1. Four-Part Transition Assessment Model Jim Martin University of Oklahoma Zarrow Center Web: http://education.ou.edu/zarrow/ Email: jemartin@ou.edu

2. 2 Agenda Purpose of Special Education Four-Part Transition Assessment Process Self-Determination Skills Adaptive Behavior Vocational Interests Can read Can’t read Transition Success Behaviors Building Transition Assessment Implementation Timeline Across Grades and Student Abilities

3. 3 The Purpose of Special Education What is the purpose of Special Education?

4. 4 The Purpose of SPED... a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education, employment, and independent living.

5. 5 The Reason Why - 1

6. 6 The Reason Why -2

7. IDEA 2004 Post-Secondary Goals IEPs must include appropriate measurable postsecondary goals based upon age- appropriate transition assessment related to training, education, employment, and when appropriate, independent living

8. Student Transition Questions What are my interests, aptitudes, and capabilities in school, work, and community living? Where do I want to live, work, or go to school after leaving high school? What courses do I want to take in high school to graduate and prepare for my future? What do I need to learn to do what I want? What do I do after I leave school? What are my strengths? What do I need to improve to be successful? Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.

9. 9 In The IEP Present Levels of Academic Achievement and Functional Educational Performance Current assessment data Transition strengths and needs Address with transition goals Transition Assessment Results Name of assessment, date given, and results Used to develop postsecondary goals and transition goals

10. Transition Assessment Progression Chart Look at example in handout packet Build by grade and skill level Identifies what, who, when, and how often Can establish school or district wide implementation of a sequential transition assessment process

11. Four-Part Transition Assessment Model

12. 12 Transition Assessment Model Components 1. Self-Determination Assessment 2. Adaptive Behavior Assessment 3. Vocational Interest and Skills Assessment 4. Postschool Predictor Assessment (in development)

13. 13 Self-Determination Assessment Part 1 of the 4-Part Transition Assessment Model

14. 14 Why SD Assessment? Improved postsecondary outcomes Goal setting during early adolescence Awareness of disability Goal attainment Improved academic performance Limited studies so far

15. 15 Self-Determination Constructs Self-awareness Self-advocacy Self-efficacy Decision-making Use of self-management strategies to attain plan Self-evaluation Adjustment

16. 16 AIR Self-Determination Assessment Parent Version Teacher Version Student Version Available at http://education.ou.edu/zarrow Cost: free

17. 17 ARC Self-Determination Assessment Student version Must use the manual to score Cost: free Available at http://education.ou.edu/zarrow

18. Field and Hoffman SD Assessments SD Student Scale SD Parent Scale SD Teacher Scale SD Observation Checklist User’s Guide Cost: free Available at http://education.ou.edu/zarrow

19. 19 ChoiceMaker SD Assessment Curriculum Referenced Assessment Choosing Goals Participating in IEP Meetings Taking Action on Goals Sopris West (search by author: Martin) www.sopriswest.com Cost: $12.95 for 25 copies

20. 20 Complete the AIR Educator SD Assessment on a Student You Know.

21. 21 Page 2, top box and Page 3 top box for example of OK IEP Examples

22. 22 Adaptive Behavior Assessment Part 2 of the 4-Part Transition Assessment Model

23. 23 Our Belief The law states that an independent living goal be addressed “when appropriate.” We believe that to determine if an independent living goal needs to be written, an adaptive behavior assessment needs to be given. This provides evidence of needing an independent living goal or not. How else would a team determine if an independent living goal is needed?

24. 24 Transition Planning Inventory Home version Teacher version Student version CD version speaks to students or parents and automatically scores Available From (www.proedinc.com) Pro-Ed Cost: $175. Computer Version: $159. Combo: $250

25. 25 Informal Assessments for Transition (Two Books) Reproducible Employment Daily Living Health Self-Determination Leisure Activities Community Participation Communication Interpersonal Relationships Available From –(www.proedinc.com) –Pro-Ed Cost: $39.00

26. 26 Adaptive Behavior Assessments Transition Planning Inventory (TPI) ProEd, Austin Texas (www.proedinc.com)www.proedinc.com Informal Assessments for Transition Planning ProEd, Austin Texas (www.proedinc.com) Enderle-Severson Transition Rating Form Great tool for students with significant support needs www.estr.net Casey Life Skills www.caseylifeskills.org

27. 27 Scales of Independent Behr-R SIB-R Scales (norm referenced) Community and personal living skills Social interaction and communication Motor skills Overall measure of independence 14 adaptive behavior & 8 problem behav areas Available From http://www.riverpub.com/ Riverside Publishing Cost: $248

28. 28 Enderle-Severson Transition Rating Form ESTR-J Students with mild disabilities Parent version (available in Spanish) Teacher version Five Transition areas $20 for 10 assessments www.estr.net ESTR-III Students with “more” disabilities Parent version Teacher version Five Transition areas $20 for 10 assessments www.estr.net

29. 29 Casey Life Skills - Why Look Anywhere Else? Web based and FREE!!! Spanish or English, with numerous supplemental assessments Youth and caregiver formats Automatically scored and sent to you Can obtain class summaries Provides different levels of questions for students across functioning levels Level 1 basic skills Level 4 complex skills www.caseylifeskills.org

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31. 31 Page 4 of OK IEP Examples – top box, page 5 top box

32. 32 Vocational Interest Assessment Part 3 of the 4-Part Transition Assessment Process

33. 33 Vocational Interests for High Achieving Students With Mild Disabilities Group Interest Inventories ACT Plan ACT Explorer U.S. Dept of Labor O*NET www.onetcenter.org Interest profiler, ability profiler Look left under Products Select career exploration tools

34. 34 Self-Directed Search - Form E Students with limited reading skills Spanish version manual, assessment booklets,& occupations finder Reports interests across occupations Available: www.parinc.comwww.parinc.com Cost: $150

35. 35 Self Directed Search - Form R Students with advanced reading skills Spanish version manual, assessment booklets,& occupations finder Reports interests across occupations, educational opportunities, and leisure Available: www.parinc.comwww.parinc.com Cost: $150

36. 36 On-Line Free Interest Inventories On-Line Individual Interest Inventories My Future http://www.myfuture.com/toolbox/workinterest.html I Oscar www.ioscar.org Career Voyages www.careervoyages.com Career Clusters www.careerclusters.org (download in pdf format) www.careerclusters.org Dept of Labor www.onetcenter.org

37. 37 Exploration of Interest Results Occupational Outlook Handbook www.bls.gov/oco/home.htm www.bls.gov/k12/index.htm Job videos (English or Spanish) Individuals & Job clusters http://acinet.org/acinet/videos.asp?id= 27,&nodeid=27 http://acinet.org/acinet/videos.asp?id= 27,&nodeid=27 www.careervoyages.com Uses the above videos in an interactive format

38. 38 Career Awareness & Exploration Watching Video http://acinet.org/acinet/videos.asp?id=27,&nodeid=27 Provides numerous videos for students to watch  English or Spanish  Job cluster and skill categories  Horse Training Horse Training  Coast Guard Assistant Coast Guard Assistant  Construction Workers Construction Workers Live in the Community Doing Short exploration periods Long-term try-outs

39. 39 Designed for Students Involved in Work Study Programs Functional Vocational Assessment

40. 40 What does the law say?... and when appropriate... functional vocational evaluation. When to consider what’s appropriate? When the previous informal assessments do not provide needed information. What do we use? Tools that student’s can explore and make a job match.

41. 41 Functional Assessment Process Over time Repeated Measures Situational Assessment

42. 42 Interest & Skill Assessment Using Situational Assessment Repeated opportunities to make choices Direct communication of choices Experience with the choice Repeated assessment across days Regular assessment across blocks of time to verify choice Presentation of stimuli in a manner person can independently use Presentation of stimuli in a paired format Lohrmann-O’Rourke & Browder (1998)

43. 43 Discrepancy Problems Discrepancy problems occur when Chosen job, task, and characteristics do not match specific jobs Discrepancy problems diminish when job site characteristics match preferences Logical choice making occurs when chosen preferences match available jobs.

44. 44 Basic Procedures Prior to visiting a job site, individual will select preferred tasks and characteristics Visit job site and spend time watching and/or doing tasks After visit, will compare initial preferences to those at the site Process repeated across numerous sites

45. 45 Vocational Interests via Career Exploration - For Those Who Can Read Choosing Employment Goals Sopris West Publishers (www.sopriswest.com) Requires reading and writing skills

46. 46 Coverage Intensive lessons in teaching Choosing Goals process (lessons 1 - 5) Community-based assessment and problem solving (lessons 6 - 15) Classroom-based career exploration (lessons 16 - 19)

47. 47 Key: Determine Match Between What I Like and What’s at This Site

48. 48 Each time student chooses a characteristic one more cell on the graph is marked

49. 49 Job Duties - How I Did Job duties identified and written onto form Student evaluates speed, independent performance, and accuracy Supervisor evaluates speed, independent performance, and accuracy Match made between student and supervisor

50. 50 Uses self-evaluation methodology to teach job performance skills and to assess job duty skills

51. 51 Vocational Interest Assessment for Non-Readers

52. 52 Characteristics I Like vs Here Compares initial preferences to those experienced at a particular job site.

53. 53 Characteristics Graph

54. 54 Personal Improvement Contract

55. 55 My Employment Plan

56. 56 Resource Self-Directed Employment Paul Brookes Publishing Baltimore www.brookespublishing.com

57. 57 Choose and Take Action Vocational Assessment Software Use of a software program and community experiences to identify entry-level job interests

58. 58 Target Population Secondary students and adults with moderate to significant cognitive needs who:  Have difficulty getting information from print  Can attend to a computer screen  Can follow simple 1 or 2 step directions  Have limited to no previous work experience

59. 59 CTA Constructs Vocational Choice Making Characteristics Setting Activities (jobs) Planning Community Experience Watch Do Self-Evaluation Choose Again with Adjustment

60. 60 14 entry-level vocational settings found in most communities 15 job activities repeated across two settings Care for animals in a vet’s office Care for animals in a retail store 12 characteristics repeated across two or three activities Working in a factory where it is inside and noisy CTA Choice Factors

61. 61 CTA Features A navigator to give instructions and guide user through the program Restricted mouse movements Highlight critical features as navigator says them Record made of all choices Input options may include user installed touch screen

62. 62 SettingsActivitiesCharacteristics Car repair shopBag items/bring cartsBig open space Child care centerCare for animalsSmall space Construction siteCare for peopleClean FactoryCare for plantsMessy GreenhouseClean-upFew people Grocery storeClear tablesMany people HospitalFilingInside HotelHandle materialsOutside Janitorial serviceHeavy cleaningNoisy Landscape CompanyLaundryQuiet OfficeMove thingsWear own clothes RestaurantDo paperworkWear a uniform StoreStock shelves Vet OfficeWash dishes Yard work

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67. 67 Publisher Choose and Take Action: Finding a Job for You Sopris West 4093 Specialty Place Longmont, CO 80504 800.547.6747 www.sopriswest.com

68. 68 One-Shot Vocational Interest Assessment for Non-Readers

69. 69 Reading Free Interest Inventory Published by Pro Ed www.proedinc.com Price: $110

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73. 73 COPS-PIC Non-Verbal Assessment of Occupational Interest EDITS / P.O. Box 7234 / San Diego, CA 92167 800-416-1666 / 619-222-1666 / Fax 619-226- 1666 25 copies for $50.90

74. 74 WRIOT2: Wide Range Interest and Occupation Test 2 Available: www.proedinc.com Cost: appx $200 for entire package

75. 75 Transition Success Assessment Part 4 of the 4-Part Transition Assessment Model

76. Missing Link In Transition Assessment The field needs a transition assessment tool based on actual postschool success predictors The field needs a tool to assess students’ current behavior and attitudes linked to identified transition success predictors No tool like this exists (that we could find)

77. Postschool Success Predictors Reviewed the literature to identify student behaviors that predicted postschool success. 45 quantitative and qualitative studies Several different search engines Journal reference lists Hand searched major journals Asked colleagues around the country 77

78. 14 Concept Clusters Desires Goals Strengths Limits Disability Awareness Persistence Use of Support Systems Coping Skills Social Skills Proactive Involvement Making Positive Choices Job Experience Transition Education 78

79. Transition Success Assessment Transition Success Assessment: A Transition Behavior Profile 46 items Professional, Family, and Student TSA Versions TSA Graphic Profile TSA Goal Identification Matrix Takes about 10 minutes to answer the items and score 79

80. Wording of TSA Items Fine tuned wording internally at ZC Conducted six social validity groups 4 expert panels (27 participants) 1 parent panel (8 participants) 1 high school student panel (8 participants) 1 college student panel to go First round produced changes to 36 of 50 Professional TSA items Subsequent panels made fewer and fewer changes 80

81. Issues Expressed by Social Validity Groups Family group focused on wording associated with friends, asking for support, coping skills, and independent living. Students did not like the word “used.” Professional group more sensitive regarding words such as limitation and disability awareness. Very positive feedback from all the groups Easy to understand and use Makes sense Beneficial to planning students’ future “Now I understand what to teach” Found the TSA practical 81

82. IES Grant Submitted Submitted grant to IES to conduct large scale studies Structural equation modeling to build construct validation Test parallel versions (student, professional, and family) Similar factor structure across tools Reliability studies across country Undertake predictor studies 82

83. Transition Success Assessment – Draft 45 83

84. 84 Collaborative Effort

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86. 86 Jim Martin, Ph.D. University of Oklahoma Zarrow Center for Learning Enrichment Carpenter Hall Room 111 Norman, OK 73019 Phone: 405-325-8951 E-mail: jemartin@ou.edujemartin@ou.edu Web: http://education.ou.edu/zarrow/http://education.ou.edu/zarrow/ For More Information Contact: