MILD/MODERATE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN
Candidate Name:
CSUSM Identification #:
CAL STATE SAN MARCOS PRELIMINARY EDUCATION SPECIALIST
MILD/MODERATE
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, areas of
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 the candidate’s Clear Credential preparation program.
CSTP Domain A: Making Subject Matter Comprehensible to Students
TPE 1
Specific Pedagogical Skills for
Subject Matter Instruction
Demonstrates understanding of disabilities
1.1 and their effects on students’ learning,
skills development, and behavior
Uses principles of Universal Design for
1.2 Learning (UDL) to systematically provide
students with IEPs, accommodations,
modifications, and differentiated
instruction and assessment in the Common
Core State Standards (Language Arts,
Mathematics, Science, History-Social
Studies) and Next Generation Science
Standards for grade levels and service
delivery modes of legal assignment
Professional Strengths:
Professional Growth Goal(s):
Professional Development Activities/Coursework (to further
develop knowledge and skills in this TPE area):
Moderate/Severe ES
EDMX 635 (4) _____ (Semester/Year)
EDMX 573 (6) _____ (Semester/Year)
CSTP Domain B: Assessing Student Learning
TPE 2
Monitoring Student Learning
During Instruction
Uses data collection systems and multiple
2.1 measures to monitor student progress
based upon each student’s IEP to
determine whether students are adequately
progressing toward learning key concepts
of Common Core State Standards
Purposefully uses multiple and
2.2 differentiated formative and summative
assessments to evaluate student learning in
order to adjust instruction
Professional Strengths:
Professional Growth Goal(s):
Revised December 2014
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MILD/MODERATE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN
Candidate Name:
CSUSM Identification #:
TPE 3
Interpretation and Use of Assessments
Demonstrates knowledge of how to assess
3.1 and identify students whose cultural,
ethnic, gender, or linguistic differences
may be confused with manifestations of a
disability
Can explain to a student and his/her
3.2 family, the student’s academic and
behavioral strengths, areas for academic
growth (including IEP goals), and how to
help the student achieve the curriculum
Uses and understands the purposes of
3.3 different diagnostic methods and tools
(i.e., special education eligibility, baseline
determination, progress monitoring, ELL
proficiency; summative assessment,
special assessment for individual student)
Understands and uses a variety of informal
3.4 (e.g., analysis of student work) and formal
formative and summative assessments to
determine students’ progress and plan or
modify instruction
Professional Development Activities/Coursework (to further
develop knowledge and skills in this TPE area):
CSTP Domain C: Engaging and Supporting Students in Learning
4.1
4.2
5.1
5.2
TPE 4
Making Content Accessible
Participates in developing and
implementing IEP instructional goals and
that ensure access to and progress in the
Common Core State Standards and
inclusion in general education curriculum
and instruction
Selects and uses various instructional
materials, strategies, supports, and
resources to prioritize and sequence
content to facilitate student access to and
learning of Common Core State Standards
TPE 5
Student Engagement
Uses differentiated materials and methods
to ensure active and equitable engagement
of students
Makes instruction personally and
instructionally relevant by using student
experiences and community resources and
structuring adequate opportunities and time
for applied learning activities
Professional Strengths:
Professional Growth Goal(s):
Professional Development Activities/Coursework (to further
develop knowledge and skills in this TPE area):
CSTP Domain C: Engaging and Supporting Students in Learning (Continued)
TPE 6
Developmentally Appropriate
Teaching Practices
Professional Strengths:
Sets student expectations based upon
6.1 knowledge of typical and atypical
development
Revised December 2014
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MILD/MODERATE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN
Candidate Name:
CSUSM Identification #:
Develops and implements age- appropriate
6.2 instructional and behavior
accommodations and supports (e.g.,
Behavior Interventions Plans and informal
support plans) that facilitate successful
inclusion of students with IEPs in general
education curriculum and instruction
Facilitates student self-efficacy, self6.3 determination, and access to emotional and
mental health services and supports
TPE 7
Teaching English Learners
Knows and uses a) English Language
7.1 Development (ELD) principles and methods
(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 differentiate
instruction according to students’ language
abilities
Uses ELD principles and methods and
7.2 primary language resources (e.g., books,
students’ primary language skills,
paraeducators, peers) to enable students to
develop academic language, comprehend
core curriculum content, and express
understanding in a variety of ways
Professional Growth Goal(s):
Professional Development Activities/Coursework (to further
develop knowledge and skills in this TPE area):
CSUSM Coursework:
ELL/Multicultural, EDUC 602 (3) _____ (Semester/Year)
CSTP Domain D: Planning Instruction and Designing Learning Experiences for Students
8.1
8.2
9.1
9.2
TPE 8
Learning about Students
Gets to know students’ a) skills,
knowledge, and academic language
abilities, b) personal abilities and interests,
c) communication modalities, and d) health
and other risk factors through interpersonal
interactions, formal and informal
assessments, and parent communication
and involvement
Reflects on above student data (with
consultation from others, as needed) to
identify and provide needed supports for
students with IEPs
TPE 9
Instructional Planning
Plans a sequence of instruction with longterm and short-term goals for student
learning of Common Core State Standards
and Next Generation Science Standards
Uses evidence-based methods (e.g., direct
instruction, cooperative learning) to enable
students to meet IEP goals and grade level
or alternative curriculum goals
Uses effective communication, co-
Professional Strengths:
Professional Growth Goal(s):
Professional Development Activities/Coursework (to further
develop knowledge and skills in this TPE area):
CSUSM Coursework:
ELL/Multicultural, EDUC 602 (3) _____ (Semester/Year)
Revised December 2014
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MILD/MODERATE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN
Candidate Name:
CSUSM Identification #:
9.3 teaching, and coordination skills with
general educators and other service
providers (e.g., related service personnel,
paraeducators, community agencies,
family members) to plan instruction
CSTP Domain E: Creating and Maintaining Effective Environments for Student Learning
10.1
10.2
11.1
11.2
11.3
11.4
TPE 10
Instructional Time
Allocates and adjusts instructional time
to maximize achievement of IEP goals,
Common Core State Standards, and Next
Generation Science Standards
Maximizes instruction time by
establishing and applying norms,
procedures, and routines, and
incorporating instructional,
augmentative, and assistive technology
TPE 11
Social Environment
Uses classroom management methods
and systems that create a safe, caring,
and respectful learning environment
aligned with students’ IEP plans, school
discipline policies, and family cultural
considerations
Teaches, expects, and supports students
to work independently and
collaboratively and to jointly problem
solve
Understands and uses school-wide
positive behavior intervention and
support systems and services for students
with behavior, social, emotional, trauma,
and mental health needs
Knows how to develop and implement a
positive Behavior Intervention Plan
based upon a Functional Behavioral
Analysis
Professional Strengths:
Professional Growth Goal(s):
Professional Development Activities/Coursework (to further
develop knowledge and skills in this TPE area):
CSTP Domain F: Developing as a Professional Educator
TPE 12
Professional, Legal and Ethical Obligations
Knows CA and federal laws and
12.1 procedures pertaining to students with
IEPs, English learners, MTSS/SS, 504
plans, and eligibility and placement
Knows and uses district policies and
12.2 federal law to respond to dangerous
student behavior
Knows and honors obligations to protect
12.3 the confidentiality, health, and safety of
students, families, and school personnel
Models ethical behavior and honors laws
12.4 relating to professional misconduct
Knows and uses district guidelines and
12.5 procedures to report suspected cases of
Professional Strengths:
Professional Growth Goal(s):
Professional Development Activities/Coursework (to further
develop knowledge and skills in this TPE area):
Revised December 2014
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MILD/MODERATE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN
Candidate Name:
CSUSM Identification #:
child abuse, neglect, or sexual harassment
TPE 13
Professional Growth
Evaluates own teaching practices and
13.1 subject matter knowledge, and sets goals
for increasing knowledge and teaching
effectiveness
Participates in the larger educational
13.2 community for professional growth
CSUSM Master of Arts in Education Degree:
EDUC 602 (3) ____ (Semester/Year)
EDUC 622 (3) ____ (Semester/Year)
EDUC 698 (3) ____ (Semester/Year)
Revised December 2014
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MILD/MODERATE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN
Candidate Name:
CSUSM Identification #:
Disposition Statement
1
2
3
4
5
6
Self Rating
(1 – 4)
Pre
Post
Disposition Growth Reflection:
Given Mild/Moderate Education Specialist coursework and
EDMX 572 clinical experiences, in what ways have my
dispositions changed or been enhanced for at least one of the
six dispositional areas?
Social Justice & Equity
Candidates appreciate the
languages, communities, and
experiences learners bring to
the classroom. Candidates
advocate for and support
marginalized communities and
individuals.
Collaboration
Candidates practice the skills of
collaboration in their
professional interactions with
students, colleagues,
parents/guardians/ caregivers,
and those in the wider
community.
Critical Thinking
Candidates analyze various
professional contexts, resulting
in more informed decisionmaking about professional
practice.
Professional Ethics
Candidates make and act on
well-reasoned, principled
judgments.
Reflective Teaching
& Learning
Candidates critically review their
professional practice and the
impact it has upon student
success.
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 December2 2014
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