P. Technology
I will use technology to help me work, learn, and be involved in my community.
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
Connecting Activities
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
- 211 of CT - Assistive Technology
- CSDE - CT Assistive Technology Resource Guide
- CSDE/SERC - CT Accessible Educational Materials (CTAEM)
- CTTAP - Achievement Through Technology
- DDS - CT Assistive Technology and Remote Supports
- NEAT: An Oak Hill Center
Other Resources
- Job Accommodation Network (JAN)
- National Center on Accessible Educational Materials (AEM)
- National Instructional Materials Access Center (NIMAC) - Teachers, Parents, and Students
- Pennsylvania Assistive Technology Center (PaTTAN) - Assistive Technology in the IEP: A Guide for IEP Teams
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.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.W.6 – Use technology, including internet, to produce and publish writing and to interact and collaborate with others.
- 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 the ability to use technology to enhance employment, learning, and community involvement as measured by the improvement on self-assessment and teacher-completed rubric.
Example Short-term Objectives
- Given (condition for learning), Student will create a brochure of assistive technology used in the workplace as measured by rubric outlining elements of a brochure with an increase from baseline of (insert current score) by (insert Date).
- Given (condition for learning), student will create an email to advocate for specific assistive technology in 2 different work environments as measured by an increase from 0% to 100% on a writing rubric by (insert Date).
- Given (condition for learning), student will trial 3 different assistive technology in 2 work settings to determine most effective technology as measured by largest percentage increase from baseline by (insert Date).
Additional Transition Activities/ Services to Consider
- Complete an assistive technology evaluation.
- Explore possible technology and adaptive assistance.
- Research various types of technology used in the workplace.
- Participate in a technology fair to teach senior citizens how to use their computers, TVs, cell phones, and/or other devices commonly used.