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Individual Planning and Transition Form

For this assignment, read through the Individual Planning and Postsecondary Transitions assignment instructions in the courseroom, as well as the scoring guide, to ensure you have a good understanding of the requirements. You will use the information gathered from the Blooming Park: Individual Planning and Transition activity (linked in Resources) to complete this form.

For each of the students introduced in the Blooming Park activity, there are corresponding sections in this form:

Part 1: Individual Academic Planning Form.

Forms such as this are commonly used in schools to help track the academic status of individual students. Using the information from the Blooming Park activity, complete the fields shaded in blue that are applicable to each student.

Part 2 Individual Student Planning, Advocacy, and Promotion of Equity.

Use the prompts in this section to help you develop plans for each student.

Once you have completed Parts 1 and 2 for each of the three students, complete the final section of the form, Part 3: Putting It All Together. This is where you will consider the developmental needs of high school students in general, and consider strategies for facilitating postsecondary transitions for all students.

Part 1a: Individual Academic Planning Form: Bianca Anderson

STUDENT INFORMATION

Name:

Anderson, Bianca

Class of:

2024 Grade:

12 Date:

02/28/2024

ACADEMIC PLANNING

Grade 9

Credits

Grade 10

Credits

Grade 11

Currently Enrolled Credits

Grade 12

Credits

Minimum Graduation Requirements

Credit Earned

Credit Needed to Graduate

English 9

1

English 10

1

English 1

English 1

English - 4 credits

3

1

Math

1

Math

1

Math 1

Math 1

Math - 3 credits

3

0

Science

2

Science

1

Science 1

Science 1

Science - 3 credits

3

0

Social Studies

1

Social Studies

1

Social Studies 1

Social Studies 1

Social Studies - 3 credits

3

0

Physical Education

1

Physical Education

0.25

Physical Education .25

Physical Education .25

Physical Education - 1.5 credits

1.25

.25

Health and Career

0

Personal Health

1

Career .5

Health/Career 0

Health and Career - 1 credit

1

0

Beginning Spanish

1

Intermediate Spanish

1

Spanish 2 1

Language 1

Language 2 credits

4

0

Fine Arts

0

Drawing

0.5

Fine Arts 0

Fine Arts .5

Fine Arts - 1 credit

.5

.5

Practical Arts

0

Personal Finance

1

Practical Arts 0

Practical Arts 0

Practical Arts - 1 credit

1

0

Elective: Drama

1

Elective:

0

Elective: Speech .5

Elective 1

Electives up to 6 credits

1

0

Elective:

0

Elective:

0

Elective: Debate .5

Add Elective

Grade 9 Credit Total:

8

Grade 10 Credit Total:

7.75

Grade 11 Credit Total:

6.25

Grade 12 Credit Total:

6.75

Credit Earned Total:

20.75

1.75

*Note: Requirements vary by state/school and also include other state/school testing and/or other requirements. 25.5 credits+ needed to meet graduation requirements

POSTSECONDARY AND TRANSITION PLANNING

Goal Setting

Postsecondary Options

Assessments & Inventories

Postsecondary Planning

Extracurricular Activities

Transition Planning Activities

Short-Term Goals:

?

Employment

?

End of Year/State Testing

?

Apprenticeship

Theatre

Math club

Meeting to educate student and parents on academic majors they could pursue

Scholarship application

College Application

To improve her grades to be able to get into college

To publish their Young Adult Novel which recently won a writing contest ?

Business/Tech. School

?

PSAT

?

Career & Tech. Education

?

Career & Tech. Center

?

SAT

?

Career Fair

?

Employment

?

ACT

?

College Prep (AP/IB/Dual-Enroll.)

Long-Term Goals:

?

Military

?

ASVAB

?

College/Job Visits

To get into college and pursue a degree in English and double major in Spanish

Pursue a Master of Fine Arts (MFA) in Creative Writing ?

2 Year College

?

Learning Style Inventory

?

Community Service

?

4 Year College

?

Career Interest Inventory

?

Cooperative Education

?

Add other here.

?

Personality Inventory

?

Employment/Work Exp.

Career Interest(s):

Career Path

?

O*NET Profiler

?

FAFSA

Personal Skills & Strengths

Postsecondary Applications

Creative writing ?

Arts & Communication

?

Other:

?

Internship

Strong creative writing skills

Critical thinking skills

Career control and ability to articulate their future career aspirations clearly Institution

Submitted

Status

?

Business Mgmt. & Tech.

Ad other assessments & inventories here. ?

Job Shadowing

Inst.

?

Status

?

Health Services

?

Mock Interviews

Inst.

?

Status

?

Human Services

?

NCAA

Inst.

