Course Syllabus - University of Texas at El Paso



Course SyllabusDepartment of Educational Psychology and Special ServicesCollege of Education, University of Texas at El PasoI.Course NumberSPED 4340II.TitleTransition Education for Learners with Special NeedsIII.Credits3 credit hoursIV.Semester/DatesSummer 2020; Session 1; June 8th - July 6thV.InstructorKristopher Yeager, Ph.D.VI.Contact InformationPhone: (971) 678-7512Email: khyeager@utep.eduVII.Instructional ModalityOnline Synchronous: Mondays from 10am-12pmOnline Asynchronous: Tues-Sun.VIII.Online Office Hours (Optional Activity Work Time)On Blackboard Collaborate (or Zoom) Wed 2pm-4pm & Fri 12pm-2pmBy appointment any timeIX.Course DescriptionThis course focuses on the legal requirements and evidence-based practices for preparing individuals with disabilities for the transition from youth to adulthood. Will emphasize person-centered planning, strengths-based and culturally responsive practices, and programming for inclusive postsecondary education/training, employment, and independent/daily living.XCourse OutcomesStudents will analyze the historical, philosophical, legal, and pedagogical approaches to transition for youth with disabilities.Weekly Discussion and Journal PostsStrengths-Based Transition PlanTransition PortfolioStudents will identify culturally and linguistically relevant practices for transition planning with youth with disabilities and their families.Student-Led IEP ScriptWeekly Discussion and Journal PostsStrengths-Based Transition PlanStudents will be able to select and administer appropriate transition assessments; develop and monitor progress toward appropriate goals; and design or adapt curricula and interventions to meet individualized student needs. Transition Skill Task AnalysisTransition PortfolioCommunity Resource MapStrengths-Based Transition PlanStudents will be able to identify appropriate adult services, programs, and agencies; plan for effective collaboration with families and agencies; develop strategies for utilizing community resources. Weekly Discussion and Journal PostsCommunity Resource MapStrengths-Based Transition PlanStudents will develop skills for analyzing evidence-based practices and academic journal articles, professional writing and presentations, and utilizing technology in the classroom.All AssignmentsXI.Texas Education Agency (TEA) State Board for Educator Certification (SBEC)Special Education EC-12 StandardsStandard IX: The special education teacher understands and applies knowledge of transition issues and procedures across the life span. Teacher Knowledge:9.1k state and federal laws pertaining to transition issues and services9.2k how to plan, facilitate, and implement transition activities as documented in Individualized Family Services Plans (IFSPs)9.3k how to plan for and link students’ current developmental and learning experiences and teaching strategies with those of their subsequent educational setting9.4k the programs and services available at various levels and how to assist with students and families in planning for transition9.5k how to plan, facilitate, and implement transition activities as documented in students’ Individual Education Plans (IEPs) and Individual Transition Plans (ITPs)9.6k sources of unique services, networks, and organizations for individuals with disabilities including career, vocational, and transition support9.7k procedures and supports needed to facilitate transitions across programs and placementsApplication9.1s collaborate in designing transition plans that meet the identified needs of students with disabilities9.2s collaborate with students, families, and school and community personnel to ensure successful transitions for individuals with disabilities9.3s communicate with families about issues related to transition and strategies for helping their children make successful transitions9.4s teach students skills for coping with and managing transitions successfullyXIICouncil for Exceptional Children (CEC)Initial Preparation StandardsStandard 2.0: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determinationStandard 3.0: Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalitiesStandard 4.0: Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. Standard 5.0: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.Key Element 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teamsXIII. Week OverviewThe course is split up into 4 weekly modules. Given the summer semester, students should expect about 10 to 15 hours of work per week. (Everything for the week cannot be done in one day!!) Below are two examples of potential schedules for a week. You can use these for guidance or come up with a schedule on your own. Every Weekday ScheduleDay of the WeekSuggested Activities (about 2 hours per day)MondayBlackboard Collaborate Lecture and IRIS ModuleTuesdayRead Articles and Original Discussion PostWednesdayCreative Activity (& Optional Office Hours)ThursdayFilm and ReflectionFridayTwo Response Posts and Transition Plan Project (& Optional Office Hours)One Weekday Night and Weekends ScheduleDay of the WeekSuggested Activities (about 3-5 hours per day)One Night Monday-ThursdayBlackboard Recorded Lecture, IRIS Module, Read Articles, Original Discussion Post SaturdayCreative ActivityFilm and ReflectionSundayTwo Response PostsStrengths-Based Transition