The skills associated with a successful transition from secondary education to adult life for students with disabilities are critical components to be addressed through an Individualized Education Program (IEP) early in a student’s educational career.
For the past year, one of the workgroups of the Transition Task Force (TTF) was charged with developing a list of transition “standards”. The Connecticut State Department of Education (CSDE) is planning to propose that these “transition standards” should be covered for all students with an IEP, at least for students ages 15 – 21, and preferably for younger students as well. The workgroup researched what was available nationally, looked at the Common Core State Standards (CCSS), and developed a list of nine key areas that determined critical to the post-school success of any student with a disability. These “standards” are referred to as CORE Transition Skills and a DRAFT copy of these skills may be viewed by following this CT CORE Transition Skills DRAFT hyperlink.
These CORE Transition Skills will be formally presented to the field at the Bureau of Special Education’s (BSE) annual Back to School Meeting on September 18, 2013 and during the Regional Transition Network Updates in the fall of 2013. However, please note that the concept of transition skills was informally presented to the field during a variety of spring trainings held in the spring of 2013. The discussions resulting from the spring trainings sparked a great deal of interest in obtaining the CORE Transition Skills before the fall 2013 formal presentation to the field since many districts are going through Annual Reviews and developing IEPs for the 2013-14 academic year. The workgroup is still making adjustments to the CORE Transition Skills and will present them to the full TTF for feedback and input at the next TTF meeting on May 15, 2013. The CSDE feels strongly that if these key CORE skills are addressed, if not mastered, all students with disabilities will be significantly better prepared to meet their post-school goals after exiting from high school. Therefore, the TTF Workgroup has agreed to disseminate these CORE Transition Skills in DRAFT form for districts’ use in the spring 2013 while IEPs are being developed for the next school year.
These nine CORE Transition Skills are the basic areas that all students with disabilities need to master in order to be successful after high school. Next year the TTF will take these CORE Transition Skills and identify the specific CCSS that apply to each skill, develop a task analysis for each CORE Transition Skill that will provide a continuum of activities across the range of students with disabilities (mild/moderate through severe/significant), and will develop examples of how to write SMART Annual Goals and Objectives using these CORE Transition Skills.
In the meantime, please consider using these CORE Transition Skills when developing annual transition goals and objectives for students’ 2013-14 IEPs. If these skills are in place or these areas are addressed, other postsecondary education/training, employment/career, and independent living skills that a student will need to learn to have a successful transition to adult life will be easier for the student to integrate into their overall transition planning.
Remember – these CORE Transition Skills are still in DRAFT form – The final CORE Transition Skills may look slightly different, but the general content will remain the same. Stay tuned in the fall for additional information about these CORE Transition Skills!
For more information, please contact Dr. Patricia Anderson, Education Consultant, at 860-713-6923 or email@example.com .