1Transition Assessments & Outcome Oriented Transition Plans Age-AppropriateTransition Assessments &Outcome Oriented Transition PlansPresented By:Karen Harrison & Jennifer Berven1/Assessment PowerPoint used with permission from EdExcellence
2Transition Assessment IDEA 2004… appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and independent living skills, where appropriate
3Transition 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.
4Transition 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.
5Transition Assessment Identifies students strengths, abilities, deficits, preferences, & interestsEstablishes 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 skillsInforms transition planning, including determining appropriate (a) IEP goals & (b) educational experiences.
6Transition 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 goalsDetermines student awareness of career options related to preferences, interests, and skills.
7Transition 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, …..)
8student around transition? Performance considered ? What assessmentshave been done for yourstudent around transition?Was FunctionalPerformance considered ?
9All students requiring Transition Services SHOULD NOT have the exact SAME assessments!
10School 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.
11Transition Assessments students Postsecondary Goals! What areyour student'spost secondary goals?Transition Assessmentsmust be based on thestudents Postsecondary Goals!
12Transition Is All About… EmploymentEconomic SecurityVocational RehabilitationWork Incentive ProgramsApprenticeshipsYour Own BusinessSupported EmploymentSchool-based TrainingNon-paid Work ExperiencePaid Work ExperienceCommunity LivingTransportation/Travel TrainingRecreation & VacationsHealth and SafetyDignity & RespectApartment/HomeTaking RisksFinances and BankingPassing Driver’s TestWhat to do in an EmergencyContinued LearningGraduation from High School* Regular Diploma*GED*Other DiplomaCollege/504 rightsAdult EducationAuditing College CoursesTechnical SchoolCrafts or classes of InterstHaving A SayMaking ChoicesVotingConservatorship / Power of AttorneyADA RightsAsking for help when you need itSelf DeterminationSelf-AdvocacyCircle of FriendsJoining a group or movement
14Graduate with a regular diploma JANE’S VISIONGraduate with a regular diplomaGo to CollegeLive away from homeWork with animals
15Graduate with a diploma …OPTIONS…Work with animalsIncluding:DREAMSNEEDSSTRENTHSPREFERENCESINTERESTSPlay sportsLive independentlyGo to CollegeLive away from homeHow 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 dreamBULLET 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 diplomaWork
16IDENTIFY THE STUDENT’S STRENGTHS. STEP 2IDENTIFY THE STUDENT’S STRENGTHS.Describe the student’s present levels of educational and vocational performance.
17He 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 workerJohn’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..
18Jane’s StrengthsI 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.
19STEP 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 AttendanceSTEP 4DESIGN A STATEMENT OF NEEDED TRANSITION SERVICESThis portion of the IEP planning process identifies the transition instruction andservice activities, personnel, or resources that can be utilized to help the studentachieve his/her postschool goals and dreams .
20There 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.
21DETERMINE ANNUAL GOALS STEP 5DETERMINE ANNUAL GOALSThese goals should support the student’s dreams and visions.
22JOHN’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.
23JANE’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.
24JOHN’S TRANSITION PLANNING PROFILE Career Interests Strengths Work in music store Good at sportsComputer work Has many friendsHard workerPresent levels of performanceJohn’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 ServicesJohn needs functional skills curriculum and Instruction: John needs a curriculum emphasizingcommunity-based instruction. daily living, social and community-based instructionJohn needs assistance in accessing adult Community: John needs connections to adultcommunity services and support. community services and opportunities to exploreJohn needs supported work-based learning activities that reflect his interests on a weekly basis.experiences. Employment: John needs to participate in at leastJohn 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 livingwithout disabilities. skills at home and school.VISIONWorkPlay sportsLive independently
25John’s Transition Planning Profile (con’t) John’s Goals and BenchmarksGoal # 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.
26JANE’S TRANSITION PROFILE Career Interests StrengthsHave a job Good readerWork with animals Good study skills Get a degree Very socialGood with moneyHard workerPresent 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 SERVICESI need instruction on study and organizational Instruction: I need to enroll in a study skillsstrategies to be successful in my general class and tutoring program for my writingeducation classes.I need instruction on self-advocacy to explain my Community: I need to explore joining a teendisability 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.VISIONGraduate with a diplomaGo to collegeLive independentlyWork with animals
27JANE’S TRANSITION PLANNING PROFILE Con’t.) Jane’s Goals and BenchmarksGoal # 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 myclasses.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.
