Keene State College Transition Program Improvement Action Plan, Year 2 Action Plan Items, Year 2 10-13-15 Overall Program 1 Examine and coordinate speakers for transition class and internship seminars Responsible Person Target Completion Date Actual Completion Date Sheila, Deb Sept 2015 9-21-15 Implementation Notes, Progress Notes, Evidence of Completion 2 Look for synergies and opportunities to add/strengthen transition skills and knowledge throughout SpEd program courses. Identify 2-3 foundational transition concepts to infuse in the 601 Foundations of Special Education summer course. Deb, Tanya Jan 2016 3 All SpEd program faculty, including adjuncts, meet to share and review curriculum in order better understand and identify other areas where transition concepts may be infused. Deb, Tanya Mar 2016 4 Incorporate skills associated with self-advocacy, social skills and self-monitoring into the Access Plan that is an assignment in the Internship. Deb, Tanya Oct 2015 5 Develop a plan to infuse assistive technology (with transition context) into 660 and possibly the transition course. Deb, Tanya, Steve, Sheila Dec 2015 Make a stronger connection to using AT in college level work and in the workplace. Sheila, Steve Dec 2015 Full day seminar to include 2-hr breakouts for elem vs. secondary placements. Followed by an in-school experience, Dec 15-18, which will replace three classes of the Transition class in the Spring. Transition class will not meet on public school vacation weeks in spring. Course: Transition class 6 Design and implement a full day seminar to connect the transition class to Internship I and II (660/661). Seminar will take place on Dec 14. 1 Add transition legal issues P-12, Summary of Performance, self-determination self-advocacy as a K12 concept framing the program, and student career development concepts. Use recursive approach. Look at 250 in the UG program as well. Aiming for summer 2016 implementation. 9-21-15 Focus on B4 and C3 competencies. Action Plan Items, Year 2 10-13-15 Responsible Person Target Completion Date Actual Completion Date Implementation Notes, Progress Notes, Evidence of Completion 7 Create a Canvas discussion board to facilitate deeper thinking and reflection on transition topics and issues presented in class. Steve Jan 2016 8 Review and edit performance assessments for classroom assignments. Sheila, Steve May 2016 9 Redesign Indicator 13 component and how it is delivered across the course sessions, including legislative requirements section. Sheila, Steve Jan 2016 10 Draw comparisons to the KWH (Know, What, How) model used in internship class assignments. Consider revising the transition assessment of case study to reference or frame with KWH. Sheila, Steve Jan 2016 11 Incorporate Summary of Performance requirements in the legal and legislative requirements for the course and connect to case study if appropriate. Steve and Sheila May 2016 Begin work in November 2015 12 Redesign the self-determination component and consider including it earlier in the schedule or possibly in the December seminar to frame the course. Revise postsecondary transition component and consider developing online activities and adding resources to the Transition Resource Portal. Sheila, Steve Dec 2015 Connect SOPs to self determination Steve Jan 2016 14 Redesign family engagement component to include cultural diversity and identify 2-3 family presenters. Restructure sharing format for class. Sheila May 2016 15 Make a connection between ELOs in high school and student capstone projects at KSC. Sheila, Steve May 2016 16 Review transition curriculum/lesson plan assignment and revise. Sheila, Steve Jan 2016 13 2 Identify in the course curriculum and on schedule where Indicator 13 requirements are reflected. Connect each major segment to appropriate I-13 indicators. Create lesson plan assignment that draws upon transition curriculum and the case study assignment. Action Plan Items, Year 2 10-13-15 Responsible Person Target Completion Date Actual Completion Date Implementation Notes, Progress Notes, Evidence of Completion 17 Change case study requirements and process to require students to work with an 8th grade or higher grade level student for the case study. Sheila, Steve Nov 2015 18 Identify where transition class assignments should be included in the program portfolio in the context of the CEC standards. Note on the transition class syllabus where in the portfolio these assignments are included. Deb, Tanya, Steve, Sheila Nov - Dec 2015 19 Consider adjustments to Key Assessment #1 rubric to incorporate transition language. Deb, Tanya, Steve, Sheila May 2016 20 Create a course reading list including journal articles and a possible required text. Steve, Sheila May 2016 CEC Career Development journal 21 Investigate transferring some of the MCST transition library to CMC, or suggest materials for them to buy, so that students have easier access to materials. Betsy, Steve Jan 2016 Patrick Hickey is library contact. Shared experience between Internship I and Transition class. Can students ID their case study student during this period? Steve contact Deb early in fall to examine key assessment 1 revisions. Field Experiences: Extended K-12 Placement 22 Redesign the January Field Experience as the Extended K-12 Placement: four days in internship schools during exam week in December, followed by two weeks in schools in January. Connect to the one-day Dec 14 seminar. Identify outcomes, activities, and knowledge and skills in the guidelines for the experience. Deb, Tanya December 2015 23 Identify total hours for this 3-week experience so that working professionals in the program can integrate the activities for this experience during the school year. Deb and Steve December 2015 24 Identify what secondary students will do in the elementary schools during the Extended K-12 Placement. Design a new cooperative agreement with schools for the Extended K-12 Placement. Deb, Tanya December 2015 Design assignments broadly enough to cover K-12. Deb, Tanya Oct 2015 Clarity about roles and responsibilities at KSC and in schools 25 3 Future Action Items for Consideration Overall Program 1 Incorporate discussion about transition in the to-be-established an Advisory Board for the SpEd MEd. Advisory Board will meet twice a year to address general program issues and secondary transition. Include a DOE rep. 2 Consider adding broad transition (K-12) component to existing key assessments. Course: 602 Curriculum 3 Identify possible transition content to include, if any, and the integration of transition in gen ed courses Course: 604 Assessment 4 Examine outcomes in relation to transition assessment and identify opportunities to include transition assessment. Course: 605 Transition 5 Revise competency map for transition course assignments. Field Experiences: 660/665 Internships, Extended K-12 Placement 6 Consider including transition in internship action plans 7 8 Identify specific links to pre-transition skills in assignments, academic instruction (formative assessment assignment), lesson planning and IEP development. Revise internship evaluation form to reflect identified competencies 9 Internship 1 and 2: increase secondary field experiences 10 Extend the internships to utilize the full school year to June 20 if more secondary experience is needed 11 Infuse assistive technology with a K-12 focus across the curriculum 12 Ongoing review of where in the program transition will be introduced (e.g., focus on preparing students for transition to employment, independent living, postsecondary education). 13 Increase understanding of family engagement issues and practices across the curriculum. 14 Add broad transition (K-12) component to existing key assessment or add a new one. Maybe in the existing IEOP assessment, or assessment two (SpEd process) 15 Consider teaching about disability as diversity issue 16 Examine how transition could be included in the secondary education special education course for secondary educators. Clarify one way or the other, ELOs, curriculum integration, career development The contents of these materials were developed under a grant from the US Department of Education, H323A120003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Corinne Weidenthal. 4