MODERATE/SEVERE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN

Candidate Name: CSUSM Identification #:

CAL STATE SAN MARCOSPRELIMINARY EDUCATION SPECIALIST

MODERATE/SEVERE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN(ITDP)

Teacher Candidate: ______ID #: ______

Preferred Phone: ______CSUSM E-mail:______

University Supervisor: ______Cooperating Teacher: ______School/District:______

Semester/Year: ______Dates: From ______to ______Projected Exit Date: ______

EXPLANATION AND DIRECTIONS:

Prior to the completion of a Preliminary Education Specialist program, each Education Specialist candidate must complete an Individualized Transition Development Plan (ITDP) that summarizes the candidate’s strengths, areasof need for continued professional growth, and possible future professional development activities, inclusive of up to 12 semester units of university coursework. The plan is based upon the candidate’s reflections on performance in coursework and assessed performance on the Education Specialist Teacher Performance Expectations in clinical practice. The ITDP is developed with input from the candidate’s university supervisor and cooperating teacher and must be approved and signed by the candidate and the Education Specialist credential program coordinator or designee. The ITDP is used by the candidate to assist in the development of an Individualized Induction Plan (IIP) that will guide advanced preparation and application of knowledge and skills in thecandidate’s Clear Credential preparation program.

Moderate/Severe TPE 1: Specific Pedagogical Skills for Subject Matter Instruction AND TPE 9: Instructional Planning
1/9.1 / Uses knowledge of the characteristics of students with moderate/severe disabilities (e.g., with autism, emotional disturbance, moderate/severe mental retardation, other health impairments, traumatic brain injury, deaf-blindness, multiple disabilities; physical/orthopedic disabilities) and their effects on learning, skills development, and behavior to develop and deliver appropriate instruction /

Professional Strengths:

Professional Growth Goal(s):

Professional Development Activities/Coursework (to further develop knowledge and skills in these TPE areas):
1/9.2 / Develops and implement systematic, evidence-based instructional strategies to teach students with moderate/severe disabilities within school, community, and work settings
1/9.3 / Effectively, trains, supervises, and uses paraeducators and other personnel (e.g., related service providers, peer tutors) to help students achieve goals
Moderate/Severe TPE 2: Monitoring Student Learning During Instruction
2.1 / Monitors student progress based upon each student’s IEP at key points during instruction to determine whether students are progressing adequately and adjusts instruction systematically to promote maximum learning and academic achievement /

Professional Strengths:

Professional Growth Goal(s):

Professional Development Activities/Coursework (to further develop knowledge and skills in this TPE area):
Moderate/SevereTPE 3: Interpretation and Use of Assessments AND TPE 8: Learning About Students
3/8.1 / Knows how to assess and identify students’ verbal and nonverbal communication skills and use the data to
1) identify effective intervention and support techniques, 2) develop needed augmentative and alternative systems, 3) implement communication and social skills instruction, 4) structure opportunities for interaction, and 5) develop communication methods so students can demonstrate academic knowledge /

Professional Strengths:

Professional Growth Goal(s):

Professional Development Activities/Coursework (to further develop knowledge and skills in these TPE areas):
3/8.2 / Knows and uses assessment data from multiple sources including a) person-centered and family-centered planning, b) strength-based assessment, and c) functional and ecological assessment across classroom and non-classroom contexts to lead to a student’s progress toward IEP goals and meaningful participation in core standards-based curriculum, life skills curriculum, wellness curriculum
3/8.3 / Can explain to students and their families, students’ academic and behavioral strengths, areas for growth (including IEP goals), and how to help students achieve the curriculum
Moderate/Severe TPE 4: Making Content Accessible
4.1 / Designs instructional plans, prioritizes and sequences content, and uses various instructional strategies, supports, and resources responsive to the unique needs of the student to facilitate student learning and access to curriculum in inclusive general education settings /

Professional Strengths:

Professional Growth Goal(s):

Professional Development Activities/Coursework (to further develop knowledge and skills in this TPE area):
4.2 / Knows how to support the movement, mobility, sensory, and specialized health care needs for a student to participate fully in classrooms, other school settings, and the community
4.3 / Knows about and uses augmentative and alternative communication systems and devises and services to facilitate communication and improve academic performance and skill development of students
Moderate/Severe TPE 5: Student Engagement
5.1 / Facilitates students’ communication abilities and increases the extend and variety of social interactions in order to achieve and expand meaningful social relationships across settings /

Professional Strengths:

Professional Growth Goal(s):

Professional Development Activities/Coursework (to further develop knowledge and skills in this TPE area):
5.2 / Has knowledge and advocacy skills regarding the various transitions students experiences as the move from infancy to adulthood
5.3 / Uses strategies to support students to develop independence and practice self determination and self advocacy
Moderate/Severe TPE 6: Developmentally Appropriate Teaching Practices AND TPE 11: Social Environment
6/11.1 / Establishes and maintains an educational environment free from coercion and punishment and where interventions are positive, proactive, and respectful of students /

Professional Strengths:

Professional Growth Goal(s):

Professional Development Activities/Coursework (to further develop knowledge and skills in these TPE areas):
6/11.2 / Knows how to and does participate in school-wide positive behavior support processes
6/11.3 / Uses a variety of effective strategies, including methods for promoting positive behavior and social skills for building constructive relationships among all students
Moderate/Severe TPE 7: Teaching English Learners (with Moderate/Severe Disabilities)
7.1 / Knows and uses a) English Language Development (ELD) principles and instructional practices (e.g., structured English immersion, contextualizing key concepts), b) students’ prior learning and background, and c) analysis of students’ errors in oral and written language to develop students’ literacy in English and provide instruction differentiated to students’ language abilities /

Professional Strengths:

Professional Growth Goal(s):

Professional Development Activities/Coursework (to further develop knowledge and skills in this TPE area):
7.2 / Using ELD principles and practices, has students express understanding in a variety of ways and uses primary language resources (e.g., paraeducators, peers, books, students’ primary language skills) to develop academic language and comprehension and knowledge of core curriculum content
Moderate/Severe TPE 10:Instructional Time
10.1 / Coordinates, communicates, and consults effectively with other special education service providers, general educators, paraeducators, volunteers, and parents to maximize instructional time and provide appropriate, safe, and consistent student support and instructional activities across all schooland community settings /

Professional Strengths:

Professional Growth Goal(s):

Professional Development Activities/Coursework (to further develop knowledge and skills in this TPE area):
Moderate/Severe TPE 12: Professional, Legal and Ethical Obligations
12.1 / Knows CA and federal laws and procedures pertaining to students with IEPs, English learners, RTI, 504 plans, eligibility and placement, and mandated considerations for augmentative and alternative communication technology /

Professional Strengths:

Professional Growth Goal(s):

Professional Development Activities/Coursework (to further develop knowledge and skills in this TPE area):
12.2 / Knows and uses techniques, procedures, materials, educational and assistive technology, and other adaptive equipment that maintains dignity and is appropriate and safe
12.3 / Knows and uses district guidelines to report and respond to dangerous student behavior and suspected cases of child abuse, neglect, or sexual harassment
12.4 / Models ethical behavior and honors confidentiality, health, and safety obligations for students, families, and school personnel
Moderate/Severe TPE 13: Professional Growth
13.1 / Engages in the cycle of planning, teaching, reflecting, problem identification, and instructional adjustment to improve teaching /

Professional Strengths:

Professional Growth Goal(s):

Professional Development Activities/Coursework:
(e.g., CSUSM Summer Leadership Institute in Special Education (1) _____)
13.2 / Sets professional goals for increasing subject matter knowledge and teaching effectiveness
Disposition Statement / Candidate Self-Rating
(1 – 4) / DispositionGrowth Reflection:
Given my EDMX 635 and EDMX 573 experiences, in what ways have my dispositions changed or been enhanced for at least one of the six dispositional areas?
Pre / Post
1 / Social Justice & Equity
Candidates appreciate the languages, communities, and experiences learners bring to the classroom. Candidates advocate for and support marginalized communities and individuals.
2 / Collaboration
Candidates practice the skills of collaboration intheir professional interactions with students, colleagues, parents/guardians/caregivers, and those in the wider community.
3 / Critical Thinking
Candidates analyze various professional contexts, resulting in more informed decision-making about professional practice.
4 / Professional Ethics
Candidates make and act on well-reasoned, principled judgments.
5 / Reflective Teaching& Learning
Candidates critically review their professional practice and the impact it has upon student success.
6 / Life-Long Learning
Candidates recognize the need for and are committed to actively seeking new knowledge, skills and experiences.

To the best of my knowledge, the information is accurate and complete and represents the candidates’ professional strengths and goals for future professional growth.

Education Specialist Candidate Signature: ______Date: ______

University Supervisor Signature:______Date:______

ES Program Coordinator (or Designee) Signature: ______Date: ______

Revised April 20141