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mmorningstar@ku.edu www.transitioncoalition.org. Implementing the Age Appropriate Transition Assessment Requirements of IDEA 2004. Mary E. Morningstar, Ph.D. June 9. 2007 Arizona CTT Training . FALSE. TRUE. Test yourself…. From: Transition Coalition’s Online training module.

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implementing the age appropriate transition assessment requirements of idea 2004

mmorningstar@ku.edu

www.transitioncoalition.org

Implementing the Age Appropriate Transition Assessment Requirements of IDEA 2004

Mary E. Morningstar, Ph.D.

June 9. 2007

Arizona CTT Training

test yourself

FALSE

TRUE

Test yourself…

From: Transition Coalition’s Online training module

1. Transition assessment uses a specific protocol, and it is important to administer it as instructed.

The correct answer is: FALSE

Schools often base the entire assessment process on a pre-established protocol designed by the district and based on a commercial product, and not on the needs of the student (Cohen & Spenciner, 1996). In reality, transition assessments should be developed and individualized with each student in mind. Student participation in developing the types and methods of assessment is the best way to go.

slide3

FALSE

TRUE

2. Transition assessment is an ongoing process that takes place throughout and across the secondary school years

The correct answer is: TRUE

While transition assessment is often thought of as a once-a-year event completed by one person and occurring over a short period of time to develop the IEP, it is in fact most useful when thought of within a broader context (Cohen and Spenciner, 1996). In order to be effective and meaningful to the student and the school program, the transition assessment process must be ongoing throughout the school year.

slide4

FALSE

TRUE

3. Transition assessment is primarily for youth with severe disabilities

The correct answer is: FALSE

Many assessment approaches may be created with one disability population in mind, other assessments are appropriate for all youth. What is most important is for you to familiarize yourself with each assessment measure and determine it’s usefulness to the overall transition process. Don’t assume that a certain instrument or method is not appropriate for a particular student because of his or her label or disability category. Oftentimes, accommodations can be made so that a particular assessment can used effectively to meet the ability level of the student.

slide5

FALSE

TRUE

4. Transition assessment is not required by IDEA, it is just a good thing to do in preparation for the IEP.

The correct answer is: FALSE

Transition assessment is now required by law. With the passage of the 2004 reauthorization of IDEA, we are now required to identify appropriate and measurable postsecondary goals based upon age-appropriate transition assessments. The IDEA transition requirements for assessment center on: (1) developing transition postsecondary goals, (2) identifying students' needs, strengths, interests and preferences, (3) ensuring progress on IEP goals & transition activities, and (4) summarizing performance when exiting school.

why focus on assessment
Why Focus on Assessment?

◊ Legal reasons

◊ Tracking progress

◊ Targeting improvement

◊ Eligibility

◊ Accountability

transition the iep
Transition & the IEP

Beginning no later than the first IEP in effect when the student turns 16 and annually thereafter –

A student's IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills. The IEP must include those transition services (including courses of study) needed to assist the student in reaching postsecondary goals. (Section 614)

defining transition assessment

Division of Career Development & Transition

Transition assessment is "the ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal, and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP" (Sitlington, 1996).

How does it compare?

Defining Transition Assessment

What’s YOURDefinition?

purpose of transition assessment
Purpose of Transition Assessment

Facilitating a self-awareness…

for decision-making of critical life choices…

through informing, discussing, and providing transition services by…

  • Identifying students’ strengths, interests and preferences
  • Determining post-secondary goals
  • Developing relevant learning experiences (instruction) & transition services
  • Identifying supports (linkages) needed to accomplish post-secondary goals
  • Evaluating instruction and supports.
transition assessment where do you start

Assessment Selection

Assessment Plan

Using Data

Guiding Questions

Integrating Data & IEP

Transition Assessment:Where Do You Start?
slide11

Assessment Selection

Assessment Plan

Using Data

Guiding Questions

Integrating Data & IEP

  • Do we understand this student’s strengths, preferences, needs interests?
  • In what ways can we prepare this student for the future?
  • What do I already know about this student to determine his/her postsecondary goals?
  • What methods and sources will provide this information?
  • What role can the student play in participating in the assessment process?
  • How will the assessment data be collected and used in the transition planning process?
  • Is the student making progress toward specific postsecondary goals?
slide12

Assessment Selection

Assessment Plan

Using Data

Guiding Questions

Integrating Data & IEP

  • Assessment Plan Characteristics:
  • Customized to specific types of information needed
  • Appropriate to learning and response characteristics
  • Use assistive technology & accommodations
  • Occur in that influence development, planning, & implementation of transition planning
  • Include multiple ongoing activities to sample behaviors and skills
  • Must be verified by multiple methods & persons
  • Results stored in user-friendly way
  • Occurs over time (multiple years)
slide14

Assessment Selection

Assessment Plan

Using Data

Guiding Questions

Integrating Data & IEP

What to Assess

Learning Styles

Temperament

Background Info.

Aptitudes

Information needs for Student-focused Transition Planning

Independent Living Skills

Interests

Supports & Accommodations

Social Skills

Vocational & Occupational Skills

Adapted From: P. Kohler (2004)

slide15

Assessment Selection

Assessment Plan

HOW to Assess

  • Standardized
    • Norm-referenced
    • Criterion-referenced
  • Informal
    • Analysis of background info.
    • Interviews
    • Work samples
    • Curriculum-based assessments
  • Informal (cont)
    • Observations & situational assessments
    • Alternative assessments
    • Person-centered Planning
  • Assessing Environments

Using Data

Guiding Questions

Integrating Data & IEP

slide16

Assessment Selection

Assessment Plan

Using Data

Guiding Questions

Integrating Data & IEP

  • What happens to assessment data after it’s collected?
  • Summarize it using functional terms
  • Use data to identify relevant transition skills related to specified postsecondary goals (e.g., vocational skills, learning styles, decision-making skills)
  • Link assessment results to postsec. goals, instruction & transition services
  • Go back to think about: WHAT IS THE PURPOSE?
slide17

Assessment Selection

Assessment Plan

Using Data

Guiding Questions

Integrating Data & IEP

  • Results of transition assessments in IEP:
    • Included in present levels of educational performance
    • Used to identify postsecondary goals (outcomes)
    • Used to identify needed transition services
    • Summary of Performance
  • Coordinate assessment needs with adult agencies
  • Summarize and customize results to meet needs of outside agencies
  • Collaboration is critical! Roles of stakeholders in assessment
summary of performance
A comprehensive evaluation.. “shall not be required before the termination of a child's eligibility under this part due to graduation from secondary school with a regular diploma.”

SUMMARY OF PERFORMANCE –

“… a local educational agency shall provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals.”IDEA 2004 Sec. 614c (5)

Summary of Performance
slide19

For a student whose eligibility terminates due to graduation from secondary school or exceeding the age eligibility for a free appropriate education under State law:

(i) a member of the student’s IEP Team … shall provide the student with a written Performance Summary;

(ii) … be based on a historical review of functional assessment and evaluation data as well as an interpretation of the effectiveness of accommodations and supports;

(iii) … specify information and data that documents the student’s disability; provide information on the nature and extent of academic and functional limitations caused by the disability; and provide information on the effectiveness of accommodations, supports and assistive technology previously used to reduce the functional impact of the disability.

(iv) the Performance Summary should include, whenever possible: (a) the most recent evaluations or data that support the narrative above; and (b) student input regarding the functional limitations of her/his disability and use and effectiveness of accommodations and supports.

recommendations for assessment in transition planning
Recommendations for Assessment in Transition Planning
  • Include students and families in the assessment plan as well as the assessment process itself
  • Select assessment procedures to answer the key questions in transition planning
  • Make transition assessments on-going
  • Use multiple types and levels of assessment
  • Plan assessment procedures in terms of efficiency and effectiveness
recommendations cont d
Recommendations (cont’d.)
  • Organize assessment data for easy access to the student, family and school staff
  • Designate someone for primary responsibility in obtaining assessment permissions and coordinating various assessments for transition planning
  • Develop and use a transition assessment approach that is not only culture/language fair but culture/language enhanced
overriding theme
Overriding Theme

“A well planned and executed assessment that results in a well-balanced understanding of a student’s performance is one of the most important contributions to generating critical objectives, effective instruction, and meaningful outcomes.”

(Giles & Clark, 2001, pg. 80)

additional resources
Additional Resources
  • Transition Assessment: The BIG Picture (www.transitioncoalition.org) online training module
  • Additional handouts and examples: (http://www.transitioncoalition.org/cgiwrap/tcacs/new/resources/presentations/index.php)
  • Personal Data Wizard website

(http://www.transitioncoalition.org/cgiwrap/tcacs/new/collaboration/mos/index.php