Study Guide

Field 297: Learning Behavior Specialist 2: Transition Specialist 
Sample Constructed-Response Assignments

Recommendation for individuals using a screenreader: please set your punctuation settings to "most."

Overview for the Constructed-Response Assignments

There will be two sections of the test.

Section One will consist of three stand-alone constructed-response assignments.

Section Two will consist of a case study followed by three constructed-response assignments. The case study provides a hypothetical scenario relevant to an educator in your field. You will be asked to respond to the scenario in three assignments.

You will be providing a total of six responses to the constructed-response assignments on the test.

Directions for the Stand-Alone Constructed-Response Assignments

This section of the test will consist of three stand-alone constructed-response assignments. Each of the stand-alone assignments addresses a different subarea of the test as follows:

Assignment Subarea
1 I. Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs
2 II. Planning and Delivering Instructional Content and Managing the Learning Environment
3 III. Professionalism, Collaboration, and Ethics

Each stand-alone constructed-response assignment will have two or more charges that may require you to do one or more of the following tasks:

An excellent response to each constructed-response assignment would demonstrate thorough knowledge and understanding of the subject matter for the specific test subarea. The examinee would fully achieve the purpose of the assignment by responding appropriately to all aspects of the assignment. The examinee would apply subject-matter knowledge to the specific assignment in a substantial, accurate, and appropriate manner. The examinee would also provide sound supporting evidence and high-quality examples that are relevant to the particular assignment, and demonstrate an ably reasoned, comprehensive understanding of the topic.

The constructed-response assignments are designed to assess content-area knowledge and skills, not writing ability. However, your responses must be communicated clearly enough to permit valid judgment of the scoring criteria.

Sample Constructed-Response Assignment 1

Assignment 1 is intended to assess your understanding of "Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs," which is the first subarea of the Learning Behavior Specialist 2: Transition Specialist test framework. The test objectives for that subarea are listed below Assignment 1. Your response to Assignment 1 should relate to those test objectives.

Using your knowledge of transition services for students with disabilities, write an essay in which you:

FOR YOUR REFERENCE ONLY—The constructed-response item for Assignment 1 is written to assess understanding in Subarea 1, "Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs," which consists of the objectives listed below.

Demonstrate knowledge of the potential implications of disabilities on students' access and inclusion in a variety of educational opportunities and vocational/career opportunities, including employment, postsecondary education, independent living, and community integration.

Demonstrate knowledge of how to interpret assessment data and use information from multiple reporting sources to determine appropriate postsecondary goals, instructional strategies, and learning experiences, including employment preparation programs, postsecondary education preparation programs and services, and community-based training.

Demonstrate knowledge of how to interpret assessment data and use information from multiple reporting sources to match preferences and interests of students with skills and demands of postsecondary environments.

Apply knowledge of strategies to analyze results of assessments, evidence-based practices, and interventions to assist with making decisions about individualized transition plans for students.

Apply knowledge of making individualized recommendations to assist the educational team in developing appropriate and ambitious I E Pees that target students' individual transition-related strengths, needs, interests, and preferences.

Apply knowledge of strategies for implementing student-centered transition planning approaches to support students' self-determination, including using assessment data to self-identify goals, taking a leadership role in I E P meetings, and self-evaluating progress toward postsecondary goals.

Apply knowledge of methods for integrating students' learning strengths and needs, learning standards, and transition content to develop short- and long-term goals that incorporate general education curriculum and differentiated instructional practices with postsecondary goals and benchmarks.

Sample Strong Response to the Constructed-Response Assignment

Steve is an 11th grade student who aspires to work in the field of culinary arts. Specifically, Steve hopes to become a chef. He has difficulty with math, including fractions and measuring. Learning to measure accurately is an essential skill when working in the kitchen and Steve needs to develop this skill in order to prepare food. Steve also needs to improve his personal hygiene skills. Currently, he needs frequent reminders to wash his hands and dress appropriately for the kitchen. Because restaurant health and safety guidelines are mandated, these skills are critical for work in this field.

One of Steve's postsecondary goals is to be a cook at the local diner which involves not only his academic skills, but also self-determination skills. In addition, Steve plans to live in an apartment with a roommate upon graduation, which indicates a need for developing independent living skills.