Plan ProjectXIV. Blackboard Collaborate LecturesThe instructor will present live on Blackboard Collaborate (or Zoom) on Mondays from 10:00am to about noon. This will be on 6/8, 6/15, 6/22, and 6/29. Approximately half of the time will be designated for a lecture of content, and the other half will be designated for questions and discussion. Students are highly recommended to attend this live session, but it is optional. A video of the lecture and question/discussion will be posted on Blackboard immediately afterward for students to review if they were unable to attend. XV. Blackboard Collaborate Office Hours & Optional Activity Work TimeThe instructor will be available live on Blackboard Collaborate (or Zoom) on Wednesdays from 2pm-4pm and on Fridays from 12pm-2pm. Students can join the video chat at any time during those windows to discuss course materials or work on assignments with the instructor present. If students would like a private office hours appointment, the instructor has availability Mon-Fri from 8am-4pm. Just email the instructor at khyeager@utep.edu to schedule a time for a private Blackboard Collaborate (or Zoom) meeting or conversation on the phone. XVI. Course MaterialsThere is no textbook for the course. All materials are posted on Blackboard. Each week students are responsible for completing an IRIS Module, which is a ~2-hour learning module with videos, audio, readings, and activities. Also, each week, students are required to read 2 academic journal articles and watch one film related to transition for individuals with disabilities. Below are the links and titles for the materials. These are all posted on Blackboard, too.Type of MaterialName of MaterialWeek 1Lecture Transition to Adulthood and Course/Syllabus Overview IRIS ModuleSecondary Transition: Helping Students with Disabilities Plan: 1Keel et al. (2018). Post-School Visions and Expectations of Latino Students with Learning DisabilitiesArticle 2Schuh et al. (2015). Importance of Friendship, Acceptance and Leadership in Transition to AdulthoodFilmGraduating Peter (74 minutes)Week 2Lecture Individualization through Transition AssessmentIRIS ModuleIRIS Module: Student-Centered Transition Planning: 1Achola & Greene (2016). Person-Family Centered Transition PlanningArticle 2Rowe et al. (2015). Assessing Transition Skills in the 21st CenturyFilm(s)Rethinking College (26 minutes) & Project Search (25 minutes)Week 3LectureTransition Planning Requirements and Best PracticesIRIS ModuleIRIS Module: School Counselors Facilitating Transitions for Students with Disabilities: 1Mazzotti et al. (2009). Linking Transition Assessment and Postsecondary GoalsArticle 2Prince et al. (2014). Postsecondary Transition and the Courts: An UpdateFilmMurderball (85 minutes)Week 4LectureTransition Programming: Strategies and Evidence-Based PracticesIRIS ModuleIRIS Module: Interagency Collaboration: 1Trainor et al. (2011). Perspectives of Adolescents with Disabilities on Summer EmploymentArticle 2Papay et al. (2015). Infusing Transition Planning and Instruction into Elementary ClassroomsFilmCrip Camp (*Netflix*, 107 minutes) *the only material you are responsible for acquiring outside of Blackboard is the film Crip Camp. It’s available on Netflix. If you don’t have Netflix or any friends/family members with Netflix, you can email me, and I’d be happy to share with you a temporary username/password. XVII. Course Policies/University ResourcesAcademic Honesty: Academic honesty is necessary receive the full benefit of this course. Plagiarism includes attempting to pass over someone else’s words as your own (i.e., copying) or passing over someone’s ideas as your own without proper reference or citation. Any materials deemed to be plagiarized will receive a 0. To read UTEP’s policies, visit the Office of Student Conduct and Conflict Resolution’s website on Academic Integrity and Scholastic Dishonesty at : All assignments must be submitted to Blackboard by the assigned date/time. Given the abbreviated nature of the summer semester, no late assignments are accepted. Late assignments will receive 0 points. Attendance: This is an online course, so in-person attendance is not required. However, students are expected to log-on to Blackboard multiple times per week. The instructor will monitor student usage of Blackboard. The instructor will provide lectures on Mondays from 10-12pm throughout the semester. These are highly required, but optional. They will be recorded so students can view them at any time. However, if students do not attend, they will not have to ability to ask questions. If students can’t attend the lectures, they should attend at least one of the online office hours each week. Still, these are optional. Center for Accommodations and Support Services: All individuals with disabilities have the right to equal access and opportunity in college courses and on campus. For accommodations or support services, contact the Center for Accommodations and Support Services at (915)747-5148. Evaluation services are also available. They are located in the Union East, Room 106. For more information, visit their website at utep.edu/student-affairs/cass/Counseling and Psychological Services: UTEP provides confidential counseling and psychological services related to critical situations, crisis counseling, personal counseling, career