2. “What do I want to do when I leave high school?”

4. Examples of What a College and Career Ready Student Can Do  Communicate effectively and professionally with supervisors or professors.  Read with understanding a range of non-fiction publications, textbooks, and technical materials.  Incorporate feedback effectively.  Arrive punctually to class or work.  Attend a study group outside of class. Educational Policy Improvement Center. (2008). Creating college readiness. Eugene, OR: EPIC.

5. Examples of What a College and Career Ready Student Can Do  Create and maintain a personal schedule that includes a prioritized “to do” list.  Complete successfully an assignment that requires two weeks of independent work and extensive research.  Utilize technological tools including appropriate online and desktop applications.  Locate websites containing information on career requirements, colleges, admissions, and financial aid.  Balance short- and long-term goals. Educational Policy Improvement Center. (2008). Creating college readiness. Eugene, OR: EPIC.

6. English Language Arts  Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language can: Demonstrate independence Build strong content knowledge Respond to the varying demands of audience, task, purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Come to understand other perspectives and cultures

7. Soft skillsSoft skills" refer to a cluster of personal qualities, habits, attitudes and social graces that make someone a good employee and compatible to work with.employee

8. Developing Employment “Soft” Skills  Communication Skills  Non-verbal communication  Facial expressions  Gestures  Tone of voice  Interpersonal Skills  Personal Hygiene  Lifelong Learning Skills  Personal Responsibility Helping youth develop “soft” skills for job success: Tips for parents. Winter 201, Pacesetter. (www.ncwd-youth.info)www.ncwd-youth.info

10. Body language  Non verbal language Face is the index of the mind and it clearly displays the persons interest Body language presents to the audience what we feel & think about the particular matter  Ex: Nodding one’s head  Body language (e.g, arms crossed, standing, sitting, relaxed)  Emotion of the sender & receiver (e.g, speaking clearly, enthusiastic)

11. Communicating Get along well with colleagues Listen and understand instructions Put your point across without being aggressive

12. Making decisions Gathering all the important facts Seeking advice Looking at the big picture Considering alternatives Being aware of repercussions

13. Showing commitment Employers want people who are: Dependable Reliable Enthusiastic Enjoy hard work

14. Flexibility Adaptable Flexible Ability to step outside your comfort zone

15. Time management Prioritizing the most important tasks Deciding which actions will produce the maximum output with the minimum effort. Ability to work on several different projects at once?

16. Leadership skills Lead by example Constantly looking to improve Motivate themselves Positive Know when to follow instructions and when to show initiative

17. Being a team player Team goals clear in mind Works with others to achieve them Open and honest Offer constructive suggestions and listen to others.

18. Accepting responsibility Take pride in your work Are confident enough to put your name on what you do Everyone makes mistakes - it’s how you react and learn from them that counts.

19. Ability to work under pressure Put the stress to one side and focus on the job in hand.

20. Presentation Skills  Presentation skills include planning, preparation & delivery of the message  Making a formal speech is one form of presentation  Presentation skills can be broadly categorized into physical oral, & electronic

21.  Success in life depends on presenting ideas in an appropriate manners  Look at the eyes of audience & speak in a natural, conversational voice  Appropriate voice will make the presentation effective and interesting  Ask for feed back from your audience about your presentation & change accordingly  In presentation especially, stop occasionally to ask the audience understand what you have said

22. How Can Parents’/Families Help in Preparing for Transition  Encourage gradual independence– Plan for “letting go”  Become familiar with-visit- adult service systems  Call your child’s teachers and ask that transition services, including financial planning, be addressed at your next meeting.  Foster acceptance of constructive criticism  Encourage good grooming and work habits

23. How Can Parents’/Families Help in Preparing for Transition  Help students to understand how their disability impacts them in school, work and social settings  Help students to learn how to use and ask for a range of accommodations, effective learning strategies and assistive technology  Expose students to a range of opportunities beyond high school  Involve students in their PPT meetings  Foster independent decision-making and self-advocacy skills

24. How Can Parents’/Families Help in Preparing for Transition  Observe your son or daughter’s independent living skills, work behaviors, social involvement, dreams, and hopes  Role play different situations with your child (e.g., interviews)  Discuss your child’s medical needs with him or her and facilitate discussions with your doctor  Develop a network of contacts and identify three new possible resources to help your son or daughter’s transition to adult activities.

25. How Can Students Help in Preparing for Transition  Record long-term goals and what you need to do to reach them  Read your IEP and transition services and decide if the plan is being implemented  Tell your teachers & family that you want to lead your own PPT meeting and ask them to help you learn what to do  Learn about your civil rights under the law, such as the Americans with Disabilities Act

26. How Can Students Help in Preparing for Transition  Learn about your disability, how to explain to people your strengths, and how to ask for reasonable accommodations  Practice job interviews and/or asking for accommodations  Talk to your doctor and parents about your health care needs so you will be ready to take responsibility for them Transition Planning: A Team Effort. Sharon H. deFur. A publication of the National Information Center for Children and Youth with Disabilities. 1999

27. Questions? Bill Bannish SERC Educational Consultant 860-632-1485 X360 bannish@ctserc.org

28. Communicating