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Wisconsin Teacher Professional Practice Goal (PPG) Planning Template Name:
Matt McClenaghan
Subject Area/Grade Level: 9/10 Special Education Date Completed: 11/30/2015 Based on your self-review and after reflecting on possible areas for growth, state your Professional Practice Goal: During the 2015-2016 school year, I will increase my knowledge of ing my students through the development of transition goals. I will research on-line resources, consult with district, state, and/or cooperative special education s and mentors, and participate in an on-line webinar on transition planning for students with disabilities. This will be evidenced by notes and self-reflection, anecdotal notes on my interactions with my caseload students through the transition process and a completion certificate from the CEC webinar course. If your PPG and SLO are aligned, how are they related? If they are not aligned, explain: My PPG concerns my abilities and knowledge in transition planning for my caseload students as I hold and create/revise IEPs throughout the school year. My SLO is designed with vocabulary instruction and that I am giving to students in teaching Reading Workshop and ing student’s use of academic vocabulary in Resource Study Halls, co-taught English classes, and in a wide range of all of their academic courses this school year. Identify components from the Danielson Framework for Teaching that align with your PPG: My PPG involves several items from Domains in the Danielson Framework. Improving my knowledge and skills with regard to “transition planning” will involve:
1b - Demonstrating Knowledge of Students; 1d - Demonstrating Knowledge of Resources; 3d - Communicating with Students; 4c - Communicating with Parents
The IEP process, including the PTP - Transition Plan, involves getting to know each student and their hopes for education, training and employment beyond high school. Communicating effectively with students and their families is a big component to being successful in helping the transition. Describe applicable instructional or non-instructional activities: I will be co-teaching English 10 here at the OHS, as well as lead teaching a Reading Workshop class. I will also be ing student learning and progress in ed study halls in the Special
Education Department for 9th and 10th graders in both semesters this school year. I will be working with students on my caseload in identifying their strengths, hopes and plans for education and career beyond high school. To that end, I will work with students and instruments such as the TPI Transition Planning Inventory; the CITE Learning Styles Inventory and other informal measures. Identify resources and you need to achieve this PPG: I will access the knowledge and assistance of colleagues, mentors and s in my efforts to provide service and help to my caseload students in their consideration of post-secondary education and employment. I plan to engage in research and educational opportunities in this endeavor as well, specifically through the enrollment in a webinar on “Transitioning” offered through the Council for Exceptional Children, the Wisconsin Transition Improvement Grant as well as other resources directly focused on improving transition planning.
Mid-year Review of Progress Date Mid-year review of progress completed:
03/01/2016
Describe your progress towards achieving the Goal: I have worked through and completed a majority of annual/triennial meetings for my caseload students at this int of the school year. Included in each of those was a “transition” plan and appurtenant documentation including the updating of WI DPI PTP forms that reflect the interests and strengths of each student, their desire and plan for future education and employment, coursework and community experience that will contribute to achieving their goals. I have collaborated with colleagues and consulted with program professionals here at Oregon High School regarding IEP planning and specifically “transition” planning. Summarize the evidence you gathered up to this point: I have gathered and reviewed student work product and results involving each student’s strengths, desires, plans and questions as they involve transitioning to life beyond high school. I have created/updated PTPs through the WI DPI that have been included in each student’s Annual Individual Education Plan.
Articulate strategies/modifications to address ongoing challenges to implementing your PPG: I have organized materials for students to complete in their pursuit of and identification of future goals and plans. These materials are included in folders that students access and complete as part of their time in Special Education Resource Study Hall. Through working with each student, I have developed a “schedule” for working with them to complete the transition documents. Calendaring dates to preview and plan for completing and discussing transition plan has become a priority and routine toward the end of the academic year. I have also focused on including parents in this endeavor. Prompting them to have a discussion with their child about “transitioning” and future plans have helped to generate
new ideas and formulate questions in the minds of my students. Describe key next steps: During Spring break and beyond, I plan to participate in and complete online webinars and training opportunities provided by; The Wisconsin Transition Improvement Grant, The Center for Exceptional Children, the Center for Leadership in Disability and the State of Illinois Board of education. All of these agencies are providing training and insight into providing effective transition planning for students with disabilities and strategies for accomplishing positive and meaningful transition plans for them as they prepare for life beyond high school.
End of Year Review Date End of Year Review completed: 5/23/2016 What is the status of your PPG at the end of the year? In furtherance of my professional development and growth, I have participated in several online webinars and presentations that focused on transition planning, Indicator 13 requirements and incorporating transition mechanisms and resources into IEP meeting for students with disabilities. I have participated in the following webinars and/or online training experiences: - Wi Transition Improvement Grant - “PTP ‘Live’ at the IEP Meeting” - Center for Exceptional Children - “Writing Indicator 13-Compliant Transition Plans” - Center for Leadership in Disability - “Writing Effective Transition Plans” - Illinois Board of Education - “Secondary Transition and Indicator 13 Requirements” These resources were tremendously valuable and presented great insight into the transition process and offered “real” advice on how to incorporate participation of students and parents in the creation of transition plans. I gained valuable insight and ideas for creating efficient and effective transition planning as it relates to drafting IEP’s and the PTP’s that accompany them. Making the involvement of each student and their families a priority in the IEP and transition planning process is imperative for a sense of empowerment and ownership on the behalf of the student. Increasing family engagement and understanding in the transition process can be accomplished through “pre-loading” the student and family opinion and choice as they move forward through a more and more independent handling of services and s for their specific needs. Worth noting in this process are a number of items that can create interest, ownership and involvement:
PTP Parent /Youth Guide PTP Worksheet Wisconsin Career Pathways
Pre-Meeting Services Review and Identification Preparation and Employment of a Student Centered IEP Meeting Agenda Utilization of the IEP “Live” Website during IEP Meetings
One of the points stressed in each of the webinars that I “attended” was the idea that a driving question should be whether I have done everything I can to create an environment that makes everyone at the meeting comfortable and empowered to contribute and express their ideas, hopes and future goals to facilitate the most effective resources and services available to ensure the successful transition of students from high school to the real world. Discuss the evidence you gathered throughout the year: Throughout the school year, I prepared for and participated in Annual and Re-evaluation IEP Meetings for my caseload students. In the process of preparing for the meetings to review, revise and draft plans for my students for school years, I had the opportunity to work with students about their futures. It was a pleasure to hear their ideas, discuss options , share experience and direct them to gather information about their strengths, hopes and dreams regarding post-secondary education and career options. In that endeavor, I worked to create Post-secondary Transition Plans (PTP’s) for all the students on my caseload as part of creating their IEP’s moving forward. To facilitate the creation of effective PTP’s, I worked with my students to complete and review Transition Planning Inventories, Learning Styles Inventories, Four Year Plans for high school completion, and assisted in their course selections for school years. My students also met with School to Career and Guidance Counselors to review and discuss course options, graduation requirements and post-secondary educational and career choices. What did you learn that would inform future PPG processes, plans, or goals? Throughout the process of learning about “transition planning” for students with disabilities, it became apparent to me that the skills and strategies I was learning about would have been very valuable at the start of the school year. It seems that I wish the process did not result in having to wait until next year to put the new found knowledge to work. Had I known last Fall what I now know, I may have approached some things differently in the preparation process for the IEP meetings that I conducted this year. Being able to apply that knowledge would have clearly made my meetings and IEP development more student centered and would have resulted in each student taking more of a lead role in meetings. In that sense, I feel that it might be beneficial for teachers to do some PPG work in the summer months after they have had a chance to identify areas that they have specific room to grow. I believe it is a tremendously valuable experience to reflect on one’s own teaching and professional experience. I feel a bit cheated that now at the end of the school year, I will have to wait several months to put my new ideas into practice. Given the opportunity to focus over the summer on the PPG goal and process without having to juggle teaching, paperwork and other time consuming activities and requirements, I believe that a more focused inquiry and acquisition of new ideas and growth could be realized.
Additional comments: Nothing specific, but I am very happy that I delved into the “greater” importance and focus on transitioning my students toward leaving high school. In the future, the PTP may not become the “show” and centerpiece of IEP meetings, but it will never be an “add on” or footnote again. Finding ways for students to be successful beyond high school and into their adult lives is really the goal anyway. Therefore, I now see the PTP and the underlying concepts within it as more of a framework for approaching annual IEP development. I did have some thoughts regarding how the new A programs will affect, augment or interact with the efforts that special education makes in deg transition plans. There may be some overlap or duplication of effort for students in special education. Perhaps the “Career-Cruising” program and its outcomes can be coordinated and included in our PTP Indicator #13 Transition Plan requirements moving forward.
