A1. STUDENT-FOCUSED PLANNING Competency A.1 Use information from a variety of transition assessments to inform student-centered transition and career development planning. Key elements: Course name and number Course name and number Course name and number Course name and number Course name and number Course name and number Course name and number Learning Outcome(s) Evidence of implementation in: assignments assessments Notes and possible action plan items Level of Implementation A1.1 Understand a variety of formal and informal transition assessments and procedures used to identify students strengths, preferences, interests, and critical to transition outcomes (postsecondary education, employment, independent living). I I P D P 605 605: Assignments: journal reflections, transition lesson plans, transition student case study. Assessments: need development but exist 660/665: Assignments: N. Assessments: N NOTES 605: refine assessments 660/65: All learning outcomes embedded in assignments What tools do we want teachers to use? When and how do you want them to administer them? How do you ensure they are critical consumers? 3 A1.2 Conduct informal transition assessments and modify to meet individual student needs. A1.3 Communicate transition assessment information so that the results are understood by students, families, and professionals. NOTES
A2. STUDENT-FOCUSED PLANNING Competency A.2 Develop student-centered transition IEPs that ensure student voice in goals, processes, and outcomes. Key elements: Course name and number Course name and number Course name and number Course name and number Course name and number Course name and number Course name and number Learning Outcome(s) Evidence of implementation in: assignments assessments learning outcomes Notes and possible action plan items Level of Implementation A2.1 measurable postsecondary goals that reflect student interests and preferences. NOTES A2.2 measurable annual goals and objectives related to measurable postsecondary goals. NOTES A2.3 Design transition services and course of study to achieve postsecondary goals and objectives. NOTES A2.4 Align instructional activities and related activities with postsecondary goals and objectives. NOTES A2.5 Knowledge of the importance and elements of NOTES
B4. Knowledge of curricular resources and instructional activities that educators can use to connect general education course content to an individual’s postsecondary goals NOTES B5. self-advocacy and skills to facilitate students’ understanding of their strengths and challenges. B6. Articulate the importance and impact of a variety of learning experiences including ELOs. NOTES C. COLLABORATION Competency C Collaborate with stakeholders to insure and increase effective transition services, activities, supports, and outcomes for individuals with disabilities and their families. Key elements: Course name and number Course name and number Course name and number Course name and number Course name and number Course name and number Course name and number Learning Outcomes Evidence of implementation in: assignments assessments learning outcomes Notes and possible action plan items Level of Implementation
D. Family Involvement Competency D Actively involve all families with sensitivity and responsiveness to the family’s cultural, linguistic and socioeconomic makeup throughout the transition decision-making and implementation process. Key elements: Course name and number Course name and number Course name and number Course name and number Course name and number Course name and number Course name and number Learning Outcomes Evidence of implementation in: assignments assessments learning outcomes Notes and possible action plan items Level of Implementation D1. Articulate the significance of family engagement throughout the postsecondary transition planning process and how it relates to increased student success. NOTES D2. Knowledge of the student and family’s cultural and environmental context and how it affects behavior and learning. NOTES D3. Understand the supports necessary for families to communicate effectively and work collaboratively with educational personnel. NOTES D4. Identify information for families to understand transition related education services, information NOTES
Competency E Knowledge of program structures that use practices and research to establish effective programs and services. Key elements: Course name and number Course name and number Course name and number Course name and number Course name and number Course name and number Course name and number Learning Outcomes Evidence of implementation in: assignments assessments learning outcomes and possible action plan items Level of Implementation E1. Knowledge of career and technical instructional strategies, models and curricula NOTES E2. Knowledge of transition practices, programs, and services that produce successful post-school outcomes NOTES E3. Knowledge of transition laws and policies (e.g., IDEA, Vocational Rehabilitation Act, Fair Labor Standards Act) NOTES E4. Knowledge of organizations and publications relevant to the field of secondary special education transition. NOTES Overall program improvement add your program-wide ideas