1. Chapter 17 Assessment for Transition Education and Planning

2. Assessment of Adolescents and Young Adults Transition outcomes poor IDEA, PL 105-17 Coordinated set of activities Outcome-oriented process From school to post-school Transition plan based on student’s needs, preferences, and interests

3. Understanding the Framework A statement of transition at age 14 A statement of needed transition services at age 16 Ongoing assessment Setting post-school goals Framed by a set of guiding principles Comprehensive student and family- focused transition plan

4. Strategies and Approaches Broad Approach with 3 components Student assessment Strengths, preferences, and needs Environmental analysis Potential living, working, and educational settings Determining the match between student and environment

5. Two Categories of Assessment Informal Procedures Curriculum-based vocational measures Direct observation Ecological assessment Portfolio assessment Outcomes assessment Interest and Aptitude Instruments Multiple aptitude test batteries Career and Occupational checklists Surveys and inventories

6. Awareness of Career Options Social and Prevocational Information Battery–Revised (SPIB–R) Brigance Diagnostic Inventory of Essential Skills Job analysis

7. General Aptitudes and Work/Study Habits General Aptitude Test Battery (GATB) Nonreading Aptitude Test Battery (NATB) APTICOM Occupational Aptitude Test Occupational Aptitude Survey and Interest Schedule (3rd ed.) (OASIS–3) Brigance Employability Skills Inventory

8. Vocational Interests Reading-Free Vocational Interest Inventory–2 (R-FVII–2) Wide Range Interest Opinion Test (WRIOT)

9. Specific Work Skills Dictionary of Occupational Titles (DOT) Wide Range Employability Sample Test (WREST) Singer Vocational Evaluation System (VES)

10. Community Adjustment Transition Planning Inventory (TPI) The Life Centered Career Education (LCCE) Competency Assessment Knowledge Batteries Brigance Life Skills Inventory

11. Challenges in Providing Transition Services Reasonable and achievable post-school outcomes Levels of awareness expands interests Quality of relationship between family and service providers

12. Person-Centered Planning Driven by individual and family Focus on gifts and capacities Dependent on community membership Emphasizes supports and connections over services Enable plans to develop over time Consumer responsive

13. Strategies for Person-Centered Planning Making Action Plans (MAPS) Planning Alternative Tomorrows with Hope (PATH) Circles of Support

14. Advantages of Person- Centered Planning Plan their own future Intensive ongoing communication Consistent with IDEA planning Continuous development of goals Specifies goals, activities, and objectives Increases goals supported outside of school time

15. Self-Determination Self-Determination Scale Self-Determination Knowledge Scale (SDKS) Whose Future Is It Anyway? Life-Centered Career Education Curriculum (LCCEC) ChoiceMaker Self-Determination Transition Curriculum and Program Next S.T.E.P (Student Transition and Educational Planning

16. Quality Indicators Involved Parents and guardians Students at 14 years of age Variety of school staff involved Non-school agencies Part of IEP Vocational curriculum Discussion of post-secondary education

17. Quality Indicators, continued Prepare students for community living and social situations Transition plans reviewed annually Cooperative cross-training opportunities Interagency collaboration

18. Assessment for College 10% of all post-secondary students are identified as having disabilities Two most frequently mentioned assessments for college are Wechsler Adult Intelligence Scale–Third Edition Woodcock-Johnson III Tests of Cognitive Ability

19. Recommendations Use validated practices Begin early Do not “medicalize” IEP Select appropriate assessment tools Capacity to implement Document successes Outcomes are the true measures of success Advocacy is essential