CCRA.R.1 Read closely to determine what the access to technology, student will research – Complete a learning inventory to identify text says explicitly and to make logical his/her own disability and create a fact sheet preferences and strength modes. inferences from it; cite specific textual evidence including medical definition, its history, Introduce and review the 411 on Disability when writing or speaking to support stereotypes, suggestions for sensitivity, and Disclosure workbook. conclusions drawn from the text. accommodations that are beneficial 100% as – measured by completion of fact sheet. Identify any supports needed to participate in activities. Use technology, including the Utilizing APA format student will write a CCRA.W.6 – Training in skills such as self-advocacy and conflict Internet, to produce and publish writing and to research paper about where he/she sees resolution. interact and collaborate with others. him/herself after high school (e.g., military, Exposure to personal leadership and college, technical school) and possible career development activities, including community opportunities and options in a field of interest – service. 95% as measured by writing rubric. Develop an understanding of disability history, CCRA.SL.5 Make strategic use of digital media Given information and discussion regarding culture, and disability public policy issues as well as – and visual displays of data to express student’s disability and exploration of interests their rights and responsibilities. information and enhance understanding of and preferences, student will create and During the PPT or 504 planning meeting, student presentations. present a PowerPoint to share with either an shares his/her strengths, interests, and goals for employer or teachers explaining him/herself the future, as well as areas for improvement. Applicable Anchor Standards: and his/her accommodations, needs, interests, Student writes a letter (real or simulated) to a etc. 100% as measured by rubric outlining CCRA.R.2 – teacher explaining why he/she more time to contents of presentation. CCRA.W.4 prepare for a test or complete a homework CCRA.SL.4 assignment. CORE TRANSITION SKILL GOAL: Utilize effective self-determination skills including areas such as: choice-making, problem-solving, goal-setting, communication and self-advocacy. Level Up Guidepost for (Pre-Employment Resources Success Transition Services)
CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCRA.W.6 – Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 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.2 CCRA.W.4 CCRA.SL.4 access to technology, student will research his/her own disability and create a fact sheet including medical definition, its history, stereotypes, suggestions for sensitivity, and accommodations that are beneficial – 100% as measured by completion of fact sheet. Utilizing APA format student will write a research paper about where he/she sees him/herself after high school (e.g., military, college, technical school) and possible career opportunities and options in a field of interest – 95% as measured by writing rubric. Given information and discussion regarding student’s disability and exploration of interests and preferences, student will create and present a PowerPoint to share with either an employer or teachers explaining him/herself and his/her accommodations, needs, interests, etc. – 100% as measured by rubric outlining contents of presentation. Complete a learning inventory to identify preferences and strength modes. Introduce and review the 411 on Disability Disclosure workbook. Identify any supports needed to participate in activities. Training in skills such as self-advocacy and conflict resolution. Exposure to personal leadership and development activities, including community service. Develop an understanding of disability history, culture, and disability public policy issues as well as their rights and responsibilities. During the PPT or 504 planning meeting, student shares his/her strengths, interests, and goals for the future, as well as areas for improvement. Student writes a letter (real or simulated) to a teacher explaining why he/she more time to prepare for a test or complete a homework assignment. CORE TRANSITION SKILL GOAL: Utilize effective self-determination skills including areas such as: choice-making, problem-solving, goal-setting, communication and self-advocacy. Guidepost for Success Level Up (Pre-Employment Transition Services) Resources