counseling, and consultation. To schedule services or ask questions, contact them at caps@utep.edu or (915) 747-5302 or visit their website at : Given the online nature of this course, appropriate online etiquette or netiquette is required. In all course communications, office hours/lectures, and discussion posts, please feel free to express your personal views; however, you must do this in a way that ensures a safe environment for all. Visit UTEP’s Center for Instructional Design for more information, university guidelines, and information for online course netiquette at : A computer with internet connection, video, and audio capabilities is necessary for this online course. Lectures and office hours are conducted on video-chat using Blackboard Collaborate. All assignments will require Microsoft Word or PowerPoint. For the Reflections, you have the option of creating an audio podcast or a vlog (video) post. Technology is available at the library if needed. Contact UTEP Technology if you need support with technology throughout the semester at contact the library at ask@utep. or call (915) 747-5643.Tutoring/Writing Center: For tutoring or support, contact mlctutor@utep.edu or call (915) 747-6008 for tutoring or uwctutors@utep.edu for writing or call (915)747-5112. They are located in the library, Room 227. For more information or to schedule an appointment visit their website at or utep.edu/uwcThe last day to register for Summer I is June 8th. The Summer I Drop/Withdrawal Deadline is June 26th. The University is closed on July 4th for Independence DayXVIII. AssignmentsAssignments are due weekly. Discussion posts are due on Thursdays, and Reflections and Creative Activities are due on Sundays. (Except for the last week of class. Assignments are all due on Thursday that week, the last day of class). The final semester-long project is due on the day of Summer Finals on 7/6. It is suggested that one part of the project (4 parts in total) is completed each week to stay on track. Discussion and Response Posts=20% (4 posts at 5% each)Reflection Posts=20% (4 posts at 5% each)Creative Activities=20% (4 activities at 5% each)Semester Long Project=40% (one submission for 40%)Total=100%WeekWeekly Posts(40%)Weekly Creative Activity(20%)Semester-Long Transition PlanProject(40%)1(6/8-6/14)Discussion 1 (6/11 & 6/14)Reflection 1 (6/14)Transition Portfolio (6/14)Part 1: Strengths List and Free-Write2(6/15-6/21)Discussion 2 (6/18 & 6/21)Reflection 2 (6/21)Student-Led IEP Script (6/21)Part 2: Strengths-Based Assessments and Interviews3(6/22-6/28)Discussion 3 (6/25 & 6/28)Reflection 3 (6/28)Transition Skill Visual Task Analysis (6/28)Part 3: Strengths-Based Present Levels and Goals4(6/29-7/2)(Posts & Activities due Thursday)Discussion 4 (7/2 & 7/2)Reflection 4 (7/2)Community Resource Map (7/2)Part 4: Strengths-Based Intervention Submit Final Transition Plan (7/6)XV. Grading ScaleGradePercent/PointsA90-100B80-89.5C70-79.5D60-69.5FBelow 59.5XVI. Assignment DescriptionsOriginal Discussion Posts (due Thursdays at 11:59pm) and Two Response Posts (due Sundays at 11:59pm)Students will submit 4 original discussion posts, one per week, by Thursdays throughout the semester. Original discussion posts must address all components of the weekly discussion question and specifically reference each of the week’s materials listed below. These original posts should be between 5 and 10 sentences (~100 to 200 words). The final sentence must be an open ended (why/how) question that the student still has about the topic. The goal for original responses is to be unique…form an opinion and make a stand!Then, on Sundays throughout the semester, students must submit at least two (2) response posts.For response posts, students must respond to another person’s post and address their open-ended question in 3 to 5 sentences (~50 to 100 words). The final sentence in response posts must also be an open-ended (why/how) question. For response posts, students can respond to a question from an original post or from another response post. The goal is to develop a chain of responses that mirrors an actual discussion. So, build off of others. Make sure to be respectful, but feel free to disagree!WeekDue Date (Original/2 Responses)MaterialsDiscussion Questions16/11 & 6/14@ 11:59 pmLecture 1: Transition to AdulthoodIRIS Module 1: Secondary TransitionArticles: Keel et al. (2018), Schuh et al. (2015) What makes someone an adult… a successful adult? What parts are tangible (identifiable/measurable) and intangible (internal/immeasurable)? How do cultures differ in their definition of adulthood and success?26/18 & 6/21@ 11:59 pmLecture 2: Transition AssessmentIRIS Module 2: Student-CenteredArticles: Achola & Greene (2016), Rowe et al. (2015)What information is most important for making transition plans? Whose opinion is most important…the student, family, or educators? How do you assess for transition and navigate differences of opinion?36/25 & 6/28@ 11:59 pmLecture 3: Transition PlanningIRIS Module 3: School CounselorsArticle: Mazzotti et al. (2009), Prince et al. (2014)What makes a good transition plan? Is having a plan for the future even important? How rigid/flexible or ambitious/realistic should goals be?4All posts due on Thursday, 7/2@ 11:59 pmLecture 4: Transition ProgrammingIRIS Module 4: Interagency CollaborationArticles: Trainor et