Part I: Identification of Learning Problem

Briefly describe your target audience.

● Five SPED teachers at Harlem High School. Two of the teachers are CCETS teachers.
Our CCETS program is for students with behavior problems. We have two teachers that
teach the ASD classes. The last teacher is the interrelated teacher.

Revision:
The primary audience consists of certified SPED teachers of all ages, experience levels, and
technology skill levels.The targeted audience teaches or provides supportive education services
to Special Needs Students in the grades of 9-12 (ages of these students vary widely from 14-21
years). All High School SPED Teachers in the state of Georgia are required to implement a
transition plan for each child’s IEP folder. All high school SPED teachers in the district will
have to receive the Transition Improvement Training using Infinite Campus. All SPED teachers
hired by the Columbia County Board of Education are Highly Qualified. Training will be done at
each high school. The first training will be conducted at Harlem High School. Harlem is the
smallest school with a student population of 650 students. They have a total of 48 students
receiving special services and 5 SPED teachers.

Describe the problem and explain how it was identified.

● Our facilitator have called a meeting to discuss our transition plans and the lack of
assessments and planning documented on the IEP’s. She also addressed the fact that we
are using the same goals repeatedly. She emphasized using our community resources and
discussing obtainable goals with our students. Students should also talk about their goals
during their IEP meeting. We want to involve the students.

Revision:
The Special Service department at Columbia County Board of Education is implementing a new
procedure for submitting IEP’s. Beginning in the academic year of 2018-2019 teachers will use
Infinite Campus to access and complete student’s IEP forms. Teachers will have continual
access. The new system is the GO-IEP. GO-IEP can be used by systems with Infinite Campus.
The district currently uses Infinite Campus for posting grades, attendance, and parent portal.

The GO-IEP is an online application that allows teachers to write federally compliant IEP’s, with
an easy to use interface and internal check that help teachers avoid the most common compliance
issues. The application will store district IEP information and make reporting real-time and
nearly effortless. LEA’s will have the ability to pull documents and data from teacher’s
online/electronic folders. GO-IEP is an extension of and is accessed through the statewide
Longitudinal Data System, Or SLDS therefore; all student’s information will be prepopulated
with all relevant data which GaDOE is able to access.

Because Columbia County School District currently uses the Infinite Campus system, no new
technology will be needed. Infinite Campus tools will be added to the platform by the school’s
technology specialist. LEA’s have completed their training. The Assistant Superintendent of
Special Services have outlined the training schedule and the training sessions will begin at the
High Schools (Harlem High School). The first session will be the IEP Transition Part of the
plan. In the High School Level, the Transition Plan and Goals are the keys to the student’s
future. The transition plan is a formal process of cooperative planning that will assist students
with disabilities to move from school into the adult world.

The Transition Improvement Training on Infinite Campus will consist of two parts. The first part
will teach teachers how to navigate through the application. The next part of the training will
demonstrate how to effectively write and submit the transition plan. Direct Instruction will be
used to present the information.

Formally state the goal of your instruction

● The goal of the instruction is to provide the training needed to​ ​implement a thoroughly
written transition plan based on the needs of the student.

​ evision
R
Instructional Goals:
● ​Users will be able to access Infinite Campus and navigate to the student information

system.
● ​Users will be able to navigate to the Special Education page and use the menu to select

documents.
● ​Users will be able to navigate to the Plans Page and enter general information

● ​ ​Users will be able to access the Transition Plan and correctly enter information
● ​Users will be able to submit completed documents

● ​Users will be able to print documents

 Part II: Learner Analysis

Introduction:

The primary audience consists of certified five SPED teachers of all ages, experience levels, and
technology skill levels. The teachers range in ages from 35 to 65 years of age. There are 2 male
teachers and 3 female teachers. Their experience levels are from 15 to 25 years of experience in
Special Education. Only one of the teachers have taught outside of Columbia County School
District. The targeted group is comprised of four Caucasians and one African American. All the
teachers are highly qualified in Special Education. One of the teachers have an Adaptive PE
certification. All teachers have supportive classroom setting except for the interrelated teacher.
They each have one paraprofessional except for the teacher with lower functioning ASD
students, he has three paraprofessionals. The interrelated teacher does not have a
paraprofessional. All of the teachers have a T-6 certification in Special Education. The need for a
new system for entering IEP data is extremely agree of importunate to four of the teachers and
one of the teachers see the need as mildly important. All five of the teachers are willing to
participate in the GO-IEP training. Teachers were given a questionnaire to determine their ages,
years of experience, previous jobs, certification levels, certification areas, and their attitude
towards the new system for entering IEP’s. Other data was collected by interviewing and
observing.

Entry Skills and Prior Knowledge

· ​Able to log into Infinite Campus
· ​Able to enter attendance and gradebook entries into Infinite Campus
· ​Mastery of navigating tools and menu in Infinite Campus
· ​Able to create goals and objective in the Transition Part of the IEP
· ​Know the terms used to complete the Transition Part of the IEP
· ​Able to follow Columbia County Special Services rules for completing IEP’s

Attitudes Towards Content & Academic Motivation

All five of the Special Education teachers are interested in learning the new system, GO-IEP for
entering and submitting IEP’s and Improving their Transition Part on the IEP’s. They are all
concerned with the limited information and resources available for entering data in the Transition
Part of the IEP’s. The main motivation is the need to receive information that will create
Transition Plans that will help students with life outside of the Educational Setting. One of the
teachers expressed their excitement to learn the new system because of the ability to submit data
electronically instead of taking the completed documents to the Board Office.
Education Ability Levels
All the learners are currently using Infinite Campus for entering grades and attendance. All
learners have a T-6 certification in Special Education. All learners currently complete IEP’s
using the Columbia County Data System. Two of the teachers received an Outstanding Audit on
their IEP check. Three of the teachers received a mark of Good with 2 errors on their IEP audits.
All of the errors where in the Transition Section of the IEP’s.

