transition components of the IEP 100% as In a mock PPT meeting, student practices sharing – measured by final completion of the IEP specific components of the process. document. Each student researches his/her own disability and creates a fact sheet including medical definition, its CCRA.SL.5 Make strategic use of digital media Utilizing digital and/or visual displays, – history, stereotypes, suggestions for sensitivity, and visual displays of data to express student will share a plan for post-school life and accommodations that are beneficial. Student information and enhance understanding of including: plans for living, working, attending should identify any unique impacts or differences presentations. school or relevant training program, in his/her disability characteristics from the recreation/leisure activities and any supports medical or psychological descriptions given. Applicable Anchor Standards: needed to achieve post-school goals during the Student writes a journal entry about a challenge CCRA.R.10 PPT meeting 100% as measured by rubric – he/she possess and how it can be utilized as a CCRA.SL. 1 outlining contents of presentation as well as strength. In his/her next journal entry, student CCRA.SL.3 PPT participation rubric. 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. Level Up Guidepost for (Pre-Employment Resources Success Transition Services) Guidepost 1 3. Counseling for State Resources – Preparatory Postsecondary Experience Education/Training Test of Pragmatic Language (TOPL) Guidepost 2 Career 4. Workplace Readiness – Preparation and Training/Independent Work-Based Learning Living National Resources Experiences
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
2017-10-11-CORE-transition-skills-chart.docx