Building Independence with
Core Materials and Transition Passport
This module guides you through the Core Materials and the
Transition Passport and shows how to incorporate transition
skills as well as core functional routines into daily instruction.
Learning Objectives
After you've completed this module, you should be able to:
State the purpose of Core Materials and the Transition Passport
Explain how these resources support daily instruction
Locate resources to support your functional classroom routines
Identify how the data collected can empower students
Standard I: Knowledge of Students
Standard VI: Communication
Standard VII: Social Development and Behavior
Standard VIII: Curriculum and Instruction
Standard IX: Learning Environment
Standard X: Instructional Resources
ISTE (International Society for Technology in
Education) Standards
Standards for Professional Learning
(Learning Forward)
Teaching Standards
National Board for Professional
Teaching Standards (Exceptional Needs Standards)
Learning Designs
Follow-Along Guide
1. When transition skills are taught ___________________ and __________________, they become the building
blocks of successful _______________________________.
2. Core Materials address __________________________ _____________________ ________________________ tasks
that become the basis for __________________ planning.
3. Core Materials are available to all grade bands, all year long. True or False _____________________
4. The ________________________ _______________________ ______________ provides guidance in incorporating
Core Materials that correlate with your daily classroom ___________________.
5. __________________________ ______________________ __________________ also suggest the use of specific
__________________ ________________________ Tasks as extension activities.
6. Core Materials align with each ___________________ _____________________ and the activities are
________________ - ______________________________.
7. The Transition Passport is another great resource for ___________________________ and
__________________________ transition skills.
8. The Transition Passport is available to all grade bands. True or False ________________________
9. The Transition Passport reflects a student’s growing collection of ________________ - __________________
work in the areas of _________________________, ____________________________,
_________________________________, and ____________________________ tasks.
10.The ____________________________ __________________________________ tool in GPS contains student-
directed questions that identify _________________________ __________________________,
_________________________________, ________________________ and ____________________________________.
11. _________________________ _____________________________, the Transition ________________________, and the
____________________________ __________________________ tool empower students to be
____________________ participants and have a ___________________ about their future.
Activity 1
Develop a schedule to set and review student transition readiness goals.
Activity 2
Using the tasks within the Vocational, A.M. or P.M. Jobs categories:
Write down jobs that can be added into your daily routine. Determine how the job can be modified to
allow each student to participate.
Activity 3
Outline meal-planning tasks to add to your classroom routine during cooking activities in Unique
and News-2-You. If your class is unable to cook, identify meal-related tasks that can be
addressed during lunchtime.
Activity 4
Write down five Tasks in the Core Materials you can use in your classroom right now.
Activity 5
Middle School through Transition grade bands, write down at least one activity from each category in
the Transition Passport to use in your classroom.
Daily Living:
Personal Life:
Preschool through Intermediate grade bands, write down three tasks from the Core Materials or
activities in your daily routine that can help build a foundation to achieve independence in one of
the four main categories of the Transition Passport. (community, daily living, personal living,
vocational tasks)
Self-Evaluation Checklist
I can state the purpose of Core Materials.
I can state the purpose of the Transition Passport.
I can explain how these materials support daily instruction.
I can locate resources to support my functional classroom routines.
I can use the data from these materials to empower students’ independence.
Core Materials foundation for transition skill development in the context of routine, classroom
activities; available to all grade bands all year long
Course contains a prescribed number of modules to provide detailed instruction to support mastery of
a larger topic
Differentiated Levels: (applies to both Unique Learning System and News-2-You)
Level 1: Students typically require maximum support within instructional tasks. For these students,
increasing the level of participation is the main objective. (Participatory)
Level 2: Students require picture support and other direct support in learning and the demonstration of
skills. (Supported)
Level 3: Students typically are reading or have potential to learn to read text and independently
demonstrate comprehension of learned information within modified content. (Independent)
Grade Bands contain age-respectful, engaging materials for students with significant disabilities and
provide access to the general education curriculum; all materials align to general education and
extended standards for core subjects in all 6 grade bands; Preschool (students aged 3-5), Elementary
(Grades K-2), Intermediate (Grades 3-5,) Middle School (Grades 6-8,) High School (Grades 9-12),
Transition (grades 12+)
Module an organized collection of content presented together to address a specific learning objective
supporting the overall concepts from the course. Each module links to specific teaching standards,
learning objectives and opportunities for the learner to engage with the content. An assessment of
what is learned is included with each module.
Passport Links document identifying corresponding material in the Transition Passport as it connects
to monthly lessons; found in Transition grade band, Monthly Tools
Transition Connections document identifying the corresponding transition area as it connects to
monthly lessons; found in Middle School and High School grade bands, Monthly Tools
Transition Passport a comprehensive portfolio showcasing the student’s transition-based work in the
areas of Community, Daily Living, Personal life, and Vocational; provides tools and reference materials
to assist students in transitional tasks; available for Middle School, High School and Transition grade
Transition Passport Binder a comprehensive portfolio for collecting and maintaining completed
transition materials within the areas of Community, Daily Living, Personal Life and Vocational
Vocabulary (cont'd)
Transition Passport Instructions document containing the printable cover, tabs, index, title and subtitle
pages for the Transition Passport Binder, along with detailed instructions on how to build the binder
Transition Passport: Community a section of the Transition Passport containing evaluations, guides and
references for community involvement including subsections for Shopping, Eating Out, Recreation and
Leisure and Evaluation Tools
Transition Passport: Daily Living a section of the Transition Passport containing evaluations, guides and
references for daily living activities including subsections for Using the Phone, Clothing, At Home, Safety,
Health, At Work and Evaluation Tools
Transition Passport: Personal Life a section of the Transition Passport containing evaluations, guides and
references as part of personal life including subsections for Relationships, Personal Care, Everyday
Communication, Feelings and Emotions, Rights and Responsibilities, Making Decisions and Evaluation Tools
Transition Passport: Vocational a section of the Transition Passport containing evaluations, guides and
references for vocational exploration including subsections for Resumés, Classroom Vocational Activities,
Volunteering, Job Interest Surveys, Community Job Training, Job Tours, Interviewing, Evaluation Tools and
Adaptive Tools
Transition Planning student-directed questions that identify current skills, preferences, abilities and
challenges in the areas of Vocational, Daily Living, Community, Personal Life and Lifelong Learning; helps
facilitate future planning in these areas found in the GPS; available for Middle School, High School and
Transition grade bands