DRAFT, 6.26.14
Transition and Career Development Foundational Competencies for
NH General Special Education (K-12) Teachers
<INSERT INTRODUCTORY PURPOSE STATEMENT, NEXT STEPS REFERENCE, HOW THESE COMPETENCIES
ARE ALIGNED AND DEVELOPED BOTH STATE AND NATIONAL, HOW CAN THESE COMPETENCIES BE USED
BY SPECIAL EDUCATION EDUCATOR PREPARATION PROGRAMS>
Organizational Framework of Competencies
A.
B.
C.
D.
E.
Student-Focused Planning
Student Development
Collaboration
Family Involvement
Program Structures
1
A. STUDENT-FOCUSED PLANNING
Student-focused planning competencies support the development of practices that focus on using assessment information and facilitating
students’ self-determination to develop individual education programs based on students’ post-school goals.
K-12 General Special Education Transition and Career Development
Competency
Supports CEC Initial Level
Special Educator
Preparation Standard
Area
A1.0 Use information from a variety of transition assessments to inform
student-centered transition and career development planning.
CEC Advanced Special
Education Transition
Specialist Standard
Area
NSTTAC
What Special
Education
Teachers Need
to Know
1M3;1M4
3-6M7;3-6M9
Assessment
Assessment S1.1
A1.1 Understand a variety of formal and informal transition assessments Assessment
and procedures used to identify students strengths, preferences,
interests, and needs critical to transition outcomes (postsecondary
education, employment, independent living).
A1.2 Conduct informal transition assessments and modify to meet
Assessment
individual student needs.
A1.3 Interpret results of transition assessments for students, families and Assessment
professionals to inform transition and career development planning.
A2.0 Develop student-centered transition IEPs that ensure student voice in
goals, processes, and outcomes
Assessment K1.1
1M3; 1M4;36M7; 3-6M9
Assessment S1.2
1M4; 1M1C
Assessment S1.3
3-6M9
Programs, services, and
outcomes
1M1
Programs, services, and
outcomes
Programs, services, and
outcomes S3.1
Programs, services, and
outcomes S3.2
Programs, services, and
outcomes S3.3
Collaboration S7.10
1M1F
KEY ELEMENTS
KEY ELEMENTS
A2.1Write measurable postsecondary goals that reflect student interests
and preferences
A2.2 Write measurable annual goals and objectives related to
measurable postsecondary goals.
A2.3 Design transition services and course of study to achieve
postsecondary goals and objectives.
A2.4 Align instructional activities and related activities with
postsecondary goals and objectives.
A2.5 Create a student-centered summary of performance that includes a
plan for accommodations and modifications in postsecondary,
educational, and training settings.
2
Instructional Planning and
Strategies
Instructional Planning and
Strategies
Instructional Planning and
Strategies
Instructional Planning and
Strategies
Instructional Planning and
Strategies
1M1F
1M1D
1M1F
3-6M3
3-6M7
B. STUDENT DEVELOPMENT PRACTICES
Student development competencies support the development of practices that emphasize life, employment, and occupational skill development
through school-based and work-based learning experiences. Student assessment and accommodations provide a fundamental basis for student
development resulting in successful transitions.
K-12 General Special Education Transition and Career Development
CEC Initial Level Special
CEC Advanced Special NSTTAC What
Competency
Educator Preparation
Education Transition Special Education
Teachers Need to
Standard Area
Specialist Standard
Know
Area
1M1D; 1M1F
B1.0 Design student-centered curriculum, instruction, assessments, related Instructional Planning and
Curricular Content
3-6M3
activities, and accommodations that facilitate the movement toward
Strategies
Knowledge S2.6
identified post-secondary goals
KEY ELEMENTS
B1.1 Knowledge of a range of post-school options (i.e., employment,
postsecondary education, and independent living) to inform studentcentered transition and career development planning.
B1.2 Knowledge of evidence informed instruction, curricular resources,
and practices regarding transition to post school settings
B1.3 Knowledge of augmentative and alternative communication
systems and a variety of assistive technologies that support transition
and career development for individuals with disabilities.
B1.4 Design strategies for linking transition and career goals to academic
content
B1.5 Teach self-advocacy and self-determination skills to facilitate
student understanding of their strengths and challenges
B1.6 Design instructional, related activities, curricular resources, and
assistive technologies related to transition planning.
Instructional Planning and
Strategies
Programs, services, and
outcomes K3.6
Curricular Content
Knowledge
Instructional Planning and
Strategies
Curricular Content
Knowledge K2.1
Curricular Content
Knowledge S2.2
3-6M2; 3-6M3
Instructional Planning and
Strategies
Instructional Planning and
Strategies
Curricular Content
Knowledge
Programs, services, and
outcomes K3.3
Curricular Content
Knowledge S2.3
Curricular Content
Knowledge S2.2
3-6M2
B1.7 Use appropriate assessments to evaluate the effectiveness of
curriculum, instructional, assistive technologies, related activities, and
accommodations in relation to students’ postsecondary goals.
B1.8 Articulate the importance and impact of a variety of work-based
learning experiences including Extended Learning Opportunities (ELOs).
Instructional Planning and
Strategies
Programs, services, and
outcomes S3.5
Instructional Planning and
Strategies
Programs, services, and
outcomes
3
3-6M81Y8
3-6M8
3-6M4, 36M5,1Y1,1Y2
1Y3,1Y4
1M5; 3-6M2
3-6M3
C. COLLABORATION
Collaboration competencies support practices facilitate involvement of school personnel (e.g., counselors, general educators, special educators,
administrators, coaches, nurses) community businesses, organizations, and agencies in all aspects of transition-focused education.
K-12 General Special Education Transition and Career Development
Competency
Supports CEC Initial Level
Special Educator Preparation
Standard Area
CEC Advanced Special
Education Transition
Specialist Standard
Area
C.1.0 Collaborate with stakeholders to insure and increase effective
transition services, activities, supports, and outcomes for individuals with
disabilities and their families.
Collaboration
Collaboration
C.1.1 Knowledge of roles and responsibilities of educators, employers,
and other service providers in the variety of settings related to
postsecondary outcomes
C.1.2 Understand strategies that facilitate collaboration among
transition stakeholders
C.1.3 Advocate for integrating transition content within general
academic courses.
C.1.4 Connect students to internal school resources (e.g., technical
education, school counseling) and community resources (e.g.,
Vocational Rehabilitation, Mental Health)
C.1.5 Prepare the student, family, team and other related-agency
members for the transition planning process.
Collaboration
Collaboration K7.2
Collaboration
Collaboration K7.1
Curricular Content
Knowledge
Instructional Planning and
Strategies
Curricular Content
Knowledge S2.1
Collaboration
3-6M2
Professional Learning and
Ethical Practice
Leadership and Policy
S5.5
1Y7
C.1.6 Coordinate and facilitate on-going transition planning during and
after IEP meetings.
C.1.7 Understand the student/family referral process for
postsecondary and community services.
C.1.8 Develop and maintain professional ethics in working with
students, families, school personnel, community and related agency
personnel.
Professional Learning and
Ethical Practice
Collaboration
Leadership and Policy
S5.6
Collaboration S7.7
Professional Learning and
Ethical Practice
Professional and Ethical
Practice S6.1
NSTTAC
What Special
Education
Teachers Need
to Know
KEY ELEMENTS
4
1Y5
D. FAMILY INVOLVEMENT PRACTICES
Family involvement competencies support practices that are associated with parent and family involvement in planning and delivering education
and transition services. Family-focused training and family empowerment activities increase the ability of family members to work effectively with
educators and other service providers.
Supports CEC Initial Level
CEC Advanced Special
K-12 General Special Education Transition and Career Development
NSTTAC
What Special
Special Educator Preparation
Education Transition
Competency
Education
Standard Area
Specialist Standard
Teachers Need
Area
to Know
D.1.0 Actively involve all families with sensitivity and responsiveness to the
family’s cultural, linguistic and socioeconomic makeup throughout the
transition decision making and implementation process.
Collaboration
Collaboration S7.1
D.1.1 Understand the significance of family engagement throughout
the post-secondary transition planning process and how it relates to
increased student success.
Collaboration
Programs Services and
outcomes
D.1.2 Knowledge of the cultural and environmental milieu of the
individual and the family on behavior and learning in the context of
transition planning
D.1.3 Understand the supports necessary for families to communicate
effectively and work collaboratively with educational personnel.
D.1.4 Identify information to families about transition related
education services, information on IDEA, and potential support
networks and services.
Collaboration
Programs Services and
outcomes K3.7
Collaboration
Collaboration
Collaboration
Collaboration
KEY ELEMENTS
5
E. PROGRAM STRUCTURES
Program Structures competencies support features that relate to efficient and effective delivery of transition-focused education and services,
including philosophy, planning, policy, evaluation, and human resource development. The structures and attributes of a school provide the
framework for a transition perspective.
Supports CEC Initial Level
Special Educator
Preparation Standard Area
K-12 General Special Education Transition and Career Development
Competencyc
CEC Advanced Special
Education Transition
Specialist Standard
Area
NSTTAC
What Special
Education
Teachers Need
to Know
E.1.0 Knowledge of program structures that use evidence-informed
practices and research to establish effective programs and services
KEY ELEMENTS
E.1.1 Knowledge of career/professional technical education (formerly
vocational education) strategies, models, and curricula
Professional Learning and
Ethical Practice
Programs Services and
outcomes K3.5
E 1.2 Knowledge of transition practices, programs, and services that
produce successful post school outcomes
Professional Learning and
Ethical Practice
Research and Inquiry
K4.1
E 1.3 Knowledge of transition laws and policies (e.g., IDEA, Vocational
Rehabilitation Act, Fair Labor Standards Act)
Professional Learning and
Ethical Practice
Leadership and Policy
K5.1
E 1.4 Knowledge of organizations and publications relevant to the field
of transition
Professional Learning and
Ethical Practice
Professional and Ethical
Practice K6.3
6
1M2
1M2
<INSERT REFERENCES HERE>
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