al. (2011), Papay et al. (2015)What are the most important activities one can do to prepare for adulthood? What can be done at school vs. in the community? What can be done on one’s own vs. with an educator?Rubric (5 points possible for discussion/response posts)Points PossibleRequirement1Original discussion post answers questions in 5-10 sentences (100-200 words)1Original discussion post references Lecture, IRIS Module, AND Article1Response post #1 answers question in 3-5 sentences (50-100 words)1Response post #2 answers question in 3-5 sentences (50-100 words)1All posts end with an open-ended question to foster new discussionReflections (choice of Blog, Vlog, or Podcast) (due Sundays at 11:59pm)Students will submit 4 original journals, one per week, by Sundays throughout the semester. Each week you can choose to either write a blog, record a podcast, or post a video blog (vlog). The blog should be between 1 to 2 pages (~500 words), and the podcast or video should be between 5 to 10 minutes long. These can be stream of conscious but must address each part of the prompt. There’s no need to edit audio/video clips or make them fancy…feel free to just upload the original file from your phone or computer. While the purpose of discussion posts is to specifically address and reference course materials, the purpose of journal posts is to consider the film from the week and reflect on personal experiences. Unlike the discussion posts, journal posts are private and will only be read, listened to, or viewed by the instructor. If you’re comfortable sharing, you will have the option to voluntarily post your blog, vlog, or podcast on a special discussion board. WeekDue DateFilmJournal Prompt1 6/14 @ 11:59 pmGraduating Peter (74 minutes)Talk about your high school experience and graduation. How did high school prepare you for work and life? What did graduation mean to you and your family? Consider the film. How was your experience similar to and different from Peter’s? What was your biggest takeaway from the film?26/21@ 11:59 pmRethinking College (26 minutes) &Project Search (25 minutes)Talk about your transition from high school to college or work. What went into your choice of a major or career field? What does a college degree and career mean to you and your family? Consider the two films. How was your experience similar to and different from the young adults in the film? What was your biggest takeaway?36/28@ 11:59 pmMurderball (85 minutes)Talk about how your daily life has changed from youth to adulthood. How do recreation, leisure, and social life impact your health and happiness? What does physical and mental health mean to you? Consider the film. How has your experience been similar to and different from the people in the film? What was your biggest takeaway?4Due on Thursday 7/2@ 11:59 pmCrip Camp (Netflix) (107 minutes)Talk about how you have gained an understanding of ability and disability in your life. What does it mean to live a full and purposeful life? How do you plan on making the world a better place? Consider the film. How has your experience been similar to and different from the people in the film? What was your biggest takeaway?Journal Rubric (5 points possible for each)Points PossibleRequirement1Journal 1 to 2 pages (~500 words) or between 5 to 10 minutes if podcast or vlog1All components of the journal prompt addressed1Journal includes personal reflection on own life1Journal includes reflection on film(s)1Journal includes connection between film and personal lifeWeekly Creative Activities (20% of overall grade)Week 1: Transition Portfolio (due Sunday, 6/14)Directions:Go to the T-Folio website (). Review the “What is T-Folio” section, the “Student-Centered Introduction,” and each of the 5 units. Select and complete one assessment/activity from each of the 5 units. You just need to select and complete ONE from EACH unit. Unit 1- Strengths Assessment, Preferences Assessment, Career Clusters Interest Survey, Needs Assessment, etc. Unit 2-SMART Goals Worksheet, Postsecondary Goal Worksheet, Action Plan for Employment, etc.Unit 3-SCANS Skills Assessment, Informational Interview Worksheet, High School/Beyond Plan, etc. Unit 4-Work Maturity Skills List, Resume, Elevator Speech Worksheet, Thank You Note, etc. Unit 5-AIR Self-Determination Scale, Self-Advocacy Goals Worksheet, Independent Living Assessment, etc. Submission:Make sure to download/scan the completed assessment/activity and upload into Blackboard to submit the assignment for a grade. Grading:You’ll only be graded for fully completing the assignment/activity. 