Connecticut State Department of Education

H. Independence in Daily Living

I will demonstrate and accept responsibility for my independence and daily living activities.

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

Guidepost

Youth Development and Leadership

Level Up (Pre-ETS)

Workplace Readiness Training

Instruction in 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

  1. CCRA.R.10 – Read and comprehend complex literary and informational texts independently and proficiently.
  2. CCRA.W.6 – Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
  3. CCRA.SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Other Applicable Anchor Standards

  • CCRA.W.4
  • CCRA.SL.3
  • CCRA.SL.4

Example Annual Transition Goal

Given (insert condition), Student will demonstrate improvement in skills related to living on their own, as measured by increase from (current score) to (target score) on teacher report/observation.

Example Short-term Objectives

  1. Given a user's manual for an item that will be used during post-school life (e.g., kitchen appliance, vacuum, camera, etc.), Student will use various reading comprehension strategies to determine the definition of unknown words (e.g., context clues, analysis of work meanings, and consultation of reference materials) as measured by increase from baseline of (insert current score) to (insert target score) on teacher-developed rubric by (insert Date).
  2. Given a list of local apartments and their associated monthly cost, Student will present (e.g., writing sample, blog, video) about which apartment would be the best fit as measured by increase from baseline of (insert current score) to (insert target score) on teacher-developed rubric by (insert Date).
  3. Given access to videos demonstrating various home maintenance tasks and repairs, Student will work in a small group to create a commercial to "sell" one of the new skills learned as measured by increase from baseline of (insert current score) to (insert target score) on presentation rubric by (insert Date).

Additional Transition Activities/ Services to Consider

  • Demonstrate independence with self-care routines (e.g., hygiene).
  • Practice household maintenance activities.
  • Practice daily living routines (e.g., cooking, cleaning).
  • Use reliable information to make informed healthy decisions and provide reasoning for their decisions.
  • Demonstrate financial management skills.
  • Develop a realistic plan for addressing postsecondary housing needs.
  • Demonstrate the ability to secure housing.
  • Learn how to make and keep one's own appointments.

The CT CORE Transition Skills Resource Chart is updated periodically. Suggestions: Alexa.Osterhout@ct.gov or Ashley.DiGangi@ct.gov.