Transition Assessment and the IEP Pages

1. Jim Martin University of Oklahoma Zarrow Center 840 Asp Ave., Room 111 Norman, OK 73019 Phone: 405-325-8951 Email: jemartin@ou.edu Web: http://education.ou.edu/zarrow/ Transition Assessment and the IEP Pages

2. Agenda • Purpose of Special Education • Transition Big Ideas • Three-Part Transition Assessment Process • Self-Determination Skills • Basic transition skills • Vocational Interests • Can read • Can’t read • Functional Assessment • Student-Directed Summary of Performance to Frame Transition Assessment and IEP Transition Page Construction

3. The Purpose of Special Education What is the purpose of Special Education?

4. The Purpose of SPED . . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education,employment, and independent living.

5. The Reason Why - 1

6. The Reason Why -2

7. Elementary Model

8. A Secondary TransitionEducation Framework

9. Transition Big Idea #1 Where will the student live? Where will the student work? Where will the student receive education after high school?

10. Transition Big Idea #2 Design the high school years to ensure that students opportunities to gain the skills needed to achieve postsecondary education, employment, and living goals.

11. Transition Big Idea #3 To enable students to attain postsecondary goals, involve students in identifying and making linkages to postsecondary supports and programs before exiting the school system.

12. Seven Transition Steps • Student becomes involved in IEP planning process • Student completes a three-part transition assessment process. • Student writes Present Level of Academic Achievement and Functional Performance • Student develops Course of Study • Student develops Postschool Linkages • Student works on attaining IEP and personal goals • Student builds a their Summary of Performance

13. Step Two Completing a Three-Part Transition Assessment Process

14. IDEA 2004 and Transition Assessment • TAs are needed to develop postsecondary goals that take into account: • Student strengths, preferences, and interests

15. Career Development Stages. Where Are Your Students? • Career Awareness • Believes self as worker in different jobs • Career Exploration • Explore interests in relation to jobs • Career Preparation • Skill acquisition that matches interest and skills • Career Assimilation • Movement into job

16. Transition Assessment in The IEP (Form 7) • Present Levels of Academic Achievement and Functional Educational Performance • Page 1 of form 7 • Current assessment data • Transition strengths and needs • Address with transition goals • Transition Assessment Results • Page 6 of form 7 • Name of assessment, date given, and results • Used to develop postsecondary goals and transition goals

17. Three-Part Transition Assessment Model

18. Three Part Transition Assessment Model • Self-Determination Assessment • Adaptive Behavior Assessment • Vocational Interest and Skills Frequency: We believe that each of the three types of assessments need to be completed at least annually.

19. Transition Assessment Progression Chart • Divided by Mild Disabilities and Moderate and Severe Disabilities • Mild Disabilities • Motivated independent learner • Less motivated learner • Presents by grade or age what to do when

20. Self-Determination Assessment Part 1 of the 3-Part Transition Assessment Process

21. Why SD Assessment? • Improved postsecondary outcomes • Goal setting during early adolescence • Awareness of disability • Goal attainment • Improved academic performance • Limited studies so far

22. Self-Determination Constructs • Self-awareness • Self-advocacy • Self-efficacy • Decision-making • Use of self-management strategies to attain plan • Self-evaluation • Adjustment

23. AIR Self-Determination Assessment • Parent Version • Teacher Version • Student Version • Available at • http://education.ou.edu/zarrow • Cost: free

24. ARC Self-Determination Assessment • Student version • Must use the manual to score • Cost: free • Available at http://education.ou.edu/zarrow

25. ChoiceMaker SD Assessment • Curriculum Referenced Assessment • Choosing Goals • Participating in IEP Meetings • Taking Action on Goals • Sopris West (search by author: Martin) • www.sopriswest.com • Cost: $12.95 for 25 copies

26. AIR SD Assessment Capacity Knowledge Ability Perception Opportunity At school At home Graph Results Parent Version Teacher Version Student Version ChoiceMaker SD Assessment Curriculum-referenced assessment Student Skills and Opportunity at School Choosing Goals Expressing Goals Taking Action Graph Results Select IEP Goals Only teacher version SD Assessment Components

27. Complete the AIR Educator SD Assessment on a Student You Know.

28. Page 2, top box and Page 3 top box for example of OK IEP Examples Page 2 of OK IEP Examples – top box, page 3 top box

29. Adaptive Behavior Assessment Part 2 of the 3-Part Transition Assessment Process

30. Our Belief • The law states that an independent living goal be addressed “when appropriate.” • We believe that to determine if an independent living goal needs to be written, an adaptive behavior assessment needs to be given. This provides evidence of needing an independent living goal or not. How else would a team determine if an independent living goal is needed?

31. Transition Planning Inventory • Home version • Teacher version • Student version • CD version speaks to students or parents and automatically scores • Available From • (www.proedinc.com) • Pro-Ed • Cost: $175. Computer Version: $159. Combo: $250

32. Scales of Independent Behavior-R • SIB-R Scales (norm referenced) • Community and personal living skills • Social interaction and communication • Motor skills • Overall measure of independence • 14 adaptive behavior & 8 problem behav areas • Available From • http://www.riverpub.com/ • Riverside Publishing • Cost: $248

33. Informal Assessments for Transition (Two Books) • Reproducible • Employment • Daily Living • Health • Self-Determination • Leisure Activities • Community Participation • Communication • Interpersonal Relationships • Available From • (www.proedinc.com) • Pro-Ed • Cost: $39.00

34. Enderle-Severson Transition Rating Form • ESTR-J • Students with mild disabilities • Parent version (available in Spanish) • Teacher version • Five Transition areas • $20 for 10 assessments • www.estr.net • ESTR-III • Students with “more” disabilities • Parent version • Teacher version • Five Transition areas • $20 for 10 assessments • www.estr.net

35. Casey Life Skills - Why Look Anywhere Else? • Web based and FREE!!! • Spanish or English, with numerous supplemental assessments • Youth and caregiver formats • Automatically scored and sent to you • Can obtain class summaries • Provides different levels of questions for students across functioning levels • Level 1 basic skills • Level 4 complex skills • www.caseylifeskills.org

37. Page 4 of OK IEP Examples – top box, page 5 top box

38. Adaptive Behavior Assessments • Transition Planning Inventory (TPI) • ProEd, Austin Texas (www.proedinc.com) • Scales of Independent Behavior - R • Riverside Publishing (http://www.riverpub.com) • Informal Assessments for Transition Planning • ProEd, Austin Texas (www.proedinc.com) • Enderle-Severson Transition Rating Form • www.estr.net • Casey Life Skills • www.caseylifeskills.org

39. Vocational Interest Assessment Part 3 of the 3-Part Transition Assessment Process

40. Vocational Interests for High Achieving Students With Mild Disabilities • Group Interest Inventories • ACT Plan • ACT Explorer • U.S. Dept of Labor O*NET • www.onetcenter.org • Interest profiler, ability profiler

41. Individualized Interest Inventories • Paper and Pencil Individual Interest Inventories • Strong Interest Inventory • Self-Directed Search Page 5 and 6 of OK IEP Examples – bottom box

42. Self Directed Search - Form R • Students with advanced reading skills • Spanish version • manual, assessment booklets,& occupations finder • Reports interests across occupations, educational opportunities, and leisure • Available: www.parinc.com • Cost: $150

43. Self-Directed Search - Form E • Students with limited reading skills • Spanish version • manual, assessment booklets,& occupations finder • Reports interests across occupations • Available: www.parinc.com • Cost: $150

44. On-Line Free Interest Inventories • On-Line Individual Interest Inventories • My Future • http://www.myfuture.com/toolbox/workinterest.html • I Oscar • www.ioscar.org • Career Voyages • www.careervoyages.com • Career Clusters • www.careerclusters.org (download in pdf format) • OK Career Information Systems (need username) • http://okcis.intocareers.org/

45. Exploration of Interest Results • Occupational Outlook Handbook • www.bls.gov/oco/home.htm • www.bls.gov/k12/index.htm • Job videos (English or Spanish) • Individuals & Job clusters • http://acinet.org/acinet/videos.asp?id=27,&nodeid=27 • www.careervoyages.com • Uses the above videos in an interactive format

46. Career Awareness & Exploration • Watching • Video • http://acinet.org/acinet/videos.asp?id=27,&nodeid=27 • Provides numerous videos for students to watch • English or Spanish • Job cluster and skill categories • Horse Training • Coast Guard Assistant • Construction Workers • Teaching Assistants • Live in the Community • Doing • Short exploration periods • Long-term try-outs

47. Functional Vocational Assessment Designed for Students Involved in Work Study Programs

48. What does the law say? . . . and when appropriate . . . functional vocational evaluation. When to consider what’s appropriate? When the previous informal assessments do not provide needed information. What do we use? Tools that student’s can explore and make a job match.

49. Functional Assessment Process • Over time • Repeated Measures Situational Assessment

50. Interest & Skill Assessment Using Situational Assessment • Repeated opportunities to make choices • Direct communication of choices • Experience with the choice • Repeated assessment across days • Regular assessment across blocks of time to verify choice • Presentation of stimuli in a manner person can independently use • Presentation of stimuli in a paired format Lohrmann-O’Rourke & Browder (1998)