ED670 Syllabus Spring 2013

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ARCADIA UNIVERSITY

ED 670: Transition Planning and Services

Spring 2013

Instructor: Dr. Clare Papay

Office Hours: By appointmentEmail:[email protected]

Phone: 215-572-4047

Skype: clareburgess42

COURSE DESCRIPTION & PURPOSE

The purpose of this course is to provide an understanding of the transition processes

and procedures integral to comprehensive secondary educational programming.

Transition-focused education is an outcomes oriented approach to helping students

plan and prepare for life after high school in the areas of post-secondary education,

employment and independent living. This course examines transition related

legislation and planning requirements and explores the various services andinstructional methods in transition and career development that support students as

they move from middle school through high school and into early adulthood. The

course emphasizes evidence-based best practices with a focus on self-determination

and self-advocacy, on-going student-centered transition and career assessments,

inclusive community-based instruction, aligning transition instruction with standards

based curriculum and interagency and family collaboration.

REQUIRED TEXT*

Sitlington, P.L., Neubert, D.A. & Clark, G.M. (2010). Transition Education and Services

for Students with Disabilities Fifth Edition. Boston, MA: Pearson Education, Inc.

(ISBN-10: 0-13-505608-X)

Optional text

Test, D.W. (2012). Evidence-Based Instructional Strategies for Transition. Baltimore,

MD: Paul H. Brookes Publishing Co.

(ISBN-10: 1-59857-192-3)

*Additional required readings will be provided by the instructor.

REQUIRED FIELDWORK

This course requires Stage 1, 2, and 3 fieldwork experiences. During the fieldwork

experience, you will observe transition related instruction and services and you willhave the opportunity to meet with and interview students and professionals involved

in the transition process. You will also develop and teach a self-determination/ self-

advocacy lesson to transition-aged youth.

COURSE OBJECTIVES

At the completion of this course, you will be able to:
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Describe the federal legislation guiding the transition process and how thelegal rights change as students transition to post-secondary placements

Describe the transition planning process and identify the roles andresponsibilities of the members of the transition team

Identify appropriate post-school support services in the areas of education,employment and community living

Identify ways to integrate transition-focused instruction into academicstandards based curriculum

Develop and implement a lesson to teach self-determination and self-advocacyskills to individuals with disabilities

Identify age-appropriate transition assessments and interpret the assessmentsin order to create a student-centered transition plan

Describe and follow the Indicator 13 evaluation process to assess the quality ofa transition plan

Develop an appropriate and individualized transition planPENNSYLVANIA DEPARTMENT OF EDUCATION (PDE) COMPETENCIESThis course will address the following PDE Special Education Secondary Transition

Competencies.

The candidate will be able to:

A. Apply knowledge of transition-related legislation in fields of special and

vocational education, rehabilitation, labor & civil rights.

B. Identify the evidence-based research in student outcomes and effective transition

practices.

C. Develop and implement a transition plan that integrates functional, academic and

vocational data aligned to identified post school outcomes.D. Collaborate with the student and family to identify and plan post-school

outcomes (vocational, social, and employment needs) based on students functional,

academic and vocational needs.

E. Describe post school services available to specific populations of individuals with

IEPs

F. Administer and interpret formal and informal career and vocational assessment

approaches in order to determine a students interests and preferences related to

post school goals and educational experiences

G. Utilize a variety of experiential outcomes and instructional options specific to

the community for each post school outcome area

H. Evaluate students educational program with respect to measurable post schoolgoals and alignment of those goals with instructional activities

I. Interact with interagency bodies in order to develop appropriate post school

outcomes for specific students

J. Describe activities to develop self-determination and self-advocacy competencies

in students with disabilities, including students with low incidence disabilities.

This course addresses the following PDE fieldwork competencies:


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Competency Domain Requirement is Met When:

A. Planning and

Preparation

The candidate:

1. Reflects on elements of planning and preparation from

observations in educational settings.

2. Applies knowledge of Pa. Pre-K-12 Academic Standards toclassroom observations.

3. Identifies ways in which the age and/or related

characteristics of students observed in various learning were

reflected in instructional planning.

4. Identifies how learning goals were developed to address

individual student needs.

E. Assessment The candidate:

1. Identifies and reports on various kinds of assessments

used in instruction including formative, summative,

benchmark, behavioral, diagnostic, cognitive, affective and

psychomotor.2. Makes norm-referenced and criterion-referenced

interpretations of assessment results.

3. Applies interpretations to inform planning and instruction

for groups and individual students.

4. Applies interpretations of status (PSSA) and growth

(PVASS) assessment models to inform planning and

instruction for groups and individual students.

5. Constructs assessments to match cognitive, affective,

behavioral and/or psychomotor curricular goals.

6. Constructs assessments to match curricular goals along a

continuum of complexity (e.g. Blooms taxonomy).

7. Assesses their own professional growth through focused

self-reflection.

REQUIRED TECHNOLOGY:

Since this course is being delivered online, your computer system will need to meet

specific hardware and software requirements. You will find a complete listing of

hardware and software needs athttp://student.arcadia.edu/online. For this course,

you will need to have access to Microsoft Office; including Word and PowerPoint. We

will use online content and tools including video, audio files, wikis, online polling, andWimba classroom. You will need to check that you have installed Quick Time and Real

Player. If you wish to participate in the online office hour, you will need speakers and

a microphone (or a headset) and a webcam (if you want to use video).

You are required to use your Arcadia email account for all communication regarding

this course. This is the email address that your instructor will use for all

communication. There are no exceptions to this policy. Your Arcadia email account
http://student.arcadia.edu/onlinehttp://student.arcadia.edu/onlinehttp://student.arcadia.edu/onlinehttp://student.arcadia.edu/online


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can be easily accessed through Blackboard. Go to the Check email link in the menu of

My Arcadia.

Please make sure you review all relevant tutorials for Blackboard (posted as

appropriate).

If you experience any difficulties with the technology requirements of the course or

have trouble accessing the course site, email, etc. at any point in the semester, please

contact the IT Helpdesk at (215-572-2898 [email protected]). You should also

contact me should these technical problems cause delays in completing assignments

or contributing to discussions.

COURSE GUIDELINES:

Language use In order for this course to meet its objectives and to be effective, it

is expected that students are respectful of one another as we share

our different perspectives and experiences. In addition, it is anessential aspect of this course that we practice, demonstrate, and

reflect on the language that we use to describe and discuss

individuals with disabilities (specifically, people-first language). It

is not my intent to limit your freedom of expression, but only to

deepen your consideration of the language you use and the images

language constructs. Please familiarize yourself with the American

Psychological Association (APA) guidelines for removing bias in

language (available atwww.apastyle.org). These expectations for

high quality language use apply to all components of this online

course including discussion board postings, email exchanges, and

course assignments.

Class

community

Students are expected to participate actively and meaningfully in

this online course community. This will include making meaningful

connections between reading assignments, class discussions, and

your independent learning experiences. It is expected that students

ask questions and raise issues throughout our time together in

ways that serve to promote thinking, exchange of ideas and critical

reflection. Forums will be established to promote these

opportunities in varied ways.

Due dates and

extensions

Students are required to post all assignments by the due date.

Extensions must be approved at least 48 hours in advance of

the due date. All late assignments will drop one letter grade per

day late. To be clear: assignments may not be accepted late if prior

arrangements have not been made with the instructor.

Course assignments for each week are due by 8am on Saturday.

This includes major course projects and personal discussion posts.
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Points will be deducted for each day that an item is submitted after

due date/time.

Responses to classmates posts for each week need to be posted by

Sunday at 2pm

You may submit your work earlier than the due date, under the

appropriate thread. Early submission of original work allows

adequate time for peers to comment.