Matt McClenaghan
Subject Area/Grade Level: 9/10 Special Education Date Completed: 11/30/2015 Based on your self-review and after reflecting on possible areas for growth, state your Professional Practice Goal: During the 2015-2016 school year, I will increase my knowledge of ing my students through the development of transition goals. I will research on-line resources, consult with district, state, and/or cooperative special education s and mentors, and participate in an on-line webinar on transition planning for students with disabilities. This will be evidenced by notes and self-reflection, anecdotal notes on my interactions with my caseload students through the transition process and a completion certificate from the CEC webinar course. If your PPG and SLO are aligned, how are they related? If they are not aligned, explain: My PPG concerns my abilities and knowledge in transition planning for my caseload students as I hold and create/revise IEPs throughout the school year. My SLO is designed with vocabulary instruction and that I am giving to students in teaching Reading Workshop and ing student’s use of academic vocabulary in Resource Study Halls, co-taught English classes, and in a wide range of all of their academic courses this school year. Identify components from the Danielson Framework for Teaching that align with your PPG: My PPG involves several items from Domains in the Danielson Framework. Improving my knowledge and skills with regard to “transition planning” will involve:
1b - Demonstrating Knowledge of Students; 1d - Demonstrating Knowledge of Resources; 3d - Communicating with Students; 4c - Communicating with Parents
The IEP process, including the PTP - Transition Plan, involves getting to know each student and their hopes for education, training and employment beyond high school. Communicating effectively with students and their families is a big component to being successful in helping the transition. Describe applicable instructional or non-instructional activities: I will be co-teaching English 10 here at the OHS, as well as lead teaching a Reading Workshop class. I will also be ing student learning and progress in ed study halls in the Special
Education Department for 9th and 10th graders in both semesters this school year. I will be working with students on my caseload in identifying their strengths, hopes and plans for education and career beyond high school. To that end, I will work with students and instruments such as the TPI Transition Planning Inventory; the CITE Learning Styles Inventory and other informal measures. Identify resources and you need to achieve this PPG: I will access the knowledge and assistance of colleagues, mentors and s in my efforts to provide service and help to my caseload students in their consideration of post-secondary education and employment. I plan to engage in research and educational opportunities in this endeavor as well, specifically through the enrollment in a webinar on “Transitioning” offered through the Council for Exceptional Children, the Wisconsin Transition Improvement Grant as well as other resources directly focused on improving transition planning.
Mid-year Review of Progress Date Mid-year review of progress completed:
03/01/2016
Describe your progress towards achieving the Goal: I have worked through and completed a majority of annual/triennial meetings for my caseload students at this int of the school year. Included in each of those was a “transition” plan and appurtenant documentation including the updating of WI DPI PTP forms that reflect the interests and strengths of each student, their desire and plan for future education and employment, coursework and community experience that will contribute to achieving their goals. I have collaborated with colleagues and consulted with program professionals here at Oregon High School regarding IEP planning and specifically “transition” planning. Summarize the evidence you gathered up to this point: I have gathered and reviewed student work product and results involving each student’s strengths, desires, plans and questions as they involve transitioning to life beyond high school. I have created/updated PTPs through the WI DPI that have been included in each student’s Annual Individual Education Plan.
Articulate strategies/modifications to address ongoing challenges to implementing your PPG: I have organized materials for students to complete in their pursuit of and identification of future goals and plans. These materials are included in folders that students access and complete as part of their time in Special Education Resource Study Hall. Through working with each student, I have developed a “schedule” for working with them to complete the transition documents. Calendaring dates to preview and plan for completing and discussing transition plan has become a priority and routine toward the end of the academic year. I have also focused on including parents in this endeavor. Prompting them to have a discussion with their child about “transitioning” and future plans have helped to generate
new ideas and formulate questions in the minds of my students. Describe key next steps: During Spring break and beyond, I plan to participate in and complete online webinars and training opportunities provided by; The Wisconsin Transition Improvement Grant, The Center for Exceptional Children, the Center for Leadership in Disability and the State of Illinois Board of education. All of these agencies are providing training and insight into providing effective transition planning for students with disabilities and strategies for accomplishing positive and meaningful transition plans for them as they prepare for life beyond high school.
End of Year Review Date End of Year Review completed: 5/23/2016 What is the status of your PPG at the end of the year? In furtherance of my professional development and growth, I have participated in several online webinars and presentations that focused on transition planning, Indicator 13 requirements and incorporating transition mechanisms and resources into IEP meeting for students with disabilities. I have participated in the following webinars and/or online training experiences: - Wi Transition Improvement Grant - “PTP ‘Live’ at the IEP Meeting” - Center for Exceptional Children - “Writing Indicator 13-Compliant Transition Plans” - Center for Leadership in Disability - “Writing Effective Transition Plans” - Illinois Board of Education - “Secondary Transition and Indicator 13 Requirements” These resources were tremendously valuable and presented great insight into the transition process and offered “real” advice on how to incorporate participation of students and parents in the creation of transition plans. I gained valuable insight and ideas for creating efficient and effective transition planning as it relates to drafting IEP’s and the PTP’s that accompany them. Making the involvement of each student and their families a priority in the IEP and transition planning process is imperative for a sense of empowerment and ownership on the behalf of the student. Increasing family engagement and understanding in the transition process can be accomplished through “pre-loading” the student and family opinion and choice as they move forward through a more and more independent handling of services and s for their specific needs. Worth noting in this process are a number of items that can create interest, ownership and involvement:
PTP Parent /Youth Guide PTP Worksheet Wisconsin Career Pathways
Pre-Meeting Services Review and Identification Preparation and Employment of a Student Centered IEP Meeting Agenda Utilization of the IEP “Live” Website during IEP Meetings
One of the points stressed in each of the webinars that I “attended” was the idea that a driving question should be whether I have done everything I can to create an environment that makes everyone at the meeting comfortable and empowered to contribute and express their ideas, hopes and future goals to facilitate the most effective resources and services available to ensure the successful transition of students from high school to the real world. Discuss the evidence you gathered throughout the year: Throughout the school year, I prepared for and participated in Annual and Re-evaluation IEP Meetings for my caseload students. In the process of preparing for the meetings to review, revise and draft plans for my students for school years, I had the opportunity to work with students about their futures. It was a pleasure to hear their ideas, discuss options , share experience and direct them to gather information about their strengths, hopes and dreams regarding post-secondary education and career options. In that endeavor, I worked to create Post-secondary Transition Plans (PTP’s) for all the students on my caseload as part of creating their IEP’s moving forward. To facilitate the creation of effective PTP’s, I worked with my students to complete and review Transition Planning Inventories, Learning Styles Inventories, Four Year Plans for high school completion, and assisted in their course selections for school years. My students also met with School to Career and Guidance Counselors to review and discuss course options, graduation requirements and post-secondary educational and career choices. What did you learn that would inform future PPG processes, plans, or goals? Throughout the process of learning about “transition planning” for students with disabilities, it became apparent to me that the skills and strategies I was learning about would have been very valuable at the start of the school year. It seems that I wish the process did not result in having to wait until next year to put the new found knowledge to work. Had I known last Fall what I now know, I may have approached some things differently in the preparation process for the IEP meetings that I conducted this year. Being able to apply that knowledge would have clearly made my meetings and IEP development more student centered and would have resulted in each student taking more of a lead role in meetings. In that sense, I feel that it might be beneficial for teachers to do some PPG work in the summer months after they have had a chance to identify areas that they have specific room to grow. I believe it is a tremendously valuable experience to reflect on one’s own teaching and professional experience. I feel a bit cheated that now at the end of the school year, I will have to wait several months to put my new ideas into practice. Given the opportunity to focus over the summer on the PPG goal and process without having to juggle teaching, paperwork and other time consuming activities and requirements, I believe that a more focused inquiry and acquisition of new ideas and growth could be realized.
Additional comments: Nothing specific, but I am very happy that I delved into the “greater” importance and focus on transitioning my students toward leaving high school. In the future, the PTP may not become the “show” and centerpiece of IEP meetings, but it will never be an “add on” or footnote again. Finding ways for students to be successful beyond high school and into their adult lives is really the goal anyway. Therefore, I now see the PTP and the underlying concepts within it as more of a framework for approaching annual IEP development. I did have some thoughts regarding how the new A programs will affect, augment or interact with the efforts that special education makes in deg transition plans. There may be some overlap or duplication of effort for students in special education. Perhaps the “Career-Cruising” program and its outcomes can be coordinated and included in our PTP Indicator #13 Transition Plan requirements moving forward.
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