the validity of the reasoning as well as the and social-emotional awareness 100% as – Understand factors which influence job retention, relevance and sufficiency of the evidence. measured by the completion of the activity. dismissal and promotion/advancement. Skill training for self-awareness (e.g., CCRA.W.2 Write informative/explanatory Student will utilize the results of a self-esteem – understanding of physical self; identifies abilities, texts to examine and convey complex ideas and self-assessment and/or social-emotional interests, and areas of weakness; understands information clearly and accurately through awareness self-assessment (e.g., the Rosenberg personal emotions; understanding the implication effective selection, organization, and analysis of Self-Esteem Scale, Self-Esteem Profile, of disability, understands and identifies personal content. Skills Student Form) in order to goals). develop SMART goals to boost their personal self-esteem or self-worth 100% as measured Student will use individual transition plan to drive – by the evidence of goal recorded on student’s his/her personal instruction. IEP. Learn to find, formally request, and secure CCRA.SL.1 Prepare for and participate – appropriate supports and accommodations in effectively in a range of conversations and researching a variety of mental health education, training, and employment settings. collaborations with diverse partners, building issues () student will create a short video or Provide instruction about post-school supports on others’ ideas and expressing their own webinar explaining where people can go in the through structured arrangements in postsecondary clearly and persuasively. community for mental health support 100% as – institutions and adult service agencies measured by rubric outlining contents of Other Applicable Anchor Standards: presentation and peer evaluation. Educate parents/families about how individualized CCRA.R.3 planning tools can assist youth in achieving CCRA.SL.3 transition goals and objectives. CORE TRANSITION SKILL GOAL: Assist with the development of his/her Individualized Education Program (IEP). Level Up Guidepost for (Pre-Employment Resources Success Transition Services) Guidepost 1 3. Counseling for State Resources – WOWI Preparatory Postsecondary Picture Personality Inventory Experience Education/Training
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
2017-10-11-CORE-transition-skills-chart.docx