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Transition Assessment . Sue Severson, Ed.D. Minnesota State University Moorhead severson@mnstate.edu. Minneapolis Career Fair March 4, 2005. IDEIA, 2004.

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Transition Assessment


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    1. Transition Assessment Sue Severson, Ed.D. Minnesota State University Moorhead severson@mnstate.edu Minneapolis Career Fair March 4, 2005

    2. IDEIA, 2004 • The term “transition services” means a coordinated set of activities for a child with a disability that - (B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests. . . . Vermillion

    3. IDEIA, 2004 • Appropriate Measurable Postsecondary Goals • Based upon age appropriate transition assessment • Related to training, education, employment and where appropriate independent living skills Vermillion

    4. Transition Assessment & Planning Teaching of skills/knowledge (goals & objectives, general education curriculum) Initial Identification of Needs Transition Planning In-Depth Assessment of Select Areas Linkage to services/supports (activities) Adapted from Transition Planning Inventory, Clark & Patton, 1997. Vermillion

    5. Questions Transition Assessment Must Answer • What are the desired future outcomes/goals? (preferences and interests) • Results oriented process. • Needs, strengths, preferences and interests. • What skills does the student possess? (strengths) • Relative to their goals. • What skills must the student acquire to achieve their goals? (needs) • What planning issues need to be addressed? (needs) Vermillion

    6. Postsecondary Goals (preferences & interests) ASSESS Course of Study Present Level Of Educational Performance --------------- Build on strengths, address needs Statement of Needed Transition Services ASSESS Goals & Objectives Vermillion

    7. Transition Assessment • Key piece of the “preparation for life” puzzle • Systematic observation of what individuals need to function successfully as adults • Systematic observation--objective and organized means of gathering data to confirm or validate (DCD Manual) Vermillion

    8. Transition Assessment Instruments • ESTR Scales • ESTR-J-R + Parent Form • Transition specific assessment for students with mild disabilities • ESTR III + Parent Form • Transition specific assessment for students with more disability • Transition Planning Inventory (TPI) • Transition screening for students with mild disabilities • LCCE Batteries (Published by CEC) • Knowledge Battery-200 multiple choice test • Performance Battery-Performance-based measures • Brigance Diagnostic Inventory of Employability Skills • Criterion referenced performance-based assessment • Brigance Diagnostic Inventory of Life Skills • Criterion referenced performance-based assessment Vermillion

    9. Transition Planning Inventory (TPI) • Four forms: home, school, student, profile • 46 transition planning statements • 9 planning areas • Employment, Further Education/Training, Daily Living, Leisure Activities, community Participation, Health, Self-Determination, communication, & Interpersonal Relationships Vermillion

    10. Transition Planning Inventory (TPI) • Screening? • Broad items • Manual contains further breakdown • Mild Disabilities? • Authors indicate it can be used for all • Early Years? Vermillion

    11. TPI Profile Vermillion

    12. Measurable Postschool Outcomes • Student form • Parent form in manual • 15 open ended statements Vermillion

    13. Enderle-Severson Transition Rating Scales • ESTR III • ESTR III Parent Form • ESTR-J-Revised • ESTR-J-Revised Parent Form • Transition Planning in the Schools: Using the Enderle-Severson Transition Rating Scales, 3rd Edition

    14. ESTR III • Items reflect the original scale (published in 1991). • 5 transition areas- • Employment, Recreation & Leisure, Home Living, Community Participation, Post Secondary Education • Areas are inclusive of the areas identified in IDEA • Useful when assessing students with more disability. Vermillion

    15. ESTR-J-Revised • Reduced number of items from ESTR-III. • Same 5 transition areas- • Employment, Recreation & Leisure, Home Living, Community Participation, Post Secondary Education • Areas are inclusive of the areas identified in IDEA • Useful when assessing students with MILD disabilities. Vermillion

    16. ESTR-J-Revised Administration • Respondents • Parent Form (gray form) • Rating system • Yes=Independent and Consistent • No= Not performed or performed inconsistently. Vermillion

    17. Vermillion

    18. Brigance Life Skills Inventory • Provides performance-based assessment to determine students strengths/needs • Does not assess Postsecondary Goals (Future Outcomes) • Is not organized around the five transition areas • Does not assess planning issues • But-it DOES provide performance based assessment of student skills Vermillion

    19. Vermillion

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    22. LCCE Knowledge BatteryLife Centered Career Education • Published by CEC • 200 Multiple Choice Test • Percentile rank Vermillion

    23. LCCE Knowledge BatteryLife Centered Career Education • 3 Curriculum areas • Assesses Daily Living Skills, Personal Social Skills, Occupational Skills • Broken down into 22 competencies • Broken down into 97 subcompetencies Vermillion

    24. LCCE Knowledge BatteryLife Centered Career Education • 10 questions for each competency • What the student knows in comparison to peers • Not what the student does on a daily basis Vermillion

    25. LCCE Performance BatteryLife Centered Career Education • Nonstandardized criterion referenced measure of LCCE competencies • Performance based assessment Vermillion

    26. Budgeting Vermillion

    27. Medical Symptoms Vermillion

    28. Attendance & Punctuality Vermillion

    29. Sitlington, Clark, and Kolstoe (2000) • The most central and critical use of transition assessment information is as a component of the Present Level of Educational Performance in the student’s IEP. Transition goals and objectives, along with official linkages with nonschool agencies, would come directly from transition-referenced assessment and the information in the Present Level of Educational Performance. The data should have direct implications for instructional program decisions, including program design, program placement, curriculum planning, instructional procedures, and additional assessment requirements. ( p. 123) Vermillion

    30. Time Flies Vermillion

    31. We have all of our ducks in a row. Vermillion

    32. Transition-We’ve created a good fit. All the pieces are coming together. Vermillion

    33. Because of our preparation… Vermillion