File

management

All assignments are to be submitted using the discussion boards in

Blackboard. The case study installments can be attached to a

discussion board post in the appropriate forum. All other activities

(i.e., weekly discussion posts) should be typed or copied directly

into the discussion board posts (not attached as a Word document)

When attaching Word or Powerpoint documents to your discussionboard posts (which you will do when posting your major course

assignments), you should name your document with your last

name first followed by the name of the assignment. For

example, your first case study installment should be saved as

Papay_Case Study Week 4.docx

In addition to including your name in the file name, you must

include your name in the actual document(e.g., in the header or

as part of the title).

All documents will be posted in Microsoft Office 2007 format (e.g.,as .docx or .pptx files) unless you notify me at the beginning of the

semester that you do not have this version. You may post your files

in .docx or .pptx format also.

If you create your files using a Mac, please make sure they are saved

in a PC-compatible format before posting (your classmates may not

be able to open anything saved as a Pages file).

It is expected that all materials submitted for the course are done so

in type-written or visual formats and are posted in the relevant

discussion board on Blackboard.

Plagiarism Plagiarism, in any form or reference, is a serious matter.

Blackboard includes tools that compare your work to numerous

websites and databases. I will be using these tools to check for

plagiarism in your work. Evidence of plagiarism will be subject to

the policies set forth by the Office of Graduate Studies, including


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possible disciplinary action and course failure. If a portion of

information is quoted or copied, you must place the written work

within quotes, cite within your work, and provide a reference. I

encourage you to write using your own words as much as possible,

using quotations only when you want to include a powerful

statement.

Writing at the

graduate level

As with all graduatelevel work, you are expected to carefully

proofread and edit your writing. Excellent grammar and syntax as

well as appropriate APA citations are expected. (Students are

encouraged to purchase/obtain a copy of current APA guidelines

for their use throughout their graduate studies at Arcadia). If you

have difficulty with writing or are in need of additional assistance,

please discuss this with me personally and I will direct you to

appropriate on-campus resources.

It is important that you support your comments with research fromthe field in discussion boards as well as in your major assignments.

References are to be provided at the end of each discussion

board post for any citations within the body of your answer.

ACCOMMODATIONS & ADAPTATIONS

If you have a disability and need materials in alternative formats or require

instructional modifications or accommodations, please let me know at the beginning

of the semester. For information about Arcadia Universitys academic

accommodations or modifications, please contact The Office of AcademicDevelopment located in Knight Hall (215-572-4033 [email protected]).

COURSE REQUIREMENTS

1. Discussion Board Posting and Participation (30%)As an online course, discussion postings will serve as the foundation of our learning.

Forums will be established to promote application of key information to case studies

and real-life situations as well as to promote thinking related to specific readings and

materials. Specific discussion board requirements will be posted each week. There

will typically be 1-2 discussion boards for each week. One group work project will be

required as part of this requirement.

Students will be expected to maintain ongoing participation in all forums and

conversations throughout the semester. Students will post their own responses and

are expected to post responses to the comments of other classmates. These posts
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should continue and promote the conversation, in the same way course conversations

would occur in a live or face-to-face format. I will be looking at the way you analyze

the postings and extend/enhance the conversation. Please use this opportunity to

share your own experiences, but remember to support your assertions with

current research findings and references to course materials. At this level we can

all learn a great deal by sharing our experiences.

This course is what you make of it the more time and energy you invest, the more

you will learn and grow over the semester. It is essential for you to contribute your

reflections and experiences to our discussions. Diverse perspectives, backgrounds,

and experiences provide great material for the class to discuss and debate. A

minimum of 2 responses to your classmates are required in each discussion forum.

However, participation is more than just meeting these minimum requirements. I am

looking for you to thoughtfully engage in discussion with each other and to contribute

as much as you can. Your responses should be detailed, thoughtful, insightful, and

should extend our discussion.

All personal discussion board postings will be due by 8am on the Saturday of each

week. Responses to the work of others (minimum of 2 responses in each discussion

board) will be due by 2pm the Sunday of each week.

