Professional
Development
Professional
Development
Professional
Development
®
n2y
Professional
Development
®
n2y
Professional
Development
ESSENTIALS
COURSE ACTIVITY GUIDE
Tracking Transition
Skills and Independence
2
Overview
This module demonstrates how to evaluate and track
progress of transition readiness skills using Core Rubrics.
Learning Objectives
After you've completed this module, you should be able to:
Identify the purpose of Core Rubrics
Define skills measured by each Core Rubric
Determine when to administer Core Rubrics
Explain how Core Rubrics can support transition goals
Standard I: Knowledge of Students
Standard V: Assessment
Standard VI: Communication
Standard VII: Social Development and Behavior
ISTE (International Society for Technology in
Education)
Standards
Analyst
Standards for Professional Learning
(Learning Forward)
Teaching Standards
National Board for Professional
Teaching Standards (Exceptional Needs Standards)
Resources
Data
Outcomes
3
Follow-Along Guide
1. Core Rubrics provide a measurable observation of the student’s current ___________________
______________________ _______________________ in five areas.
2. Core Rubrics address the same overall ______________________________ __________________________,
___________________ _____________________ and ______________________ ____________________________ for
independent functioning.
3. The __________________________________ ____________________________ provides a copy of the rubric and
the scoring sheet for offline administration, detailed information on interpretation of raw scores
and Student Evaluation Forms, having students identify and evaluate personal goals.
4. Use the Administration Guide to determine if the student is _______________________,
________________________________, _______________________________________ or is in the ______________________
or ___________________________ range.
5. To edit the most recent rubric, select __________________ _______________.
6. __________________ ___________ _________________ archives the rubric.
7. The archived rubrics provide visibility into _______________________ of a student’s transition readiness
skills and ______________________________of independence over time.
8. The detailed report displays the _______________ the rubric was created and the date it was
_____________________, if applicable. It indicates the __________ areas of transition readiness along with
the ________________________ score and the _________________________________, which includes
_______________________ ________________________ for future instruction.
Reflection Questions
Looking at Elementary Edee’s score on the screen or your sample student’s score, use the
Administration Guide to determine if the student is Proficient, Progressing, Participating or is in the
Review or Revise range.
Based on the score, what strategies are recommended to improve performance?
Using the scores on the Detail Report for Core Rubrics, where might you want to increase your focus
for instruction?
4
ACTION ITEM!
Write down the top three transition skills you believe students need to be successful post-
graduation.
5
Activity 2
Activity 1
Which Core Rubrics can be used to assess and monitor the skills you wrote down in Activity 1?
1.
2.
3.
6
Self-Evaluation Checklist
I can state the purpose of the Core Rubrics.
I can identify the skills measured by each Core Rubric.
I know how often to update the Core Rubrics.
I can explain how the Core Rubrics support transition goals.
Vocabulary
Administration Guide outlines suggested administration, scoring and results, and directions for
administration; each guide provides a printable version of the rubric and student goal setting forms for
the transition area
Core Materials foundation for transition skill development in the context of routine, classroom
activities; available to all grade bands all year long
Core Rubric: Communication measures transition readiness in relation to general communication
functions, such as response to interactions, conversational turn-taking and communication posture.
Core Rubric: Daily Living measures transition readiness in relation to general daily living functions, such
as performing basic cleaning, cooking and self-help skills, following schedules and managing money.
Core Rubric: Employability measures transition readiness in relation to general work habits, time on
task and direction following.
Core Rubric: Self-Advocacy measures transition readiness in relation to basic skills for showing
preferences, making decisions and taking responsibility for self.
Core Rubric: Social Strategies measures transition readiness in relation to appropriate social behaviors
and language that cross into multiple settings and partners.
Core Rubrics address transition readiness skill areas of employability, social strategies, self-advocacy,
daily living and communication. Suggested Administration 2 - 4x a year (available to all grade bands)
Course contain
s a prescribed number of modules to provide detailed instruction to support mastery of a
larger topic.
Full Prompts student demonstrates only minimal skill demonstration without direct verbal, physical or
gestural prompts for interaction
Gestural Prompts added gestures that direct the student to use his/her response mode to respond to
the question
Minimal Prompts student responds to natural cues during the activity with only periodic direct verbal,
physical, or gestural prompts to demonstrate the skill
Moderate Prompts student responds to some natural cues with verbal, physical, or gestural prompts
required approximately 50 – 75% of the time for demonstration of the skill
7
8
Vocabulary (cont'd)
Module an organized collection of content presented together to address a specific learning objective
supporting the overall concepts from the course. Each module links to specific teaching standards, learning
objectives and opportunities for the learner to engage with the content. An assessment of what is learned is
included with each module.
Natural Cues directions and instructions that are naturally part of the presentation of the question
Physical Prompts physical movement of a part of the student’s body to gain a response to a question
Prompt Hierarchy basic prompting criterion for all activities: present the interaction first with only natural
cues and then increase prompting for three rounds
Prompting Guide a guide that outlines prompting definitions and criteria
Rubrics the quality criteria and standards by which a product, performance or outcome demonstration of
significance will be developed and/or assessed
Student Goal Setting part of the self-evaluation process, the student views their level of competency in the
selected transition skill area and selects goals for self-improvement
Verbal Prompts added verbal cues that direct the student to use his/her response mode to respond to the
question
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