Pre-Program Transition Competency Assesment


Transition Specialists
Please answer each question using the below rating scale
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)

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


2. Characteristics of Learners12345
Implication for students characteristics with respect to postschool outcomes, environments and support needs
School and postschool services available to specific populations of individuals with exceptional learning needs
(None in addition to the required knowledge and skills for all beginning special education teacher)


3. Assesment, Diagnosis and Evaluation12345
Formal and informal career and vocational assesment approaches
Formal and informal approaches for identifying students' interests and preferences related to postschool goals and educational experiences
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
Interpret results of career and vocational assesment for individuals, families and professionals
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
Use a variety of formal and informal career, transition and vocational assesment procedures


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


5. Planning and Managing the Teaching and Learning environment12345
Methods for providing work-based and other community-based education for individuals with exceptional learning needs
Methods for linking appropriate academic content to transition-related goals
Identify and facilitate appropriate modifications within work, residential, vocational training and other community environments.
Assess and develop natural support systems to facilitate transition to specific postschool environments
Develop residential, work-based and other community-based educational programs for individuals with exceptional learning needs


6. Managing Student Behavior and Social Interaction Skills12345
(None in addition to the required knowledge and skills for all beginning special education teacher)
Demonstrate procedures for student involvement in the postschool transition process


7. Communication and Collaborative Partnerships12345
Methods and strtegies for increasing families' knowledge and skills about transition-related issues and topics, including transition-focused educational program development
Procedures and requirements for referring students to community service agencies
Methods to increase collaborative transition service delivery through interagency agreements and collaborative funding
Strategies for involving individuals with exceptional earning needs in all levels of collaborative transition program planning and evaluation
Provide information to families about transition-related education and services, and postschool options in specific outcome areas
Systematically identify family service needs related to transition outcomes and assist families to connect with support networks
Involve individuals with exceptional learning needs, families and community agencies in establishing transition-related policy
Assess and use student support to facilitate the postschool transition of individuals with exceptional learning needs
Provide transition-focused technical assistance and professional development in collaboration with family members for educators, community agency personnel and other relevant transition stakeholders
Collaborate with and participate in transition-focused interagency coordinating bodies
Develop coordinated interagency strategies to collect, share and use student assesssment data, with appropriate input and authorization of students and families
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
Identify future postschool service needs using transition planning documents in conjunction with relevant agencies


8. Professional and Ethical Practices12345
Scope and role of a transition specialist
Scope and role of agency personnel related to transition-focused education and services
Demonstrate positive regard for the capacity and operating constraints of community organizations involving in transition-focused education and serrvices