How can progress monitoring be applied to transition?
When developing the transition plan, those activities that will require specially designed instruction in order to be accomplished should be identified. Measurable goals and objectives should then be developed for those transition areas. For example: A student has an annual goal to approach two of her regular education teachers independently at least once a month and identify how her disability affects the way she contributes to class discussion, with a score of at least 3 on a teacher-made rubric. Monitoring progress might look like this: • 1st report period She approached her English teacher with a verbal reminder and a score of 2 on the rubric • 2nd report period She approached her government and science teachers with a verbal reminder and a score of 2 on the rubric • 3rd report period She approached her home economics and art teachers with a reminder card and a score of 3 on the rubric • 4th report period She approached her physical education and math teachers independently with a
