J. Healthcare Resources
I will find and use the physical and mental healthcare resources that help me take care of myself.
Section 1. Guidepost Areas and Level Up (Pre-ETS) Services Aligned with CORE Transition Skill
Guidepost
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
- AAIDD Supports Intensity Scale
- BRIGANCE® Transition Skills Inventory (TSI)
- Building a Bridge
- Informal Assessments for Transition Planning - 2nd Ed
- Informal Assessments for Transition Series: Independent Living and Community Participation
- Transition Health Care Checklist
- Transition Planning Inventory (TPI-3)
- Vineland Adaptive Behavior Scales
Resources
Skill-Building Resources
- Got Transition – Health Care Resources
- TeensHealth from Nemours
State Resources
- 2-1-1 of Connecticut
- CSDE - Social Emotional Learning (SEL)
- CSDE - Whole School, Whole Community, Whole Child (WSCC)
- Department of Public Health (DPH) – Youth with Special Health Care Needs (See Moving into Adult Health Care Guides and Directions: Resources for Your Child's Care)
- Disability Rights Connecticut
- Office of the Healthcare Advocate
- United Way of Connecticut
- WrapCT – Connecting to Care
- Collaborate with mental health providers:
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.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- 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.6
Example Annual Transition Goal
Given (condition for learning), Student will demonstrate skills to access appropriate physical and mental healthcare resources to meet their individual needs as measured by an increase from __ to __ on observational checklist.
Example Short-term Objectives
- Given (condition for learning), Student will identify 3 current social services and supports available and how to access the services as measured by completion of the activity with an increase of 0% to 80% on rubric outlining components of activity by (insert Date).
- Given sample health care plans, Student will compare and contrast two types of health insurance offered through a potential job and will choose the one that offers the best package measured by a teacher created rubric with an increase from 0% to 90% by (insert Date).
- Given (condition for learning), Student will give a short presentation about support options for academic, emotional and/or physical health at a postsecondary education institution as measured by an increase from 0% to 90% on a rubric outlining contents of presentation by (insert date).
Additional Transition Activities/ Services to Consider
- Engage in skill training to learn how and when to seek medical assistance.
- Develop a network and contact list that provide support options for after high school.
- Develop a transition plan.
- Identify person specific community supports and services.
- Compare and contrast health insurance options offered by an employer.
- Demonstrate the ability to identify support options in a postsecondary setting.
- Research support options for academic, emotional, and/or physical health at a college or career technical school of their interest.