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Tools for Transition Assessment: The Transition Success Assessment

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  1. Tools for Transition Assessment: The Transition Success Assessment Jim Martin University of Oklahoma Zarrow Center Web: http://education.ou.edu/zarrow/ Email: jemartin@ou.edu

  2. Agenda • Student Transition Questions • Building Transition Assessment Implementation Timeline Across Grades and Student Abilities • Three-Part Transition Assessment Process • Self-Determination Skills • Adaptive Behavior • Vocational Interests • Infusing into Student-Directed Summary of Performance

  3. Student Transition Questions • Postschool Goal Questions • Where do I want to live • Where do I want to work? • Where do I want to learn? • Annual Transition Goal Question • What do I need to learn now to live where I want? • What do I need to learn now to do the career I want? • What do I need to learn now to go to where I want to learn? Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.

  4. Transition Assessment Implementation Timeline • Look at example in handout packet • Build by grade and skill level • Identifies what, who, when, and how often • Can establish school or district wide implementation of a sequential transition assessment process

  5. Three-Part Transition Assessment Model

  6. Transition Assessment Model Components • Self-Determination Assessment • Adaptive Behavior Assessment • Vocational Interest and Skills Assessment

  7. Self-Determination Assessment Part 1 of the 3-Part Transition Assessment Model

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

  9. TSA: Missing Link In Transition Assessment • The field needs a transition assessment tool based on behaviors associated with postschool success • The field needs a tool to assess students’ current behavior and attitudes linked to identified transition success behaviors • Except for the Transition Success Assessment no tool like this exists

  10. Postschool Success Behaviors • Reviewed the literature to identify student behaviors that associated with postschool success. • 37 quantitative and qualitative studies • Several different search engines • Journal reference lists • Hand searched major journals • Asked colleagues around the country

  11. 12 Concept Clusters

  12. Transition Success Assessment • Transition Success Assessment: A Transition Behavior Profile • 41 items • Professional, Family, and Student TSA Versions • TSA Graphic Profile • TSA Goal Identification Matrix • Takes 10 minutes to answer the items and score (15 minutes the first time)

  13. TSA Details • Eight focus groups (54 members) agreed that over 90% of items beneficial and understandable • High internal reliability from 201 individuals • alpha = .95 professional, .94 family, and .93 student • 225 test-retest across four weeks • R = .80 professional, .89 family, and .76 student

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

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

  16. Field and Hoffman SD Assessments • SD Student Scale • SD Parent Scale • SD Teacher Scale • SD Observation Checklist • User’s Guide • Cost: free • Available at http://education.ou.edu/zarrow

  17. 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: $14.95 for 25 copies

  18. Adaptive Behavior Assessment Part 2 of the 3-Part Transition Assessment Model

  19. 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?

  20. Adaptive Behavior Assessments • Transition Planning Inventory (TPI) • ProEd, Austin Texas (www.proedinc.com) • Informal Assessments for Transition Planning • ProEd, Austin Texas (www.proedinc.com) • Enderle-Severson Transition Rating Form • Great tool for students with significant support needs • www.estr.net • Casey Life Skills • www.caseylifeskills.org

  21. Personal Preference Indicators • Interview format • Family members, friends, professionals who know student well • Designed for students with significant support needs • Likes, dislikes, social indicators, choices • Health, body clock, future • http://education.ou.edu/zarrow/ • Cost: free

  22. Casey Life Skills - Why Look Anywhere Else? • Web based and FREE!!! • Spanish, French 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

  23. Casey Life Skills Educational Supplement Assessment

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

  25. Vocational Interests for High Achieving Students With Mild Disabilities • Group Interest Inventories • ACT Explore • ACT Plan • U.S. Dept of Labor O*NET • www.onetcenter.org • Interest profiler, ability profiler • Look left under Products • Select career exploration tools

  26. 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

  27. 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

  28. 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) • Dept of Labor • www.onetcenter.org

  29. 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

  30. 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 • Live in the Community • Doing • Short exploration periods • Long-term try-outs

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

  32. Vocational Interests via Career Exploration - For Those Who Can Read Choosing Employment Goals Sopris West Publishers (www.sopriswest.com) Requires reading and writing skills

  33. Job Duties I Like Lesson • Identifies job duties • Based upon current job or work experience • Assess preferences for job duties • Calculate % of Job Duties I Like

  34. Job Characteristics I Like Lesson • Teach Job Characteristics • Introduces Match Concept between • What I like • What’s at this job • Computes % of Matches

  35. Key: Determine Match Between What I Like and What’s At This Site

  36. Each time student chooses a characteristic one more cell on the graph is marked

  37. Job Duties - How I Did Lesson 10 • Job duties identified and written onto form • Student evaluates speed, independent performance, and accuracy • Supervisor evaluates speed, independent performance, and accuracy • Match made between student and supervisor

  38. Uses self-evaluation methodology to teach job performance skills and to assess job duty skills

  39. Work, Social, & Personal Skills Lesson 11 • Student rates performance • Supervisor or teacher rate performance • Calculates what supervisor thinks • Calculates match between worker and supervisor

  40. Self-Determination Contracts to solve on-the job problems

  41. Functional Vocational Assessment Choice-Making

  42. Basic Procedures • Prior to visiting a job site, individual will select preferred tasks and characteristics • Visit job site and spend time watching and/or doing tasks • After visit, will compare initial preferences to those at the site • Process repeated across numerous sites

  43. http://brookespublishing.com/picturebank/ What Do I Want To Do?

  44. What Jobs Have I Done?

  45. Characteristics I Like vs Here Compares initial preferences to those experienced at a particular job site.

  46. Characteristics Graph

  47. My Employment Plan