MODERATE/SEVERE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN
Candidate Name:
CSUSM Identification #:
CAL STATE SAN MARCOS PRELIMINARY EDUCATION SPECIALIST
MODERATE/SEVERE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN (ITDP)
Teacher Candidate: _________________________________
Preferred Phone: ________________________
University Supervisor: _______________________
Semester/Year: ________________________
ID #: _____________________________
CSUSM E-mail:____________________
Cooperating Teacher: _________________________
School/District:_________________
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.
Moderate/Severe TPE 1: Specific Pedagogical Skills for Subject Matter Instruction AND TPE 9: Instructional Planning
Uses knowledge of the characteristics of
1/9.1 students with moderate/severe disabilities
Professional Strengths:
(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 Professional Growth Goal(s):
behavior to develop and deliver
appropriate instruction
Develops and implement systematic,
1/9.2 evidence-based instructional strategies to
teach students with moderate/severe
Professional Development Activities/Coursework (to further develop knowledge and skills in these
disabilities within school, community, and
TPE areas):
work settings
Effectively, trains, supervises, and uses
1/9.3 paraeducators and other personnel (e.g.,
related service providers, peer tutors) to help
students achieve goals
Revised April 2014
1
MODERATE/SEVERE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN
Candidate Name:
CSUSM Identification #:
Moderate/Severe TPE 2: Monitoring Student Learning During Instruction
Monitors student progress based upon each Professional Strengths:
2.1 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
Professional Growth Goal(s):
achievement
Professional Development Activities/Coursework (to further develop knowledge and skills in this
TPE area):
Moderate/Severe TPE 3: Interpretation and Use of Assessments AND TPE 8: Learning About Students
Knows how to assess and identify students’
3/8.1 verbal and nonverbal communication skills Professional Strengths:
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
Professional Growth Goal(s):
instruction, 4) structure opportunities for
interaction, and 5) develop communication
methods so students can demonstrate
academic knowledge
Knows and uses assessment data from
3/8.2 multiple sources including a) personProfessional Development Activities/Coursework (to further develop knowledge and skills in these
centered and family-centered planning, b)
strength-based assessment, and c) functional TPE areas):
and ecological assessment across classroom
Revised April 2014
2
MODERATE/SEVERE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN
Candidate Name:
CSUSM Identification #:
and non-classroom contexts to lead to a
student’s progress toward IEP goals and
meaningful participation in core standardsbased curriculum, life skills curriculum,
wellness curriculum
Can explain to students and their families,
3/8.3 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
Designs instructional plans, prioritizes and
4.1 sequences content, and uses various
Professional Strengths:
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 Growth Goal(s):
Knows how to support the movement,
4.2 mobility, sensory, and specialized health
care needs for a student to participate fully
in classrooms, other school settings, and the
community
Knows about and uses augmentative and
Professional Development Activities/Coursework (to further develop knowledge and skills in this
4.3 alternative communication systems and
TPE area):
devises and services to facilitate
communication and improve academic
performance and skill development of
students
Revised April 2014
3
MODERATE/SEVERE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN
Candidate Name:
CSUSM Identification #:
Moderate/Severe TPE 5: Student Engagement
Facilitates students’ communication
5.1 abilities and increases the extend and
variety of social interactions in order to
achieve and expand meaningful social
relationships across settings
Has knowledge and advocacy skills
5.2 regarding the various transitions students
experiences as the move from infancy to
adulthood
Uses strategies to support students to
5.3 develop independence and practice self
determination and self advocacy
Professional Strengths:
Professional Growth Goal(s):
Professional Development Activities/Coursework (to further develop knowledge and skills in this
TPE area):
Moderate/Severe TPE 6: Developmentally Appropriate Teaching Practices AND TPE 11: Social Environment
Establishes and maintains an educational
6/11.1 environment free from coercion and
Professional Strengths:
punishment and where interventions are
positive, proactive, and respectful of
students
Knows how to and does participate in
6/11.2 school-wide positive behavior support
Professional Growth Goal(s):
processes
Uses a variety of effective strategies,
6/11.3 including methods for promoting positive
behavior and social skills for building
constructive relationships among all
Professional Development Activities/Coursework (to further develop knowledge and skills in these
students
TPE areas):
Revised April 2014
4
MODERATE/SEVERE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN
Candidate Name:
CSUSM Identification #:
Moderate/Severe TPE 7: Teaching English Learners (with Moderate/Severe Disabilities)
Knows and uses a) English Language
7.1 Development (ELD) principles and
Professional Strengths:
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
Professional Growth Goal(s):
develop students’ literacy in English and
provide instruction differentiated to
students’ language abilities
Using ELD principles and practices, has
7.2 students express understanding in a variety Professional Development Activities/Coursework (to further develop knowledge and skills in this
of ways and uses primary language
TPE area):
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
Coordinates, communicates, and consults
10.1 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 school and community settings
Revised April 2014
Professional Strengths:
Professional Growth Goal(s):
Professional Development Activities/Coursework (to further develop knowledge and skills in this
TPE area):
5
MODERATE/SEVERE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN
Candidate Name:
CSUSM Identification #:
Moderate/Severe TPE 12: Professional, Legal and Ethical Obligations
Knows CA and federal laws and procedures
12.1 pertaining to students with IEPs, English
Professional Strengths:
learners, RTI, 504 plans, eligibility and
placement, and mandated considerations for
augmentative and alternative communication
technology
Knows and uses techniques, procedures,
Professional Growth Goal(s):
12.2 materials, educational and assistive
technology, and other adaptive equipment that
maintains dignity and is appropriate and safe
Knows and uses district guidelines to report
12.3 and respond to dangerous student behavior
Professional Development Activities/Coursework (to further develop knowledge and skills in this
and suspected cases of child abuse, neglect, or
TPE area):
sexual harassment
Models ethical behavior and honors
12.4 confidentiality, health, and safety obligations
for students, families, and school personnel
Moderate/Severe TPE 13: Professional Growth
Engages in the cycle of planning, teaching,
13.1 reflecting, problem identification, and
instructional adjustment to improve teaching
Sets professional goals for increasing subject
13.2 matter knowledge and teaching effectiveness
Professional Strengths:
Professional Growth Goal(s):
Professional Development Activities/Coursework:
(e.g., CSUSM Summer Leadership Institute in Special Education (1) _____)
Revised April 2014
6
MODERATE/SEVERE INDIVIDUALIZED TRANSITION DEVELOPMENT PLAN
Candidate Name:
CSUSM Identification #:
Disposition Statement
1
2
3
4
5
6
Candidate
Self-Rating
(1 – 4)
Pre Post
Disposition Growth 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?
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
decision-making about professional
practice.
Professional Ethics
Candidates make and act on wellreasoned, 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 April 2014
7