To promote Steve's academic and self-determination skills, the school will set up a program for Steve where he is able to job shadow in a restaurant setting. In addition, Steve will be enrolled in the high school culinary arts program. There he will receive direct instruction in cooking as well as necessary math and the importance of appropriate workplace dress code and job safety. For example, Steve will be taught to use a checklist or appropriate posters which include necessary dress and hygiene for work in a kitchen. Steve will then use the skills that he has learned in school as he participates in the restaurant job shadow experience. This experience will provide an authentic setting in which to observe and practice these skills that he will need to meet his postsecondary goal of becoming a chef.

In order to live independently, Steve needs skills such as maintaining financial records, for example, budgeting and paying bills. Steve will work with his special education teacher to create and work with a hypothetical budget. In addition, he will complete computer-based training units on maintaining a checking account and monthly bill paying. The teacher will work with Steve's parents to set up an actual account allowing him to begin to save and utilize his own money. These skills are necessary for Steve to live independently, as he needs to understand how to budget his money on a weekly and monthly basis.

Sample Constructed-Response Assignment 2

Assignment 2 is intended to assess your understanding of "Planning and Delivering Instructional Content and Managing the Learning Environment," which is the second subarea of the Learning Behavior Specialist 2: Transition Specialist test framework. The test objectives for that subarea are listed below Assignment 2. Your response to Assignment 2 should relate to those test objectives.

Using your knowledge of postsecondary educational opportunities for students with disabilities, write an essay in which you:

FOR YOUR REFERENCE ONLY—The constructed-response item for Assignment 2 is written to assess understanding of Subarea 2, "Planning and Delivering Instructional Content and Managing the Learning Environment," which consists of the objectives listed below.

Apply knowledge of methods for providing work-based and community-based education experiences for students with disabilities.

Apply procedures for developing residential, work-based, and other community-based educational programs for students with disabilities.

Apply knowledge of strategies for developing natural support systems to facilitate transition to specific postsecondary environments.

Apply knowledge of strategies and techniques for modifying the learning environment and using adaptive and modified curricula to facilitate learning according to students' needs.

Sample Strong Response to the Constructed-Response Assignment

Training in a PAES (Practical Assessment Exploration System) lab, which provides a simulated work environment would be one method for providing work-based educational experiences for students with disabilities. A PAES lab is effective because it offers students the ability to explore a variety of jobs using real tools and develop proper work behaviors in various work settings, where the teacher acts as trainer or employer. For example, a model hotel room could be set up to explore proper cleaning and management skills or the lab could be set up as a restaurant where students might experience what it is like to work as a cook, waitstaff or a cashier. The PAES lab offers students the opportunity to "try out" a variety of jobs under the supervision and guidance of their teacher.

Having students participate in a work study program would be another method for providing a work based educational experience. A work study program gives students an in-school learning component, where they are taught specific skills that are tied to an actual workplace experience. For example, a student could learn about small engine repair in shop class and work at the local garage where he/she could gain experience in engine maintenance. This type of program is effective because the learning that is gained in the classroom is reinforced through hands on experience in an actual work environment.

In the PAES lab, you have teacher supported guidance through each of the learning modules. The teacher will provide necessary materials and modifications in each of the career fields and model and reinforce soft skills needed in the workplace. The teacher would also encourage teamwork among peers as they work together to obtain specific job skills, thus creating a support system within the lab.

The work study program would require coordination between the teacher, job coach, business owner as well as support from the parents. The job coach would be the liaison between the classroom teacher, the parents and the business, supporting the student in generalizing their skills from school to work.

A job skills checklist is one tool that could be utilized to identify necessary accommodations and/or modifications in helping a student to transition to a postsecondary work environment. The job coach would work with the business owner to identify necessary employment tasks and evaluate the student's job skills. If the student needs further instruction in any area, the job coach will inform the student and the student's teacher so that those skills are introduced and/or reinforced in the classroom. This will assist in a smoother transition from school to postsecondary or community-based work.

Sample Constructed-Response Assignment 3

Assignment 3 is intended to assess your understanding of "Professionalism, Collaboration, and Ethics," which is the third subarea of the Learning Behavior Specialist 2: Transition Specialist test framework. The test objectives for that subarea are listed below Assignment 3. Your response to Assignment 3 should relate to those test objectives.

Using your knowledge of key federal and/or state statutes related to the transition of students with disabilities, write an essay in which you:

FOR YOUR REFERENCE ONLY—The constructed-response item for Assignment 3 is written to assess understanding in Subarea 3, "Professionalism, Collaboration, and Ethics," which consists of the objectives listed below.

Demonstrate knowledge of key federal and state statutes (e.g., Individuals with Disabilities Education Act [I D E A], Americans with Disabilities Act [A D A], Illinois Administrative Code, Section 5 O 4 of the Rehabilitation Act, free appropriate public education [F A P E], least restrictive environment [L R E], Family Educational Rights and Privacy Act [FERPA], Health Insurance Portability and Accountability Act [H I P A A]).

Apply knowledge of current regulations and policies (e.g., A D A, Fair Labor Standards Act, Vocational Rehabilitation Act, age of majority) related to the transition of students with disabilities.

Demonstrate knowledge of the rights and responsibilities of parents/guardians, students, teachers, employers, other professionals, and schools in relation to students' transition needs.

Sample Strong Response to the Constructed-Response Assignment

The Americans with Disabilities Act (ADA) is a federal law that prohibits discrimination against people with disabilities in everyday activities. More specifically, it prohibits discrimination against people with disabilities in areas such as employment, transportation, and access to facilities and workplaces. It is important because in order to be compliant, the school must follow this law not only because it is the law, but because it allows the students to be afforded opportunities that they would not have without this law. This law does not only pertain to school-aged students but covers the community at large for individuals with disabilities as defined as physical or mental impairments that limit life activities.

Least Restrictive Environment (LRE) is a part of the Individuals with Disabilities Act which states that students with disabilities should have the opportunity to be educated with nondisabled peers to the greatest extent appropriate. LRE is a principle that guides a child's educational placement and will look different for each child because each child is unique. This is important because the LRE allows students with disabilities to have access and similar exposure to educational experiences like their nondisabled peers.

An example of how the ADA is implemented at the local level, is the provision of transportation for all students, including students who might require a specialized bus to get to school and all school-related activities. When students transition out of high school, ADA continues to afford access to specialized transportation in the community.

LRE is implemented at the local level within schools either through full inclusion in a regular classroom or through a continuum of services which best meets the needs of the student. For example, a multiply handicapped student might be in a self-contained classroom for all academic subjects, but participate with nondisabled peers in music, library, art and physical education with modifications and support.

As part of transition planning, students and families will work with the transition specialist to understand their rights of equal access under ADA. For instance, information might be provided regarding reasonable accommodations that employers are required to provide to an employee with a disability. An example of this is modified equipment or devices.

Students need to have access to work environments in order to meet postsecondary goals. According to LRE, the school needs to provide transition services that are appropriate for the student's level. There need to be multiple career path opportunities, depending on the severity of the students' needs, whether it be a sheltered workshop or a job with supports in a competitive, integrated employment setting.

Directions for the Case Study Constructed-Response Assignments

This section of the test will consist of one case study followed by three constructed-response assignments. The case study provides a hypothetical scenario, typically about a particular student, and provides background information in the form of test results, teacher reports, home surveys, notes from parents/guardians, and excerpts from professional evaluations or other information

The three constructed-response assignments will address a different subarea of the test as follows:

Assignment Subarea
1 I. Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs
2 II. Planning and Delivering Instructional Content and Managing the Learning Environment
3 III. Professionalism, Collaboration, and Ethics

Each case study constructed-response assignment will have two or more charges that may require you to do one or more of the following tasks:

An excellent response to each constructed-response assignment would demonstrate thorough knowledge and understanding of the subject matter for the specific test subarea. The examinee would fully achieve the purpose of the assignment by responding appropriately to all aspects of the assignment. The examinee would apply subject-matter knowledge to the specific assignment in a substantial, accurate, and appropriate manner. The examinee would also provide sound supporting evidence and high-quality examples that are relevant to the particular assignment, and demonstrate an ably reasoned, comprehensive understanding of the topic.

The constructed-response assignments are designed to assess content-area knowledge and skills, not writing ability. However, your responses must be communicated clearly enough to permit valid judgment of the scoring criteria.

Case Study

This case study focuses on a 16-year-old tenth-grade student named Isiah. In anticipation of Isiah's annual review, the Individualized Education Program (I E P) team has prepared data that summarizes Isiah's progress and identifies his ongoing transition strengths, needs, preferences, and interests.

Use the data that has been prepared for Isiah's annual I E P review. Be sure to read all the assessment data and all three assignments before you begin your responses.

Exhibit 1

Special Education Summary

The summary below is an excerpt of Isiah's special education progress summary describing his progress during this Individualized Education Program (I E P) reporting period.

Excerpt of a student's physical therapy summary within an I E P reporting period
Isiah's physical therapy summary describing his gross-motor progress.
Name:  Isiah G.
Grade:  tenth
I E P Goals
Goal Baseline Midyear Progress End-of-Year Progress
  1. During real-time social interactions, Isiah will recognize and respond appropriately to the emotions of others in 4 out of 5 trials as measured by self-reports by June.
 1 out of 5 2 out of 5 4 out of 5
  1. During role-playing activities, Isiah will demonstrate an understanding of decisions that can be made independently, and which require support from a teacher/parent/employer in 4 out of 5 trials as measured by anecdotal records and self-reports by June.
 2 out of 5 3 out of 5 4 out of 5
  1. During real-time classroom and social activities, Isiah will demonstrate an understanding of which behaviors are acceptable or unacceptable based on context in 4 out of 5 trials based on teacher observations by June.
 2 out of 5 3 out of 5 3 out of 5
Social Communication Summary of Progress

Speech-language intervention continues to focus on social skills that will support Isiah's ability to develop relationships, demonstrate appropriate behavior across settings, and solve problems to increase independence in the home, workplace, and community.

Isiah has progressed from recognizing emotions of others in images to recognizing emotions in others during real-time social interactions, such as working in groups in the classroom. Isiah can distinguish between decisions that require support from a teacher, parent, or employer and those that can be solved independently. However, it is important to note that even though Isiah can distinguish between problems that require assistance and those that can be solved independently, he frequently attempts to solve problems without assistance. Isiah can distinguish between acceptable and unacceptable behaviors based on the context, but he struggles to connect this knowledge to his behavior in the moment.

It is recommended that Isiah work on modifying his actions/behaviors and language in response to the emotional responses of others, demonstrating a process for specific problems that are likely to be encountered in specific contexts, and demonstrating acceptable and unacceptable behavior across the settings of home, workplace, and community.

Exhibit 2

Social Skills Inventory

The social skills inventory below was completed by Isiah's special education teacher and speech language pathologist.

Excerpt of a student's social skills inventory.
Isiah's social skills inventory.
Social Interaction Skill Requires Support Independent
Communicates basic needs intentionally left blank check
Listens to and follows directions intentionally left blank check
Initiates, maintains, and ends conversation check intentionally left blank
Effectively deals with teasing or negative comments check intentionally left blank
Expresses feelings appropriately check intentionally left blank
Cooperates and shares in groups check intentionally left blank
Recognizes and deals with interpersonal issues check intentionally left blank
Makes appropriate decisions check intentionally left blank
Assists others when needed intentionally left blank check
Manages own anger and frustration check intentionally left blank
Adapts to changing situations check intentionally left blank
Functions appropriately under pressure check intentionally left blank
Interacts appropriately with authority figures check intentionally left blank

Exhibit 3

Student Interview

The transcript below is an excerpt of an interview conducted by the transition specialist.

Transition Specialist: Where do you want to live after graduation?

Isiah: I want to have my own apartment. I don't mind having a roommate, but I would like to have my own room.

Transition Specialist: How do you intend to continue learning after graduation?

Isiah: I'm not sure. I want to go to the community college to study computers. I either want to be a programmer or do something with digital design.

Transition Specialist: What kind of job do you want now?

Isiah: I need to earn money for school and for a car. I would like to work somewhere quiet, like the library or in an office doing data entry.

Transition Specialist: What kind of job do you want when you graduate?

Isiah: I either want to be a computer programmer or do something with digital design. I don't like interruptions or loud noises.

Transition Specialist: Where do you want to work?