General Learning Preference

The learners expressed a preference for hands on activities and online learning through Google
Classroom. They would like for the facilitator to be available to answer any questions during the
workshop or presentation. They would also like to create an effective Transition Plan during the
GO-IEP workshop.

Attitude Toward Teachers and School

All learners work well with each other. There is a very tight bond between the Special Education
Teachers. Learners rely on each other for support and advice. They often meet outside of
educational setting. All learners love their school. They have a very supportive principal and
assistant principals. Two of the learners believe that Special Services should listen more to their
concerns.

Group Characteristics
All the learners teach in the smallest high school in Columbia County. Learners are active in the
SPED community. They all participate in the SPED Prom, Buddy Club, and Special Olympics.
All learners have the same facilitator. The learners are required to communicate throughout the
day with each other using radios. Communication between the learners is very important.
Learners are familiar with all of the students in the supportive classrooms. All learners are
required to meet with parents and discuss IEP’s annually. All of the learners are trained in mind
set training and have students who have been diagnosis as Autistic.

Part III :Task Analysis

I conducted the task analysis using both a topic analysis and a procedural analysis to acquire the
information needed. Most of the learning will be procedural. I created a detailed outline using the
steps needed to perform each procedure in using Infinite Campus. I used the information on the
DOE page to ensure that I accurately notated each step. The Department of Education website
was very helpful.

After outlining the procedural data, I created a new outline with my topic analysis. In the outline
I addressed the key elements of Infinite Campus. What is Infinite Campus? What are the benefits
of using Infinite Campus? Accessing Georgia Online IEP (GO-IEP) using Infinite Campus to
enter student’s Transition Plan.

Significant attitudes observed during the topic analysis included using Google Classroom to
access information and collaborate with each other. Google Classroom will be the platform used
to provide learning instructions. Access to information, sharing ideas, and knowledge are key
elements when encouraging teachers to promote Infinite Campus and the benefits of using the
tool to access IEP data and enter Transition Plans.
Once I had both outlines, I compiled them into one task analysis outline. The first part of the
outline addresses the topic analysis which includes the relevance of using Infinite Campus for
accessing Georgia Online IEP (GO-IEP). Other useful information concerning the Transition
plan was included at or before the relevant procedures are introduced to the learners. The final
product of the combination is below:
Task Analysis Outline
1) Log in to Google Classroom
a) Enter username
i) First initial, last name HHS (No spaces)
b) Enter Password
i) Bulldog2018
2) Open Collaboration Tools
a) Click “Infinite Campus training” tab
b) Click HHS Infinite Campus training
c) Click Infinite Campus Training for entering Transition Plans
3) What is Infinite Campus?
a) Tool used to access IEP information
b) Tool used to enter IEP data
c) Tool used to print and submit IEP data
4) Benefits of Infinite Campus Go-IEP
a) Application allows school districts accurate and up to date information
b) Easy to access and control application
c) Control of common compliant issues
d) Easy collaboration between LEA’s and teachers
e) Accessible anytime/anywhere
f) Student data is pre-uploaded to application for easy access
5) Connection to Go-IEP training
a) Collaboration among district employees
b) Anything posted can be seen amongst the district employees
c) Teachers can collaborate amongst each other
6) Why Transition Plans
a) Student’s long-term goal(s) in the area of Postsecondary Education or Training
 b) Student’s long-term goal in the area of Employment
7) Entering Data in Infinite Campus - Go-IEP Transition Plan
a) Log into Infinite Campus
i) Use your gradebook IC password and user ID
b) Use menu on the left side
i) Click Transition Plan
(1) Enter student’s strengths in top box
(2) Enter student’s course of study in second box
(3) Enter student’s education and training in third box
(4) Enter student’s after graduation employment
ii) Click Student’s Right
(1) Enter Yes or No
(2) Click Calendar
(a) Enter date
c) Use menu on top of page
i) Click Save and Continue
d) Use menu on left side
i) Scroll to Transition Goal
e) Use menu on top of page
i) Click New Transition Goals
(1) Dropbox
(a) SELECT EDUCATION AND TRAINING
(2) Scroll Up
(a) Enter goals
(b) Enter 3 activities
(c) Enter Agencies Involved
f) Use menu on top of page
i) Click Save
ii) Click New Transition Goals
(1) Dropbox
(a) SELECT EMPLOYMENT
(2) Scroll Up
(a) Enter goals
(b) Enter 3 activities
(c) Enter Agencies Involved
ii) Click Save
g) Print
i) Click right printer icon
ii) Choose yes print all
h) Log out when finish
i) Click “Save and Exit”
 ii) Click “Log Off”
Subject Matter Expert (SME)
I (Michelle Fale-Lampkin) will serve as the SME for this instructional plan. My formal
education consists of a bachelor’s degree in Early Childhood Education from Mercer University.
I have a master’s degree in Instructional Technology and Design and a specialist in Curriculum
and Instruction. I have told online college classes at Middle Georgia College and I currently
teach online high school students in the Special Education Department.
My primary qualifications to serve as SME is my position as Lead Teacher at the High School.
My job requires me to conduct training when new material or information is implemented in our
school environment. It gives me the opportunity to collaborate with the other SPED teachers and
use my knowledge of technology to facilitate the training. Google Classroom with the
collaboration tool used to access information and share ideas concerning the Infinite Campus
GO-IEP training.

Mr. Mike Jopkins will serve as the SME for this instructional plan. His formal education consist
of a bachelor’s degree in Special Education from Augusta State University. A Master’s degree
from University of South Carolina in Special Education and a Specialist in Leadership from
University of South Carolina. He is the Special Service Coordinator for the school system. He
has taught special education for 17 years and facilitator for 5 years.
His primary qualification to serve as a SME is his experience as a teacher, facilitator, and
coordinator. He is well trained in developing IEPs and Infinite Campus.

Part IV: Instructional Objectives

Terminal Objective 1:​ To identify New Procedures for completing student’s IEPs
Enabling Objectives:
1A​. Discuss the new tool (Infinite Campus) that will be used to complete IEPs
1B​. Discuss the benefits of using Infinite Campus to submit IEPs

Terminal Objective 2:​ To explain reasons for using Google Classroom as the platform for the
IEP training.
Enabling Objectives:
2A.​ List the advantages of collaboration during IEP training
2B.​ Discuss who should be allowed to see the contents in Google Classroom.
2C​. Discuss the ethical procedures for sharing thoughts and ideas.

Terminal Objective 3:​ To explain why we are starting with entering Transition Plans in Infinite
Campus.
Enabling Objectives
3A.​ Discuss the findings on the last IEP Audit on the Transition Plans Section
3B.​ Compare and Contrast teacher’s IEP audits on the Transition Plans Section

Terminal Objective 4: ​To setup Infinite Campus IEP Account

Enabling Objectives
4A.​ Perform the procedures to set up the IC account using temporary password
4B​. Perform the procedures to set up permanent password

Terminal Objectives 5:​ To explain how to enter data into the Transition Plan using Infinite
Campus
Enabling Objectives
5A​. Perform the steps needed to enter Student’s data into the Transition Plan
5B​. Compose two appropriate examples of Educational Goals for IEPs.
5C.​ Compose two appropriate examples of Career Goals for IEPs
5D.​ Compose three activities for assessing Educational Goals for your examples
5E.​ Compose three activities for assessing Career Goals for your examples
5F.​ Discuss the agencies that will be involved in implementing the activities.

Terminal Objectives 6:​ To design goals and activity appropriate for student’s Transition Plan in
Infinite Campus
Enabling Objectives:
6A. ​Discuss the impact of using student’s data to select goals and activities for the Transition
Plan
6B​. Analyze activities that will require parents to be part of the student’s agency team
6C.​ Compare and Contrast different teacher approaches to entering data into the IEP Transition
Plans.
6D​.Write a sentence explaining the importance of providing a Transition Plan that will prepare
SPED students for life after high school.

Performance

Content Recall Application

Fact 2A, 6B, 5F 3A,3B

Concept 5B, 5C,5D,5E,6A, 6C,

Principles 2B 1A, 1B

Procedure 2C,4A,4B,5A

Interpersonal

Attitude 6D

OBJECTIVES STANDARDS

Terminal Objective 1:​ To identify New 2C- LEADER-ISTE STANDARDS

Procedures for completing student’s IEPs

1A 2C

1B 2C

Terminal Objective 2:​ To explain reasons 4A- COLLABORATOR -ISTE

STANDARDS
for using Google Classroom as the platform
for the IEP training.
2A 4A

2B 4A

2C 4A

Terminal Objective 3:​ To explain why we SPP 13, 1B, 1C

are starting with entering Transition Plans in
Infinite Campus.

3A SPP 9 AND 10, 1B, 1C

3B SPP 9 AND 10, 1B, 1C

Terminal Objective 4: ​To setup Infinite 1A.1B.1C- LEARNER- ISTE STANDARDS

Campus IEP Account

4A 1A.1B.1C

4B 1A.1B.1C

4C 1A.1B.1C

Terminal Objectives 5:​ To explain how to 3D- CITIZEN- ISTE STANDARDS

enter data into the Transition Plan using
Infinite Campus

5A 3D

5B 5A AND B- DESIGNER- ITSB

STANDARDS

5C 5A AND B

5D 5A AND B

5E 5A AND B

5F
 Terminal Objectives 6:​ To design goals and SPP13, 7B AND 7C- ISTE STANDARDS
activity appropriate for student’s Transition
Plan in Infinite Campus

6A SPP 14, 7B AND 7C- ISTE STANDARDS

6B SPP 8, 7B AND 7C- ISTE STANDARDS

6C SPP 14, 7C

6D SPP 4, 4D

SPP- are SPED goal indicators/standards

Part V: Development of Assessment

Lesson 1: Preparing for Google Classroom Learning Platform

Objective 2- ​To explain reasons for using Google Classroom as the platform for IEP training.

