Annotated Transition Plan
Individual Component Grading Criteria
Spring 2009
Criterion / Unacceptable(1)
(0 – 79%) / Meets
(2)
(80 – 89%) / Target
(3)
(90 – 100%) / Score
ROLE / 0-15
Evidence of your participation in the process of developing the transition plan is minimal or not included;
Contributions that you made to establishing the student’s interests, preferences, strengths, and needs does not exist, is unclear, or demonstrates lack of understanding for the information presented in the case;
Your recommendations for IEP goals are not present, are not relevant or appropriate, or demonstrate a lack of understanding for the information presented in the case;
Observations and considerations in the development of transition activities are not present, are not relevant, or are inappropriate; / 16-17
Your participation in the process of developing the transition plan is clearly documented;
You provide examples of contributions you made to determining the student’s interests, preferences, strengths, and needs in academic, social (including emotional and behavioral), and transition contexts, but they are general or ambiguous;
You include evidence of recommendations you made for establishing IEP goals, but the recommendations are either general or ambiguous;
You include examples of recommendations and/or observations you made in identifying transition activities, but the observations or considerations are either unclear or inappropriate ; / 18-20
Your participation in the process of developing the transition plan is clearly documented;
You provide specific examples of contributions you made to determining the student’s interests, preferences, strengths, and needs in academic, social (including emotional and behavioral), and transition contexts;
You include specific recommendations you made for establishing IEP goals;
You include specific examples of recommendations and/or observations you made in identifying transition activities;
COLLABORATION
CEC STANDARD 10 / 0-15
Evidence of collaboration exists, but does not reflect a complete representation of the issues raised in the case;
Strategies for developing effective collaboration and positive outcomes are either not identified or are not supported by “best practice;” / 16-18
Evidence of effective collaboration with families, other educators, related service providers, and personnel from community agencies in culturally-responsive ways;
Discussions, disagreements, and negotiations are described, but are not detailed, lack sufficient recognition of the issues presented in the case, or do not address the entire process;
Strategies for gaining consensus are identified, but are not sufficiently detailed or explicit;
the strategies achieved consensus among most, but not all, team members;
A justification for the use of strategies for facilitating successful transitionis provided, reflecting “best practice,” but lacks sufficient detail; / 19-20
You include evidence of your effective collaboration with families, other educators, related service providers, and personnel from community agencies in culturally-responsive ways;
A clear and explicit description is provided for all discussions, disagreements , and negotiations throughout the process;
A clear and explicit description is provided for all strategies you applied to gaining consensus among the team members;
The considerations and adjustments facilitate successful transition through “best practice” in transition planning and collaboration, as discussed in class and in the course readings
FAMILIAL Considerations
CEC Standard 3 / 0-15
Little or no recognition is given to cultural, familial, linguistic and other diverse characteristics of the family and student;
Little or no evidence is provided to support any actions taken in response to cultural, familial, or linguistic considerations;
Evidence that is provided is not accurate or applied incorrectly / 16-18
A narrative is provided that explains how you are active and resourceful in seeking to understand how primary language, culture, and familial background interact with the student’s exceptional condition within the transition planning process;
Evidence supporting any conclusions you make regarding cultural influences and considerations is provided;
A rationale is provided for all actions and considerations, based on information provided during the course / 19-20
A clear and explicit narrative is provided that explains how you are active and resourceful in seeking to understand how primary language, culture, and familial background interact with the student’s exceptional condition within the transition planning process;
Evidence supporting any conclusions you make regarding cultural influences and considerations is provided in a clear and well-supported manner;
A rationale is provided for all actions and considerations, based on information regarding “best practice” provided during the course
REFLECTION
CEC Standard 10 / 0-15
An analysis is present, but is limited and general;
Observations regarding interpersonal challenges may be present, but do not reflect personal experiences in the process or are not related to the case;
Observations about the logistical challenges of transition planning may be present, but do not reflect your personal experiences in the process, or are not related to the case;
Connections to research may be present, but are not related to the case, do not include specific or cited connections, or are not explained clearly / 16-18
A personal analysis of the process of developing the transition plan is included;
The analysis includes observations regarding the interpersonal challenges of developing transition plans and collaborating with team members, but the observations are general or do not sufficiently address these challenges;
It includes observations about the logistical challenges of developing transition plans and facilitating the successful transition of students with exceptional learning needs, but the observations are general or do not sufficiently address these challenges;
It includes reference to your use of research in developing the transition plan, but the references do not cite specific research or literature, or the connections to the literature are insufficiently explicit / 19-20
A personal analysis of the process of developing the transition plan is included;
The analysis includes clear and detailed observations regarding the interpersonal challenges of developing transition plans and collaborating with team members;
It includes clear and detailed observations about the logistical challenges of developing transition plans and facilitating the successful transition of students with exceptional learning needs;
It includes clear and cited evidence documenting your use of research in developing the transition plan
FINAL PRODUCT / 0-7
The final product lacks continuity or clarity;
Multiple errors in proofing, standard English conventions, or fluency exist in the product;
One or more handicapisms are present;
More than two instances of non-person first language are present;
The final product is submitted/presented beyond the date due;
No introduction is provided / 8
The final product is generally well-organized, but lacks effective transitions throughout;
It demonstrates accurate and effective use of standard English conventions, with minor errors in proofing or fluency;
No handicapisms are present;
One or two instances of non-person first language are present;
The final product is submitted/presented on the date assigned, in the expected format;
No introduction is provided / 9-10
The final product (that includes all of the above information) is clear,
well-organized, and flows well from one idea to the next;
Accurate and effective use of standard English conventions are evident throughout;
No handicapisms are present;
Appropriate use of person-first language is evident throughout;
The final product is submitted/presented on time in the expected format, as agreed to by the participants and the instructor
An appropriate introduction is provided (e.g. cover page, slide, narrative, etc.);
TOTAL