1. Tools for Transition Assessment: The Transition Success Assessment Jim Martin University of Oklahoma Zarrow Center Web: http://education.ou.edu/zarrow/ Email: jemartin@ou.edu

2. 2 Agenda Student Transition Questions Building Transition Assessment Implementation Timeline Across Grades and Student Abilities Three-Part Transition Assessment Process Self-Determination Skills Adaptive Behavior Vocational Interests Infusing into Student-Directed Summary of Performance

3. 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.

4. 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

5. Three-Part Transition Assessment Model

6. 6 Transition Assessment Model Components 1. Self-Determination Assessment 2. Adaptive Behavior Assessment 3. Vocational Interest and Skills Assessment

7. 7 Self-Determination Assessment Part 1 of the 3-Part Transition Assessment Model

8. 8 Self-Determination Constructs Self-awareness Self-advocacy Self-efficacy Decision-making Use of self-management strategies to attain plan Self-evaluation Adjustment

9. TSA: Missing Link In Transition Assessment The field needs a transition assessment tool based on behaviors associated with postschool success The field needs a tool to assess students’ current behavior and attitudes linked to identified transition success behaviors Except for the Transition Success Assessment no tool like this exists

10. Postschool Success Behaviors Reviewed the literature to identify student behaviors that associated with postschool success. 37 quantitative and qualitative studies Several different search engines Journal reference lists Hand searched major journals Asked colleagues around the country 10

11. 12 Concept Clusters Desires Goals Strengths Limits Disability Awareness Persistence Use of Support Systems Coping Skills Social Skills Proactive Involvement Making Positive Choices Transition Education Involvement 11

12. 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) 12

13. TSA Details Eight focus groups (54 members) agreed that over 90% of items beneficial and understandable High internal reliability from 201 individuals alpha =.95 professional,.94 family, and.93 student 225 test-retest across four weeks R =.80 professional,.89 family, and.76 student

14. 14 AIR Self-Determination Assessment Parent Version Teacher Version Student Version Available at http://education.ou.edu/zarrow Cost: free

15. 15 ARC Self-Determination Assessment Student version Must use the manual to score Cost: free Available at http://education.ou.edu/zarrow

16. 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

17. 17 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: $14.95 for 25 copies

18. 18 Adaptive Behavior Assessment Part 2 of the 3-Part Transition Assessment Model

19. 19 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?

20. 20 Adaptive Behavior Assessments Transition Planning Inventory (TPI) ProEd, Austin Texas (www.proedinc.com)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

21. 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

22. 22 Casey Life Skills - Why Look Anywhere Else? 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 Level 1 basic skills Level 4 complex skills www.caseylifeskills.org

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25. Casey Life Skills Educational Supplement Assessment

26. 26 Vocational Interest Assessment Part 3 of the 3-Part Transition Assessment Process

27. 27 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

28. 28 Self-Directed Search - Form E Students with limited reading skills Spanish version manual, assessment booklets,& occupations finder Reports interests across occupations Available: www.parinc.comwww.parinc.com Cost: $150

29. 29 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.comwww.parinc.com Cost: $150

30. 30 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) www.careerclusters.org Dept of Labor www.onetcenter.org

31. 31 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 http://acinet.org/acinet/videos.asp?id= 27,&nodeid=27 www.careervoyages.com Uses the above videos in an interactive format

32. 32 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 Horse Training  Coast Guard Assistant Coast Guard Assistant  Construction Workers Construction Workers Live in the Community Doing Short exploration periods Long-term try-outs

33. 33 Designed for Students Involved in Work Study Programs Functional Vocational Assessment

34. 34 Vocational Interests via Career Exploration - For Those Who Can Read Choosing Employment Goals Sopris West Publishers (www.sopriswest.com) Requires reading and writing skills

35. Job Duties I Like  Identifies job duties  Based upon current job or work experience  Assess preferences for job duties  Calculate % of Job Duties I Like

