Follow the assignment rubrics. All parts must be completed.
TRANSITION MODULE
LABORATORY EXPERIENCE K-12
ELSE 6193
Objective: The candidate will explore and discuss the process used when transitioning students to and from the special education programs provided by the local school district.
Guidelines:
Part 1: The candidate will contact the administrator responsible for overseeing the transition of children from an Early Childhood Special Education (ECSE) setting (Birth-Pre-K) to the school-aged special education program (K-12). The candidate will locate the special education folder of a student who is or has recently transitioned from an ECSE program to the school-aged program. Do not select a student that qualifies for services just for Speech Articulation.
The candidate will interview the current special education teacher or administrator about the student and provide answers to the following questions:
The candidate will provide the following information:
Name: Fictitious Name
DOB:
Age:
Brief background history (in narrative form):
-Type of diagnosis
-Type of delays
-When were special ed. services first initiated?
-What type of services was the child receiving prior to being transitioned into the school-age
sped program? Who provided the services?
Current Information (in narrative form):
-What type of services does the child currently receive?
– What is the child’s current diagnosis?
-What are the child’s delays?
-How much time does the child spend in the general education setting?
Transition Process (in narrative form):
Interview the administrator and or teacher to find out what happens during the early childhood preschool to school age transition process. In essence, walk the reader of this report through the whole process. Provide answers to the following questions within the discussion:
-When does the transition process begin?
-Who is responsible for initiating the process?
-Outline and discuss the actual process in your district. Be sure to include types of evaluations
that may take place and a timeline for doing the evaluation.
-What stakeholders are involved in the process and what are their roles? (Ex: which teachers,
which administrators, related services providers, parents, other stakeholders)
-What types of meetings are held and when?
Part 2: With the assistance of an administrator and or special education teacher, locate a special education file on a student that is at least 16 years of age and has an IEP. Do not select a student that qualifies for services just for Speech Articulation.
Provide the following information about the student:
Name: Fictitious
DOB:
Age:
Brief background history (in narrative form):
-Type of diagnosis
-Type of delays
-When were special education services first initiated?
-What special education services/placement were provided in the past?
Current Information (in narrative form):
What type of services does the student currently receive?
What is the student’s current diagnosis?
What is the student’s delay?
How much time does the student spend in the general education setting?
Transition Process (in narrative form):
Outline the steps in the Transition-Planning Process of the school district as it relates to this student by answering the following questions:
-Who is responsible for initiating the process?
-Outline and discuss the actual process of transitioning a student from the high school special
education setting to the post high school special education setting in the district.
-Be sure to include types of evaluations that may take place and a timeline for doing the
evaluation.
-What type of transition assessment was used to determine the student’s needs, strengths,
preferences, and interests in terms of current and future work, education, domestic and social
environments?
-What stakeholders are involved in the process and what are their roles? (Ex: which teachers,
which administrators, related services providers, parents, other stakeholders)
-What types of meetings are held and when?
IDEA requires that the IEP include at least one post-secondary goal in the areas below. Write the goal that appears in the student’s IEP beside the corresponding area:
1) Education or Training:
Goal:
2) Employment
Goal:
3) Independent living (when appropriate).(Leisure/recreation, home and personal care,
community participation)
Leisure/Recreation goal:
Home and Personal Care goal:
Community Participation goal:
Part 3: Reflection (in narrative form)
:
Discuss what you learned from doing this module. What new information did you acquire? How will you use this information in your present job and in the future? How will this impact your teaching? How will this impact your students?
Part 4: Signature Page: (required)
Candidates are required to have the signature page signed and dated by the individual(s) that were interviewed for this module. Include the signature page as the last page of the module template if possible. Otherwise submit it as a separate document.
A template for all of your work is provided below. You must use the template and submit it to blackboard learn to be graded.
TRANSITION MODULE TEMPLATE
LABORATORY EXPERIENCE K-12
ELSE 6193
PART 1: Transition from Early Childhood Special Education to School Age Special Education Program
Name of person interviewed:
Position of person interviewed:
Name of School District:
Name of Child (Fictitious):
DOB:
Age:
Background:
Type of diagnosis
-Type of delays
-When were special ed. services first initiated?
-What type of services was the child receiving prior to being transitioned into the school-age
sped program? Who provided the services?
Current Information
What type of services does the child currently receive?
– What is the child’s current diagnosis?
-What are the child’s delays?
-How much time does the child spend in the general education setting?
Transition Process:
When does the transition process begin?
-Who is responsible for initiating the process?
-Outline and discuss the actual process in your district. Be sure to include types of evaluations
that may take place and a timeline for doing the evaluation.
-What stakeholders are involved in the process and what are their roles? (Ex: which teachers,
which administrators, related services providers, parents, other stakeholders)
-What types of meetings are held and when?
TRANSITION MODULE TEMPLATE
LABORATORY EXPERIENCE K-12
ELSE 6193
PART 2: Transition from High School Special Education Program to Post High School Setting
Name of person interviewed:
Position of person interviewed:
Name of School District:
Name of Child (Fictitious):
DOB:
Age:
Background:
Type of diagnosis
-Type of delays
-When were special ed. services first initiated?