1 point will be rewarded for each assignment/activity for a possible 5 points total. Week 2: Student-led IEP (due Sunday, 6/21)Directions:Review the IRIS Module on student-centered IEPs. Select ONE of the transition plan case studies posted on Blackboard. Read the entire transition plan. Using the provided student led IEP script on Blackboard, in a separate Word document, type the entire script with information about the selected student from the case study. Provide as much detail as possible from the case study to address each of the prompts/fill in each of the blanks on the script. All needed information is available in the case study; however, you should phrase the script in student-friendly language. Make sure to embellish responses and add specific details to make the script as realistic as possible. Submission:Make sure to upload your separate Word document to Blackboard by Sunday, 6/21 at 11:59pm. Grading:For grading, you can receive a point for each of the following: (1) complete each prompt on the script, (2) include accurate information from the case study, (3) write responses in student-friendly language, (4) add specific details to make the script realistic, and (5) combine it all into clear and well-formatted document. Week 3: Transition Skill Task Analysis (due Sunday, 6/28)Directions:Review the examples of visual task analyses on Blackboard. Create an original transition skill visual task analysis with at least 10 steps, using original drawings, photos, or screenshots that you’ve created/taken. The task analysis must include the number of the step (e.g., step 1), a simple written description, and a clear visual depicting the action. All steps can either be placed on a single document (e.g., poster/progress tracking form) or have a single page/slide for each step (e.g., PowerPoint, book template). Select a Transition Skill that YOU are Passionate About. Below are some examples (you can choose one of these OR any other transition-related skill that you think is important for people to learn):Daily Living: setting a dinner table, doing the laundry, taking the bus, etc. Employment: creating an email account, applying for a job, fixing a car part, etc.Further Education/Training: applying for accommodations or financial aid, doing a college visit, etc. Submission:Upload your completed visual task analysis to Blackboard by Sunday 6/28 at 11:59pmGrading:For grading, you can receive a point for each of the following: (1) selecting a transition-related skill, (2) having at least 10 written steps, (3) not missing any logical steps, (4) having at least 10 clear and representative drawings/pictures, and (5) combining it all in a neat, organized document. Week 4: Community Resource Map (due THURSDAY, 7/2)Directions:Review the examples of community resource maps on Blackboard. Create an original community resource map with at least 10 available resources for adults with disabilities or their families in the El Paso area (can include Las Cruces and Juarez). Examples of resources include governmental agencies, disability services, mental health clinics, health care providers, vocational agencies, postsecondary programs, school district programs, leisure/recreation programs, legal aides, parent organizations, etc. Label each resource on a map of the El Paso Area. Include a Key on the side that says, what the name of the services is, what the address/contact information is, and what services it provides. This tool should act as an aid to youth and families as they transition to adulthood. Target your resource map to the needs of adolescents and young adults in ONE of the following categories:intellectual or developmental disabilitiesphysical disabilities or other health conditions sensory disabilitiesmental health conditionslearning disabilities and ADHDSubmission:Upload your completed community resource map to Blackboard by Sunday, 7/5 at 11:59 pmGrading:For grading, you can receive a point for each of the following: (1) identifying at least 10 local resources, (2) all resources relate to your chosen disability category, (3) including contact information (e.g., address, website, email, phone number) for each resource, (4) writing a 1 or 2 sentence description of the resource and how individuals with disabilities and their families can benefit from it, and (5) combining it all in a neat, organized map.Semester-Long Strengths-Based Transition Plan Project (40% of overall grade)All Parts Due Monday (Finals) 7/6Directions:For this assignment, you will apply what you’re learning in the class to create a strengths-based transition plan for a real person. In Texas, transition plans are required for students with disabilities turning 14 years of age. However, transition plans can be created for anyone with or without a disability at pretty much any age (school age into adulthood). Everyone has strengths, goals for the future, and room for self-improvement. So, for this project, you must first identify a real person (can’t be yourself) to develop the transition plan for. They can be a sibling, parent, cousin, friend, neighbor, etc. Given social distancing, they should be someone you live with or can easily contact over the phone or video chat (e.g., Zoom, Skype, Facetime). To give them privacy, you should create a pseudonym (fake name) for them to use on the project. Here’s what you and your subject will have to do: Week 1: Basic Information and ReflectionHave an informal, get-to-know-you conversation with your identified individual. Acquire the following information, (a) demographic information (age, race/ethnicity, gender, languages), (b) educational history (degrees, GPAs, courses/majors), (c) extracurricular involvement (sports, hobbies, clubs, leisure activities), (d) work history (paid jobs, unpaid jobs, chores, volunteer work, community service, church service), and (e) daily living information (housing situation, who they live with, transportation access, available technology, skills around the house). After gaining this information, write an objective summary of the individual’s basic information. Ask individual to reflect on their vision and goals for the future. Have them reflect on their strengths and needs. Ask them to either free-write/journal or make bullet-point lists. Give them a week or so to complete this and send to you (either on a written document or in an email). Week 2: Strengths-Assessment Administer your choice of two (2) of the following formal assessments with the individual, either in person, over the phone, or using video conference. Make sure to review the assessment beforehand and explain the assessment’s purpose and directions to the individual. Then, write an objective summary of data and results for each assessment. Self-Determination Inventory: Student Report Strengths Assessment and Career Competency Framework Needs Assessment Personal Strengths Inventory Social Support Survey 3: InterviewConduct a semi-structured interview with the individual to learn about the four components of strengths (attributes, skills, relationships, contexts). Given the provided interview question list, ask at least two questions from each category. Make sure to ask follow-up questions to gain detailed information about each category. Take detailed notes or audio record the interview with permission to take notes later. Provide an objective summary of the interview with at least two direct quotes that capture the individual’s unique perspectives on their strengths. Discuss the individuals results from the strengths-assessments from the week before. Tell the individual their scores and your takeaways from the assessment. Ask them to reflect on how they felt during the assessment and what they think about the results. Week 4: Present Levels, Goals, and Recommended ActivitiesCompile the summaries from each of the previous three weeks to create your Present Levels statements. Review the Parent Center Hub for more information on writing Present Levels , write three (3) goals based on your findings from the data collection. Review the Parent Center Hub website for more information on Transition Goals: Goals should be specific, measurable, achievable, realistic, and time-bound (SMART). Review the Understood website for more information on SMART Goals: , write three suggestions for activities, courses (e.g., Statistics, Psychology), strategies, or interventions that individuals can take part in to maximize their strengths and meet their goals. These statements should be specific, observable, and descriptive. They can relate to further education/training, employment, or independent/community living. Before submitting the project, share your present levels, goals, and recommended activities with the identified individual you worked with throughout the project. Make sure the individual agrees with the present levels, believes the goals are achievable, and thinks the suggestions for recommended activities are realistic. When completed, compile all materials into one document. First, include the Present Levels, Goals, and Recommended Activities. Second, include the individuals written reflection/bullet notes on their vision, goals, strengths, and needs for the future. Third, make sure to include all completed assessments, so I can review whether or not they were summarized accurately in your present levels. Last, include the notes/reflections from your basic information conversation and interview. Strengths-Based Transition Plan Rubric (40 points possible)ComponentExceeds Expectations (10 points)Meets Expectations(8-9 points)Below Expectations(7 or fewer points)Present Levels-Basic Information-2 Assessments-InterviewExtremely well-written, objective, and positively framed summary of all required components.Well-written and semi-objective summary of nearly all required components.Poorly written and subjective summary that is missing a significant number of the required components.3 Goals=Specific-Measurable-Achievable-Realistic-Time-BoundAll 3 goals directly connect to findings from the assessments/interview and the present levels. They are written as SMART goals (Specific, Measurable, Achievable, Realistic, and Time-Bound)All 3 goals are semi-directly connected to the findings from the assessments/interview and present levels. They are mostly written as SMART. Perhaps missing one component.Fewer than three goals provided. Or goals have no connection to the assessment/interview. Goals are not SMART, missing multiple components.3 Recommendations-Activities-Courses-StrategiesAll 3 recommendations are extremely well-written and detailed, connected to present levels and goals, and related to specific activities, courses, or strategies. All three recommendations are well-written and detailed, they are semi-connected to present levels and goals, and are related to specific, activities, courses, or strategies.Fewer than three recommendations provided. Recommendations are poorly written, missing key details, and they are disconnected from present levels and goals. Missing specific strategies, activities, or courses. All Materials-Basic information-Individual’s reflection-2 assessments-interview notesAll materials are compiled in a single, well-organized document.Nearly all materials are compiled in a single document that is slightly disorganizedMissing multiple required materials, disorganized, and submitted with multiple attachments/not in a single document ................
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