Overview

The CT CORE Transitions Skills Resource Chart, hereinafter "Chart", is a resource document that is the product of collaboration between the Connecticut State Department of Education (CSDE), the Connecticut State Department of Aging and Disability Services/Bureau of Rehabilitation Services (ADS/BRS) Transition Committee, the CT Alliance of Regional Educational Service Centers (RESC Alliance), the State Education Resource Center (SERC), and the Connecticut Transition Task Force (TTF). It was developed to support instruction of the CT CORE Transition Skills, the 16 key areas that were determined to be critical to the post-school success of any student with a disability, which were identified after national research and review of the Connecticut Core Standards. When CORE skills are addressed, all students with disabilities are better prepared to meet the student's postsecondary goals after exiting from high school.

There are three sections for each of the 16 CT CORE Transition Skills.

Section 1

Section 1 for each skill illustrates how the CT CORE Transition Skill corresponds to the Guideposts for Success | Office of Disability Employment Policy which the CT Transition Community of Practice (CoP) has adopted as a framework for establishing key principles that align closely with Connecticut's vision of life-long outcomes for youth and young adults with or without disabilities, as well as to Level Up Services, also known as Pre-Employment Transition Skills (Pre-ETS).

Section 2

Section 2 for each Skill provides a quick reference of assessments and resources that students, parents/families, educators, and vocational rehabilitation (VR) professionals can use as they work together to develop individualized education programs (IEPs) and individualized plans for employment (IPEs). The assessments and resources listed in Section 2 are not intended to provide an exhaustive list of all assessments that could be used to provide instructional data relative to the CT CORE Transition Skills. Additional information and resources about age-appropriate transition assessments can be found on the CSDE Secondary Transition – Planning from School to Adult Life webpage and within the CSDE Transition Assessment Tools.

One skill-building resource, Building a Bridge from School to Adult Life, has been developed by the CSDE to address all of the topics covered in the CT CORE Transition Skills. Sections of this resource can be used to address each skill; therefore, schools should adapt this skill-building resource for all students with an IEP.

Section 3

Section 3 for each skill shows the alignment of the CT CORE Transition Skill to the English Language Arts College and Career Readiness Anchor Standards (CCRA). Sample IEP annual transition goals and short-term objectives aligned with a few of the English Language Arts CCRA have been provided. Please note that this is not an exhaustive list. In addition, possible transition activities to support each CT CORE Transition Skill are included. Examples are provided to assist teams in developing IEP annual goals and short-term objectives using core standards and in identifying transition activities/services for their students. These should be modified to meet the student's unique needs, taking into account the student's strengths, preferences, and interests, to prepare them for further education, employment, and independent living.

Who should use the CT CORE Transition Skills Resource Chart?

This chart can be used as a reference by anyone working with a student to develop an IEP or anyone working with a student who is transitioning from school to post-school life (e.g. work, postsecondary education). Potential resources are available for planning and collaboration with students, parents/families, adult service agencies, such as the ADS, the State of Connecticut Department of Developmental Services (DDS), the Connecticut State Department of Mental Health and Addiction Services (DMHAS), and school personnel.

How do I use the CT CORE Transition Skills Resource Chart

In addition to assisting teams in developing goals and objectives using core standards, this chart provides a list of potential resources to help students successfully learn these skills. Members of the team can discuss necessary resources and providers for specific students. Assessments can be used to set a baseline and measure student progress.

Example: CT CORE Transition Skill A. Explain the student's disability, including individual strengths, needs, preferences, and interests.

1. The student and transition coordinator review the information and complete the workbook as a transition activity/service.
2. The student and Level Up counselor meet and discuss disclosure during the interview process and how disclosure might impact various career choices.

Discuss with general education staff the link with CCRA.SL.5 with the following IEP annual transition goal (for employment) being addressed: "Given information and discussion regarding the student's disability and exploration of interests and preferences, the student will create and present a slide deck to share with either an employer or teachers explaining their accommodations, needs, interests, etc. scoring 100%, as measured by a rubric outlining contents of presentation."

CT CORE Transition Skills

To the maximum extent possible, Each Student with a disability will be able to:

1. Explain their disability, including individual strengths, needs, preferences, and interests. Go to skill A
2. Utilize effective self-determination skills including areas such as choice-making, problem-solving, goal-setting, communication, and self-advocacy. Go to skill B
3. Strengthen their self-esteem and social-emotional awareness by analyzing their strengths and challenges in order to implement personal/vocational goals. Go to skill C
4. Assist with the development of their individualized education program (IEP). Go to skill D
5. Attend, participate in, and/or facilitate their planning and placement team (PPT) meeting. Go to skill E
6. 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. Go to skill F
7. Describe their rights and responsibilities under disability legislation [e.g., Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), Americans with Disabilities Act (ADA)]. Go to skill G
8. Demonstrate and accept responsibility for their independence and activities of daily living. Go to skill H
9. Demonstrate appropriate social interactions and skills to develop and maintain meaningful relationships. Go to skill I
10. Demonstrate skills to access appropriate physical and mental healthcare resources to meet their individual needs. Go to skill J
11. Demonstrate skills to access community resources and participate in the community by establishing support networks. Go to skill K
12. Demonstrate skills to access appropriate postsecondary education, training, or lifelong learning opportunities to meet their individual needs. Go to skill L
13. Demonstrate skills to access appropriate employment to meet the student's individual needs. Go to skill M
14. Identify and ask for accommodations necessary to ensure equal access and full participation in post-school education and/or employment settings. Go to skill N
15. Demonstrate skills needed to access appropriate transportation (both public and private). Go to skill O
16. Demonstrate the ability to use technology to enhance employment, learning, and community involvement. Go to skill P