C. Social-Emotional Awareness

I will learn more about myself by understanding my strengths and challenges so I can make plans for my future and my job goals.

Section 1. Guidepost Areas and Level Up (Pre-ETS) Services Aligned with CORE Transition Skill

Guidepost

School-Based Preparatory Experiences

Career Preparation and Work-Based Learning

Youth Development and Leadership

Connecting Activities

Family Engagement

Level Up (Pre-ETS)

Counseling for Postsecondary Education/Training

Workplace Readiness Training

Instruction in Self-Advocacy

Section 2. Assessments, Progress Monitoring Tools, and Resources

Assessments

For additional assessment resources see:

OCALI — Age-Appropriate Transition Assessment

Skill-Building Resources

Collaborative for Academic and Social Emotional Learning (CASEL) - Program Guide
CPAC - Stepping Forward: A Self-Advocacy Guide for Middle and High School Students
CSDE - Social Emotional Learning (SEL)
Transitions to Adulthood Center of Research (Transitions ACR) - 3 Tips to Improve Communication with Your Youth & Young Adults
Zarrow Institute - ME! Lessons for Teaching Self-Awareness and Self-Advocacy

Section 3. Example IEP Annual Goal, Short-Term Objectives, and Transition Activities/Services Aligned with Standards

English Language Arts College and Career Readiness Anchor Standards

CCRA.R.8 – Delineate and evaluate the argument and specific claims in a text, including 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

Example Annual Transition Goal

Given (insert condition), Student will strengthen their self-esteem and social-emotional awareness by analyzing their strengths and challenges in order to implement personal/vocational goals, as measured by (insert current data, target, and measure).

Example Short-term Objectives

Given assessments geared to measure self-esteem and social-emotional awareness, Student will complete a guided reflection about their results as measured by an increase from baseline of (insert current score) to 100% completion of the activity by (insert Date).
Given the results of a self-esteem and/or social-emotional awareness self-assessment, Student will develop 1-2 SMART goals for boosting their personal self-esteem or self-worth as measured by increase from baseline of (insert current score) to (insert target score) on teacher-developed rubric by (insert Date).
Given access to research on 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 as measured by increase from baseline of (insert current score) to (insert target score) on rubric outlining contents of presentation and peer evaluation by (insert Date).

Additional Transition Activities/ Services to Consider

Understand factors that 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; understands the implication of disability, understands and identifies personal goals).
Learn to find, formally request, and secure appropriate supports and accommodations in education, training, and employment settings.
Provide instruction about post-school supports through tours/visits in postsecondary institutions and adult service agencies.