Objective 2A.​ List the advantages of collaboration during IEP training

Objective 2B.​ Discuss who should be allowed to see the contents in Google Classroom.
Objective 2C​. Discuss the ethical procedures for sharing thoughts and ideas.
Assessment​- Learners will answer a discussion question in Google Classroom IEP Training
Workshop with at least a 250 word count.​ ​Using evidence to support your post, explain why
using ethical principles during training is so important?

Explain why using ethical principles during the training is so important?

UDL​- This assessment meets the principles of multiple means of engagement and action or
expression. Learners can select their sources, which allows for multiple means of expression.

UDL- This assessment meets the principles of multiples means of engagement and action or
expression. Learners can express their opinion concerning ethics in word count of 250 or they
can express opinions beyond the required word count. Learners can select their own source to
support their opinions. Learners can also record their answer using a 2.0 web tool.
Lesson 2: Introducing Infinite Campus
Objective 1-​ To identify New Procedures for completing student’s IEPs

Objective 1A​. Discuss the new tool (Infinite Campus) that will be used to complete IEPs
Objective 1B​. Discuss the benefits of using Infinite Campus to submit IEPs

Assessment- ​After watching a powerpoint addressing the new procedures for entering IEPs and
the benefits of entering IEPs using the new Infinite Campus tool, learners will write a paragraph
in Google Classroom expressing their opinions concerning the new procedures.

Do you agree with/ disagree with the new procedural changes?

Learners will use powerpoint notes to help them organize their thoughts.
UDL- ​This assessment meets the principles of multiple means of engagement and action or
expression. Learners can choose the sources they want to post, which allows for multiple means
of expression.
 Lesson 3: Setting Up Your IEP Account
Objective 4-​To setup Infinite Campus IEP Account

Objective 4A.​ Perform the procedures to set up the IC account using temporary password
Objective4B​. Perform the procedures to set up permanent password

Assessment-​ Learners will follow powerpoint presentation demonstrating step by step

procedures for setting up Infinite Campus Accounts.

UDL-​ This assessment meets the principle of guiding information processing and visualization
by giving explicit prompts for each step in a sequential process.

Lesson 4: The Importance of starting with the Transitional Plans portion of the IEP
Objective 3-​ To explain why we are starting with entering Transition Plans in Infinite Campus.
Objective 3A.​ Discuss the findings on the last IEP Audit on the Transition Plans Section
Objective 3B.​ Compare and Contrast teacher’s IEP audits on the Transition Plans
Section

Assessment-​ After reading the link ​http://www.scielo.mec.pt/pdf/rpe/v29n1/v29n1a02.pdf​ the

learners will divide into groups ot twos and justify why we are starting with entering Transition
Plans data instead of starting with the other sections of the IEP. The justification can be created
using any tool the learners select. The findings will be uploaded into the Google Classroom IEP
Training Class. Groups must reference two sources including the reading assignment. Learners
will also conduct a peer evaluation of groups work, in order to extend their critical thinking
about the process.

UDL- ​Learners working together in groups to provide one-on-one support to create expectations
for group work falls under the principle of multiple means of engagement.The peer evaluation of
a classmate’s assessment encourages collaboration and community and falls under the principle
of multiple means of engagement.
Lesson 5: Entering Data into Transition Plans
Objectives 5-​ To explain how to enter data into the Transition Plan using Infinite Campus
Objective 5A​. Perform the steps needed to enter Student’s data into the Transition Plan
Objective 5B​. Compose two appropriate examples of Educational Goals for IEPs.
Objective 5C.​ Compose two appropriate examples of Career Goals for IEPs
Objective 5D.​ Compose three activities for assessing Educational Goals for your examples
Objective 5E.​ Compose three activities for assessing Career Goals for your examples

Assessment- ​Learners will enter data into the Transition Plan following the procedures on the
Powerpoint Presentation presented by instructor. The learners will perform each step in the order
of the slides presented. Information will be entered using the composed examples from the
examples in their Google Doc from objectives 5B-E.

UDL-​ This assessment meets the principle of guiding information processing and visualization
by giving explicit prompts for each step in a sequential process.

Lesson 6: Let’s Do It Correctly!

Objectives 6-​ To design goals and activities appropriate for student’s Transition Plan in Infinite
Campus.
Objective 6A. ​Discuss the impact of using student’s data to select goals and activities for
the Transition Plan
Objective 6B​. Analyze activities that will require parents to be part of the student’s agency team
Objective 6C.​ Compare and Contrast different teacher approaches to entering data into
the IEP Transition Plans.
Objective 6B​. Write a sentence explaining the importance of providing a Transition Plan
that will prepare SPED students for life after high school.
Assessment-​ Learners will complete a quiz about Transition Plans in Infinite Campus using
Edmodo Quiz Tool.

UDL- ​The quiz will be differentiated to provide multiple means of expression. Some learners
will receive a more objective quiz with matching and multiple choice, while others will complete
listing quiz with some matching.
Objective 2 Assessment

Explain why using ethical principles during the training is important?

We have now discussed why collaboration is so important during this IEP Training. We also
discussed the need for confidentiality, consideration of others, and respect for others. You are
going to post a reply to a discussion question using at least 250 word count explaining why using
ethical principles during the training is important?

