A1. STUDENT-FOCUSED PLANNING Competency A.1 Evidence of implementation in: Use information from a assignments variety of transition assessments assessments to inform number number number number number number number student-centered transition Notes and possible action plan items and career development and and and and and and and planning. Outcome(s) Implementation name name name name name name name of Key elements: Level Course Course Course Course Course Course Course Learning A1.1 I I P D P 605 605: Assignments: journal reflections, transition lesson plans, transition 3 Understand a variety of student case study. Assessments: need development but exist formal and informal transition assessments and 660/665: Assignments: N. Assessments: N procedures used to identify students strengths, NOTES preferences, interests, and 605: refine assessments critical to transition outcomes (postsecondary 660/65: All learning outcomes embedded in assignments education, employment, independent living). 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? A1.2 Conduct informal transition assessments and modify to meet individual student needs. A1.3 Communicate transition assessment information so NOTES that the results are understood by students, families, and professionals.
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
TEMPLATE-Transition-Competency-Needs-Assessment-1.docx