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Assessment Tools to Consider when Developing ITPs by WA1 Directors from Region 4.

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Presentation on theme: "Assessment Tools to Consider when Developing ITPs by WA1 Directors from Region 4."— Presentation transcript:

1 Assessment Tools to Consider when Developing ITPs by WA1 Directors from Region 4

2 Andrea Reed Clovis USD Age Appropriate Assessments

3 What remains the same as IDEA ’97? An expectation of coordinated services Transition planning based on the students needs, interest and preferences Including instruction, related services, and when appropriate, acquisition of community experiences, development of employment daily living skills and functional evaluation Transition Services Transferring rights at the age of majority

4 What language is new in IDEA ’04?  Transition language in the IEP at age 16  Measurable post-secondary goals  Based on age-appropriate assessments related to:  Training, education, employment and where appropriate, independent living skills  Providing a Summary of Performance upon school exit

5 Indicators will measure Transition Services Language and Outcomes U.S. Dept., of Ed. Office of Special Education developed 20 Indicators that states will be held accountable for monitoring Special Education in California States must develop State Performance Plan that address these indicators and submit an Annual Performance Report (APR) on progress 20 Indicators replace the Key Performance Indicators (KPI)

6 What Indicators will measure Transition Services Language and Outcomes Indicator 13 % of youth ages 16 and above with an IEP that includes coordinated, measurable post secondary goals, annual IEP goals and transition services that will reasonably enable the child to meet the post secondary goals (20 U.S.C. 1416(a)(3)(B)) Indicator 14 % of youth who had IEP’s are no longer in secondary school and who have been competitively employed, enrolled in some type of post secondary school, or both, within one year of leaving high school (20 U.S.C. 1416(a)(3)(B))

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8 Measurable Post- Secondary Goals Transition IEP Development Age Appropriate Transition Assessment Development of Annual Goals to Support Measurable Post- Secondary Goals Summary of Performance Transition Services including Course of Study Age of Majority Notification (Age 17)

9 Age-Appropriate Transition Assessments What is age appropriate? Age-appropriate means chronological rather than developmental age What is the purpose of transition assessments? Assist the student to identify needs, interests and preferences Determine appropriate accommodations and supports Determine appropriate instruction and activities that will assist the student achieve post-school goals Determine “next steps” Transition to Adult Living - APPENDIX E – pp

10 Transition Assessments All students who have been on a general education track and plan on enrolling in post- secondary education (2 or 4-year college) should have the following information in their files:  State mandated test scores gathered during high school  Quarterly or semester grades throughout high school  Current psychological assessment data indicating areas of strength and weakness, while documenting the presence of a diagnosed disability  College entrance exam scores if applying to 4-year colleges This information would include (a) data gathered over time that can (b) be associated with current and future environments. Additional information may include informal interviews with student and family, student completion of interest inventories or questionnaires to establish student interests and preferences in transition planning to meet the basic requirements of age appropriate transition assessment.

11 Transition Assessments All students should have the following information in their files: State mandated test scores (standardized or alternate) Quarterly or semester grades or progress notes Current psychological assessment data Career Interest Inventory, Adaptive Behavioral Scale, and/or Career Skill Inventory An Adaptive Behavior Scale (with a student self-assessment component included), interest inventory, and interview with the student should provide information to document student strengths, interests, and preferences. Presence of the above information in the student’s file and a clear link of such information to the student’s postsecondary goal(s) would meet the requirements of age appropriate transition assessment. Additional data may include family interview, teacher/transition coordinator observational assessments or various student self-assessments. This information would include (a) data gathered over time that can (b) be associated with current and future environments to meet the basic requirements of age appropriate transition assessment.

12 ********Two Approaches Level 1 Review of existing information and achievement data, student interview, and aptitude testing if necessary Level 2 Expand to include assessments targeting information about work behavior, career maturity and independent living skills Level 3 For students needing additional assistance with identifying long term employment, education and/or independent living goals when earlier assessments were inconclusive or for those with more significant disabilities APIE Step 1 – Assess Interests, preferences and needs related to post school outcomes using formal and/or informal assessments Step 2 – Plan Interpret results from assessments and incorporate them into student’s ITP Step 3 – Instruct Students learn new skills they will need to reach post school goals Step 4 – Evaluate Check progress toward achieving the transition activities, IEP g/o.

13 *********It is important for assessment information to be collected continuously with periodic checkpoints, because students may change their minds (e.g. interests, preferences) and attributes (e.g., skills, knowledge, strengths).

14 ASSESSMENT PLAN? Is this any different than what I would do for any other student? Is this being administered by anyone other than teacher? Is this part of a classroom or curricular activity? BEST PRACTICE!

