Transition Planning – EDSP 473

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 07/28/2020

Course Description

This course prepares special educators to work with families to provide successful student transitions throughout the educational experience focusing on educational issues, independent living preparation, community living skills and vocational preparation. Current methods and tools will be covered. (Formerly EDSP 373)

Prerequisites

EDSP 413 and Background Check Clearance

Rationale

The field of special education constantly evolves in the context of legal mandates, best practices, understandings of causation and planned instruction, and in services available for support.  With IDEA 2004, a renewed focus was placed on transitional practices for moving students from secondary environments to the worlds of work, independent living and community living.  This course examines evidence-based methods for developing successful transition plans (strategies and coordination) to meet individual student needs.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Integrate understandings and applications of a Biblical worldview to address unique post-secondary transition needs for students with exceptional learning needs.
  2. Analyze student’s academic, transitional and functional needs from provided assessment data in order to design individualized educational programming in the form of an individualized educational plan (IEP).
  3. Conceptualize and develop best practice transitioning programmatic planning focused on an analyzed student’s academic, transitional and functional needs regarding post-secondary education, training, employment, and independent living.
  4. Develop instructional planning for students with exceptional learning needs, focusing on post-secondary education, training, employment, and independent living.
  5. Communicate and design instruction for a task analysis of a specific instructional need, focusing on skill development, assessing skill strengths and needs and planning and using specialized skills strategies.
  6. Review, analyze, interpret and administer formal standardized assessments and gathered resulting data to determine student needs for the purpose of programmatic and instructional planning.

Course Assignment

Textbook readings

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in Module/Week 1.

Discussion Board Forums (2)

Discussion boards are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be at least 400 words, at least one reference to course embedded materials, the textbook or additional referenced resources, and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be at least 200 words. (MLO: A)

Case Study Project

Candidates will use a provided case study of a student displaying significant academic delays as compared to her peer group.  Utilizing this case study, candidates will create an Individualized Education Program (IEP), complete edTPA Task 1, create a Task Analysis Video, and develop an Individualized Transition Plan (ITP)

Assessment Analysis

Candidates will analyze provided assessment data for a focused learner with exceptional learning needs.  Candidates will then synthesize understandings of those identified needs and patterns of learning challenges in a psycho-educational report, providing analysis and recommendations.  (MLO: F)

Individualized Education Program (IEP)

Candidates will develop an IEP after analyzing the provided case study. Candidates will utilize the provided template and complete all portions of the template focusing on present level of academic achievement and functional performance, measurable annual goal(s), short term objectives, specific accommodations, determination of participation in state and division-wide assessments, least restrictive environment, placement, and prior notice. In addition, candidates will demonstrate comprehensive knowledge of professional learning and ethical practices necessary throughout the IEP creation process.  (MLO: B)

Task Analysis Video

Candidates will plan a task analysis for a case student. Task analyses are used to assess and teach students with exceptional learning needs specific often practical tasks and the required skills to accomplish these tasks. This identified task analysis will be recorded in a video format.  Candidates, as part of this assignment, will be required to analyze a task, identify the process and articulate small steps (a task analysis) for students to perform the task.  (MLO: E)

Individualized Transition Plan (ITP)

Candidates will be required to use the case of Carla (provided) to conceptualize and design an ITP. The provided form will be used for the planning of transition, in the areas of:individualized transition plan that connects IEPs over a multiple year span to plan for and implement skill development in the areas of courses to be studied to support goals, community living goals, daily living skills goals and employment goals. Candidates will use knowledge of case interests, skills, needs and content and pedagogical knowledge in order to outline specific articulated outcomes, action plans to achieve these outcomes, connections and coordination with developed IEPs and agencies involved in the execution of the plan. (MLO: C)

edTPA Analysis

Candidates review and evaluate a completed Special Education edTPA portfolio. This portfolio will expose candidates to a completed sample of edTPA Tasks 1-3.  Candidates will use the completed portfolio and provided rubric to evaluate the quality of the sample provided.  Candidates will be required to provide rich commentary to support each evaluation level selected for the criterion. (MLO: D)

edTPA Task 1

Candidates will develop a lesson segment (and conceptualized related lesson segments) as part of a practice administration of edTPA Task 1.  These lesson segments, the context for learning and the reflection commentary will all focus on the IEP and ITP case employed as a focused learner.  Candidates will be required to develop a contextual understanding, design a specific lesson connected to the IEP and the case and then reflect on the lesson planning process.  (MLO: D)

Quizzes (4)

There will be four quizzes throughout the term.  Each quiz will be comprised of multiple-choice and true-false questions that will cover the current week’s and in some cases the previous week’s textbook readings.  The quizzes will be open book and open note.  Each quiz may only be taken once and has a 1 hour time limit for completion. (MLO: C)