1. Transition Assessments & Outcome Oriented Transition Plans
Age-Appropriate
Transition Assessments &
Outcome Oriented Transition Plans
Presented By:
Karen Harrison & Jennifer Berven 1/
Assessment PowerPoint used with permission from EdExcellence

2. Transition Assessment
IDEA 2004
… appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and independent living skills, where appropriate

3. Transition Assessment
An individualized, on-going process that includes meaningful participation by the student and family. It creates a comprehensive portfolio of assessment results as well as summaries of experiences and information from existing records.

4. Transition Assessment
The resultant portfolio produces a clear profile of the student’s present levels of academic and functional performances in relationship to the student’s post secondary goals.

5. Transition Assessment
Identifies students strengths, abilities, deficits, preferences, & interests
Establishes present levels of performance, considering all major areas of need related to adult functioning; (a) personal choice & self determination, (b) employment, (c) personal management, (d) academics, recreation/leisure, (e) community access & use, and (f) relationships/social skills
Informs transition planning, including determining appropriate (a) IEP goals & (b) educational experiences.

6. Transition Assessment
Identifies further training needs (Brown-Glover & Wehman, 1996)
Obtains information re work habits, socialization skills, work attitudes and work tolerance (Sarkees & Scott 1985)
Determines accommodations, supports and services needed to attain and maintain post secondary goals
Determines student awareness of career options related to preferences, interests, and skills.

7. Transition Assessment
Needed to access certain adult services (e.g., psychological needed for accessing disabilities services in IHEs, determining eligibility for VR services, determining eligibility for DRH/MR services, …..)

8. student around transition? Performance considered ?
What assessments
have been done for your
student around transition?
Was Functional
Performance considered ?

9. All students requiring Transition Services SHOULD NOT have
the exact SAME assessments!

10. School are responsible for OUTCOMES!
State Performance Plan/Annual Performance Report Report Card Data Indicator 13:  Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals. Indicator 14: Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.

11. Transition Assessments students Postsecondary Goals!
What are
your student's
post secondary goals?
Transition Assessments
must be based on the
students Postsecondary Goals!

12. Transition Is All About…
Employment
Economic Security
Vocational Rehabilitation
Work Incentive Programs
Apprenticeships
Your Own Business
Supported Employment
School-based Training
Non-paid Work Experience
Paid Work Experience
Community Living
Transportation/Travel Training
Recreation & Vacations
Health and Safety
Dignity & Respect
Apartment/Home
Taking Risks
Finances and Banking
Passing Driver’s Test
What to do in an Emergency
Continued Learning
Graduation from High School
* Regular Diploma
*GED
*Other Diploma
College/504 rights
Adult Education
Auditing College Courses
Technical School
Crafts or classes of Interst
Having A Say
Making Choices
Voting
Conservatorship / Power of Attorney
ADA Rights
Asking for help when you need it
Self Determination
Self-Advocacy
Circle of Friends
Joining a group or movement

13. JOHN’S VISION
Live independently
Work
Play sports

14. Graduate with a regular diploma
JANE’S VISION
Graduate with a regular diploma
Go to College
Live away from home
Work with animals

15. Graduate with a diploma…
OPTIONS…
Work with animals
Including:
DREAMS
NEEDS
STRENTHS
PREFERENCES
INTERESTS
Play sports
Live independently
Go to College
Live away from home
How do we find the options…
Communication with the individual…
NON Verbal, level of functioning how do they really know.
No matter what our age.. We have NEEDS WE HAVE Preferences.. And through acknowledging them, you can help someone find their dream
BULLET 4 on Page 2 talks about how COMMUNICATION is so important. And on page 3 discusses how behavior indicate what they like an dislike.
YOU ARE ONE PERSON.. How can you get a clear picture..
Graduate with a diploma
Work

16. IDENTIFY THE STUDENT’S STRENGTHS.
STEP 2
IDENTIFY THE STUDENT’S STRENGTHS.
Describe the student’s present levels of educational and vocational performance.

17. He is good at sports, has many friends, and is a hard worker
John’s strengths:
He is good at sports, has many friends, and is a hard worker
John’s Present Levels of Educational and Vocational Performance: John does not communicate through speech. His disability is moderate mental retardation.
Work Experience: John has never worked before.
Recreation and Leisure: John swims for Special Olympics and attends social groups at school and in his community.
Independent Living: He needs minimal assistance with his personal care.
Community: John needs assistance using public transportation. He has difficulty finding his way around his school and community.
Postsecondary Training: No plans for college. .

18. Jane’s Strengths
I have good reading and study skills. I am very social and a hard worker. I also manage my money well.
Present Levels of Educational and Vocational Performance: I have above average intelligence. My strengths are in visual memory, organization, and problem solving. My learning disabilities are in attention and written language. I need to have a quiet place to work.
Work Experience: Jane worked over the summer at the SPCA. She is able to work independently after instructions are given.
Recreation and Leisure: Jane is very active in school groups. She has a large group of friends outside of school as well.
Independent Living: Jane has daily chores at home and is very responsible in completing them.
Postsecondary Training: Jane has taken two classes at the local Junior College.

19. STEP 3 STEP 4 DESIGN A STATEMENT OF TRANSITION SERVICE NEEDS
Outline a program for the student’s school including community activities.
The course of study may include required, advanced placement, modified, elective, or specially-designed courses.
The decisions regarding the course of study should relate to how the student is functioning and what he/she wants after high school.
Identify if the course of study leads to a regular diploma or a Special Ed Diploma or Certificate of Attendance
STEP 4
DESIGN A STATEMENT OF NEEDED TRANSITION SERVICES
This portion of the IEP planning process identifies the transition instruction and
service activities, personnel, or resources that can be utilized to help the student
achieve his/her postschool goals and dreams .

20. There are five categories of transition services that must be considered by the IEP team:
1. Instruction.
2. Community experience outside the classroom setting.
3. Employment and other postschool adult living objectives.
4. Related services.
5. Linkages.
AS NECESSARY:
Daily living skills.
7. Vocational evaluation.

21. DETERMINE ANNUAL GOALS
STEP 5
DETERMINE ANNUAL GOALS
These goals should support the student’s dreams and visions.

22. JOHN’S GOALS AND BENCHMARKS
GOAL: By 1/05 John will demonstrate the ability to shop in a grocery store.
BENCHMARKS:
By 5/04, John will make a grocery list of three items selected from the newspaper ads.
By 10/04, John will use the “dollar over method” to estimate the amount of money he will need for his purchase.
By 1/05, John will find the items on his grocery list in the store and purchase them independently.

23. JANE’S GOALS AND BENCHMARKS
GOAL: By 1/05 I will articulate with 100% accuracy, when asked by my general education teachers, what accommodations I need for my learning disabilities.
BENCHMARKS:
By 5/07, I will be able to discuss in a small group, my learning disabilities and the accommodations I need with 100% accuracy.
By 10/04, I will list my own needed accommodations when requested by my resource teacher with 100% accuracy.
By 1/05, I will discuss my disability and needed accommodations at my IEP meeting and with my teachers.

24. JOHN’S TRANSITION PLANNING PROFILE
Career Interests Strengths Work in music store Good at sports
Computer work Has many friends
Hard worker
Present levels of performance
John’s Present Levels of Educational and Vocational Performance: John does not communicate through speech. His disability is moderate mental retardation.
Work Experience: John has never worked before.
Recreation and Leisure: John swims for Special Olympics and attends social groups at school and in his community.
Independent Living: John needs minimal assistance in his personal care.
Community: John needs assistance using public transportation. He has difficulty finding his way around his school and community.
Postsecondary Training: No plans for college.
Transition Services Needs Needed Transition Services
John needs functional skills curriculum and Instruction: John needs a curriculum emphasizing
community-based instruction. daily living, social and community-based instruction
John needs assistance in accessing adult Community: John needs connections to adult
community services and support. community services and opportunities to explore
John needs supported work-based learning activities that reflect his interests on a weekly basis.
experiences. Employment: John needs to participate in at least
John needs opportunities to participate in one on-campus volunteer job per semester.
activities with persons with like interests but Daily Living: John needs practice with daily living
without disabilities. skills at home and school.
VISION
Work
Play sports
Live independently

25. John’s Transition Planning Profile (con’t)
John’s Goals and Benchmarks
Goal # 1: By 1/04, John will participate in his high school booster club activities.
Benchmarks:
John will keep a calendar of booster club meetings and events with 100% accuracy.
John will attend at least 80% of the booster club meetings and events.
John will learn the “yells” used at the games with the help of his teacher and peer mentor.
Goal # 2: John will demonstrate the ability to shop in a grocery store.
By 5/03, John will make a grocery list of three items using selected newspaper ads.
2. By 10/03, John will use the “dollar-over method” to estimate the amount of money he will need for the items on his list.
By 1/05, John will find the items on his grocery list in the store and purchase them independently.
Goal # 3: John will have a variety of on-campus work experiences.
Benchmark:
1. By 1/04, John will have participated in a minimum of three different on-campus work experiences.

26. JANE’S TRANSITION PROFILE
Career Interests Strengths
Have a job Good reader
Work with animals Good study skills Get a degree Very social
Good with money
Hard worker
Present levels of performance:
Jane’s present levels of educational and Vocational Performance:
I have above average intelligence. My strengths are in visual memory, organization, and problem solving. My learning disabilities are in attention and written language. I need to have a quiet place to work.
Work Experience: Jane worked over the summer at the SPCA. She is able to work independently after instructions are given.
Recreation and Leisure: Jane is active in school groups. She has a large group of friends outside of school as well.
Independent Living: Jane has daily chores at home and is very responsible in completing them.
Community Participation: Jane has a checking account and is responsible for purchasing everything she needs for school and leisure. She is able to balance her check book with assistance each month.
Postsecondary Training: Jane has taken two classes at the Junior College.
TRANSITION SERVICES NEEDS NEEDED TRANSITION SERVICES
I need instruction on study and organizational Instruction: I need to enroll in a study skills
strategies to be successful in my general class and tutoring program for my writing
education classes.
I need instruction on self-advocacy to explain my Community: I need to explore joining a teen
disability and needed accommodations. support group for learning disabilities.
I need career exploration activities.
I need to take college preparation classes. Employment: I need to participate in work experience offered at my high school.
VISION
Graduate with a diploma
Go to college
Live independently
Work with animals

27. JANE’S TRANSITION PLANNING PROFILE Con’t.)
Jane’s Goals and Benchmarks
Goal # 1: By 1/07, I will articulate with 100% accuracy, when asked by my general education teachers,
the accommodations I need for my writing disability and attention deficit disorder.
Benchmarks:
By 5/09,I will discuss, in small group, my learning disabilities and the accommodations that I need with 100% accuracy.
By 10/06, I will list my own needed accommodations when requested by my resource teacher with 100% accuracy.
By 1/07,I will discuss my disability and accommodations that work for me at my IEP meeting and with my teachers.
Goal # 2: By 1/07, I will apply selected learning strategies related to written communication in my
classes.
By 6/04, I will try out several computer-based outlining programs and select one that I would like to use for my written assignments.
By 5/05, I will demonstrate competence in using the program in my resource class rated by my resource teacher on two written assignments.
By 1/06, I will use the writing strategy in my general education classes.
By 1/06, I will maintain a “C” or better in all of my classes.
Goal # 3: I will explore my career interest areas in animal science and veterinary medicine.
I will use the career center to research careers in my interest areas and present an oral and written presentation in my resource class.
I will job shadow two people in my career areas of interest.
I will visit the veterinary assistance class offered through ROP and the community college.

28. Transition Assessment
enter the
Transition Assessment
Toolkit...

29. Transition Assessment "Toolkit"
Provides school districts with a wide variety of assessment strategies, tools, and approaches in order to individualize the transition assessment.
Must include strategies and tools to assess present levels of functional performance in all areas of need, e.g., personal choice & self determination, vocational, personal management, relationships, recreation/leisure, community access & use, academics.

30. Transition Assessment "Toolkit"
Demonstrates district compliance with IDEA 2004 requirements for age-appropriate transition assessment.
Provides face validity to stakeholders – teachers, parents, student, who can answer the question, “Is it true for this student?”

31. Transition Assessment Toolkit Approaches
Method
Description
Interviews and Questionnaires
Interviews with students, family members, former teachers, friends, counselors, other support staff, and former employers
Discrepancy Analysis Observations
Observations of the student within typical daily environments and activities compared to others typically performing same routines acceptably.
Ecological and Environmental Inventories
Information gathered about specific geographic areas (e.g., neighborhoods) or environments (e.g. workplaces)
Situational Assessments
Observing and assessing the student’s behaviors in environments that will closely resemble his or her future working, living, or educational environments
Adapted from: Sax, C.L. & Thoma, C.A. (2002). Transition Assessment. Wise Practices for Quality Lives. Baltimore, MD: Paul Brookes

32. Samples of Student Behavior Curriculum-Based Assessments
Transition Assessment Toolkit Approaches
(continued)
Method
Description
Interest Inventories
Interest inventories are typically paper and pencil instruments that solicit information about personal and occupational preferences
Samples of Student Behavior
Samples of student behavior over time, collected using multiple procedures (e.g., written products, videotape, …). The sample tasks are regularly performed in the natural contexts/environments.
Curriculum-Based Assessments
Provides information about a student’s progress on specific skills within an academic curriculum
Adapted from: Sax, C.L. & Thoma, C.A. (2002). Transition Assessment. Wise Practices for Quality Lives. Baltimore, MD: Paul Brookes

33. Transition Assessment Toolkit Examples
Method
Examples
Interviews and Questionnaires
Student Surveys
Parent Surveys
Transition Skills Inventory (Benz, M.R.& Lindstrom, L.E. 1997).
The Social Network Interview Guide (Institute for Community Inclusion, Boston, MA)
EdExcellence’s HCAI, ASPGEC, & Peer Inventories
Multiple Intelligences Inventories
Discrepancy Analysis Observations
Direct observation of student performances in natural contexts compared to others. May be recorded in writing, on DVD, or on videotape
Ecological and Environmental Inventories
Neighborhood inventory - surveys array of businesses and other community activities and resources within a reasonable distance of the student’s home.
Workplace Analysis

34. Transition Assessment Toolkit Examples
(continued)
Method
Examples
Situational Assessments
Partnerships for EdExcellence’s Situational Vocational Assessment (formerly LRE for LIFE Project).
JOBS Situational Vocational Assessment
Interest Inventories
Kuder DD Occupational Interest Survey (Zytowski, 1985).
Strong Interest Inventory (Hanson, 1985).
Person Centered Planning Processes (e.g., PATH, MAPS).
Samples of Student Behavior
Videotape/DVD recordings of student behavior in natural contexts
Curriculum-Based Assessments
TCAP, Gateway Tests, Brigance, and other formal/ standardized criterion referenced tests
Curriculum “benchmark” tests

35. Visit the Partnerships for EdExcellence Website
At the top right hand corner of the home page click on “Resources”
Click on “Presentations, Materials and Links”
Click on “Transition”
Scroll down and click on
“Transition Assessment Tool Kit”

36. Transition Assessment Toolkit
Communication Summary Form
Employability Life Skills Assessment
Functional Skills Assessment
Getting from Here to There: Student Transition Planning Tool
Home Community Activities Inventory
Health History Form
Interest Inventory
Kuder Career Planning System
Life Centered Career Education Competency Rating Scale Record Form
MAPS and Transition Planning
Multiple Intelligences Survey
Online Career Interest Survey
Parent Guardian Questionnaire
Personal Futures Plan Agenda
Pictorial Multiple Intelligences Survey
Quickbooks IEP Checklist of Transition Assessments
Recreation and Leisure Inventory
School and Community Social Skills Rating
Self-Advocacy Self-Determination Checklist
Situational Vocational Assessment
Student Profile Transition Assessment
Student Questionnaire for Transition Planning
Student Recreation\Leisure Inventory
Transition Assessments List
Transition Planning Profile

37. Vocational Rehabilitation Requires Comprehensive Vocational Assessment
WHY ASSESSMENTS ARE NECESSARY PRIOR TO EXIT FROM HIGH SCHOOL? ? ?
Vocational Rehabilitation Requires Comprehensive Vocational Assessment
Postsecondary Schools require documentation of a current disability & need for academic adjustment ? ?

38. Americans with Disabilities Act
UNDERSTANDING THE DIFFERENCE BETWEEN APPLICABLE LAWS IS KEY TO SUCCESSFUL TRANSITION FROM HIGH SCHOOL
IDEA
SECTION 504
Americans with Disabilities Act