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    PPG

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    Matt McClenaghan, a special education teacher, created a professional practice goal to improve his knowledge of transition planning for students with disabilities. Over the course of the school year, he researched online resources, consulted with administrators and mentors, and participated in a webinar on transition planning. He provided evidence of his learning through notes, reflections on working with students, and a webinar completion certificate. His goal aligned with improving his knowledge of students, resources, communication skills, and parent engagement, as outlined in the Danielson teaching framework. He gathered evidence of progress through updated transition plans in student IEPs. At the end of the year, he reflected on participating in additional webinars and training, and

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    PPG

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    Matt McClenaghan, a special education teacher, created a professional practice goal to improve his knowledge of transition planning for students with disabilities. Over the course of the school year, he researched online resources, consulted with administrators and mentors, and participated in a webinar on transition planning. He provided evidence of his learning through notes, reflections on working with students, and a webinar completion certificate. His goal aligned with improving his knowledge of students, resources, communication skills, and parent engagement, as outlined in the Danielson teaching framework. He gathered evidence of progress through updated transition plans in student IEPs. At the end of the year, he reflected on participating in additional webinars and training, and

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    Matt McClenaghan, a special education teacher, created a professional practice goal to improve his knowledge of transition planning for students with disabilities. Over the course of the school year, he researched online resources, consulted with administrators and mentors, and participated in a webinar on transition planning. He provided evidence of his learning through notes, reflections on working with students, and a webinar completion certificate. His goal aligned with improving his knowledge of students, resources, communication skills, and parent engagement, as outlined in the Danielson teaching framework. He gathered evidence of progress through updated transition plans in student IEPs. At the end of the year, he reflected on participating in additional webinars and training, and

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    687 views5 pages

    PPG

    Uploaded by

    api-253644880
    Matt McClenaghan, a special education teacher, created a professional practice goal to improve his knowledge of transition planning for students with disabilities. Over the course of the school year, he researched online resources, consulted with administrators and mentors, and participated in a webinar on transition planning. He provided evidence of his learning through notes, reflections on working with students, and a webinar completion certificate. His goal aligned with improving his knowledge of students, resources, communication skills, and parent engagement, as outlined in the Danielson teaching framework. He gathered evidence of progress through updated transition plans in student IEPs. At the end of the year, he reflected on participating in additional webinars and training, and

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    The key takeaways are improving knowledge of transition planning for students with disabilities and making the transition planning process more student-centered.

    The main components of a PPG include setting a goal for professional growth, identifying how it will be measured, how it relates to their teaching responsibilities and Danielson Framework domains, and mid-year review of progress.

    The teacher plans to access colleagues, mentors and administrators for support, engage in research through webinars on transition planning offered by professional organizations, and utilize transition planning resources.

    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 supporting my students through
    the development of transition goals. I will research on-line resources, consult with district, state,
    and/or cooperative special education administrators 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 support that I am giving to students in teaching Reading Workshop and supporting
    students 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 supporting student learning and progress in supported 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 support you need to achieve this PPG:
    I will access the knowledge and assistance of colleagues, mentors and administrators 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 support
    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 students 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 students 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 IEPs and the PTPs 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 supports 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 upcoming 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 (PTPs) for all the
    students on my caseload as part of creating their IEPs moving forward. To facilitate the
    creation of effective PTPs, 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 upcoming 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 ones 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 ACP programs will affect, augment or
    interact with the efforts that special education makes in designing 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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