CTIC (Planning and resources for youth with disabilities)
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Transition Enrollment Timeline
During your 9th Grade (freshman) year:
Learn about your disability and be able to explain it to others.
Learn what accommodations are and which will help you to be successful.
Know how you learn best; understand your learning style.
Review and adjust your future goals in the five transition areas.
Begin career exploration. Take aptitude and interest inventories.
Practice being a good student. Learn to be organized, independent, and to manage
your time.
Participate in extra curricular activities (athletic and non-athletic).
Participate in your IEP meeting.
Implementation of Learning Style Inventory (example: CITE)

During your 10th Grade (sophomore) year:
Begin to explore colleges (programs/degrees, entrance requirements, graduation
requirements.)
Take classes that will prepare you for college.
Practice requesting your own accommodations. Do not let your case manager do
it for you.
Actively plan your IEP meeting with your case manager. Plan to speak on your
own behalf at the meeting.
With the help of your case manager, investigate other service providers that you
can contact for assistance after graduation.
Build your resume. Continue involvement in your school’s activities and
participate in volunteer work. All scholarships and entrance applications place
importance on student involvement.
Talk with the counselor about college, career choices, and preparing for entrance
exams.
Begin career exploration activities (skill inventories, career aptitude, career
investigation).

During your 11th Grade (junior) year:
Narrow your career choices and match them to college programs.
Invite outside agencies that provide assistance after graduation to your IEP
meeting (rehab services, social worker, Center for Independent Living, etc.).
Understand the “Age of Majority” statement in your IEP and understand what it
means.
Assist your case manager in planning and running your IEP meeting and in
writing your IEP.
Explore assistive technology that might be helpful in college.
Practice “self-determination” skills –learn when, how, and if to disclose your
disability.
Develop good time management and study skills. Become as academically
independent as possible.
Talk with the counselor about scholarships, financial aid programs, and college in
high school programs.
Take the ACT and/0r SAT and/or the student assessment test (commonly
ACCUPLACER) in the spring.
Take the Armed Forces ASVAB test-an excellent career aptitude activity.
Continue to build your work, activities, and volunteerism resume.
Begin visiting college campuses.
Plan to visit several schools by consulting the disability services coordinator for
arrangements.
Discuss student awareness of accommodations

During your 12thh Grade (senior) year:
Immediately begin a “Graduation File.” Keep copies of all information about
you that will be needed during the year. Contents may vary based upon your
goals, but if you are going to college, the following categories are minimal:
1. College applications
2. Disability verification (IEP/Evaluation Report)
3. Scholarships
4. Financial Aid
5. Other agency contacts
6. Recommendations
7. High school records
8. Photo ID
9. Social Security Card
10. Birth Certificate
11. Immunization Record
12. Health/Dental Insurance policy numbers
If necessary, retake the ACT, SAT, or ACCUPLACER in the fall.
Complete college applications (most can be entirely or partially completed on
line). Earlier is better; generally in the fall, but check college websites for
details.
Applications are not free. Generally they cost $20.00 or more. The fee may be
waived if you have financial need.
Have a parent or case manager proof read the application before submitting.
Place a copy in your file.
Prepare a “disability confirmation” packet. In order to access accommodations
you need to verify that you have a disability.
1. Contact the disability coordinator. Verification requirements differ by
school.
2. A current (within three years) evaluation report.
3. A current IEP. The college will be interested in the adaptations section.
4. Medical and/or outside the school evaluation reports.


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