Isiah: I want to work in an office with my own desk space.

Transition Specialist: What type of work schedule would you like?

Isiah: I'm up early so I don't mind starting at seven or eight in the morning. I don't mind working on the weekends either.

Transition Specialist: What type of pay and benefits do you want from your future job?

Isiah: I'm not sure. I guess a job with medical benefits and paid time off.

Transition Specialist: What type of transportation will you use after graduation?

Isiah: Well, I'm hoping to get my driver's license and save up to buy a car. If I can't get my own car, I will take the commuter rail or metro.

Transition Specialist: What do you do for fun now?

Isiah: I play on my gaming PC. I love video games and I have some gamer friends I connect with virtually.

Exhibit 4

Future Planning Inventory

The information below summarizes the results of an inventory used to identify future transition needs completed by Isiah, his parents, and the transition specialist.

Excerpt of a student's inventory descrbing future transition needs.
Isiah's future planning inventory.
Future Planning Inventory

Vocational Interests/Goals

  • Results indicate that Isiah is interesting in pursuing a career in computer programming or digital design. Although Isiah has an interest in computers, all stakeholders agree that he would benefit from exploring career options.

Postsecondary Education Interest Goals

  • Isiah is interested in pursuing postsecondary education at the community college. He would like to earn an associate degree in science.

Home Living

  • Isiah and his parents anticipate that he will get his own apartment soon after graduation from high school.

Transportation Options

  • It is anticipated that Isiah will get his driver's license, but he will need to use public transportation until he has saved enough money for a car.

Academic/Life Skills Abilities

  • Isiah has grade-level skills in mathematics and science, as demonstrated by his grades and performance on state assessments. Isiah requires accommodations to achieve grade-level standards in English language arts and social science. He requires support in social awareness, self-management, relationship skills, and responsible decision making.

Financial Support

  • Isiah and his parents would like information about financial support and employment assistance.

Greatest Concern(s)

  • Isiah and his parents are most concerned with his ability to develop employment-related social skills. More specifically, his parents are concerned about his ability to engage appropriately with coworkers and supervisors. Isiah needs to work while attending community college and after he graduates to support himself financially.

Sample Constructed-Response Assignment 4

Case Study Assignment 1 is intended to assess your understanding of "Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs," which is the first area subarea of the Learning Behavior Specialist 2: Transition Specialist test framework. The test objectives for that subarea are listed below Assignment 1. Your response to Assignment 1 should relate to those test objectives.

Write an essay in which you analyze specific information from the student's assessment data. In your essay:

FOR YOUR REFERENCE ONLY—The constructed-response item for Case Study Assignment 1 is written to assess understanding in Subarea 1, "Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs," which consists of the objectives below.

Apply knowledge of strategies for assessing the effectiveness of intervention and instruction and related activities and adjusting transition planning based on ongoing progress monitoring to ensure students' progress toward postsecondary goals.

Demonstrate knowledge of how to interpret assessment data and use information from multiple reporting sources to determine appropriate postsecondary goals, instructional strategies, and learning experiences, including employment preparation programs, postsecondary education preparation programs and services, and community-based training.

Demonstrate knowledge of how to interpret assessment data and use information from multiple reporting sources to match preferences and interests of students with skills and demands of postsecondary environments.

Apply knowledge of strategies to analyze results of assessments, evidence-based practices, and interventions to assist with making decisions about individualized transition plans for students.

Apply knowledge of making individualized recommendations to assist the educational team in developing appropriate and ambitious I E Pees that target students' individual transition-related strengths, needs, interests, and preferences.

Apply knowledge of methods for integrating students' learning strengths and needs, learning standards, and transition content to develop short- and long-term goals that incorporate general education curriculum and differentiated instructional practices with postsecondary goals and benchmarks.

Sample Strong Response to the Constructed-Response Assignment

According to the Social Skills Inventory, Isiah is able to listen and follow directions. This is important because in any job situation, you are going to have to follow the directions of your supervisor and complete tasks by following procedures. Isiah is able to assist others when needed which will help him if he needs to collaborate with others in the workplace.

Many of Isiah needs stem from his difficulties with social interaction skills. Although Isiah is able to recognize acceptable and unacceptable behavior, "he struggles to connect this knowledge in the moment." In the Special Education Summary this difficulty is noted across settings of home, workplace and community. Isiah will need help to make decisions, function under pressure and express his feelings appropriately when interacting with colleagues and supervisors. In order to develop his employment related social skills, he requires support in social awareness, self-management, relationship skills and responsible decision making.

The Future Planning Inventory states that Isiah is interested in pursuing a career in computer programing or digital design. In addition, he would like to attend a community college to pursue an associate degree in science. Isiah is also interested in getting his driver's license.

Isiah prefers a quiet work environment such as a library or an office with his own workspace.

Goal 1: Isiah will learn to recognize when he is beginning to feel angry and/or frustrated and will utilize strategies modeled by the teacher to appropriately respond to the stressful situations in 4 out 5 trials as measured by self-assessment in collaboration with teacher report. Possible strategies that could be modeled and reinforced might include counting to 10 before responding, taking deep breaths or asking for teacher support and a break from the situation.

Goal 2: Isiah will use appropriate language and responses to address specific problems that could be encountered in the workplace in 4 out of 5 trials as measured by teacher observation. Initially the special education teacher will use modeling and roleplay to teach Isiah appropriate words and assist in prompting of appropriate responses to negotiate conflict. For example, the teacher could roleplay with Isiah how to approach a supervisor about an issue. This will eventually be faded as Isiah becomes more independent.

Recognizing and controlling his own emotions and being able collaborate with others in a respectful manner are important employability skills.

These goals would be reassessed every 10 weeks to be sure progress is continuing.

Sample Constructed-Response Assignment 5

Case Study Assignment 2 is intended to assess your understanding of "Planning and Delivering Instructional Content and Managing the Learning Environment," which is the second subarea of the Learning Behavior Specialist 2: Transition Specialist test framework. The test objectives for that subarea are listed below Assignment 2. Your response to Assignment 2 should relate to those test objectives.

Write an essay in which you discuss specific aspects of the student's individualized instruction, including developing education experiences to promote the development of employability skills. In your essay:

FOR YOUR REFERENCE ONLY—The constructed-response item for Case Study Assignment 2 is written to assess understanding of Subarea 2, "Planning and Delivering Instructional Content and Managing the Learning Environment," which consists of the objectives listed below.

Apply knowledge of methods for selecting, adapting, and using evidence-based instructional methodology and materials from multiple theoretical approaches to effectively address the strengths and needs of students with disabilities (e.g., multisensory instructional approaches, assistive technology [A T], student-focused planning, instructional pacing, peer-assisted instruction).

Demonstrate knowledge of curricula (e.g., general education, professional technical education, functional academics, independent living) and evidence-based, culturally responsive instructional strategies for the development of individual students' transition-related skills in preparation for postsecondary education, employment, community integration, and/or independent living.

Demonstrate knowledge of a variety of job-seeking and retention skills (i.e., employability skills) identified by employers as essential for successful employment.

Apply knowledge of methods for integrating instructional adaptions, curricular resources, accommodations, modifications, and A T into learning experiences to support students' independent living, community participation, employment skills, academics, and self-determination.

Apply knowledge of strategies for implementing student-focused transition planning to support students' development of skills related to choice making, decision making, goal setting and attainment, independence and safety awareness, self-management, self-instruction, self-advocacy and leadership, self-awareness, and self-knowledge.

Apply knowledge of methods for providing work-based and community-based education experiences for students with disabilities.

Apply procedures for developing residential, work-based, and other community-based educational programs for students with disabilities.

Apply knowledge of strategies for developing students' postsecondary education and career awareness and for promoting students' motivation to pursue transition goals, work-related skills, employment experiences, resources, and opportunities in school and the community.

Apply knowledge of strategies for preparing students to self-advocate and to seek out available services and opportunities within the school environment, the workplace, and the community.

Sample Strong Response to the Constructed-Response Assignment

Isiah is interested in pursuing a career in computer programming and wants to earn an associate degree in science. His teachers and parents agree he would benefit from exploring career options. One educational experience that would help him toward this goal would be a field trip to the local community college computer programming department. This will give Isiah an opportunity to learn about the college environment as well as the types of courses that are offered. The Transition Specialist could make this trip with Isiah and point out the differences between a high school environment and a college campus environment. This would be effective as Isiah could begin to explore what college is like and the options available to him.

