Connecticut State Department of Education

L. Future Learning

I will explore and use education, training, and learning opportunities that fit my goals and help me grow.

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

Guidepost

School-Based Preparatory Experiences

Connecting Activities

Level Up (Pre-ETS)

Counseling for Postsecondary Education/Training

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.W.6 – Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
  2. CCRA.W.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  3. 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 appropriate postsecondary education, training, or lifelong learning opportunities to meet their individual needs as measured by the increase from baseline of (insert current score) to (insert target score) on PPT participation rubric by (insert Date).

Example Short-term Objectives

  1. Given (condition for learning), Student will choose two postsecondary education institutions or training programs, summarize information from their websites, and identify one that would be an appropriate choice for postsecondary education/training as measured by teacher-created rubric with a (insert %) increase from baseline of (insert current score) by (insert Date).
  2. Given access to teacher lecture, Student will take notes (e.g. manual, tactile, visual, auditory communication or assistive technology) and present the information to classmates increasing accuracy of note taking from 50% - 90% by (insert Date).
  3. Given (condition for learning), Student will research prerequisites for selected college, career/technical school, and/or future training experience and identify courses and/or experiences needed prior to graduating from high school as measured by an increase from 0% - 95% on a teacher observation form by (insert Date).

Additional Transition Activities/ Services to Consider

  • Tour post-school occupational training programs or colleges.
  • Meet with a college admissions professional to learn about the process to apply for postsecondary education.
  • Research postsecondary education options that align with interest.
  • Research legislation that is available to help support postsecondary education, vocational training, or other lifelong learning opportunities.
  • Participate in Job/Career Fairs and College Fairs.

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