I. Social Skills
I will use positive social skills to interact respectfully with others and work on building and keeping strong, meaningful relationships with classmates, friends, and adults.
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)
Workplace Readiness Training
Instruction in Self-Advocacy
Section 2. Assessments, Progress Monitoring Tools, and Resources
Assessments
Resources
Skill-Building Resources
- DDS Advocate's Corner – DDS Life Tips
- DDS Advocate's Corner – Healthy Relationship Series
- DMHAS - Skill Building Resources: see Interpersonal Skills
- Minnesota University Center for Excellence in Developmental Disabilities – Friends: Connecting people with disabilities and community members
- Rutgers University - Answer
- St. Croix River Education District (SCRED) - Be Good People Curriculum - Life Skills
State Resources
- Consider a mentoring program
- Department of Social Services (DSS) - Social Skills Services and Groups
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.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- CCRA.W.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCRA.SL.6 – Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Other Applicable Anchor Standards
- CCRA.SL.1
- CCRA.SL.3
Example Annual Transition Goal
Given (condition for learning), Student will demonstrate an improvement in understanding and practice of social skills as measured by an increase from __ to __ on observational checklist.
Example Short-term Objectives
- Given an age appropriate narrative text, Student will create a graphic organizer to track character relationships and the effects in two reading passages as measured by an increase from 0% to 95% completion on a graphic organizer by (insert Date).
- Given (condition for learning), Student will write a speech (300 words or fewer) introducing themself to a novel person/coworker as measured by an increase from 0% to 100% on a teacher created writing rubric by (insert Date).
- Given a functional script, Student will improve social communication skills with co-workers as measured by a (insert %) increase of appropriate use of script from baseline of (insert current score) in 3 out of 4 observed opportunities by (insert Date).
Additional Transition Activities/ Services to Consider
- Students will write names at the top of a piece of paper or document. Then, students will either pass the paper or go from one computer to the next and write something good about each of the individuals in the class. Discuss the importance of letting co-workers and classmates know that others see their good qualities.
- Participate in skills training for self-awareness.
- Participate in skills training to develop an acceptable understanding of concepts related to sexual awareness.
- Participate in mentor programs.
- Engage in a variety of peer-led social group activities.
- Use functional scripts to navigate social interactions with peers, co-workers and/or community members.