An instructional strategy that would allow Isiah to gain a better understanding of college level coursework, would be to allow Isiah to sit in on a college class that he is interested in (such as game design) and then meet with Isiah afterward to discuss what he learned from the experience. This will give Isiah authentic experience with both college and his preferred area of interest.

Another educational experience that would help Isiah with a possible career opportunity and connect to his interests would be to invite a guest speaker into class to discuss jobs related to the computer field. The special education teacher would meet with the guest speaker ahead of time to describe Isiah's interests and abilities so that the talk would be appropriate and target Isiah's needs specifically. This experience will allow Isiah to explore post-secondary job opportunities within his own community.

In addition to meeting with the speaker, another adaptation that might be useful would be for the teacher to meet with Isiah prior to the guest speaker's visit. The teacher could work with Isaiah to formulate a list of questions for Isiah to ask. For example, if Isiah is interested in salary, the special education teacher could help him know how to appropriately ask about the range of compensation. This adaptation would help Isiah in two ways. First it would help him to organize his thoughts prior to speaking with the computer expert. The guest speaker would also give Isiah more information to help him think about a career in this field.

A student-focused transition planning approach that would promote Isiah's self-advocacy in preparation for transition would be for Isiah to work with his English teacher to write a follow-up note to the college admissions personnel and the computer expert to thank them for the specific information they provided and to ask further questions that remain. This will give Isiah the opportunity to reflect on these experiences and what he learned. In addition, it is a first step in making real life connections to possible postsecondary school and work opportunities.

Sample Constructed-Response Assignment 6

Case Study Assignment 3 is intended to assess your understanding of "Professionalism, Collaboration, and Ethics," which is the third subarea of the Learning Behavior Specialist 2: Transition Specialist test framework. The test objectives for that subarea are listed below Assignment 3. Your response to Assignment 3 should relate to those test objectives.

Write an essay in which you discuss specific issues related to the development and implementation of the student's transition plan. In your essay:

FOR YOUR REFERENCE ONLY—The constructed-response item for Case Study Assignment 3 is written to access understanding in Subarea 3, "Professionalism, Collaboration, and Ethics," which consists of the objectives listed below.

Demonstrate knowledge of effective strategies for communicating and collaborating with teachers, employers, community agency personnel, and other transition stakeholders about instructional methods, accommodations, including assistive technology (A T), and modifications to support positive student transition outcomes.

Demonstrate knowledge of types and characteristics of agencies, networks, and organizations (e.g., Social Security Administration [S S A], Prioritization of Urgency of Need for Services [P U N S], Division of Rehabilitation Services [D R S]) for students with disabilities and their families; and strategies for working effectively with representatives of such organizations to secure transitional services.

Apply knowledge of strategies for collaborating with students, parents/guardians, teachers, employers, and other school and community personnel to develop and implement individualized transition plans appropriate to the ability, interests, and preferences of the student.

Demonstrate familiarity with methods for developing interagency relationships to promote transitional services for students with disabilities, including procedures for developing coordinated strategies to collect, share, and use student assessment data, with appropriate input and authorization of students and their families.

Demonstrate knowledge of responsibilities related to collaboration with team members, employers, worksite personnel, and businesses to ensure and increase effective transition services, supports, and outcomes for students with disabilities and their families.

Sample Strong Response to the Constructed-Response Assignment

Isiah, his family, his educators (e.g., special education teacher, related service providers and Transition Specialist) and appropriate community agencies are the key stakeholders in transition planning. The Transition Specialist (TS) would assist in the development of vocational and transition components of the student's IEP. The TS would be the liaison for establishing contacts with community agencies, employers and/or higher ed. The special education teacher would write and coordinate IEP activities in order to meet Isiah's postsecondary goals. In addition, this teacher would provide direct instruction around these goals and evaluate progress. Isiah's parents would also be involved in transition planning, sharing their wishes and concerns around the transition plan. They would help to develop appropriate IEP goals and participate in activities to meet those goals such as obtaining a learners permit or completing college applications. Isiah, of course, is the main stakeholder in this process as his preferences and interests are integral to creating the plan, taking into consideration his needs and abilities. The team should work collaboratively to plan for Isiah's postsecondary transition.