Group project: Current Issues Group Project

As educators it is crucial to stay up-to-date with current issues and research.

This assignment will allow you further explore a specific current issue in

transition special education. Education also requires collaboration and this

assignment will give you the opportunity to work in small groups to identify

current peer-reviewed journal articles and review and compile your research

in a two-page handout. You will also have the chance to review and reflect onyour classmates work to learn about additional issues. In order to facilitate

your group work, a workspace will be provided on Blackboard.

You will email the instructor with a topic of interest in week 10. Group

assignments will then be made based on shared interests. The group handout

will be due in week 14.

The two-page handout must include the following:

Overview of the Issue Description of Current Research and Initiatives Information on how this research can be used by students, teachers and

parents

A separate APA Reference page2. Transition Stakeholder Observation and Interview (20%)


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As a secondary special educator, it is important to understand how transition

instruction and services are provided at your school. This semester you will

experience the transition planning and instruction process through a fieldwork

experience. Through an interview and observation of a transition stakeholder, you

will learn about the transition assessment process, how transition plans are

developed, how instruction and services are offered to address transition IEP goalsand which agencies the schools work with to support the transition process. This

individual may be a person with a disability, a family member, an education

professional who is responsible for providing or supervising transition education, or

an adult service agency representative.

An interview guide will be provided to help you with this task. You will be expected to

observe this persons role in the transition process to gain further understanding of

how transition programming works. You should plan to observe for at least 5 hours in

addition to your interview.

Upon completing your interview and observation, you will write up an analysis ofyour experience. You will post your analysis in the discussion board and will be

expected to read and review the work of others in order to gain a broader perspective

on the work of various stakeholders in the transition process.

3. Self-Determination Lesson Planning and Teaching Experience (20%)Self-determination and self-advocacy skills are essential for students as they plan and

prepare for life after high school. In this Stage 3 fieldwork experience, you will

develop and teach a unit on self-determination. You will teach these lessons to a

transition-age student or class.

This assignment can be conducted at the school where you are currently working. If

you are not working within a school environment you will need to find a school or a

transition-age student with whom to complete this assignment. You should contact

the instructor of the course to discuss arrangements for finding a school. The Office of

School and Community Collaborations can assist in this process. If you are seeking

PreK-8 Special Education certification, you should work with a student in grades

PreK-8. If you are seeking 7-12 Special Education certification, you should work with

a student in grades 7-12. This assignment is required for all students, even if you are

not seeking certification.

At the completion of this teaching experience, you will submit a Teaching Experience

Summary and Reflection. See Blackboard for detailed instructions for this assignment.

4. Transition Planning Case Study (30%)Working in the field of secondary special education, you will be influential in

preparing your students for post-secondary success. Depending on your school, your


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responsibilities could range from teaching students with transition plans to being the

one responsible for writing the transition plan. Across several weeks this semester,

you will evaluate and improve on a transition plan from a real IEP. You should plan at

the beginning of the semester to locate and secure permission to view a current IEP

for a transition-age student. You should share this IEP with the instructor by the end

of week 3. Confidentiality of the student and school district should be maintainedthroughout.

In the following weeks, you will work through the Indicator 13 checklist to evaluate

the quality of the transition plan in the IEP. You will reflect on the quality of the

transition plan, making connections to your assigned readings for each week. You will

be expected to re-write any sections of the transition plan that are below the expected

level of quality.

GRADING

COMPONENTS

1 Discussion Board Posting and Participation 60 pts 30%

2 Transition Stakeholder Observation and

Interview

40 pts 20%

3 Self-determination Lesson 40 pts 20%

5 Case Study 60 pts 30%

TOTAL 200 pts

GRADES

A+ = 100-98% A = 97-93% A- = 92-90%

B+ = 89-88% B = 87-83% B- = 82-80%

C+ = 79-78% C = 77-73% C- = 72-70%

D = 69-60% F < 60

Please also refer to the WEEKLY OUTLINE document for readings and activities

Documents

ED670 Syllabus Spring 2013