The post should contain the following:

1. Your opinion or point of view about ethics

2. At least two sources to support your response
3. At least three examples of ethical practices that should be followed during a training
workshop
4. No grammatical/ spelling errors
Post your response in the Google Classroom folder labeled Discussion Question Objective 2

Rubric

0 1 2 3
No Point of View Point of View is not Point of View Point of view
Point of view expressed in enough expressed with detail expressed
detail to answer information but not adequately and
question enough to adequately with enough
answer the question. detail to
answer the
question.

Sources No Sources 1 source 1/2 sources 2 sources

 Ethical No Examples of Ethical 1 Example of ethical 2 Examples of ethical 3 Examples of
Practices Practices practices practices ethical
practices

Conventions 4 or more grammatical 3 2 or less No errors

and /spelling errors grammatical/spelling grammatical/spelling
errors errors
Mechanics

Objective 1- Assessment

Do you agree with/ disagree with the new procedural changes?

After discussing the new procedures for entering IEP data, learners will be given the opportunity
to express their opinions concerning the new procedural changes. Learners will write a paragraph
in the Google Classroom Folder Objective 1.

This assessment is an opinion paragraph and the only criteria is to express your opinion.

Rubric

0 100

Point of View/Opinion Learner did not express their Learner expressed their point
point of view/opinion of view/opinion

Objective 4- Assessment
Setting Up Infinite Campus IEP Account

Learners in Infinite Campus will follow step by step procedures on powerpoint presentation
describing how to set up Infinite Campus IEP Account.

Learners will follow the following steps:

1. Go to ​http://www.ccboe.net/pages/Columbia_County
2. Click Infinite Campus
3. Enter your first name. last name- michelle.falelampkin- user name
4. Everyone's password will be ​Harlem Bulldogs
 5. Change password to permanent password (your choice)
6. Confirm password
7. Hit Submit

After hitting submit learners will re-enter information to see if they successfully set up their
account:

Rubric

0 100

Infinite Campus Set-up Submission unsuccessful Submission Successful

Objective 3- Assessment
To explain why we are starting with entering Transition Plans in Infinite Campus.

After reading the link ​http://www.scielo.mec.pt/pdf/rpe/v29n1/v29n1a02.pdf​ the learners will

divide into groups ot twos and justify why we are starting with entering Transition Plans data
instead of starting with the other sections of the IEP. The justification can be created using any
tool the learners select. The findings will be uploaded into the Google Classroom IEP Training
Class. Groups must reference two sources including the reading assignment. Learners will also
conduct a peer evaluation of groups work, in order to extend their critical thinking about the
process.

Rubric

0 1 2
Did not explain how Did not fully explain Explained how the two
Content text contributed to how text contributed texts contributed to
understanding of the to the understanding understanding of the
explain their question of the question. questions
 justification
for starting
with
Transition
Plans

Sources No Sources 1 source 2 sources

Conventions 3 or more grammatical 2 or less No

and /spelling errors grammatical/spelling grammatical/spelling
errors errors
Mechanics

Objective 5- Assessment
To explain how to enter data into the Transition Plan using Infinite Campus

Learners will enter data into the Transition Plan following the procedures on the Powerpoint
Presentation presented by instructor. The learners will perform each step in the order of the slides
presented. Information will be entered using the composed examples from the examples in their
Google Doc from objectives 5B-E.

Learners will follow the following powerpoint presentation presented by the instructor and enter
data into the Transition Plan:
https://content.infinitecampus.com/sis/Campus.1805/documentation/individual-education-plan-g
eorgia/

After entering information learners will print document

Rubric

0 50 75 100

Infinite Campus Entries No entries At least half of the Most of the All information entered
entered information information entered correctly in Infinite
correctly entered correctly in correctly in Infinite Campus
Infinite Campus Campus
Answer the following questions

1.How many steps to transition planning?

2. Name the steps in the transition plan?
3. What must occur at age 14?
4. In order to promote transition practices in schools, Congress has enacted a
number of related laws that influence the transition from school to adulthood for
young people with disabilities, such as which of the following?

Matching

4..____What is Informed Consent

5.._____Step 5 of Process

6.._____Example Services

A.- "I will provide instruction that makes it possible for the student to work at the school's coffee
shop".
- "I will provide connect to provide employment"
- "I will train the student how to count money"
- "I will teach ____ how to _____"

B. - 1 year before child reaches the "age of majority" (usually 18)

- The student and family must be informed about the "change of authority" when the student
turns 18 and is considered an adult so they are in charge of the decisions
- Parents can go to court to make sure they keep the guardianship if appropriate.

C. Write Annual Goals and Objectives

- Determine specially designed instruction

Differentiated Quiz –Multiple Choice Questions to replace

questions

7. At what age should a student begin a transition plan?

A. No later than age 16,or earlier in some states
B. When the student turns 18
C. When the student turns 21
D. It depends on when the student graduates

8. ​Who is responsible for creating and implementing the transition plan?

A. The principal
B. The future employer
C. The IEP team
D. The school counselor
9. ​Where should a statement of the postsecondary goals be listed?
A. On the PLAAFP
B. On the related services page
C. On the adult living objectives page
D. On the community service page

10. ​How can families can assist in the successful transition to adulthood?
A. Become informed about the demands of adulthood and the
transition planning process;
B. Participate in the transition planning process;
C. Seek assistance when needed;
D. Advocate for their children.
E. All of the above

Answer Key
Answer the following questions

1.How many steps to transition planning?

There are 5 steps in the transition plan.
2. Name the steps in the transition plan?

3. What must occur at age 14?

4. In order to promote transition practices in schools, Congress has enacted a
number of related laws that influence the transition from school to adulthood for
young people with disabilities, such as which of the following?
Rehabilitation Act of 1973

Matching

4.._​A​__​_What is Informed Consent

5.._​_C_​__Step 5 of Process

6.._​B__​__Example Services

A.- "I will provide instruction that makes it possible for the student to work at the school's coffee
shop".
- "I will provide connect to provide employment"
- "I will train the student how to count money"
- "I will teach ____ how to _____"

B. - 1 year before child reaches the "age of majority" (usually 18)

- The student and family must be informed about the "change of authority" when the student
turns 18 and is considered an adult so they are in charge of the decisions
- Parents can go to court to make sure they keep the guardianship if appropriate.
C. Write Annual Goals and Objectives
- Determine specially designed instruction

Differentiated Quiz –Multiple Choice Questions to replace

questions

7. At what age should a student begin a transition plan?

A. ​No later than age 16,or earlier in some states
B. When the student turns 18
C. When the student turns 21
D. It depends on when the student graduates

8. ​Who is responsible for creating and implementing the transition plan?

A. The principal
B. The future employer
C. ​The IEP team
D. The school counselor

9. ​Where should a statement of the postsecondary goals be listed?

A. On the PLAAFP
B. On the related services page
C. ​On the adult living objectives page
D. On the community service page
10. ​How can families can assist in the successful transition to adulthood?
A. Become informed about the demands of adulthood and the
transition planning process;
B. Participate in the transition planning process;
C. Seek assistance when needed;
D. Advocate for their children.
E. All of the above
Part VI: Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Explain reasons for using Google Classroom as the 2

learning platform.

2 Identify the new procedure for implementing IEPs 1

3 Set up Infinite Campus IEP accounts 4

4 Purpose for starting with Transitional Plan 3

5 Entering information into the Transitional Plan 5

6 Purpose for entering correct data in Transition Plan 6

Procedural Sequencing

The sequence that will be followed is procedural. The learners will be introduced to a new
procedure for entering IEPs. The learning platform will be introduced. This will be the
collaboration tool used for communicating ideas and submitting required material. The next step
will introduce the new procedure and the new tool ( Infinite Campus) for entering IEP’s. Setting
up the new tool (Infinite Campus) will be taught using step by step instructions. The rationale for
beginning the IEP Transition Plan will be discussed and justified. The learners will then enter
data starting with the Transition Plan. Each part of the transition plan’s menu will be introduced
and examples will be followed. After reviewing data entered the importance of entering correct
data will be discussed.
Learners will proceed in order. Learning one procedure and moving on the next procedure.
Learners will discuss, list, and create ideas for each procedure introduced. After each procedure
is completed, learners will learn the reason or purpose for the lesson.

Lesson 1: Preparing for Google Classroom Learning Platform

Objective 2: ​To explain reasons for using Google Classroom as the platform for IEP training.
Objective 2A.​ List the advantages of collaboration during IEP training
Objective 2B.​ Discuss who should be allowed to see the contents in Google Classroom.
Objective 2C​. Discuss the ethical procedures for sharing thoughts and ideas.
Motivational Strategy: Ask teachers why collaborating is so important. Ask teachers to think
about the benefits of using Google Classroom as learning platform for the IEP training. Notes
will be posted on the Google Classroom Powerpoint for sharing. Differentiation- Notes will be
printed and given to those who would rather have a hard copy.

Initial Presentation: Explain to the teachers that we are going to be learning and sharing ideas
using the IEP Training in Google Classroom. Feel free to express your opinions, but we should
all follow an ethical procedures for providing feedback and sharing information. Differentiation-

Generative Strategy: Divide teachers into pairs and have them come up with rules that we should
following during the training sessions. Ideas will be shared, selected, and put in the Classroom
powerpoint. Differentiation- Guided practice during selection of rules.

Lesson 2: Introducing Infinite Campus

Objective 1:​ To identify New Procedures for completing student’s IEPs
Objective 1A​. Discuss the new tool (Infinite Campus) that will be used to complete IEPs
Objective 1B​. Discuss the benefits of using Infinite Campus to submit IEPs
Initial Presentation: Teachers will presented a powerpoint explaining reasons for new
procedures for entering IEPs. Review information on powerpoint.Differentiation- Speaker notes
and instructional guidance through presentation.
Generative Strategy: As a whole group, teachers will brainstorm benefits of using Infinite
Campus for submitting IEPs. Teachers will compile a list of benefits and the speaker will present
findings. Benefits will be compiled and put in the Google Classroom note section of the IEP
training workshop. Differentiation- discussion as a whole group

Initial Presentation: Each teacher will be given an opportunity to express their feelings on the
discussion platform in the Google Classroom IEP Training Workshop. Each teacher will have to
respond to 2 of their colleagues posts. Differentiation- Respond to one post

Lesson 3: Setting Up Your IEP Account

Objective 4: ​To setup Infinite Campus IEP Account
Objective 4A.​ Perform the procedures to set up the IC account using temporary password
Objective4B​. Perform the procedures to set up permanent password
Initial Presentation: Teachers will use the new tool (Infinite Campus) for the remainder of the
lessons. Google Classroom Documents will be used to provide guidance and collaboration
throughout the lessons. Google Classroom Documents will be projected on screen while teachers
are using Infinite Campus. Students will go to ​www.ccboe/infinte​campus website.
Differentiation- IP address on projector screen

Generative Strategy: Have students login into Infinite Campus using their present user ID for
Infinite Campus Gradebook. Students will look in their Google Classroom folder and find their
temporary ID. Have students change their temporary ID to their permanent ID. Differentiation-
Guidance on projector screen.

