RUNNING HEADER: Transition Action Plan 1

Transition Action Plan

Part 4: Outline and Rationale

Michelle Alden

University of Colorado at Denver

School of Education and Human Development

SPED 5500

Nicole Winowiecki

03/25/18

I. Middle School Transition Preparation

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II. Unit Learning Goals

A. John will be able to successful identify the purpose of his IEP and how it supports his

learning styles.

B. John will be able to advocate for the accommodations he needs and explain why they are

beneficial.

C. John will be increase his overall self-determination score from 58% to 75%.

III. Student Portfolio

A. John will create a GoogleSlide show that can also be shared with his mom and 6th

grade case managers and/or teachers.

B. It will be created using GoogleSlides.

C. This will be created throughout each

of the lessons to reflect what he learned each time.

IV. Pre-Assessment Ideas

A. Student Interview, C.I.T.E. Learning Styles Inventory, AIR Self-Determination

Student/Parent

B. February 23-28

C. Completed at times in class or outside of school

V. Lesson Plan Ideas

A. Who Am I?
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1. Modified Student Interview (Appendix C) and adding more questions from the initial

interview

2. Student will identify his likes and dislikes both in school and with extracurricular activities.

3. This lesson will include an introduction for John to the overall purpose of the unit. It will take

place after school for about 20-30 minutes in my classroom. I want him to look over his data

from the interview, add more details about himself and begin the introduction slide for his

presentation.

4. Rationale for this lesson- This will beginning the metacognition process of John looking at

himself as a learner and where his strengths, needs and interests lie. It directly ties to the learning

goals of advocacy and self-determination.

5. Product - Title and Introduction Slides

6. I will know that the learning goals have been met when John can explain in his own words his

strengths, needs, and interests and this information is completely and clearly presented on the

presentation.

B. How Do I Learn?

1. Completed C.I.T.E Learning Styles Instrument (See Appendix D)

2. The student will be able to able to identify what his learning strengths are and some specific

examples of how these can be used in the classroom.

3. This lesson will take place after school in my classroom. I want to present John with some

directions for him to complete that addresses the different learning styles. Afterwards, I want to

ask him if he can tell me which one was easiest for him and which one was hardest for him. We
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will then compare the data he gives me that day to his C.I.T.E inventory and determine what is

best for him.

4. This lesson will teach John how he learns best which will then help him to advocate more

effective and understand why his IEP goals are written the way they are.

5. Product - Learning Styles Slide in his own words

6. Learning goals will be assessed through the GoogleSlides as well as informal observation of

his verbal explanation of his learning.

C. What is My IEP?

1. Student IEP (Appendix G)

2. Student will be introduced to his IEP and the accommodations that are written. Student will be

able to identify how the goals align with his learning needs.

3. I will print off and review the important items that John needs to know from his IEP. Those

items may be highlighted on his student snapshot or rewritten on a different document as to not

overwhelm him. Afterwards I want to review with John his needs from Lesson 1 and how he

thinks we address he needs at school. John will then put the IEP goals into his own words and

what they think they mean for him.

4. This directly correlates with the learning objective relating to John knowing and understanding

his IEP and the need for it. It further supports his self-determination goals as advocacy.

5. GoogleSlides explaining IEP goals

6. Student will be able to explain his learning goals in his own words and on the slide.

D. What do I Need to Support My Learning?

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1. Student IEP

2. Student will become more familiar with the accommodations and be able to identify what

those look like in the classroom. Student will also be able to determine which accommodations

he feels support his learning the most.

3. Student and I will break down the accommodations that are listed on his IEP. I will ask what

he thinks those mean and correct any misconceptions. Then, we will discuss what those look like

in the classroom and which ones help him the most.

4. This supports the learning objective of understanding his IEP further and his accommodations.

This is also supports the self-determination goal of being able to advocate for his needs and

recognize supports that are in place for him.

5. Product- GoogleSlides identify accommodations and what helps him the most

6. Student will be able to explain his accommodations in his own words and on the slide.

E. How Do I Advocate for Myself?

1. Completed GoogleSlide Presentation

2. Student will be confident when presenting his GoogleSlide and thoroughly understand the

information he prepared.

3. The student will revisit each of the slides and discuss with teacher support what they mean.

This will be a time for him to add or revise any of the information he added as well as a time for

the teacher to include clarification and further explanation when needed.

4. This correlates to each of the learning objectives as it is a review of the product created.

5. Revise and Complete GoogleSlides

6. Learning goals will be meet through a proficient presentation.

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F. What Have I Gained?

1. AIR Self-Determination Survey

2. Student will complete the self-determination survey and will analyze the growth made.

3. Student will first complete the self-determination survey with the support of the teacher read

instructions. After it is completed, teacher will quickly analyze the data. Then, student and

teacher will compare the data with the initial results.

4. This focuses directly on self-determination and the student’s ability to recognize where he is

and what he still needs.

5. Product- AIR Self-Determination Survey

6. Student will increase self-determination survey from 58% to at least 75%.