-What type of services was the child receiving prior to being transitioned into the school-age
sped program? Who provided the services?
Current Information
What type of services does the child currently receive?
– What is the child’s current diagnosis?
-What are the child’s delays?
-How much time does the child spend in the general education setting?
Transition Process:
Outline the steps in the Transition-Planning Process of the school district as it relates to this student by answering the following questions:
-Who is responsible for initiating the process?
-Outline and discuss the actual process of transitioning a student from the high school special
education setting to the post high school special education setting in the district.
-Be sure to include types of evaluations that may take place and a timeline for doing the
evaluation.
-What type of transition assessment was used to determine the student’s needs, strengths,
preferences, and interests in terms of current and future work, education, domestic and social
environments?
-What stakeholders are involved in the process and what are their roles? (Ex: which teachers,
which administrators, related services providers, parents, other stakeholders)
-What types of meetings are held and when?
Transition Goals:
Education or Training:
Goal:
Employment
Goal:
Independent living (when appropriate). (Leisure/recreation, home and personal care, community participation)
Leisure/Recreation goal:
Home and Personal Care goal:
Community Participation goal:
TRANSITION MODULE TEMPLATE
LABORATORY EXPERIENCE K-12
ELSE 6193
Part 3: Reflection:
Discuss what you learned from doing this module. What new information did you acquire? How will you use this information in your present job and in the future? How will this impact your teaching? How will this impact your students?
TRANSITION MODULE TEMPLATE
LABORATORY EXPERIENCE K-12
ELSE 6193
Part 4: Signature Page.
This signature confirms that ____________________________________(print name), a graduate student in the K-12 Special Education program at Arkansas State University, has interviewed me and acquired information about the transition process in this school district.
School District Name(print):_____________________________________________________
School Official Name (print): ________________________________ Position_____________
School Official Signature:___________________________________ Date:_______________
ASU Student Signature:_____________________________________ Date:_______________
RUBRIC ON NEXT PAGE
TRANSITION MODULE RUBRIC
LABORATORY EXPERIENCE K-12
ELSE 6193
35 points
Standard | Exemplary | Proficient | Unacceptable |
Part 1: 1. Background History ISCI 4 S1 | Module includes detailed description of elementary student’s past educational placement, special education services received, diagnosis, and delays. May include other relevant data about student’s past educational performance | Module includes general description of elementary student’s past educational placement, special education services received, diagnosis, delays. | Module provides vague description of elementary student’s past educational status. Does not include any of the following: special education services received, diagnosis, delays. |
2. Current Information ISCI 7 S9 | Module includes detailed description of elementary student’s current educational placement, diagnosis, delays, and time spent in general education setting. May include other relevant data about student’s current educational performance. | Module includes general description of elementary student’s current educational placement, diagnosis, delays, and time spent in general education setting. | Module provides vague description of elementary student’s current educational status. Does not include any of the following: Special education placement, diagnosis, delays, and time spent in general education setting. |
3. Transition Process IGC4-K4 | Module includes detailed description of the transition process from ECSE programs to school-age sped programs. . All questions were addressed in detail. | Module includes general description of the transition process from ECSE programs to school-age sped programs. All questions were addressed. | Module includes general description of the transition process from ECSE programs to school-age sped programs. Some questions were not addressed. Some questions were addressed but the answers were not clear. |
Part 2: 4.Background History ISCI 4 S1 | Module includes detailed description of secondary student’s past educational placement, special education services received, diagnosis, and delays. May include other relevant data about student’s past educational performance. | Module includes general description of secondary student’s past educational placement, special education services received,diagnosis, delays. | Module provides vague description of secondary student’s past educational status. Does not include any of the following: special education services received,diagnosis, delays. |
5. Current Information ISCI 7 S9 | Module includes detailed description of secondary student’s current educational placement, diagnosis, delays, and time spent in general education setting. May include other relevant data about student’s current educational performance. | Module includes general description of secondary student’s current educational placement, diagnosis, delays, and time spent in general education setting. | Module provides vague description of secondary student’s current educational status. Does not include any of the following: Special education placement, diagnosis, delays, and time spent in general education setting. |
6. Transition Process IGC5 S8 | Module includes detailed description of the transition process from high school programs to post high-school programs. All questions were addressed in detail. | Module includes general description of the transition process from high school programs to post high-school programs. All questions were addressed. | Module includes vague description of the transition process from high school programs to post high-school programs. Some questions were addressed but the answers were not clear. |
7. Transition Goals IGC5 S27 | Module includes all goals for each transition area. Provides detailed explanation for any missing goals. | Module includes all goals for each transition area. Provides general explanation for any missing goals. | Transition goals are missing |
8. Reflection ISCI 6 S8 | Reflection is well developed and provides detailed answers to all questions. Provides specific examples of information learned. Provides specific examples of how the information will be used and how it will impact teaching and student learning. | Reflection addresses all questions. Provides examples of information learned. Does not provide specific examples of how the information will be used and how it will impact teaching and student learning. | Reflection is missing |
Signature Page | Signature Page is complete | Signature Page is incomplete/missing |
