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Student-Focused Planning Transition Assessment. Defining Transition Assessment What’s YOUR Definition? Share with Partner & Enhance/Adapt Division of.

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Presentation on theme: "Student-Focused Planning Transition Assessment. Defining Transition Assessment What’s YOUR Definition? Share with Partner & Enhance/Adapt Division of."— Presentation transcript:

1 Student-Focused Planning Transition Assessment

2 Defining Transition Assessment What’s YOUR Definition? Share with Partner & Enhance/Adapt Division of Career Development & Transition Transition assessment is "the ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal, and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP" (Sitlington, 1996). How does it compare?

3 J Mac

4 Transition Assessment: Where Do You Start? Guiding Questions Assessment Plan Using Data Assessment Selection Adapted from: Noonan, P., Morningstar, M., and Clark, G. (2003). Transition Assessment: The Big Picture. Retrieved Month Day, Year, from the University of Kansas, Department of Special Education, Transition Coalition Web site: Who can assist with assessment?

5 Activity: Assessment Planning Read either Heather or James Identify who can assist with the assessment process

6 Purpose of Transition Assessment Facilitating a self-awareness… for decision-making of critical life choices… Identifying students’ strengths, interests and preferences Determining post-secondary goals Developing relevant learning experiences (instruction) & transition services Identifying supports (linkages) needed to accomplish post-secondary goals Evaluating instruction and supports. through informing, discussing, and providing transition services by…

7 Guiding Questions Assessment Plan Using Data Assessment Selection What do we know about the student’s strengths, preferences & needs in employment, education, living? How can we prepare the student for the future? What do I already know about the student to identify his/her postsecondary goals? What methods and sources will provide the information I need? What role will the student play in the assessment process? How will the assessment data be collected and used for transition planning? Is the student making progress toward his/her specific postsecondary goals (employment, education, living)? Sample Questions

8 Student Transition Questions What are my interests, skills and strengths related to employment, education, community living? Where do I want to work, live, go to school after high school? What courses do I want to take while in high school to graduate and also prepare for my future? What do I need to learn to do what I want? What do I need to improve in order to be successful in adult life? Adapted from: Greene & Kochhar-Bryant (2003). Pathways to successful transition for youth with disabilities. Merrill Prentice Hall

9 Activity: Assessment Planning What are the critical questions related to assessment for Heather & James?

10 Assessment Plan Characteristics: 1.Customized to specific types of information needed 2.Appropriate to learning and response characteristics 3.Use assistive technology & accommodations 4.Occur in that influence development, planning, & implementation of transition planning 5.Include multiple ongoing activities to sample behaviors and skills 6.Must be verified by multiple methods & persons 7.Results stored in user-friendly way 8.Occurs over time (multiple years) Guiding Questions Assessment Plan Using Data Assessment Selection VA Assessment Planning Summary

11 Activity: Assessment Planning What considerations must you make related to the assessment plan?

12 Guiding Questions Assessment Plan Using Data Assessment Selection Information needs for Student-focused Transition Planning Background Info. Independent Living Skills Supports & Accommodations Learning Styles Temperament Aptitudes Interests Social Skills Vocational & Occupational Skills What to Assess Adapted From: P. Kohler (2004) Review of Transition Assessments IL checklist Peach State Pathways

13 Transition Assessment BINGO! 1. Temperament2. Learning Styles3. Independent Living 4. Background info.5. Aptitudes 6. Interests 7. Social skills 8. Supports & Accommodations9. Vocational/ Occupational skills

14 Guiding Questions Assessment Plan Using Data Assessment Selection Standardized –Norm-referenced –Criterion-referenced Informal –Analysis of background info. –Interviews –Work samples –Curriculum-based assessments –Interest Inventories Informal (cont) –Observations & situational assessments –Alternative assessments –Portfolios –Person-centered Planning Assessing Environments –E-Jam –Vocational Integration Index –Ecological Inventories –Supports Survey HOW to Assess Commercially Available Assessments Online Assessments and Resources

15 Informal Assessments for Transition Planning Informal Assessments for Transition Planning: Postsecondary Ed and Training Independent Living and Community Participation Employment and Career Planning

16 Sample Assessments: Career & Employment Standardized Informal: –Background InfoBackground Info –Career interests:Career interests: –Interview:Interview: –Work sample:Work sample: –Curriculum-basedCurriculum-based –Observation:Observation: –PortfolioPortfolio –Person-centered approachPerson-centered approach Assessing Environment –Ecological InventoryEcological Inventory –E-JAME-JAM –Supports SurveySupports Survey –Vocational Integration IndexVocational Integration Index

17 Activity: Assessment Planning What are the critical areas of transition for Heather & James? What assessment methods would be appropriate?

18 Results of transition assessments in IEP:  Included in present levels of educational performance  Used to identify postsecondary goals (outcomes)  Used to identify needed transition services  Summary of Performance Monitoring instruction, progress & decisions about changes Coordinate assessment needs with adult agencies Summarize and customize results to meet needs of outside agencies Summarize and customize results Collaboration is critical! Who can help assess Guiding Questions Assessment Plan Using Data Assessment Selection KSDE Transition Planning

19 Overriding Theme “A well planned and executed assessment that results in a well-balanced understanding of a student’s performance is one of the most important contributions to generating critical objectives, effective instruction, and meaningful outcomes.” (Giles & Clark, 2001, pg. 80)


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