CCRA.SL.4 Present information, findings, and After choosing a social service agency that may – supporting evidence such that listeners can meet his/her needs, student will visit the agency follow the line of reasoning and the to obtain resources and discuss services with the organization, development, and style are provider and then present information to the class appropriate to task, purpose, and audience. 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 Level Up Guidepost for (Pre-Employment Resources Success Transition Services) State Resources Guidepost 1 2. Learning – Brigance Transition Skills Preparatory Experiences CT Department Of Rehabilitation Services (DORS) – Inventory Experience Transition Planning Inventory 3. Counseling for CT Department of Rehabilitation Services (DORS) – Guidepost 4 Postsecondary Informal Assessments for – Connecting Activities Education/Training Financial Literacy Transition: Postsecondary – Education and Training 4. Workplace Readiness Kolb Learning Style Inventory Training/Independent (LSI), Version 4 Living National Resources C.I.T.E. Learning Styles 5. Instruction in Inventory How to support students with intellectual disabilities before, during and after a successful transition – Mentoring to college. Learning/Working Styles Inventory Realizing the All students deserve to realize their full potential – –
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 –
2017-10-11-CORE-transition-skills-chart.docx