A Coordinated Set of Activities

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ESD-540Rubric-TransitionPlanning_ACoordinatedSetofActivities.pdf

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Transition Planning: A Coordinated Set of Activities - Rubric

Criteria Description

Student Career Interest and Current Job Preferences

5. Target 3 points

Includes comprehensive information about student’s expressed interests and

career area. Student’s current job preference is specific.

4. Acceptable 2.61 points

Includes realistic information about student’s expressed interests and career area.

Student’s current job preference is detailed.

3. Approaching 2.22 points

Includes basic information about student’s expressed interests and career area.

Student’s current job preference is lacking detail.

2. Insufficient 2.07 points

Includes unrealistic information about student’s expressed interests and career

area. Student’s current job preference is incomplete.

1. No Submission 0 points

Not addressed.

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Student Career Interest and Current Job Preferences 3 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

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Criteria Description

Age Appropriate Transition Assessments

5. Target 6 points

The names and descriptions of transition assessments used for each area

(employment, training/education, and independent living) are age appropriate and

demonstrate best practices.

4. Acceptable 5.22 points

The names and descriptions of transition assessments used for each area

(employment, training/education, and independent living) are clearly age

appropriate and suitable.

3. Approaching 4.44 points

The names and descriptions of age appropriate transition assessments used for

each area (employment, training/education, and independent living) are included

but lack precision.

2. Insufficient 4.14 points

The names and descriptions of transition assessments used for each area

(employment, training/education, and independent living) are incorrect or not age

appropriate.

1. No Submission 0 points

Not addressed.

Age Appropriate Transition Assessments 6 points

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Criteria Description

Strengths, Preferences, and Interests

5. Target 6 points

Includes a comprehensive listing of realistic student strengths, preferences, and

interests.

4. Acceptable 5.22 points

Includes a complete listing of relevant student strengths, preferences, and

interests.

3. Approaching 4.44 points

Includes an overly simplistic listing of student strengths, preferences, and interests.

2. Insufficient 4.14 points

Includes an incomplete listing of student strengths, preferences, and interests, or

items are unrealistic for the student.

1. No Submission 0 points

Not addressed.

Strengths, Preferences, and Interests 6 points

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Criteria Description

Postsecondary Transition Goals

5. Target 6 points

Postsecondary transition goals for employment, training/education, and

independent living are innovatively observable, measurable, and aligned to the

student’s interests.

4. Acceptable 5.22 points

Postsecondary transition goals for employment, training/education, and

independent living are clearly observable, measurable, and aligned to the student’s

interests.

3. Approaching 4.44 points

Postsecondary transition goals for employment, training/education, and

independent living are ambiguous or minimally appropriate for the student.

2. Insufficient 4.14 points

Postsecondary transition goals for employment, training/education, and

independent living are inappropriate for the student or not aligned to the student’s

interests.

1. No Submission 0 points

Not addressed.

Postsecondary Transition Goals 6 points

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Criteria Description

Coordinated Transition Services and Activities

5. Target 6 points

Transition activities are included for all areas, are thoughtful, creative, specifically

include the person or agency responsible and the duration of the activity or service

to be provided.

4. Acceptable 5.22 points

Transition activities are included for all areas, are appropriate for the student and

accurately include the person or agency responsible and the duration of the activity

or service to be provided.

3. Approaching 4.44 points

Transition activities are included for all areas but are underdeveloped and may not

accurately include the person or agency responsible and the duration of the activity

or service to be provided.

2. Insufficient 4.14 points

Transition activities are not included for all areas, are implausible or do not include

the person or agency responsible and the duration of the activity or service to be

provided.

1. No Submission 0 points

Not addressed.

Coordinated Transition Services and Activities 6 points

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Criteria Description

Student Chosen High School Courses

5. Target 6 points

High school courses listed are insightfully selected and specifically relate to the

student's interests. The courses would substantially help the student achieve

postsecondary transition goals identified in the transition plan.

4. Acceptable 5.22 points

High school courses listed are relevant to the student's interests and would

measurably help the student achieve postsecondary transition goals identified in

the transition plan.

3. Approaching 4.44 points

High school courses are listed, but only vaguely relate to the student's interests and

would be inconsistent in helping the student achieve postsecondary transition goals

identified in the transition plan.

2. Insufficient 4.14 points

High school courses are not fully complete or irrelevant to the student’s interests or

transitional needs.

1. No Submission 0 points

Not addressed.

Student Chosen High School Courses 6 points

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Criteria Description

Agency Collaboration

5. Target 6 points

Agencies and responsibilities listed are exceptionally appropriate for the student

and would compellingly meet the student’s transitional needs.

4. Acceptable 5.22 points

Agencies and responsibilities listed are appropriate for the student and would

effectively meet the student’s transitional needs.

3. Approaching 4.44 points

Agencies and responsibilities listed include cursory information or it is unclear how

the student’s transitional needs would be addressed.

2. Insufficient 4.14 points

Agencies and responsibilities listed are unfitting for the student or would not meet

the student’s transitional needs.

1. No Submission 0 points

Not addressed.

Agency Collaboration 6 points

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Criteria Description

Post-Graduation Plan and Annual IEP Goals

5. Target 6 points

Post-graduation plans are well-crafted for student. IEP goals comprehensively

support student’s post-graduation plans.

4. Acceptable 5.22 points

Post-graduation plans are appropriate for student. IEP goals logically support

student’s post-graduation plans.

3. Approaching 4.44 points

Post-graduation plans are superficially appropriate for student. IEP goals minimally

support student’s post-graduation plans.

2. Insufficient 4.14 points

Post-graduation plans are inappropriate for student. IEP goals do not effectively

support student’s post-graduation plans.

1. No Submission 0 points

Not addressed.

Post-Graduation Plan and Annual IEP Goals 6 points

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Criteria Description

Rationale

5. Target 9 points

Rationale compellingly explains how the activities help each student reach their

postsecondary goals, including strategies to involve each student in the

development and implementation of their own transition plan. How the transition

plans address the current and future needs of the student and meet the plan's

objectives is convincing. Collaboration with the student, family, outside service

agencies, and other educators when developing the transition plans and once the

plans are complete is comprehensive.

4. Acceptable 7.83 points

Rationale accurately explains how the activities help each student reach their

postsecondary goals, including strategies to involve each student in the

development and implementation of their own transition plan. How the transition

plans address the current and future needs of the student and meet the plan's

objectives is clear. Collaboration with the student, family, outside service agencies,

and other educators when developing the transition plans and once the plans are

complete is detailed.

3. Approaching 6.66 points

Rationale minimally explains how the activities help each student reach their

postsecondary goals, including strategies to involve each student in the

development and implementation of their own transition plan. How the transition

plans address the current and future needs of the student and meet the plan's

objectives is unclear. Collaboration with the student, family, outside service

agencies, and other educators when developing the transition plans and once the

plans are complete is underdeveloped.

2. Insufficient 6.21 points

Rationale inadequately explains how the activities help each student reach their

postsecondary goals or fails to include strategies to involve each student in the

development and implementation of their own transition plan. How the transition

plans address the current and future needs of the student and meet the plan's

objectives is unrealistic. Collaboration with the student, family, outside service

agencies, and other educators when developing the transition plans and once the

plans are complete is implausible.

1. No Submission 0 points © 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

Rationale 9 points

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Not addressed.

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Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Target 3 points

Submission is?virtually?free of mechanical errors.?Word choice reflects well-

developed use of practice and content-related language. Sentence structures are

varied and engaging.?

4. Acceptable 2.61 points

Submission includes some?mechanical errors, but they do not hinder

comprehension. A variety of effective sentence structures are used, as well as some

practice and content-related language.?

3. Approaching 2.22 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in

language choice (register) or word choice are present. Sentence structure is correct

but not varied.?

2. Insufficient 2.07 points

Surface errors are pervasive enough that they impede communication of meaning.?

Inappropriate word choice or sentence construction?is?used.?

1. No Submission 0 points

Not addressed.

Mechanics of Writing (includes spelling, punctuation, grammar, language use) 3 points

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Criteria Description

Template Format

5. Target 3 points

Content is well-presented and easy to read. All template and format elements are

correct.

4. Acceptable 2.61 points

Content is clear. Appropriate template is fully used. There are very few errors in

formatting style.

3. Approaching 2.22 points

Content is unfocused. Appropriate template is used, but formatting includes several

errors or lack of clarity.

2. Insufficient 2.07 points

Content is confusing. Template is missing key elements or includes pervasive

errors. A lack of control with formatting is apparent.

1. No Submission 0 points

Not addressed.

Total 60 points

Template Format 3 points

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