?

Status

?

Ind. & Engineering Tech.

?

Resume/Application Prep.

Inst.

?

Status

?

Natural Resources & Ag.

?

Research Careers/Colleges

Inst.

?

Status

?

Add other here.

?

Service Learning

Inst.

?

Status

?

Add other here.

?

Volunteer Experience

Inst.

?

Status

Part 2a Individual Student Planning, Advocacy, and Promotion of Equity

Add the following as it pertains to student Bianca Anderson:

Selection and rationale for at least one developmentally appropriate career counseling assessment.

The life values inventory would be appropriate for use with Bianca. The life values inventory is an effective assessment for use with students who lack a sense of control over their future career choices or are indecisive about their career choices (Curry & Milsom, 2017). Bianca is under immense pressure from her father to take up a degree in math or business, yet she likes English and feels like creative arts provides an opportunity for…

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Individual Planning and Transition Form

For this assignment, read through the Individual Planning and Postsecondary Transitions assignment instructions in the courseroom, as well as the scoring guide, to ensure you have a good understanding of the requirements. You will use the information gathered from the Blooming Park: Individual Planning and Transition activity (linked in Resources) to complete this form.

For each of the students introduced in the Blooming Park activity, there are corresponding sections in this form:

Part 1: Individual Academic Planning Form.

Forms such as this are commonly used in schools to help track the academic status of individual students. Using the information from the Blooming Park activity, complete the fields shaded in blue that are applicable to each student.

Part 2 Individual Student Planning, Advocacy, and Promotion of Equity.

Use the prompts in this section to help you develop plans for each student.

Once you have completed Parts 1 and 2 for each of the three students, complete the final section of the form, Part 3: Putting It All Together. This is where you will consider the developmental needs of high school students in general, and consider strategies for facilitating postsecondary transitions for all students.

Part 1a: Individual Academic Planning Form: Bianca Anderson

STUDENT INFORMATION

Name:

Anderson, Bianca

Class of:

2024 Grade:

12 Date:

02/28/2024

ACADEMIC PLANNING

Grade 9

Credits

Grade 10

Credits

Grade 11

Currently Enrolled Credits

Grade 12

Credits

Minimum Graduation Requirements

Credit Earned

Credit Needed to Graduate

English 9

1

English 10

1

English 1

English 1

English - 4 credits

3

1

Math

1

Math

1

Math 1

Math 1

Math - 3 credits

3

0

Science

2

Science

1

Science 1

Science 1

Science - 3 credits

3

0

Social Studies

1

Social Studies

1

Social Studies 1

Social Studies 1

Social Studies - 3 credits

3

0

Physical Education

1

Physical Education

0.25

Physical Education .25

Physical Education .25

Physical Education - 1.5 credits

1.25

.25

Health and Career

0

Personal Health

1

Career .5

Health/Career 0

Health and Career - 1 credit

1

0

Beginning Spanish

1

Intermediate Spanish

1

Spanish 2 1

Language 1

Language 2 credits

4

0

Fine Arts

0

Drawing

0.5

Fine Arts 0

Fine Arts .5

Fine Arts - 1 credit

.5

.5

Practical Arts

0

Personal Finance

1

Practical Arts 0

Practical Arts 0

Practical Arts - 1 credit

1

0

Elective: Drama

1

Elective:

0

Elective: Speech .5

Elective 1

Electives …

Remove or Replace: Header Is Not Doc Title

Individual Planning and Transition Form

For this assignment, read through the Individual Planning and Postsecondary Transitions assignment instructions in the courseroom, as well as the scoring guide, to ensure you have a good understanding of the requirements. You will use the information gathered from the Blooming Park: Individual Planning and Transition activity (linked in Resources) to complete this form.

For each of the students introduced in the Blooming Park activity, there are corresponding sections in this form:

Part 1: Individual Academic Planning Form.

Forms such as this are commonly used in schools to help track the academic status of individual students. Using the information from the Blooming Park activity, complete the fields shaded in blue that are applicable to each student.

Part 2 Individual Student Planning, Advocacy, and Promotion of Equity.

Use the prompts in this section to help you develop plans for each student.

Once you have completed Parts 1 and 2 for each of the three students, complete the final section of the form, Part 3: Putting It All Together. This is where you will consider the developmental needs of high school students in general, and consider strategies for facilitating postsecondary transitions for all students.

Part 1a: Individual Academic Planning Form: Bianca Anderson

STUDENT INFORMATION

Name:

Anderson, Bianca

Class of:

2024 Grade:

12 Date:

02/28/2024

ACADEMIC PLANNING

Grade 9

Credits

Grade 10

Credits

Grade 11

Currently Enrolled Credits

Grade 12

Credits

Minimum Graduation Requirements

Credit Earned

Credit Needed to Graduate

English 9

1

English 10

1

English 1

English 1

English - 4 credits

3

1

Math

1

Math

1

Math 1

Math 1

Math - 3 credits

3

0

Science

2

Science

1

Science 1

Science 1

Science - 3 credits

3

0

Social Studies

1

Social Studies

1

Social Studies 1

Social Studies 1

Social Studies - 3 credits

3

0

Physical Education

1

Physical Education

0.25

Physical Education .25

Physical Education .25

Physical Education.......>

Career .5

Healh/Career 0

Health and Career - 1 credit

1

0

Beginning Spanish

1

Intermediate Spanish

1

Spanish 2 1

Language 1

Language 2 credits

4

0

Fine Arts

0

Drawing

0.5

Fine Arts 0

Fine Arts .5

Fine Arts - 1 credit

.5

.5

Practical Arts

0

Personal Finance

1

Practical Arts 0

Practical Arts 0

Practical Arts - 1 credit

1

0

Elective: Drama

1

Elective:

0

Elective: Speech .5

Elective 1

Electives up to 6 credits

1

0

Elective:

0

Elective:

0

Elective: Debate .5

Add Elective

Grade 9 Credit Total:

8

Grade 10 Credit Total:

7.75

Grade 11 Credit Total:

6.25

Grade 12 Credit Total:

6.75

Credit Earned Total:

20.75

1.75

*Note: Requirements vary by state/school and also include other state/school testing and/or other requirements. 25.5 credits+ needed to meet graduation requirements

POSTSECONDARY AND TRANSITION PLANNING

Goal Setting

Postsecondary Options

Assessments & Inventories

Postsecondary Planning

Extracurricular Activities

Transition Planning Activities

Short-Term Goals:

?

Employment

?

End of Year/State Testing

?

Apprenticeship

Theatre

Math club

Meeting to educate student and parents on academic majors they could pursue

Scholarship application

College Application

To improve her grades to be able to get into college

To publish their Young Adult Novel which recently won a writing contest ?

Business/Tech. School

?

PSAT

?

Career & Tech. Education

?

Career & Tech. Center

?

SAT

?

Career Fair

?

Employment

?

ACT

?

College Prep (AP/IB/Dual-Enroll.)

Long-Term Goals:

?

Military

?

ASVAB

?

College/Job Visits

To get into college and pursue a degree in English and double major in Spanish

Pursue a Master of Fine Arts (MFA) in Creative Writing ?

2 Year College

?

Learning Style Inventory

?

Community Service

?

4 Year College

?

Career Interest Inventory

?

Cooperative Education

?

Add other here.

?

Personality Inventory

?

Employment/Work Exp.

Career Interest(s):

Career Path

?

O*NET Profiler

?

FAFSA

Personal Skills & Strengths

Postsecondary Applications

Creative writing ?

Arts & Communication

?

Other:

?

Internship

Strong creative writing skills

Critical thinking skills

Career control and ability to articulate their future career aspirations clearly Institution

Submitted

Status

?

Business Mgmt. & Tech.

Add other assessments & inventories here. ?

Job Shadowing

Inst.

?

Status

?

Health Services

?

Mock Interviews

Inst.

?

Status

?

Human Services

?

NCAA

Inst.

?

Status

?

Ind. & Engineering Tech.

?

Resume/Application Prep.

Inst.

?

Status

?

Natural Resources & Ag.

?

Research Careers/Colleges

Inst.

?

Status

?

Add other here.

?

Service Learning

Inst.

?

Status

?

Add other here.

?

Volunteer Experience

Inst.

?

Status

Part 2a Individual Student Planning, Advocacy, and Promotion of Equity

Add the following as it pertains to student Bianca Anderson:

Selection and rationale for at least one developmentally appropriate career counseling assessment.

The life values inventory would be appropriate for use with Bianca. The life values inventory is an effective assessment for use with students who lack a sense of control over their future career choices or are indecisive about their career choices (Curry & Milsom, 2017). Bianca is under immense pressure from her father to take up a degree in math or business, yet she likes English and feels like creative arts provides an opportunity for her to fully explore her writing talent. She is forced to be in the math club against her wishes and mentions that she is only in it because her father believes it could earn extra points in a college application. Thus, while she understands what she wants to do in college, Bianca does not want to disappoint her family and feels like she does not really have a choice. The life values inventory would help Bianca identify the values that she prioritizes or the values that matter most to her (Curry & Milsom, 2017). With this information, Bianca will be able to realize that she has control and could decide how much value to place on family and her own future. She could di