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Four-Part Transition Assessment Model. Jim Martin University of Oklahoma Zarrow Center Web: http://education.ou.edu/zarrow/ Email: jemartin@ou.edu. The Purpose of Special Education. What is the purpose of Special Education? . The Purpose of SPED.

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four part transition assessment model

Four-Part Transition Assessment Model

Jim Martin

University of Oklahoma

Zarrow Center

Web: http://education.ou.edu/zarrow/

Email: jemartin@ou.edu

the purpose of special education
The Purpose of Special Education

What is the purpose of Special Education?

slide3

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.

idea 2004 post secondary goals
IDEA 2004 Post-Secondary Goals
  • IEPs must include appropriate measurable postsecondary goals
    • based upon age-appropriate transition assessment
    • related to training, education, employment, and when appropriate, independent living
student transition questions
Student Transition Questions
  • What are my interests, aptitudes, and capabilities in school, work, and community living?
  • Where do I want to live, work, or go to school after leaving high school?
  • What courses do I want to take in high school to graduate and prepare for my future?
  • What do I need to learn to do what I want?
  • What do I do after I leave school?
  • What are my strengths?
  • What do I need to improve to be successful?

Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.

transition assessment model components
Transition Assessment Model Components
  • Self-Determination Assessment
  • Adaptive Behavior Assessment
  • Vocational Interest and Skills Assessment
  • Postschool Predictor Assessment (in development)
transition assessment progression chart
Transition Assessment Progression Chart
  • Look at example in handout packet
  • Build by grade and by skill level
  • Identifies what, who, when, and how often
  • Can establish school or district wide implementation of a sequential transition assessment process
self determination assessment

Self-Determination Assessment

Part 1 of the 4-Part Transition Assessment Model

why sd assessment
Why SD Assessment?
  • Improved postsecondary outcomes
    • Goal setting during early adolescence
    • Awareness of disability
    • Goal attainment
  • Improved academic performance
    • Limited studies so far
slide13

Self-Determination Constructs

• Self-awareness

• Self-advocacy

• Self-efficacy

• Decision-making

• Use of self-management strategies to attain plan

• Self-evaluation

• Adjustment

air self determination assessment
AIR Self-Determination Assessment
  • Parent Version
  • Teacher Version
  • Student Version
  • Available at
    • http://education.ou.edu/zarrow
  • Cost: free
arc self determination assessment
ARC Self-Determination Assessment
  • Student version
  • Must use the manual to score
  • Cost: free
  • Available at http://education.ou.edu/zarrow
field and hoffman sd assessments
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
adaptive behavior assessment

Adaptive Behavior Assessment

Part 2 of the 4-Part Transition Assessment Model

our belief
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?
adaptive behavior assessments
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
vocational interest assessment

Vocational Interest Assessment

Part 3 of the 4-Part Transition Assessment Process

vocational interests for high achieving students with mild disabilities
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
    • Look left under Products
    • Select career exploration tools
self directed search form e
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
on line free interest inventories
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
exploration of interest results
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
career awareness exploration
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
functional vocational assessment
Functional Vocational Assessment

Designed for Students Involved in Work Study Programs

vocational interests via career exploration for those who can read

Vocational Interests via Career Exploration - For Those Who Can Read

Choosing Employment Goals

Sopris West Publishers

(www.sopriswest.com)

Requires reading and writing skills

slide32

Choose and Take Action

Vocational Assessment Software

Use of a software program and community experiences to identify entry-level job interests

slide37

Publisher

Choose and Take Action: Finding a Job for You

Sopris West

4093 Specialty Place

Longmont, CO 80504

800.547.6747

www.sopriswest.com

transition success assessment

Transition Success Assessment

Part 4 of the 4-Part Transition Assessment Model

missing link in transition assessment
Missing Link In Transition Assessment
  • The field needs a transition assessment tool based on actual postschool success predictors
  • The field needs a tool to assess students’ current behavior and attitudes linked to identified transition success predictors
  • No tool like this exists (that we could find)
postschool success predictors
Postschool Success Predictors
  • Reviewed the literature to identify student behaviors that predicted postschool success.
    • 45 quantitative and qualitative studies
    • Several different search engines
    • Journal reference lists
    • Hand searched major journals
    • Asked colleagues around the country
transition success assessment42
Transition Success Assessment
  • Transition Success Assessment: A Transition Behavior Profile
    • 46 items
    • Professional, Family, and Student TSA Versions
    • TSA Graphic Profile
    • TSA Goal Identification Matrix
  • Takes about 10 minutes to answer the items and score
wording of tsa items
Wording of TSA Items
  • Fine tuned wording internally at ZC
  • Conducted six social validity groups
    • 4 expert panels (27 participants)
    • 1 parent panel (8 participants)
    • 1 student panel (8 participants)
    • 1 more student panel to go
  • First round produced changes to 36 of 50 Professional TSA items
  • Subsequent panels made fewer and fewer changes
issues expressed by social validity groups
Issues Expressed by Social Validity Groups
  • Family group focused on wording associated with friends, asking for support, coping skills, and independent living.
  • Students did not like the word “used.”
  • Professional group more sensitive regarding words such as limitation and disability awareness.
  • Very positive feedback from all the groups
    • Easy to understand and use
    • Makes sense
    • Beneficial to planning students’ future
    • “Now I understand what to teach”
    • Found the TSA practical
need educators for reliability studies
Need Educators for Reliability Studies
  • Now
    • Complete on three students then send to OU
    • Complete on same three students again four week later and send to OU
  • In the Fall
    • With parental consent and student ascent students complete TSA student version
    • Same students complete TSA four weeks later
    • Parent completes TSA
ies grant submitted
IES Grant Submitted
  • Submitted grant to IES to conduct large scale studies
    • Structural equation modeling to build construct validation
    • Test parallel versions (student, professional, and family)
    • Similar factor structure across tools
    • Reliability studies across country
    • Undertake predictor studies
slide50

For More Information Contact:

Jim Martin

University of Oklahoma

Zarrow Center for Learning Enrichment

Carpenter Hall Room 111

Norman, OK 73019

Phone: 405-325-8951

E-mail: jemartin@ou.edu

Web: http://education.ou.edu/zarrow/