Collaboration between all stakeholders is essential when creating a transition plan. One way this collaboration can happen would be to have all members of the team meet together to develop the plan. The teacher would begin with an initial meeting in the fall where all involved stakeholders would complete a transition assessment. This assessment would allow each team member to provide information about Isiah's abilities around daily living, education, and community involvement. After meeting together to discuss the assessment results the stakeholders would develop a coordinated set of goals and activities in each of these areas. The teacher is responsible for monitoring progress on these goals. And the plan will be revisited and modified as needed during the student's annual review.

The Illinois Department of Rehabilitation Services (DRS) is one agency that would support Isiah's transition. The DRS offers a continuum of coordinated transition services designed to help students with disabilities become productive self-sufficient adults. Specifically, the DRS might provide counseling for Isiah in postsecondary education or job exploration.

The Disability Student Services office or a counseling center at the local community college is another network that Isiah's team might access to support his transition. DSS could provide information to the team about services that are available at the college level for students with disabilities, including modifications and accommodations.

Performance Characteristics

The performance characteristics for each score point for the LBS II: Transition Specialist constructed-response items are organized according to four major writing performance features: (1) purpose, (2) subject-matter knowledge, (3) support, and (4) rationale. Each of these performance characteristics is described in more detail below. Detailed characterizations of the score point features are described in the scoring scale.

Purpose The extent to which the response achieves the purpose of the assignment. Each assignment defines a number of specific tasks and asks the examinee to write an essay addressing those tasks. Purpose involves the extent to which the examinee's response fulfills the tasks enumerated in the assignment.
Subject-Matter Knowledge Accuracy and appropriateness in the application of the subject-matter knowledge specified in the LBS II: Transition Specialist test framework. Application of subject-matter knowledge involves the extent to which the content of the examinee's response to the assignment demonstrates a practical command of the professional knowledge and skills detailed in the relevant sections of the LBS II: Transition Specialist test framework.
Support Quality and relevance of supporting details. Quality of support depends on the specificity, relevance, quantity, and accuracy of evidence cited in support of the examinee's response to the assignment. Support may involve giving detailed descriptions, explanations, and examples.
Rationale Soundness of argument and degree of understanding of the subject matter. The soundness of an argument depends on the correctness of the basic premises from which the argument proceeds and the validity of the logic by which conclusions are derived from those basic premises. Examinees demonstrate how well they understand the subject matter of their responses by presenting sound arguments for the statements they make.

Scoring Scale

Scores will be assigned to each response to the constructed-response assignments according to the following scoring scale.

Score Point Score Point Description
4 The "4" response reflects a thorough knowledge and understanding of the subject matter.
  • The purpose of the assignment is fully achieved.
  • There is a substantial, accurate, and appropriate application of subject-matter knowledge.
  • The supporting evidence is sound; there are high-quality, relevant examples.
  • The response reflects an ably reasoned, comprehensive understanding of the topic.
3 The "3" response demonstrates a general knowledge and understanding of the subject matter.
  • The purpose of the assignment is largely achieved.
  • There is a generally accurate and appropriate application of subject-matter knowledge.
  • The supporting evidence is general; there are some relevant examples.
  • The response reflects a general understanding of the topic; some reasoning is evident.
2 The "2" response demonstrates a limited knowledge and understanding of the subject matter.
  • The purpose of the assignment is partially achieved.
  • There is a limited, possibly inaccurate or inappropriate, application of subject-matter knowledge.
  • The supporting evidence is limited; there are few relevant examples.
  • The response reflects a limited, poorly reasoned understanding of the topic.
1 The "1" response demonstrates a weak knowledge and understanding of the subject matter.
  • The purpose of the assignment is not achieved.
  • There is little or no appropriate or accurate application of subject-matter knowledge.
  • The supporting evidence, if present, is weak; there are few or no relevant examples.
  • The response reflects little or no reasoning about or understanding of the topic.
U The response is unscorable because it is unrelated to the assigned topic, illegible, primarily in a language other than English, or lacking a sufficient amount of original work to score.
B There is no response to the assignment.