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
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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.
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