K. Community Connections
I will find and use community resources and build supportive relationships so I can be involved in my community.
Section 1. Guidepost Areas and Level Up (Pre-ETS) Services Aligned with CORE Transition Skill
Guidepost
Connecting Activities
Level Up (Pre-ETS)
Workplace Readiness Training
Section 2. Assessments, Progress Monitoring Tools, and Resources
Assessments
- Assessment of Functional Living Skills (AFLS)
- BRIGANCE® Transition Skills Inventory (TSI)
- Enderle-Severson Transition Rating Scales (ESTR)
- Informal Assessments for Transition Planning - 2nd Ed
- Informal Assessments for Transition Series: Independent Living and Community Participation
- Life Centered Education (LCE): Transition Curriculum & Assessment
Resources
Skill-Building Resources
- PACER Center – How do I support my child's mental health or challenging behaviors at home, in school, and in the community? – PACER Center
- Project 10 Transition Education Network – Community Based Instruction
State Resources
- ADS – Benefits Counseling
- CSDE – Helpful Connecticut RESOURCES for FAMILIES
- CT Independent Living Centers (ILCs)
- DSS, Division of Autism Spectrum Disorder Services
- New England Assistive Technology: NEAT: An Oak Hill Center
- UConn Center for Excellence in Developmental Disabilities (UCEDD)
- Links to some CT waivers:
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.W.6 – Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- 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.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.
Example Annual Transition Goal
Given (condition for learning), Student will demonstrate skills to access community resources and participate in the community by establishing support networks as measured by increase in performance accuracy from 40% to 90% on teacher-developed rubric.
Example Short-term Objectives
- Given (condition for learning), Student will independently maintain schedule by arranging 3 recreation and leisure outings as measured by independent completion of journal entry describing outings with an increase from (insert current score) to (insert target score) on a teacher rubric by (insert Date).
- Given access to community sites, Student will investigate local community resources and will write a step-by-step instructional guide on how to access resources as measured by completion of writing assignment by an increase from (insert current score) to (insert target score) on writing rubric by (insert Date).
- Given (condition for learning), Student will choose, visit, and evaluate 2 different social service agencies and create a presentation as measured by an increase of 0% to 90% on a rubric outlining contents of presentation by (insert Date).
Additional Transition Activities/ Services to Consider
- Identify specific community facilities to join for recreation/leisure services and places in the community to shop for clothing, food, etc.
- Develop linkages to adult agencies or providers.
- Research community agencies and resources that can be utilized during school and after graduation.
- Give oral directions from their home or the school to community sites either with or without the aid of a map.
- Organize individual or group community-based recreation and leisure activities.