February 19-22, 2004Transition Services Preparation & Training Transition Services Preparation: Project Evaluation using Multi- Faceted Outcomes Based Assessment Renee Evetts Dr. Pamela Luft Meghan Erickson Spring 2004

February 19-22, 2004Transition Services Preparation & Training Multi-faceted Project Overview Goal: Improve transition outcomes for D/HH studentsGoal: Improve transition outcomes for D/HH students Defined but not limited to-implementation of recommended practicesDefined but not limited to-implementation of recommended practices –IEP Involvement –Self-determination –Vocational Participation –Career-focused transition planning –Improve knowledge of teacher participants on project and university students working collaboratively and university students working collaboratively

February 19-22, 2004Transition Services Preparation & Training Outcome Assessments In Progress First 2 years of data collection Project usefulness and accuracy of data “Management-by- objectives” promotes individualized goal- setting and diverse outcomes for years 4-5.

February 19-22, 2004Transition Services Preparation & Training Identification of Outcomes Outcomes from D/HH students:Outcomes from D/HH students: –Individualized units ready to teach –Standardized test: Transition Competence Battery –Technology Assessment Outcomes from teachers and university students:Outcomes from teachers and university students: –Evaluations through project objectives and participation ratings –Documented learning outcomes from teacher and university student is challenging (almost problematic)

February 19-22, 2004Transition Services Preparation & Training Student Outcomes Transition Competence BatteryTransition Competence Battery –Standardized transition instrument Technology AssessmentTechnology Assessment –Project based identified needs IEP involvement (new)IEP involvement (new) –Unit activities and outcomes

February 19-22, 2004Transition Services Preparation & Training Transition Competence Battery compiled by Kelly Huff Battery DevelopmentBattery Development –Developed and standardized for transition age D/HH students Mild secondary conditionsMild secondary conditions Approximately 3 rd grade reading levelApproximately 3 rd grade reading level Unlikely to pursue 4-year college educationUnlikely to pursue 4-year college education Standardized on approximately 200 studentsStandardized on approximately 200 students Subtest subject areasSubtest subject areas –Job seeking, work adjustment, job related/interpersonal skills, money management, health/home, and community awareness skills

February 19-22, 2004Transition Services Preparation & Training TCB continued Description: tests are presented in sign language and written formsDescription: tests are presented in sign language and written forms –Signs are standardized based on pilot field site comments Item example:Item example: –You see a police care behind you with flashing red lights. You pull over to the side of the road. The police officer begins to talk to you. You do NOT understand the officer. You should: A.Reach in your glove compartment for pencil and paper B.Tell the officer you are deaf C.Reach for the officer’s pencil and paper

February 19-22, 2004Transition Services Preparation & Training TCB + Implications for Teachers What are the main areas that need to be addressed for the students?What are the main areas that need to be addressed for the students? How can it be implemented with existing transition preparation structures?How can it be implemented with existing transition preparation structures? How can these areas be integrated into curriculum?How can these areas be integrated into curriculum? What types of teacher preparation is needed?What types of teacher preparation is needed?

February 19-22, 2004Transition Services Preparation & Training Technology Assessment Of Deaf and Hard-of-Hearing Students by Nicole Zirzow and Mary Bonello Pilot testPilot test –40 D/HH from two urban high schools and two urban middle schools in northeast Ohio Self-assessment of computer based technology and assistive listening technologySelf-assessment of computer based technology and assistive listening technology –Basic computer functions (start, shut-down, discs, save, print from word processing, PowerPoint, and internet –Hearing aids, telephone equipment, signaling systems, amplification, open-closed captioning Language fluency of students regarding computer vocabulary wasn’t as sophisticated as anticipated and created a challenge. (The students need pre- requisite knowledge of the vocabulary.)Language fluency of students regarding computer vocabulary wasn’t as sophisticated as anticipated and created a challenge. (The students need pre- requisite knowledge of the vocabulary.) Update: We have been collecting construct validity of the technology assessment and interviewing Deaf adults, people in the field of technology, and teachers of the Deaf so we can further revise the assessment.)Update: We have been collecting construct validity of the technology assessment and interviewing Deaf adults, people in the field of technology, and teachers of the Deaf so we can further revise the assessment.)

