second breaks down each skill area by marking period (9 weeks each)

Share it with your team!

Collaborate with related service providers on your team to ensure repeated and sustained instruction across settings. (Speech, OT, Counseling)

Share with your paraprofessionals and job coaches to enhance planning, small group instruction and professional knowledge.

This framework provides an amazing opportunity for various members of your transition team to explore areas of strength and interest, engage with students in instructional activities, and contribute to the educational process from planning to assessment.

I hope this helps you as much as it has helped me!