37. Job Characteristics I Like  Teach Job Characteristics  Introduces Match Concept between  What I like  What’s at this job  Computes % of Matches

38. Key: Determine Match Between What I Like and What’s At This Site

39. 39 Each time student chooses a characteristic one more cell on the graph is marked

40. 40 Job Duties - How I Did Job duties identified and written onto form Student evaluates speed, independent performance, and accuracy Supervisor evaluates speed, independent performance, and accuracy Match made between student and supervisor

41. 41 Uses self-evaluation methodology to teach job performance skills and to assess job duty skills

42. Work, Social, & Personal Skills  Student rates performance  Supervisor or teacher rate performance  Calculates what supervisor thinks  Calculates match between worker and supervisor

43. Self-Determination Contracts to solve on-the job problems

44. Choice-Making Functional Vocational Assessment

45. Basic Procedures  Prior to visiting a job site, individual will select preferred tasks and characteristics  Visit job site and spend time watching and/or doing tasks  After visit, will compare initial preferences to those at the site  Process repeated across numerous sites

46. What Do I Want To Do? http://brookespublishing.com/pictureba nk/

47. What Jobs Have I Done?

48. 48 Characteristics I Like vs Here Compares initial preferences to those experienced at a particular job site.

49. 49 Characteristics Graph

50. 50 My Employment Plan

51. Field Testing  751 Individuals with disabilities across 11 years  234 with mental retardation  145 with chronic mental illness  113 with severe learning disability  102 with physical disabilities  96 with other disability including autism  61 with traumatic brain injury  Replicated across numerous sites

52. More Data  Those who completed the assessment process had a significantly greater likelihood of a successful job placement than those who did not complete the assessment process  Chi square p <.05  Of those successful, 92% came with two placements. Significantly came with first placement

53. Follow-up Data  5-year cumulative summary  88% still working  55% at same job  33% at different jobs  Major reason for job change was to move to a better job  Over 93% of placements matched first or second job choice

54. 54 Resource Self-Directed Employment Paul Brookes Publishing Baltimore www.brookespublishing.com

55. 55 Choose and Take Action Vocational Assessment Software Use of a software program and community experiences to identify entry-level job interests

56. 56 Target Population Secondary students and adults with moderate to significant cognitive needs who:  Have difficulty getting information from print  Can attend to a computer screen  Can follow simple 1 or 2 step directions  Have limited to no previous work experience

57. 57 CTA Constructs Vocational Choice Making Characteristics Setting Activities (jobs) Planning Community Experience Watch Do Self-Evaluation Choose Again with Adjustment

58. 58 14 entry-level vocational settings found in most communities 15 job activities repeated across two settings Care for animals in a vet’s office Care for animals in a retail store 12 characteristics repeated across two or three activities Working in a factory where it is inside and noisy CTA Choice Factors

59. 59 SettingsActivitiesCharacteristics Car repair shopBag items/bring cartsBig open space Child care centerCare for animalsSmall space Construction siteCare for peopleClean FactoryCare for plantsMessy GreenhouseClean-upFew people Grocery storeClear tablesMany people HospitalFilingInside HotelHandle materialsOutside Janitorial serviceHeavy cleaningNoisy Landscape CompanyLaundryQuiet OfficeMove thingsWear own clothes RestaurantDo paperworkWear a uniform StoreStock shelves Vet OfficeWash dishes Yard work

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64. 64 Publisher Choose and Take Action: Finding a Job for You Sopris West 4093 Specialty Place Longmont, CO 80504 800.547.6747 www.sopriswest.com

65. 65 Collaborative Effort

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67. 67 Jim Martin, Ph.D. University of Oklahoma Zarrow Center for Learning Enrichment Carpenter Hall Room 111 Norman, OK 73019 Phone: 405-325-8951 E-mail: jemartin@ou.edujemartin@ou.edu Web: http://education.ou.edu/zarrow/http://education.ou.edu/zarrow/ For More Information Contact: