Test Design and
Test Framework
Field 297: Learning Behavior Specialist 2: Transition Specialist
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The test design below describes general test information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
| Format | Computer-based test (CBT) |
|---|---|
| Number of Questions | 6 constructed-response assignments |
| Time* | 3 hours, 45 minutes |
| Passing Score | 240 |
*Does not include 15-minute CBT tutorial
Test Framework
| test subarea | number of test objectives | number of c r eyes | subarea weight as percent of total test score |
|---|---|---|---|
| subarea 1—Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs | 5 | 2 | 34 percent |
| subarea 2—Planning and Delivering Instructional Content and Managing the Learning Environment | 3 | 2 | 33 percent |
| subarea 3—Professionalism, Collaboration, and Ethics | 2 | 2 | 33 percent |
| totals | 10 | 6 | 100 percent |
Subarea 1—Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs
Objective 0001—Understand the strengths and needs of students with disabilities.
For example:
- Demonstrate knowledge of the definitions, key causes, and eligibility criteria associated with disabilities.
- 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 common transition concerns of parents/guardians and students with disabilities and effective strategies for addressing such concerns.
Objective 0002—Understand assessment principles and various types of formal and informal transition assessments.
For example:
- Demonstrate knowledge of terminology and concepts (e.g., reliability, validity, baseline) used in assessment, including specialized terminology used in the transition assessment of students with disabilities.
- Demonstrate knowledge of the types, characteristics, and methods of formal and informal transition assessments (e.g., norm-referenced tests, criterion-referenced tests, formative and summative measures, work-based assessments).
- Apply knowledge of formal and informal transition assessment instruments (e.g., student self-reflections, career interest inventories, independent living rating scales, self-determination checklists, teacher observations) as methods for determining students' instructional needs and monitoring students' progress toward postsecondary goals.
- Apply knowledge of the uses and limitations of formal and informal assessment instruments to identify students' strengths, needs, preferences, and interests as related to postsecondary settings (e.g., postsecondary education, employment, independent living).
- Apply knowledge of methods for adapting formal and informal testing to accommodate students' needs and modes of communication and the use of varied assessment strategies to identify appropriate postsecondary goals and develop comprehensive transition plans.
- Apply knowledge of the continuum of postsecondary settings, including knowledge of supports students need to promote independence and inclusion in postsecondary activities and environments.
Objective 0003—Understand uses, procedures, and considerations in selecting and administering appropriate formal and informal transition assessments.
For example:
- Apply knowledge of procedures for effectively collaborating with students, families, general education teachers, service providers, and other professionals to gather information on students' medical background, academic history, work-based experiences, preferences, and interests.
- Apply knowledge of procedures for collecting data (e.g., checklists, situational assessments, interviews, curriculum-based measures) on the self-determination, social, employment preparation, independent living, and postsecondary education preparation skills of students with disabilities.
- Demonstrate knowledge of methods and strategies for systematically measuring the effectiveness of programs and interventions, modifications, accommodations, including assistive technology (A T), on students' learning and progress toward identified postsecondary goals.
- Apply knowledge of strategies and procedures for administering transition assessments, including strategies for using technology, and procedures for avoiding bias during the assessment process.
Objective 0004—Understand strategies for interpreting, reporting, and communicating the results of assessments for the purpose of developing transition plans that address students' individual strengths, needs, interests, and preferences.
For example:
- 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 determine appropriate modifications and accommodations in various learning environments.
- 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 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.
- Recognize methods for designing and implementing program evaluation procedures to assess and improve the effectiveness of transition education services and programs, including evaluation of students' postsecondary outcomes, in collaboration with students, families, community agencies, and employers.
- Demonstrate knowledge of strategies to effectively communicate with students, parents/guardians, and stakeholders about assessment purposes, assessment methods, and the implications and uses of assessment results.
Objective 0005—Understand procedures for developing, implementing, and amending Individualized Education Program (I E P) plans to meet the transition needs of students.
For example:
- 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 how to create, monitor the progress of, and collect data from appropriate and culturally responsive interventions and programs to assist in the ongoing assessment of students' readiness for postsecondary transitions.
- Apply knowledge of making individualized recommendations to assist the educational team in developing appropriate and ambitious IEPs 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.
Subarea 2—Planning and Delivering Instructional Content and Managing the Learning Environment
Objective 0006—Understand principles and methods for developing and individualizing instruction to create postsecondary experiences, services, and programs that support students' transition to adult life roles.
For example:
- 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 strategies for developing and selecting instructional content, materials, and resources that are responsive to students' unique strengths and needs.
- 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 strategies for developing in-school and community employment preparation instruction, postsecondary programs and services, and community-based training to facilitate students' transition to postsecondary activities (e.g., supported employment, technical education, community participation).
Objective 0007—Understand methods and practices for planning and managing the learning environment to support students' transition to adult life roles.
For example:
- Apply knowledge of methods for providing work-based and community-based education experiences for students with disabilities.
- Apply knowledge of strategies for identifying and implementing appropriate modifications within work, residential, technical training, and other community environments.
- Apply knowledge of strategies for developing natural support systems to facilitate transition to specific postsecondary environments.
- Apply procedures for developing residential, work-based, and other community-based educational programs for students with disabilities.
- Apply knowledge of methods for evaluating students' needs for assistive technology (A T) and for incorporating A T in order to facilitate and support independence, safety, and well-being in various 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.
Objective 0008—Understand knowledge of evidence-based instructional strategies and procedures for supporting students' transition to postsecondary settings.
For example:
- Apply knowledge of strategies for developing students' functional academic skills (e.g., using money management skills, comprehending oral and written directions, writing résumés, using technology).
- Apply knowledge of strategies for developing students' independent living skills (e.g., residential living skills, social relationships, health and safety, transportation skills).
- 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.
- Apply knowledge of strategies and procedures for promoting successful transitions in school, between schools, and from school to community and work for students with disabilities in various life settings (e.g., day habilitation program, independent living with support, community-based living).
- Apply knowledge of available resources, services, networks, and organizations that provide support services for students with disabilities.
Subarea 3—Professionalism, Collaboration, and Ethics
Objective 0009—Understand strategies for communicating and collaborating with students, parents/guardians, teachers, related service providers, employers, community agency personnel, and other stakeholders to promote successful transition outcomes.
For example:
- 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.
- 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.
- 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.
- Apply knowledge of strategies for encouraging active student and family participation in the educational team, addressing families' concerns, and maintaining positive communication between families and all relevant transition stakeholders.
Objective 0010—Understand the professional, ethical, and legal roles and responsibilities involved in the transition of students with disabilities.
For example:
- 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 [F E R P A], 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.
- Demonstrate knowledge of the roles and responsibilities of the transition specialist and the ethical responsibility to advocate for equitable access to postsecondary educational and career opportunities and resources for students with disabilities.
- Demonstrate familiarity with the continuum of lifelong professional development activities that promote the use of evidence-based instructional practices and assessment approaches to support successful postsecondary outcomes.
- Apply knowledge of strategies for designing and implementing professional learning activities, including professional mentorship, based on ongoing analysis of student outcomes to improve transition services and programs.
- Apply knowledge of strategies for designing and implementing professional learning activities for students, parents, community agency personnel, teachers, and other professionals about transition services, programming, and the transition planning process.