ESE TRANSITION 60 POINTS PER CERTIFICATE 712 2100062

THE ISLAMIC TRANSITIONAL GOVERNMENT OF AFGHANISTAN MINISTRY
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PDA Transition 2-100-050

ESE: TRANSITION

60 Points per Certificate

7/12

2-100-062

Target Group

This component is designed to provide a professional development opportunity for ESE educators of students with disabilities who desire to be more responsive to the needs of each student for ages 13-21 during transition. The target group is for designated school based middle and high school ESE educators (ESE Department Chairperson or Representative) as well as district ESE staff (ESE Liaisons and ESE Program Facilitators) to attend the Interagency Council and Focus Group Trainings.

General Objective

To enable instructional personnel to develop, increase and demonstrate knowledge and skills in identifying the stages of career development; identifying the essential domains of transition planning for students with disabilities; identifying resources and strategies to assist students to function effectively in environments to which they are transitioning; and to demonstrate the knowledge of transition planning that incorporates student and family preferences to develop desired post school outcomes.

Specific Objectives

Upon completion of this component, participants will be able to:

Explain models of transition and how the concept has evolved over time.
Identify transition planning components required by law, State Board of Education rule, and local school district policy.
Demonstrate an understanding of the Common Core State Standards and Core Content Connectors.
Describe the concepts of self-determination, self-advocacy, student-directed IEPs, and person-centered planning.
Demonstrate knowledge of various instructional models, including assessments and curricula and their implications for students with disabilities.
Identify resources related to self-determination for students, educators and families.
Develop an understanding of the importance of self-determination in the transition planning process for all stakeholders.
Identify the types and purposes of assessments that can be used in planning for transition.
Determine the most appropriate assessments to be used for specific students and specific target groups.
Explain how career development theories influence the identification of student’s interests and preferences in terms of choosing a career path.
Identify and describe different employment and vocational training opportunities.
Identify components of effective instructional planning for transition.
Discuss how transition is infused into standards-based learning.
Demonstrate knowledge of accommodations and modifications (including the use of assistive technology) that can be used to support instruction for individuals with disabilities.
Identify promising and required practices related to preparing for the Transition IEP meeting.
Identify transition requirements according to the student's age.
Identify quality indicators for Transition IEPs.
Demonstrate knowledge of all required components and effective practices for developing Quality Transition IEPs.
Identify strategies for implementing the Transition IEP.
Identify guidelines for infusing transition into the general curriculum.
Identify the legal requirements for agency involvement in the transition process.
Identify the purpose and benefits of interagency transition teams.
Identify agencies that provide supports to individuals with disabilities in transition and the services they provide.
Demonstrate knowledge of methods for working collaboratively with agencies.

Description of Activities

Participants will achieve mastery of the objectives through the following directed activities, and appropriate to the various areas of content:

Review related professional articles, identify and describe assessment instruments for specific evaluation tasks to support the transition process.
Participate in local or state transition conference per funding allowance.
Provide effective strategies to actual case studies.
Obtain, review, and analyze local and state documents, procedures and practices, which relate to transition.
Identify web based resources, including national, state, and local agencies, advocacy groups, and resource centers.
Interview agency personnel to obtain local information concerning transition process and collaboration
Evaluate a Transition IEP, using a prescribed set of quality indicators.
Share challenges and successes.

Evaluation of Activity

An online evaluation for this activity will be conducted through the Santa Rosa Professional Growth System.

Follow-Up Strategies

Participants will demonstrate continued implementation and application of knowledge learned via classroom related investigation/activities, e-mail with facilitator and group meetings. Participants will be provided with access to additional professional development opportunities that build upon the content of this component. Participants completing this component will be surveyed to determine use of the knowledge, skills gained and the impact of the component on job performance and student learning gains.

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