using transition assessment results to write transition plans n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Using Transition Assessment Results to Write Transition Plans PowerPoint Presentation
Download Presentation
Using Transition Assessment Results to Write Transition Plans

Loading in 2 Seconds...

play fullscreen
1 / 68

Using Transition Assessment Results to Write Transition Plans - PowerPoint PPT Presentation


  • 150 Views
  • Uploaded on

Using Transition Assessment Results to Write Transition Plans. Dr. Amber McConnell University of Oklahoma Zarrow Center Web: zarrowcenter.ou.edu. Postsecondary Goals. S tudents of transition age must have further education and employment postsecondary goals Independent living optional

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

Using Transition Assessment Results to Write Transition Plans


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
    Presentation Transcript
    1. Using Transition Assessment Results to Write Transition Plans Dr. Amber McConnell University of Oklahoma Zarrow Center Web: zarrowcenter.ou.edu

    2. Postsecondary Goals • Students of transition age must have further education and employment postsecondary goals • Independent living optional • Students have input and write goals based on answers to three questions: • Where do I want to live after completing high school? • What type of work do I want to do after completing high school? • How do I want to learn to do my job after completing high school? • Need to be updated annually

    3. Postsecondary Goals

    4. Three-Part Transition Assessment Model

    5. Transition Assessment Model Components • Education/Training • Employment • Independent Living

    6. Measurable Annual Goals

    7. Annual goal must be measurable • A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

    8. Annual Goals Need to Include • Condition • involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed. • Behavior • identifies the performance that is being monitored. • Criterion • how much, how often, or to what standards the behavior must occur • Timeframe • usually specified in the number of weeks or a certain date for completion

    9. Education/Training Assessments Part 1 of the 3-Part Transition Assessment Model To create goals based on academics, functional academics, life centered competencies or career/technical or agricultural training.

    10. Guide to Assessing College Readiness • Landmark College Assessment • http://www.iidc.indiana.edu/styles/iidc/defiles/INSTRC/Webinars/College-Readiness_Assessment.pdf • Read each item with student and discuss • Provides Assessment for Self-Advocacy to include in annual transition goals • Five Domains • Academic Skills • Self-Understanding • Self-Advocacy • Executive Functioning • Motivation and Confidence

    11. Transition Planning Inventory • ProEd

    12. Armed Services Vocational Aptitude Battery (ASVAB) • PLAN • ACT • SAT • GED • WorkKeys

    13. Self-Advocacy Checklists • Self-Advocacy crucial self-determination concept • Students speak and act on their own behalf • Self-Determination and Self-Advocacy Skills Questionnaire • Student form • Parent form • Teacher forms (A & B)

    14. TAGG • An easy-to-use transition assessment based upon behaviors and experiences research has identified as associated with post-school employment and further education • Our TAGG assessment yields priority ranked annual transition goals and an overall strengths and needs profile.

    15. TAGG Constructs • Strengths and Limitations • Disability Awareness • Student Involvement in the IEP • Persistence • Goal setting and attainment • Interacting with Others • Employment • Support Community

    16. Write an Annual Transition Goal for Education / Training

    17. Could you identify Strengths? Needs? Goals?

    18. Instruction

    19. Development of Employment Assessments Part 2 of the 3-Part Transition Assessment Model To create goals based on occupational awareness, employment related knowledge and skills and specific career pathway knowledge and skills.

    20. Employment Options • Individual Competitive Employment • Individual Supported Employment • Group Supported Employment • At Home or Community-Based Entrepreneurial Jobs

    21. Career Clusters • Career Tech uses career clusters to sort programs.

    22. 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

    23. On-Line Free Interest Inventories • Nebraska Career Connections

    24. 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

    25. Annual goal must be measurable • A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

    26. Annual Goals Need to Include • Condition • involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed. • Behavior • identifies the performance that is being monitored. • Criterion • how much, how often, or to what standards the behavior must occur • Timeframe • usually specified in the number of weeks or a certain date for completion

    27. Write an Annual Transition Goal for Employment

    28. Employment

    29. Functional Vocational Evaluation

    30. Independent Living Assessments Part 3 of the 3-Part Transition Assessment Model (Skills for self-determination, interpersonal interactions, communication, health/fitness and knowledge needed to successfully participate in Adult Lifestyles and other Post School Activities (e.g. skills needed to manage a household, maintain a budget and other responsibilities of an adult.)

    31. Life Skills Inventory • 15 domains (money, hygiene, safety, etc) • Four levels: basic, intermediate, advanced, exceptional • Must know 3 of 5 to advance from basic to intermediate • Must know the person or have family member complete • Cost: free • Available athttp://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf

    32. 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)

    33. ESTR Automatic Scoring

    34. Casey Life Skills • 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 • www.caseylifeskills.org

    35. CLSA • Appropriate for all youth ages 14 to 21 regardless of living circumstances (i.e., in foster care, with bio-parents, in group homes or other places). • Comprehensive with 113 assessment items categorized within eight areas for skills, knowledge and awareness. Youth can complete one area at a time or finish the whole assessment in approximately 30-40 minute

    36. Younger Youth • Youth Assessment Level I (elementary ages) • This 33-item assessment is appropriate for younger youth ages 8-9 or any young person with reading and/or developmental challenges. Youth can self-report on communication, daily living, home life, self-care, and work and study skills. • Youth Assessment Level II (middle school ages) • With 49 items, this assessment is for youth ages 10-13. Like Youth Level I, it may be useful for young people with reading and/or developmental challenges. It assesses areas in communication, daily living, self-care, social relationships, and work and study skills

    37. Independent Living Assessments • Personal Preference Indicators • Informal and free • Life Skills Inventory • Informal and free http://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf • Independent Living Skills Assessment (and others) • https://sites.google.com/a/apps.edina.k12.mn.us/odin-b-portfolio/independent-living-skills

    38. 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 • Personal Preference Indicators • Cost: free

    39. Life Skills Inventory • 15 domains (money, hygiene, safety, etc) • Four levels: basic, intermediate, advanced, exceptional • Must know 3 of 5 to advance from basic to intermediate • Must know the person or have family member complete • Cost: free • Available athttp://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf