F. Leadership Skills
I will make good changes in my community by guiding others, helping them take action, and influencing what they think or do.
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
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
Resources
Skill-Building Resources
- CPAC - Stepping Forward: A Self-Advocacy Guide for Middle and High School Students
- ODEP – Youth Development & Leadership
- Pennsylvania Secondary Transition - Self-Determination Skill Development
State Resources
- CT Kids As Self-Advocates (CT KASA)
- CT Secondary Transition Youth Advisory Board (YAB)
- CT Special Education Youth Advisory Council (YAC)
- CT Youth Leadership Project, Inc. (CT-YLP)
- DDS – Self-Determination
- DDS – Self-Advocacy
Other Resources
- NCWD/Youth – Youth Development and Leadership: A Background Paper
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.9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
- CCRA.W.7 – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject.
- 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.
Other Applicable Anchor Standards
- CCRA.W.1
- CCRA.W.9
- CCRA.SL.1
Example Annual Transition Goal
Given (insert condition), Student will demonstrate leadership skills to affect positive social change by guiding or directing others on a course of action and/or influencing the opinion of others as measured by improvement from (current score) to (target score) on observational checklist.
Example Short-term Objectives
- Given (insert condition), Student will research leadership skills and their personal leadership style in order to compare various leadership approaches as measured by increase from baseline of (insert current score) to 95% on teacher-developed rubric by (insert Date).
- Given a goal setting planner, Student will outline a personal plan of leadership within the community with goals, action steps, and deadlines as measured by increase from baseline of (insert current score) to 100% completion of action plan detailing participation within the community by (insert Date).
- Given participation in a student-run leadership group that explores both educational and social issues (e.g., IDEA, bullying, peer pressure), Student will facilitate discussion on one of the issues as measured by increase from baseline of (insert current score) to (insert target score) on group participation rubric by (insert Date).
Additional Transition Activities/ Services to Consider
- Join a community team or organization (e.g., CT Special Education Youth Advisory Council (YAC), CT Secondary Transition Youth Advisory Board (YAB)).
- Research the history, values, and beliefs of the community.
- Participate in service learning projects.
- Identify and access resources in the community.
- Demonstrate the ability to set goals and develop a plan.
- Participate in varied activities that encourage the development of self-determination and self-advocacy skills.
- Participate in a range of teamwork and networking experiences.
- Provide student with significant positive relationships with mentors, positive role models, and other nurturing adults.