Post-Program Transition Competency Assesment

There are four parts to this assesment:
  • Part 1: Complete the survey for Transition Specialists (you should have filled out a similar survey at the beginning of the TTW program).
  • Parts 2,3 and 4: For your paper, summarize your strengths and weaknesses in each of the domain categories (e.g.,1. Philosophical, Historical and Legal Foundations of Special Education). Then, identify the areas in which you feel as though you gained (or have become more competent) from the TTW program. Finally, we want you to address which courses and activities (be specific-look back at your syllabi) were helpful to increasing your knowledge base concerning transition services.
  • This paper should be written in narrative form. There is no page limit.
  • New Information: Please provide your current position and place of employment, current home address, phone number(and/or cell), email address:

Transition Specialists
Please answer each question using two seperate rating scales
On the left side of the question,
My program covered these areas:
1 = not at all
2 = minimally
3 = adequately
4 = in detail
5 = extensively (more than necessary)
On the right side of the question,
My Competance level in applying this information is:
1 = Very little knowledge or skills (e.g would need extensive supervision)
2 = Some knowledge or skill
3 = Average knowledge or skill (e.g adequate for specific settings under supervision)
4 = Good knowledge or skill
5 = Very good knowledge or skill (e.g could provide leadership)

123451. Philosophical, Historical and Legal Foundations of Special Education12345
K1. Theoretical and applied models of transition
K2. Transition-related legislation in fields of special an vocational education, rehabilitation, labor and civil rights
K3. Roles of federal, state, provincial and local legislation and implications for providing transition service at the local levels
K4. History of national transition initiatives
K5. Research on student outcomes and effective transition practices
S1. (None in addition to the required knowledge and skills for all beginning special education teacher)
Check the courses that were most relevant

123452. Characteristics of Learners12345
K1. Implication for students characteristics with respect to postschool outcomes, environments and support needs
K2. School and postschool services available to specific populations of individuals with exceptional learning needs
S1. (None in addition to the required knowledge and skills for all beginning special education teacher)
Check the courses that were most relevant

123453. Assesment, Diagnosis and Evaluation12345
K1. Formal and informal career and vocational assesment approaches
K2. Formal and informal approaches for identifying students' interests and preferences related to postschool goals and educational experiences
S1. Match skills and interests of the student to skills and demands required by vocational or employment settings, community residential situation and other community participation options
S2. Interpret results of career and vocational assesment for individuals, families and professionals
S3. In collaboration with individuals with exceptional learning needs, families and agencies, design, implement and use program evaluation procedures to asses and improve the effectiveness of transition education and services, including evaluation of students' postschool outcomes
S4. Use a variety of formal and informal career, transition and vocational assesment procedures
Check the courses that were most relevant

123454. Instructional Content and Practice12345
K1. Job seeking and job retention skills identified by employers as essential for successful employment
K2. Vocational education methods, models and curriculam
K3. Range of postschool options within specific outcome areas
K4. Transition planning strategies that facilitate information collection and input from appropriate participants
S1. Identify a variety of outcomes and instructional options specific to the community for each post school outcome area
S2. Assist teachers to identify, in conjunction with the student, appropriate educational program planning team members
S3. Evaluate students' educational program with respect to measurable postschool goals and alignment of those with instructional activities
S4. Monitor student, family and agency participation in transition planning and implementation
S5. Demonstrate procedures to ensure the inclusion of specific transition-related goals in the eudcational program plan
S6. Evaluate and modify transition goals on an ongoing basis
S7. Use interests and preferences of the individual with exceptional learning needs to develop postschool goals and educational objectives
Check the courses that were most relevant

123455. Planning and Managing the Teaching and Learning environment12345
K1. Methods for providing work-based and other community-based education for individuals with exceptional learning needs
K2. Methods for linking appropriate academic content to transition-related goals
S1. Identify and facilitate appropriate modifications within work, residential, vocational training and other community environments.
S2. Assess and develop natural support systems to facilitate transition to specific postschool environments
S3. Develop residential, work-based and other community-based educational programs for individuals with exceptional learning needs
Check the courses that were most relevant

123456. Managing Student Behavior and Social Interaction Skills12345
K1. (None in addition to the required knowledge and skills for all beginning special education teacher)
S1. Demonstrate procedures for student involvement in the postschool transition process
Check the courses that were most relevant

123457. Communication and Collaborative Partnerships12345
K1. Methods and strtegies for increasing families' knowledge and skills about transition-related issues and topics, including transition-focused educational program development
K2. Procedures and requirements for referring students to community service agencies
K3. Methods to increase collaborative transition service delivery through interagency agreements and collaborative funding
K4. Strategies for involving individuals with exceptional earning needs in all levels of collaborative transition program planning and evaluation
S1. Provide information to families about transition-related education and services, and postschool options in specific outcome areas
S2. Systematically identify family service needs related to transition outcomes and assist families to connect with support networks
S3. Involve individuals with exceptional learning needs, families and community agencies in establishing transition-related policy
S4. Assess and use student support to facilitate the postschool transition of individuals with exceptional learning needs
S5. Provide transition-focused technical assistance and professional development in collaboration with family members for educators, community agency personnel and other relevant transition stakeholders
S6. Collaborate with and participate in transition-focused interagency coordinating bodies
S7. Develop coordinated interagency strategies to collect, share and use student assesssment data, with appropriate input and authorization of students and families
S8. Use strategies for resolving differences that may arise in the implementation of interagency agreemetns for the provision of transition services for individuals with exceptional learning needs
S9. Identify future postschool service needs using transition planning documents in conjunction with relevant agencies
Check the courses that were most relevant

123458. Professional and Ethical Practices12345
K1. Scope and role of a transition specialist
K2. Scope and role of agency personnel related to transition-focused education and services
S1. Demonstrate positive regard for the capacity and operating constraints of community organizations involving in transition-focused education and serrvices
Check the courses that were most relevant