February 19-22, 2004Transition Services Preparation & Training Please mark how well you can do these things.Page 3 NeverNot goodSo-soGoodSuper SCHOOL BASED TECHNOLOGY INTERNET SKILLS Use the web Type a website address into a browser search for information on a topic Use a web index (like yahoo) to research a topic Use Boolean operators ( and, not ) to improve search results Navigate the web with hyperlinks Use navigation buttons Use "go to" menu to access previously viewed Webpages Set and use bookmarks (favorites)

February 19-22, 2004Transition Services Preparation & Training Analysis Design: Teacher and KSU Student Outcomes Annual project evaluations:Annual project evaluations: –Participation in project –Project goals Management by Objectives:Management by Objectives: –Trial questionnaire forms distributed Feb 2003 to host teachers and university students Purpose to identify competencies and outcomes towards transition services for D/HH studentsPurpose to identify competencies and outcomes towards transition services for D/HH students Respondents: 5 teachers, 10 studentsRespondents: 5 teachers, 10 students –Responses are compared in two parts –Part one- open-ended questions –Part two- rate use/interest in recommended practices (1=high to 5=low)

February 19-22, 2004Transition Services Preparation & Training Project Satisfaction and Goals Semantic differential rating of:Semantic differential rating of: –Involvement, comfort, team effectiveness –Clarity of project goals and team responsibilities –Open-ended suggestions regarding project/team performance and project support Accomplishment of project goals and competenciesAccomplishment of project goals and competencies –Five-point rating scale –Narrative comments about rating

February 19-22, 2004Transition Services Preparation & Training MBO-Trial Evaluation Analysis of Responses Question 1: What have you learned as a result of this project?Question 1: What have you learned as a result of this project? –Teachers: new assessment tool to determine student’s skills, early transition planning with students-the better, new and improved lesson planning –KSU Students: need for future teacher training in transition services, career awareness, teachers/schools should intervene at earlier age, importance of transition classes, need for skills test, issues facing deaf students Question 2: How have you benefited in other ways from this project?Question 2: How have you benefited in other ways from this project? –Teachers: seeing students present function levels, new ways to document student progress, students benefited seeing Deaf adult role models in classroom –KSU Students: better preparation to become a teacher, discovered empathy for deaf students daily challenges, networking and collaboration skills with fellow teachers.

February 19-22, 2004Transition Services Preparation & Training MBO Analysis Question 3: How could you benefit more from your participation?Question 3: How could you benefit more from your participation? –Teachers: better able to prepare students for postgraduate life and the need for a professional day for deaf educators –KSU Students: concerned about what problems are likely to face their future students (21 st century), need more information on building curriculum materials, allowed to observe IEP meetings, learn more about low income students, have more involvement with deaf students, have smaller meetings or form group discussions

February 19-22, 2004Transition Services Preparation & Training Ratings -Teachers

February 19-22, 2004Transition Services Preparation & Training

February 19-22, 2004Transition Services Preparation & Training Changes for Year 4 Web-based teacher and D/HH classroom involvementWeb-based teacher and D/HH classroom involvement –D/HH Student Outcomes TCB data collectionTCB data collection Technology AssessmentTechnology Assessment Unit-based outcomesUnit-based outcomes –Web-based data submission using existing units and new units –Teacher and KSU Student Outcomes Project satisfaction and goal/competency achievementProject satisfaction and goal/competency achievement MBO: individually identified goals based on recommended transition practicesMBO: individually identified goals based on recommended transition practices

February 19-22, 2004Transition Services Preparation & Training Current Units Based on ChoiceMaker SeriesBased on ChoiceMaker Series –Self Directed IEPs Middle SchoolMiddle School High SchoolHigh School Outcomes based on:Outcomes based on: – Understanding by Design development process –Six facets of learning –IEP involvement rating scale Student formStudent form Teacher formTeacher form Web-based format for nationwide teacher/student service needsWeb-based format for nationwide teacher/student service needsWeb-based formatWeb-based format

February 19-22, 2004Transition Services Preparation & Training Q & A: Possible Solutions The floor is open…. Grant website: