Explain his/her disability including individual strengths, needs, preferences and interests. Guidepost for Success Up (Pre-Employment Transition Services) Resources Guidepost 3 – Youth Development and Leadership Job Exploration Counseling Work Based Learning Experiences Instruction in Mentoring AAMR Supports Intensity Scale Casey Life Skills Assessment ARC’s Self Determination Scale Building a bridge Self Esteem Inventory Quality of Life Questionnaire Transition Planning Inventory Myers-Briggs Type Indicator® (MBTI®) Instrument • Student Styles Questionnaire Personal Preference Indicators Campbell Interest and Skill Survey (CISS) State Resources 411 on Disability Disclosure CT Department of Developmental Services – CT Department of Mental Health & Addiction Services – National Resources Print Resources Self- Advocacy/Peer
Guidepost 1 – Preparatory Experience Guidepost 2 – Career Preparation and Work-Based Learning Experiences Guidepost 3 – Youth Development and Leadership Guidepost 4 – Connecting Activities Guidepost 5 – Family Involvement and Supports 3. Counseling for Postsecondary Education/Training 4. Workplace Readiness Training/Independent Living 5. Instruction in Mentoring Brigance Life Skills Inventories Personal Preference Indicators and Child Preference Indicators Self Esteem Inventory Quality of Life Questionnaire Transition Planning Inventory Type Focus Personality Type Profile Ansir’s 3 Sides of You Profiling System Massachusetts Screening Instrument (MAYSI 2) Resources Stepping forward: A Self-Advocacy Guide for Middle and High School Students National Resources Special Education Service Agency: Serving Alaskan Schools for 30 Years – Print Resources Additional Suggestions Ohio Center for Autism and Low Incidence (OCALI) – CORE TRANSITION SKILL GOAL/Annual Transition Goal: Strengthen his/her self-esteem and social-emotional awareness by analyzing his/her strengths and challenges in order to implement personal/vocational goals. English Language Arts College & Career Readiness Anchor Standards Examples of Goal Objectives Examples of Transition Services & Activities that will support this CORE Transition Skill CCRA.R.8 – Delineate and evaluate the argument and specific claims in a text, including Student will complete and analyze the results of assessments geared to measure self-esteem
the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCRA.W.2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through effective selection, organization, and analysis of content. CCRA.SL.1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Other Applicable Anchor Standards: CCRA.R.3 CCRA.SL.3 and social-emotional awareness – 100% as measured by the completion of the activity. Student will utilize the results of a self-esteem self-assessment and/or social-emotional awareness self-assessment (e.g., the Rosenberg Self-Esteem Scale, Self-Esteem Profile, Skills Student Form) in order to develop SMART goals to boost their personal self-esteem or self-worth – 100% as measured by the evidence of goal recorded on student’s IEP. researching a variety of mental health issues () student will create a short video or webinar explaining where people can go in the community for mental health support – 100% as measured by rubric outlining contents of presentation and peer evaluation. Understand factors which influence job retention, dismissal and promotion/advancement. Skill training for self-awareness (e.g., understanding of physical self; identifies abilities, interests, and areas of weakness; understands personal emotions; understanding the implication of disability, understands and identifies personal goals). Student will use individual transition plan to drive his/her personal instruction. Learn to find, formally request, and secure appropriate supports and accommodations in education, training, and employment settings. Provide instruction about post-school supports through structured arrangements in postsecondary institutions and adult service agencies Educate parents/families about how individualized planning tools can assist youth in achieving transition goals and objectives. CORE TRANSITION SKILL GOAL: Assist with the development of his/her Individualized Education Program (IEP). Guidepost for Success Level Up (Pre-Employment Transition Services) Resources Guidepost 1 – Preparatory Experience 3. Counseling for Postsecondary Education/Training WOWI Picture Personality Inventory State Resources
5. Instruction in Mentoring Reading Free Myers Briggs Strong Card Sorts CAI Daniel Memorial Institute Short Test Assessment Career Interest Inventory Brigance Transition Skills Inventory Career Scope National Resources ZARROW Center for Learning Enrichment – (NCWD) Print Resources CSDE IEP Manual CORE TRANSITION GOAL/Annual Transition Goal: Student will assist with the development of his/her Individualized Education Program (IEP). English Language Arts College & Career Readiness Anchor Standards Examples of Goal Objectives Examples of Transition Services & Activities that will support this CORE Transition Skill CCRA.R.3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Student will complete and analyze the results of a variety of transition assessments geared to measure areas of interest and preferences – 100% as measured by the completion of the activity. Collect information regarding the student's desired postsecondary education involvement, employment and life after high school. Attend Transition Fairs or Career Fairs.
Student Portfolio (If Available) National Resources Print Resources CSDE IEP Manual The Self-Advocacy Strategy; Anthony K. Van Reusen, Candace Bos, Jean Schumaker, Donald Deshler Self-Directed IEP - James E Martin, Laura Huber Marshall, Laurie Maxson, Patty Jerman CORE TRANSITION SKILL GOAL/Annual Transition Goal: Student will attend, participate in and/or facilitate his/her Planning and Placement Team (PPT) meeting. English Language Arts College & Career Readiness Anchor Standards Examples of Goal Objectives Examples of Transition Services & Activities that will support this CORE Transition Skill CCRA.R.7 – Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CCRA.W.5 – Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Given a PPT agenda, student will review process and material presented within each area to determine his/her plan of participation and/or facilitation – 100% as measured by PPT participation rubric. During the PPT meeting, student will participate in conversations and collaborations with the PPT members to finalize the secondary Demonstrate qualities of good citizenship (i.e. obey rules and laws, show consideration for others in a respectful environment. Skill training to develop a neat appearance ( hair, proper use of make-up clothing). Student creates a word scramble using vocabulary he/she will need to know about his/her disability.
CCRA.SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Applicable Anchor Standards: CCRA.R.10 CCRA.SL. 1 CCRA.SL.3 transition components of the IEP – 100% as measured by final completion of the IEP document. Utilizing digital and/or visual displays, student will share a plan for post-school life including: plans for living, working, attending school or relevant training program, recreation/leisure activities and any supports needed to achieve post-school goals during the PPT meeting – 100% as measured by rubric outlining contents of presentation as well as PPT participation rubric. In a mock PPT meeting, student practices sharing specific components of the process. Each student researches his/her own disability and creates a fact sheet including medical definition, its history, stereotypes, suggestions for sensitivity, and accommodations that are beneficial. Student should identify any unique impacts or differences in his/her disability characteristics from the medical or psychological descriptions given. Student writes a journal entry about a challenge he/she possess and how it can be utilized as a strength. In his/her next journal entry, student discusses a strength he/she possesses and how he/she can use it to his/her advantage. CORE TRANSITION SKILL GOAL: Demonstrate leadership skills to affect positive social change by guiding or directing others on a course of action and/or influencing the opinion and behavior of others. Guidepost for Success Level Up (Pre-Employment Transition Services) Resources Guidepost 1 – Preparatory Experience Guidepost 2 – Career Preparation and Work-Based Learning Experiences 3. Counseling for Postsecondary Education/Training 4. Workplace Readiness Training/Independent Living Test of Pragmatic Language (TOPL) State Resources National Resources
Transition Behavior Scale, Third Edition (TBS-3) Independent Living Checklist Real Life Tips for kids with autism – Print Resources Autism Resource “Adults with ASD Survival Skills check list p. 124-128 Autism Resource “A word to parents about enabling” p. 84-85 by Stacy Hultgren Personal Hygiene? What’s that got to do with me?: Pat Crissey. Jessica Kingsley Publishers. 2005. Hygiene and Related Behaviors for children with Autism Spectrum and Related disorders: A fun Curriculum with a focus on Social Understanding Kelly Mahlers, MS OTR/L Additional Suggestions Collaborate with Mental Health Providers: DMHAS – LMHA – YAS – Division of NAMI – DDS –
Guidepost 1 – Preparatory Experience Guidepost 2 – Career Preparation and Work-Based Learning Experiences Guidepost 3 – Youth Development and Leadership Guidepost 4 – Connecting Activities 4. Workplace Readiness Training/Independent Living 5. Instruction in Mentoring Transition Planning Inventory Transition Behavior Scale 2nd Edition School and Community Social Skills Rating Checklist , Brooks Publishing Social Skills Rating System State Resources Department of Rehabilitation Services – Connect-Ability – DDS Advocate’s Corner – DDS – DDS – Oak Hill Empowering People with Disabilities – National Resources Partners for Youth with Disabilities – Minnesota University Center for Excellence in Developmental Disabilities – Inclusion Outreach – Print Resources Autism for Dummies. Stephen Shore & Linda Rastelli. Wiley Publishing. 2006 Asperger Syndrome, An Manual 2 for older adolescents and Adults. Ellen Korin. 2007. AAPC Publishing. Additional Suggestions Mentoring programs, Best Buddies, Big Brother/Big Sister
CCRA.SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Other Applicable Anchor Standards CCRA.W.6 measured by the rubric outlining the contents of the commercial. Student will research support options for academic, emotional, or physical health at a college or career technical school of his/her interest. Student will give a short presentation about his/her findings – 100% as measured by rubric outlining contents of presentation. CORE TRANSITION SKILL GOAL: K. Demonstrate skills to access community resources and participate in the community by establishing support networks. Guidepost for Success Up (Pre-Employment Transition Services) Resources Guidepost 4 – Connecting Activities 4. Workplace Readiness Training/Independent Living 5. Instruction in Mentoring Enderle-Severson Transition Rating Scales Leisure Recreation Battery Informal Assessments for Transition: Independent Living and Community Participation Functional Skills Screening Inventory – 2nd Edition Brigance Life Skills Inventory State Resources New England Assistive Technology: CT Department of Rehabilitation Services (DORS) – Department of Rehabilitation Services (DORS) – CT State Department of Education – National Resources Pacer Center –
CCRA.SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. After choosing a social service agency that may meet his/her needs, student will visit the agency to obtain resources and discuss services with the provider and then present information to the class – 100% as measured by the completion of the activity and rubric outlining contents of presentation. CORE TRANSITION SKILL GOAL: L. Demonstrate skills to access appropriate postsecondary education, training, or lifelong learning opportunities to meet his/her individual Guidepost for Success Level Up (Pre-Employment Transition Services) Resources Guidepost 1 – Preparatory Experience Guidepost 4 – Connecting Activities 2. Learning Experiences 3. Counseling for Postsecondary Education/Training 4. Workplace Readiness Training/Independent Living 5. Instruction in Mentoring Brigance Transition Skills Inventory Transition Planning Inventory Informal Assessments for Transition: Postsecondary Education and Training Kolb Learning Style Inventory (LSI), Version 4 C.I.T.E. Learning Styles Inventory Learning/Working Styles Inventory State Resources CT Department Of Rehabilitation Services (DORS) – CT Department of Rehabilitation Services (DORS) – – Financial Literacy National Resources – How to support students with intellectual disabilities before, during and after a successful transition to college. Realizing the – All students deserve to realize their full potential –
CORE TRANSITION SKILL GOAL/Annual Transition Goal: L. Demonstrate skills to access appropriate postsecondary education, training, or lifelong learning opportunities to meet his/her individual needs. English Language Arts College & Career Readiness Anchor Standards Examples of Goal Objectives Examples of Transition Services & Activities that will support this CORE Transition Skill CCRA.W.6 – Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCRA.W.4 – Produce and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCRA.SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Student will choose two postsecondary education institutions or training programs, summarize information from their websites, and identify one that would be an appropriate choice for postsecondary education/training and one that would not. Provide evidence that supports the choice – 100% as outlined by teacher-created rubric. During a brief teacher lecture, student will take notes. Listening skills using manual, tactile, visual, auditory communication and/or assistive technology are scored for accuracy in the notes – 95% as recorded by teachers and peers. After downloading a list of prerequisites for selected college, career/technical school, and/or future training experience, student will discuss the requirements with a school counselor and identify courses or experiences that he/she may need prior to graduating from high school – 100% as Tour post-school occupational training programs or colleges. Learn about the process to apply for postsecondary education.
measured by completion of activity and teacher observation. CORE TRANSITION SKILL GOAL: M. Demonstrate skills to access appropriate employment to meet his/her individual needs. Guidepost for Success Level Up (Pre-Employment Transition Services) Resources Guidepost 2 – Career Preparation and Work-Based Learning Experiences Job Exploration Counseling Work-Based Learning Experiences Counseling for Postsecondary Education/Training Workplace Readiness Training/Independent Living Instruction in Mentoring Brigance Transition Skills Inventory Transition Planning Inventory Informal Assessments for Transition: Employment and Career Planning Wide Range Interest and Occupation Test (WRIOT2) ONET assessment tools The Environmental Job Assessment Measure: E-JAM Career Priorities Profile (CPP) Transition to Work Inventory Becker Work Adjustment Profile (BWAP) Transition Behavior Scale, Third Edition (TBS-3) Enderle-Severson Transition Rating Scales State Resources – Department of Rehabilitation Services CT Department of Labor – CT Department of Developmental Services (DDS) – – Soft Skills, Employment Readiness National Resources – Tool for career exploration and job analysis – Mastering Soft Skills for Workplace Success
CORE TRANSITION SKILL GOAL/Annual Transition Goal: M. Demonstrate skills to access appropriate employment to meet his/her individual needs. English Language Arts College & Career Readiness Anchor Standards Examples of Goal Objectives Examples of Transition Services & Activities that will support this CORE Transition Skill CCRA.R.7 – Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CCRA.W.6 – Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCRA.SL.1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own ideas clearly and persuasively. Using teacher-provided local and regional newspaper advertisements and/or electronic job listings, student will complete a job interest graphic organizer that begins with an occupational area of interest and specifies three different related job titles – 100% as measured by activity rubric outlining specific details needed related to each job title (work setting, pay, benefits, etc.). After completing an on-site or virtual job shadow experience, student will blog about things he/she expected to find and things he/she was surprised to learn about the career – 100% as measured by the completion of the activity. Student will prepare for and attend employer information fair to listen and take on job requirements and duties, and ask questions of employers – 100% as measured by completion of activity and teacher observation. about employability skills and schedule work experiences. Complete online application. As a class, students develop a community employment portfolio by interviewing family members, neighbors, and business owners. Students specify the job demands, requirements, and other details for each employment option. After a guidance counselor shares some employment demand trajectory information, student will create a photo essay of occupations of interest that have a positive trajectory.
CORE TRANSITION SKILL GOAL: N. Identify and ask for accommodations necessary to ensure access and full participation in post-school education and/or employment settings. Guidepost for Success Level Up (Pre-Employment Transition Services) Resources Guidepost 1 – Preparatory Experience Guidepost 2 – Career Preparation and Learning Experiences Guidepost 3 – Youth Development and Leadership Job Exploration Counseling Work-Based Learning Experiences Counseling for Postsecondary Education/Training Assistive Technology Checklist Adolescent Autonomy Checklist Personal Preference Indicators Building a bridge JOBS:OSD Job observation and behavior scale : Opportunity for Transition Planning Inventory State Resources CT Department of Rehabilitation Services (DORS) – – Achievement Through Technology CT AHEAD – at the Education Resource Center (SERC) Library National Resources , Wisconsin – Job Accommodations Network – Advancing Full Access and Inclusion for All The 411 on Disability Disclosure: National Collaborative on Workforce and Disability (NCWD) –
Guidepost 1 – Preparatory Experience Guidepost 2 – Career Preparation and Learning Experiences Guidepost 4 – Connecting Activities Job Exploration Counseling Work-Based Learning Experiences Counseling for Postsecondary Education/Training Workplace Readiness Training/Independent Living Instruction in Mentoring Interview Assistive Technology Checklist Assistive Technology Protocol for Transition Planning AT Goal Setting Worksheet State Resources Of Assistive Technology (AT), Supports and Accommodations – Achievement Through Technology Department of Rehabilitation Services (DORS) – New England Assistive Technology – – An Oak Hill Center National Resources Assistive Technology in the IEP: Print Resources The University of Vermont – Additional Suggestions Special Needs Apps: Tools for Life App Finder: CORE TRANSITION SKILL GOAL/Annual Transition Goal: P. Demonstrate the ability to use technology to enhance employment, learning, and community involvement. English Language Arts College & Career Readiness Anchor Standards Examples of Goal Objectives Examples of Transition Services & Activities that will support this CORE Transition Skill CCRA.W.2 – Write informative/explanatory texts to examine and convey complex ideas and After discussion of various types of technology used to enhance employment, learning, and Complete an assistive technology evaluation.