15 Susan Bobbitt-Voth Madera-Mariposa SELPA Assessment Tools For Transition Planning

16 Transitional Areas O O ther Post High School Living Objectives C C ommunity Experiences E Development of E mployment I I nstruction V Functional V ocational Evaluation L Daily L iving Skills

17 Transitional Areas O O ther Post High School Living Objectives C C ommunity Experiences E Development of E mployment I I nstruction V Functional V ocational Evaluation L Daily L iving Skills

18 Student Groupings A A dult Transition F F unctional Skills (Certificate of Completion) T T weener D D iploma

19 Student Groupings A A dult Transition F F unctional Skills (Certificate of Completion) T T weener D D iploma

20 Free Assessment Types  On-line $ $$$$$ Paper  Manipulative  Computer 

21 Assessment Types Free On-line Computer$$$$$ PaperManipulative Free  $   

22 Glenda Woolley Kings County Office of Ed Sources for Assessment Tools A-Z

23 Coding of Assessments I E C O L V D T F A $ Free     Instruction Diploma Costs Development of Employment Community Experiences Other Post High School Living Objectives Daily Living Skills Functional Vocational Evaluation Tweener Functional Skills Adult Transition Free Manipulative Paper Version Computer Version On-line Version

24 Transition Portfolio Guide Instruction – Sections 4-5 Employment – Section Community – I E C O L V D T F A $ Free    

25 PLAN Practice for the ACT I E C O L V D T F A $ Free    

26 Brigance Employability Skills Inventory Life Skills Inventory I E C O L V D T F A $ Free    

27 Career Targets for Transition Identifies top career clusters through assessment Introduces students to the world of work through exploration of career related vocabulary, clusters, work skills, and occupations Assist students with selecting appropriate courses for high school Provides activities that incorporate a real-world application of work skills Encourages students to include teachers, counselors, and parents in their educational and career planning I E C O L V D T F A $ Free    

28 Picture Interest Career Survey 36 sets of three pictures to choose creates a profile of the individual lead directly to career information takes less than 15 minutes to complete can be self-administered and self-scored I E C O L V D T F A $ Free    

29 Work Preference Match A structured way to prioritize work needs and preferences consider education create a grid to use for pro/con career decision-making. helps people learn their “unwritten rules” about employment, gather essential information for an informed career choice find a job they’ll love. I E C O L V D T F A $ Free    

30 Career Exploration Inventory I E C O L V D T F A $ Free     Explore and plan three areas of life—work, leisure activities, and learning. Reflect on 128 activities and consider past, present, and future interests Scores connect to 16 career interest areas with related jobs, education and training options, and leisure activities

31 Job Survival and Success Scale I E C O L V D T F A $ Free     Research-based, measures skills ranked highest by employers Self-administered, self-scored, takes just 20 minutes to complete Five scales: dependability, responsibility, human relations, ethical behavior, and getting ahead Can help improve job retention rates—identifies potential obstacles to job performance success

32 3 Sides of You I E C O L V D T F A $ Free    

33 Career Finder Plus Physical Activity Change Meeting People Travel Drive Independence Style Training Helping People Users answer up to 18 questions then get a list of the 20 best matching occupations. Using Words Using Numbers Understanding Science Understanding People Using Art Attending to Details Leading Others Making Things Growing Things I E C O L V D T F A $ 

34 Reading Free Vocational Interest Inventory A series of 55 sets of three drawings each Interest areas include: Automotive Building Trades Clerical Animal Care Food Service Patient Care Horticulture Housekeeping Personal Service Laundry Service Materials Handling 20 minute administration I E C O L V D T F A $ 

35 Reading Free Interest Inventory I E C O L V D T F A $  Can be used with the mentally retarded, learning disabled & disadvantaged individual Explores a wide range of jobs at the unskilled, semi-skilled, skilled and technical levels Aids in career education, guidance, and vocational planning Pictures convey visual descriptions of job tasks with associated tools & work areas From ages 13 to Adult

36 Careers for Me Grades 3-7Grades k-3 Grades 6-9 Special Needs I E C O L V D T F A $ 

37 Vocational Adaptation Rating Scales I E C O L V D T F A $  Rating scales measure job-related behaviors of mentally retarded individuals Ratings produce frequency and severity scores Identifies maladaptive behavior in Verbal Manners Communication Skill Interpersonal Skills Respect for Property Rules and Regulations Attendance and Punctuality Grooming/Personal Hygiene

38 Career Keys I E C O L V D T F A $ 

39 COPSystem I E C O L V D T F A $ 

40 Occupational Aptitude Survey and Interest Schedule I E C O L V D T F A $  Measures 12 interest factors directly related to the occupations Artistic Scientific Nature Protective Mechanical Industrial 240 items scored as Like, Neutral, or Dislike Business Detail Selling Accommodating Humanitarian Leading-Influencing Physical Performing

41 NEXT S.T.E.P. Student Transition and Employment Planning Curriculum helps students learn how to: take charge of their own transition planning process. Select and implement a variety of transition goals Goals relate to jobs, education and training, personal life, and living on their own. Assume responsibility for important life decisions In 16 lessons I E C O L V D T F A $ 

42 Pictorial Inventory of Careers Students rate their respond to live action video segments of real work situations. Results pinpoint areas of strong interest, dislikes, and areas in which they have little or no knowledge. I E C O L V D T F A $ 


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