28Transition Assessment enter theTransition AssessmentToolkit...
29Transition 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.
30Transition 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?”
31Transition Assessment Toolkit Approaches MethodDescriptionInterviews and QuestionnairesInterviews with students, family members, former teachers, friends, counselors, other support staff, and former employersDiscrepancy Analysis ObservationsObservations of the student within typical daily environments and activities compared to others typically performing same routines acceptably.Ecological and Environmental InventoriesInformation gathered about specific geographic areas (e.g., neighborhoods) or environments (e.g. workplaces)Situational AssessmentsObserving and assessing the student’s behaviors in environments that will closely resemble his or her future working, living, or educational environmentsAdapted from: Sax, C.L. & Thoma, C.A. (2002). Transition Assessment. Wise Practices for Quality Lives. Baltimore, MD: Paul Brookes
32Samples of Student Behavior Curriculum-Based Assessments Transition Assessment Toolkit Approaches(continued)MethodDescriptionInterest InventoriesInterest inventories are typically paper and pencil instruments that solicit information about personal and occupational preferencesSamples of Student BehaviorSamples 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 AssessmentsProvides information about a student’s progress on specific skills within an academic curriculumAdapted from: Sax, C.L. & Thoma, C.A. (2002). Transition Assessment. Wise Practices for Quality Lives. Baltimore, MD: Paul Brookes
33Transition Assessment Toolkit Examples MethodExamplesInterviews and QuestionnairesStudent SurveysParent SurveysTransition 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 InventoriesMultiple Intelligences InventoriesDiscrepancy Analysis ObservationsDirect observation of student performances in natural contexts compared to others. May be recorded in writing, on DVD, or on videotapeEcological and Environmental InventoriesNeighborhood inventory - surveys array of businesses and other community activities and resources within a reasonable distance of the student’s home.Workplace Analysis
34Transition Assessment Toolkit Examples (continued)MethodExamplesSituational AssessmentsPartnerships for EdExcellence’s Situational Vocational Assessment (formerly LRE for LIFE Project).JOBS Situational Vocational AssessmentInterest InventoriesKuder DD Occupational Interest Survey (Zytowski, 1985).Strong Interest Inventory (Hanson, 1985).Person Centered Planning Processes (e.g., PATH, MAPS).Samples of Student BehaviorVideotape/DVD recordings of student behavior in natural contextsCurriculum-Based AssessmentsTCAP, Gateway Tests, Brigance, and other formal/ standardized criterion referenced testsCurriculum “benchmark” tests
35Visit 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”
36Transition Assessment Toolkit Communication Summary FormEmployability Life Skills AssessmentFunctional Skills AssessmentGetting from Here to There: Student Transition Planning ToolHome Community Activities InventoryHealth History FormInterest InventoryKuder Career Planning SystemLife Centered Career Education Competency Rating Scale Record FormMAPS and Transition PlanningMultiple Intelligences SurveyOnline Career Interest SurveyParent Guardian QuestionnairePersonal Futures Plan AgendaPictorial Multiple Intelligences SurveyQuickbooks IEP Checklist of Transition AssessmentsRecreation and Leisure InventorySchool and Community Social Skills RatingSelf-Advocacy Self-Determination ChecklistSituational Vocational AssessmentStudent Profile Transition AssessmentStudent Questionnaire for Transition PlanningStudent Recreation\Leisure InventoryTransition Assessments ListTransition Planning Profile
37Vocational Rehabilitation Requires Comprehensive Vocational Assessment WHY ASSESSMENTS ARE NECESSARY PRIOR TO EXIT FROM HIGH SCHOOL???Vocational Rehabilitation Requires Comprehensive Vocational AssessmentPostsecondary Schools require documentation of a current disability & need for academic adjustment??
38Americans with Disabilities Act UNDERSTANDING THE DIFFERENCE BETWEEN APPLICABLE LAWS IS KEY TO SUCCESSFUL TRANSITION FROM HIGH SCHOOLIDEASECTION 504Americans with Disabilities Act