Initial Presentation: Teachers will perform step by step procedures for entering Infinite Campus.
Differentiation- Review Steps as a whole group

Lesson 4: The Importance of starting with the Transitional Plans portion of the IEP
Objective 3:​ To explain why we are starting with entering Transition Plans in Infinite Campus.
Objective 3A.​ Discuss the findings on the last IEP Audit on the Transition Plans Section
Objective 3B.​ Compare and Contrast teacher’s IEP audits on the Transition Plans
Section
Motivational Strategy: Ask teachers if they are familiar with the results of the last IEP audit?
What session of the IEP do you think had the lowest achievement score? Teachers will notate
answers on Powerpoint.

Initial Presentation: Teachers will be divided into groups and given a document page in their
Google Classroom to read: “Our District’s IEP Audit.” Differentiation- Summary of audit will be
provided in another document.

Generative Strategy: Each group will be responsible for reading the document and listing the
section and score received. Answers will be discussed and put into powerpoint. Differentiation:
Large discussion to fill in gaps about audit will be noted and put into the next slide on the
powerpoint.

Lesson 5: Entering Data into Transition Plans

Objectives 5:​ To explain how to enter data into the Transition Plan using Infinite Campus
Objective 5A​. Perform the steps needed to enter Student’s data into the Transition Plan
Objective 5B​. Compose two appropriate examples of Educational Goals for IEPs.
Objective 5C.​ Compose two appropriate examples of Career Goals for IEPs
Objective 5D.​ Compose three activities for assessing Educational Goals for your examples
Objective 5E.​ Compose three activities for assessing Career Goals for your examples
Objective 5F.​ Discuss the agencies that will be involved in implementing the activities.-
I’m going to remove this objective.
Initial Presentation: Direct teachers to the Transitional Portion of the IEP in Infinite Campus.
Website instructions will be projected on screen with accompany powerpoint. Show teachers
how to navigate menu tools. Have teachers practice navigating around website. Differentiation-
Instructional powerpoint will be provided on projector screen and divide teachers into groups for
guidance.

Generative Strategy: Each group will responsible for brainstorming answers to one of the
sub-objectives 5B-E listed above. Groups will present their findings in the Google Classroom
Folder entitled ” Examples and Activities”. Findings will be discussed in whole group and
guided by instructor. A list of correct examples and activities will be used to complete Transition
Plan. Teachers will enter data into plans using a instructional guide in their Google Classroom
documents and projected copy on screen. Differentiation- Instructor will guide teachers through
the process of entering data using powerpoint.

Lesson 6: Let’s Do It Correctly!

Objectives 6:​ To design goals and activity appropriate for student’s Transition Plan in Infinite
Campus.
Objective 6A. ​Discuss the impact of using student’s data to select goals and activities for
the Transition Plan
Objective 6B​. Analyze activities that will require parents to be part of the student’s agency team
Objective 6C.​ Compare and Contrast different teacher approaches to entering data into
the IEP Transition Plans.
Objective 6B​. Write a sentence explaining the importance of providing a Transition Plan
that will prepare SPED students for life after high school.

Motivational Strategy: Does anyone have any questions on how and what to enter into the
Transition Plan using Infinite Campus? Ask teachers to discuss the impact of using student’s
data to select goals and activities for the Transition Plan. Note the findings on Google
Powerpoint.

Initial Presentation: Present Department of Education IEP policies for entering data into the
Transition Plan. Ask teachers in groups to compare and contrast teacher approaches to entering
data in the IEP Transition Plan. Speaker will present a powerpoint explaining findings. Secondly,
write activities that will require parents to be part of the Transition Plan (put in powerpoint).
Finally, review information on each powerpoint and discuss how teachers enter data and
activities that will require parents involvement. Differentiation- Teachers can use the DOE
website to access information.

Generative Strategy: Have teachers access the shared folder entitled “ Sharing my thoughts on
the importance of providing a well written Transition Plan using Infinite Campus.” Teachers
will write at least one sentence answering this question. Instructor will respond to comments.
Differentiation- Instructor will provide positive feedback in Google Classroom Doc.

Works Cited:

Christensen, L., Carver, W., VanDeZande, J., and Lazarus, S. (2011). Accommodations Manual:
How to Select, Administer, and Evaluate the Use of Accommodations for Instruction and
Assessment of Students with Disabilities: 3rd Edition. Washington, DC: ASES, SCASS, Council
of Chief State School Officers.

Courtade, Gineva, and Browder, Diane. (2011). Aligning IEPS to the Common Core State
Standards; IEP Resources, Verona, WI. ​www.AttainmentCompany.com​ retrieved on 4/1/2018.

Fariña, C., & Kotch L. (2008). ​A school leader's guide to excellence: Collaborating our way to
better schools​. Portsmouth, NH: Heinemann.
GaDOE Office of Curriculum, Instruction, and Assessment (2013) Accommodations Manual: A
Guide to Selecting, Administering, and Evaluating the Use of Test Administration
Accommodations for Students with Disabilities. Atlanta, GA.

Part VII:Design of Instruction

Instructional Goals Objectives UDL Assessments

Strategies
Teacher will use Explains the benefits Objective 1:​ To Learners will respond
Google Classroom of using Infinite using Google
tools for answering Campus to submit identify New Classroom tools and
questions or IEP. Procedures for Infinite Campus tools.
discussion topics.
completing student’s Multiple means of
IEPs representation

Objective 1A​. Multiple means of

Discuss the new tool expression

(Infinite Campus) that

will be used to
complete IEPs
Objective 1B​. Discuss
the benefits of using
Infinite Campus to
submit IEPs

Teacher will use Explains the Objective 2: ​To Learners will respond
Google Classroom usefulness of using explain reasons for using Google
tools for answering collaboration tools using Google Classroom tools and
questions or during IEP training. Infinite Campus tools.
discussion topics. Classroom as the
platform for IEP
training.
Objective 2A.​ List the
advantages of
collaboration during
IEP training
Objective 2B.​ Discuss
who should be
 allowed to see the
contents in Google
Classroom.
Objective 2C​.
Discuss the ethical
procedures for sharing
thoughts and ideas.

Teacher will use Identifies the basic Objective 3:​ To Learners will respond
Google Classroom components of the using Google
tools for answering Transition Plan Audit explain why we are Classroom tools and
questions or and the need for starting with entering Infinite Campus tools.
discussion topics. improvement.
Transition Plans in
Infinite Campus. Multiple means of
Representation
Objective 3A.
Discuss the findings Multiple means of
expressio
on the last IEP Audit
on the Transition
Plans Section
Objective 3B.
Compare and Contrast
teacher’s IEP audits
on the Transition
Plans Section

Teachers will use Identifies the proper Objective 4: ​To setup Learners will respond
Infinite Campus to procedure for setting using Google
perform steps and up the user ID and Infinite Campus IEP Classroom tools and
procedures. permanent password Account Infinite Campus tools.
for login into Infinite
Teacher will use Campus. Objective 4A. Multiple means of
Google Classroom Perform the representation
tools for answering
questions or procedures to set up Multiple means of
discussion topics. the IC account using expression

temporary password
Objective4B​. Perform
the procedures to set
up permanent
password

Teachers will use Identifies the basic Objectives 5:​ To Learners will respond
Infinite Campus to components of the using Google
perform steps and Transition Plan and explain how to enter Classroom tools and
procedures. the steps to proper data into the Infinite Campus tools.
implementation of
Teacher will use entering data into Transition Plan using
Google Classroom Infinite Campus. Infinite Campus Multiple means of
tools for answering representation
questions or Objective 5A​.
discussion topics. Perform the steps Multiple means of
expression
needed to enter
Student’s data into the
Transition Plan
Objective 5B​.
Compose two
appropriate examples
of Educational Goals
for IEPs.
Objective 5C.
Compose two
appropriate examples
of Career Goals for
IEPs
Objective 5D.
Compose three
activities for assessing
Educational Goals for
your examples
Objective 5E.
Compose three
activities for assessing
Career Goals for your
examples

Teachers will use Explains the Objectives 6:​ To Learners will respond
Infinite Campus to using Google
perform steps and characteristics and design goals and Classroom tools and
procedures. usefulness of using the activity appropriate Infinite Campus tools.
correct data to create a for student’s
well written IEP Transition Plan in Multiple means of
representation
Transition Plan. Infinite Campus.
Objective 6A. Multiple means of
expression
Discuss the impact of
using student’s data to
 select goals and
activities for the
Transition Plan
Objective 6B​.
Analyze activities that
will require parents to
be part of the student’s
agency team
Objective 6C.
Compare and Contrast
different teacher
approaches to entering
data into the IEP
Transition Plans.
Objective 6B​. Write a
sentence explaining
the importance of
providing a Transition
Plan that will prepare
SPED students for

Part VIII: Formative Evaluation Plan

Expert
My colleague, Mrs. C Tucker will conduct a short questionnaire for review of the
instructional materials. She has been a Special Education teacher for over 10 years
and a facilitator for 15 years. The main goal at this stage is to review the overall
opinions of the learners and the effectiveness of the delivery of the instruction and
the performance of Infinite Campus as a new IEP data collector.
I would provide all of the information regarding the new procedure for entering
IEPs. I would also show her the presentation showing the step by step procedures
for entering IEps and allow her to enter data. Her feedback will be used to
determine if any changes need to be made in the lessons also.

Data Collection
My data collection plan is to give the questionnaire below after the fifth lesson of
the training section. The learners have entered data into Infinite Campus for the
first time. The survey will be conducted to rate the overall opinions of the step by
step process used as guidance and the overall ease of using a new application to
enter data.
Mrs. Tucker will take learners individually and ask them the questions on the
questionnaire, writing down their responses or anything else they may tell her.
Learners will be encouraged to express their feelings.

One-On-One Evaluation Questions

1. Was the presentation and step by step instructions easy to follow when
entering data into Infinite Campus? Why or why not
2. Have the lessons provided information concerning Transition Plans that you
will use in the future?
3. What is your opinion concerning the new procedural for entering IEPs?

Analyze Data
Mrs. Tucker and I would analyze the data by compiling the findings and using the
data to improve instructions for future IEP workshops.