O. Transportation
I will learn how to get where I need to go using public or private transportation.
Section 1. Guidepost Areas and Level Up (Pre-ETS) Services Aligned with CORE Transition Skill
Guidepost
Youth Development and Leadership
Connecting Activities
Family Engagement
Level Up (Pre-ETS)
Job Exploration
Counseling for Postsecondary Education/Training
Work-Based Learning Experience
Workplace Readiness Training
Instruction in Self-Advocacy
Section 2. Assessments, Progress Monitoring Tools, and Resources
Assessments
Resources
State Resources
- Connecticut Department of Motor Vehicles (DMV) - Driver's Manual
- Connecticut Department of Transportation (CTDOT) - CTtransit
- CT DOT ADA Paratransit Resource Center
- The Kennedy Collective – Mobility Services & Transportation Assistance
- Southeast Area Transit District (SEAT) Bus
Other Resources
- Easterseals Project Action:
- National Aging and Disability Transportation Center (nadtc)
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.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- 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.R.7
- CCRA.W.6
- CCRA.SL.1
- CCRA.SL.6
Example Annual Transition Goal
Given (condition for learning), Student will demonstrate skills needed to access appropriate transportation (both public and private) as measured by increase in performance accuracy from 20% to 80% on teacher-developed rubric.
Example Short-term Objectives
- Given (condition for learning), Student will research local train, subway, and/or bus schedules to identify the type of transportation and route they will take to get to a specified location as measured by an increase from 1/5 to 5/5 on a teacher created checklist by (insert Date).
- Given (condition for learning), Student will use 2 different types of public transportation to travel to a community-based learning opportunity as measured by an increase of 0% to 90% independence in executing task by (insert Date).
- Given (condition for learning), Student will complete paperwork needed to obtain a CT driver's license as measured by an increase from 0% to 90% on completion of documents by (insert Date).
Additional Transition Activities/ Services to Consider
- Learn to get around the community using maps, schedules and asking for directions.
- Develop the ability to respond to emergency situations in the community (missing a bus, being lost, contact from a stranger).
- Read Greyhound by Steffan Piper and write a blog post about the challenges of a child navigating public transportation.
- Review the driver's manual and create a podcast to show basic skills needed to get a driver's license.