1. Transition Assessment Sue Severson, Ed.D. Minnesota State University Moorhead severson@mnstate.edu Minneapolis Career Fair March 4, 2005

2. June 7, 2004Vermillion2 IDEIA, 2004 The term “transition services” means a coordinated set of activities for a child with a disability that - (B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests....

3. June 7, 2004Vermillion3 IDEIA, 2004 Appropriate Measurable Postsecondary Goals –Based upon age appropriate transition assessment –Related to training, education, employment and where appropriate independent living skills

4. June 7, 2004Vermillion4 Transition Assessment & Planning Initial Identification of Needs Transition Planning In-Depth Assessment of Select Areas Teaching of skills/knowledge (goals & objectives, general education curriculum) Linkage to services/supports (activities) Adapted from Transition Planning Inventory, Clark & Patton, 1997.

5. June 7, 2004Vermillion5 Questions Transition Assessment Must Answer 1.What are the desired future outcomes/goals? (preferences and interests) –Results oriented process. –Needs, strengths, preferences and interests. 2.What skills does the student possess? (strengths) –Relative to their goals. 3.What skills must the student acquire to achieve their goals? (needs) 4.What planning issues need to be addressed? (needs)

6. June 7, 2004Vermillion6 Postsecondary Goals (preferences & interests) Present Level Of Educational Performance --------------- Build on strengths, address needs Course of Study Statement of Needed Transition Services Goals & Objectives ASSESS

7. June 7, 2004Vermillion7 Transition Assessment Key piece of the “preparation for life” puzzle Systematic observation of what individuals need to function successfully as adults –Systematic observation--objective and organized means of gathering data to confirm or validate (DCD Manual)

8. June 7, 2004Vermillion8 Transition Assessment Instruments ESTR Scales –ESTR-J-R + Parent Form Transition specific assessment for students with mild disabilities –ESTR III + Parent Form Transition specific assessment for students with more disability –Transition Planning Inventory (TPI) Transition screening for students with mild disabilities –LCCE Batteries (Published by CEC) Knowledge Battery-200 multiple choice test Performance Battery-Performance-based measures –Brigance Diagnostic Inventory of Employability Skills Criterion referenced performance-based assessment –Brigance Diagnostic Inventory of Life Skills Criterion referenced performance-based assessment

9. June 7, 2004Vermillion9 Transition Planning Inventory (TPI) Four forms: home, school, student, profile 46 transition planning statements 9 planning areas –Employment, Further Education/Training, Daily Living, Leisure Activities, community Participation, Health, Self-Determination, communication, & Interpersonal Relationships

10. June 7, 2004Vermillion10 Transition Planning Inventory (TPI) Screening? –Broad items –Manual contains further breakdown Mild Disabilities? –Authors indicate it can be used for all Early Years?

11. June 7, 2004Vermillion11 TPI Profile

12. June 7, 2004Vermillion12 Measurable Postschool Outcomes Student form Parent form in manual 15 open ended statements

13. Enderle-Severson Transition Rating Scales ESTR III ESTR III Parent Form ESTR-J-Revised ESTR-J-Revised Parent Form Transition Planning in the Schools: Using the Enderle-Severson Transition Rating Scales, 3rd Edition

14. June 7, 2004Vermillion14 ESTR III Items reflect the original scale (published in 1991). 5 transition areas- –Employment, Recreation & Leisure, Home Living, Community Participation, Post Secondary Education –Areas are inclusive of the areas identified in IDEA Useful when assessing students with more disability.

15. June 7, 2004Vermillion15 ESTR-J-Revised Reduced number of items from ESTR-III. Same 5 transition areas- –Employment, Recreation & Leisure, Home Living, Community Participation, Post Secondary Education –Areas are inclusive of the areas identified in IDEA Useful when assessing students with MILD disabilities.

16. June 7, 2004Vermillion16 ESTR-J-Revised Administration Respondents –Parent Form (gray form) Rating system –Yes=Independent and Consistent –No= Not performed or performed inconsistently.

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18. June 7, 2004Vermillion18 Brigance Life Skills Inventory Provides performance-based assessment to determine students strengths/needs Does not assess Postsecondary Goals (Future Outcomes) Is not organized around the five transition areas Does not assess planning issues But-it DOES provide performance based assessment of student skills

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22. June 7, 2004Vermillion22 LCCE Knowledge Battery Life Centered Career Education Published by CEC 200 Multiple Choice Test Percentile rank

23. June 7, 2004Vermillion23 LCCE Knowledge Battery Life Centered Career Education 3 Curriculum areas Assesses Daily Living Skills, Personal Social Skills, Occupational Skills –Broken down into 22 competencies Broken down into 97 subcompetencies

24. June 7, 2004Vermillion24 LCCE Knowledge Battery Life Centered Career Education 10 questions for each competency What the student knows in comparison to peers –Not what the student does on a daily basis

25. June 7, 2004Vermillion25 LCCE Performance Battery Life Centered Career Education Nonstandardized criterion referenced measure of LCCE competencies Performance based assessment

26. June 7, 2004Vermillion26 Budgeting

27. June 7, 2004Vermillion27 Medical Symptoms

28. June 7, 2004Vermillion28 Attendance & Punctuality

29. June 7, 2004Vermillion29 Sitlington, Clark, and Kolstoe (2000) The most central and critical use of transition assessment information is as a component of the Present Level of Educational Performance in the student’s IEP. Transition goals and objectives, along with official linkages with nonschool agencies, would come directly from transition-referenced assessment and the information in the Present Level of Educational Performance. The data should have direct implications for instructional program decisions, including program design, program placement, curriculum planning, instructional procedures, and additional assessment requirements. ( p. 123)

30. June 7, 2004Vermillion30 Time Flies

31. June 7, 2004Vermillion31 We have all of our ducks in a row.

32. June 7, 2004Vermillion32 Transition-We’ve created a good fit. All the pieces are coming together.

33. June 7, 2004Vermillion33 Because of our preparation…