Using Transition Assessment to Develop Postschool and Annual Transition Goals

1. Using Transition Assessment to Develop Postschool and Annual Transition Goals Jim Martin University of Oklahoma Zarrow Center Web: http://education.ou.edu/zarrow/ Email: jemartin@ou.edu

2. Agenda • Purpose of Special Education • Building Transition Assessment Implementation Timeline Across Grades and Student Abilities • Three-Part Transition Assessment Process • Self-Determination Skills • Adaptive Behavior • Vocational Interests • Can read • Can’t read

3. 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.

4. The Reason Why - 1

5. The Reason Why -2

6. Seven Major Transition Steps • Involve students in IEP Planning Process • Students complete a three-part transition assessment process. • Students write present level of educational and functional performance • Students write postschool and annual transition goals. • Students write course of study. • Students attain own IEP goals • Students develop and present own summary of performance

7. 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

8. 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.

9. Transition Assessment Results • Present Levels of Academic Achievement and Functional Educational Performance • Current assessment data • Transition strengths and needs • Address with transition goals • Transition Assessment Results • Name of assessment, date given, and results • Used to develop postsecondary goals and transition goals

10. 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

11. Three-Part Transition Assessment Model

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

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

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

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

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

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

18. 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

19. 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

21. TSA: 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)

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

23. 12 Concept Clusters

24. 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)

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

26. 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?

27. 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

28. 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

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

30. Scales of Independent Behr-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

31. Enderle-Severson Transition Rating Form • ESTR-J • Students with mild disabilities • Parent (available in Spanish) and Teacher version • Five Transition areas • ESTR-III • Students with “more” disabilities • Parent and Teacher version • Five Transition areas • ESTR-S • Students with severe/multiple impairments • Parent and Teacher versions • Employment, Rec/leisure, home living, community participation, and adult life • Estr.net (each costs about $2.00)

32. 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

33. 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

36. Casey Life Skills Educational Supplement Assessment

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

38. 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

41. 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

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. 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

44. 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

45. 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

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

47. 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.

48. Assumptions • Individuals with disabilities have personal preferences, likes, and dislikes • ChoiceMaking is “an individual’s selection of a preferred alternative from among several familiar options” (Shevin & Klein, 1984) • No consequences exists for selecting one choice over the other except that which comes from the choice itself (Brigham, 1979). • Must have a means to communicate preferences • ChoiceMaking skills typically must be taught • ChoiceMaking opportunities must be provided

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

50. Discrepancy Problems • Discrepancy problems occur when • Chosen job, task, and characteristics do not match specific jobs • Discrepancy problems diminish when job site characteristics match preferences • Logical choice making occurs when chosen preferences match available jobs.