1. Transition Assessment: The BIG Picture Mary E. Morningstar, Ph.D. June 24, 2008 KU Transition Summer Institute mmorningstar@ku.edu www.transitioncoalition.org

2. Test yourself… TRUE FALSE 1. Transition assessment uses a specific protocol, and it is important to administer it as instructed. The correct answer is: FALSE Schools often base the entire assessment process on a pre- established protocol designed by the district and based on a commercial product, and not on the needs of the student (Cohen & Spenciner, 1996). In reality, transition assessments should be developed and individualized with each student in mind. Student participation in developing the types and methods of assessment is the best way to go. From: Transition Coalition ’ s Online training module

3. TRUE FALSE 2. Transition assessment is an ongoing process that takes place throughout and across the secondary school years The correct answer is: TRUE While transition assessment is often thought of as a once-a-year event completed by one person and occurring over a short period of time to develop the IEP, it is in fact most useful when thought of within a broader context (Cohen and Spenciner, 1996). In order to be effective and meaningful to the student and the school program, the transition assessment process must be ongoing throughout the school year.

4. TRUE FALSE 3. Transition assessment is primarily for youth with severe disabilities The correct answer is: FALSE Many assessment approaches may be created with one disability population in mind, other assessments are appropriate for all youth. What is most important is for you to familiarize yourself with each assessment measure and determine it ’ s usefulness to the overall transition process. Don ’ t assume that a certain instrument or method is not appropriate for a particular student because of his or her label or disability category. Oftentimes, accommodations can be made so that a particular assessment can used effectively to meet the ability level of the student.

5. TRUE FALSE The correct answer is: FALSE Transition assessment is now required by law. With the passage of the 2004 reauthorization of IDEA, we are now required to identify appropriate and measurable postsecondary goals based upon age-appropriate transition assessments. The IDEA transition requirements for assessment center on: (1) developing transition postsecondary goals, (2) identifying students' needs, strengths, interests and preferences, (3) ensuring progress on IEP goals & transition activities, and (4) summarizing performance when exiting school. 4. Transition assessment is not required by IDEA, it is just a good thing to do in preparation for the IEP.

6. Defining Transition Assessment What ’ s YOUR Definition? 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?

7. Transition Assessment: Where Do You Start? Guiding Questions Assessment Plan Using Data Assessment Selection Transition Toolkits: Resource Library

8. Guiding Questions Assessment Plan Using Data Assessment Selection Do we understand this student ’ s strengths, preferences, needs interests? In what ways can we prepare this student for the future? What do I already know about this student to determine his/her postsecondary goals? What methods and sources will provide this information? What role can the student play in participating in the assessment process? How will the assessment data be collected and used in the transition planning process? Is the student making progress toward specific postsecondary goals? Sample QuestionsAssessment Selection Form

9. 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

10. 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 Transition Assessment Notes IL checklist

11. Guiding Questions Assessment Plan Using Data Assessment Selection Standardized  Norm-referenced  Criterion-referenced Informal  Analysis of background info.  Interviews  Work samples  Curriculum-based assessments Informal (cont)  Observations & situational assessments  Alternative assessments  Portfolios Portfolios  Person-centered Planning Person-centered Planning Assessing Environments HOW to Assess Commercially Available Assessments

13. Translating MAPS Results to Transition EmploymentIndependent Living Community Participation Postsecondary Education & Training

14. Guiding Questions Assessment Plan Using Data Assessment Selection What happens to assessment data after it ’ s collected?  Summarize it using functional terms  Use data to identify relevant transition skills related to specified postsecondary goals (e.g., vocational skills, learning styles, decision-making skills)  Link assessment results to postsecondary goals, instruction & transition services  Go back to think about: WHAT IS THE PURPOSE? KSDE Transition Planning

15. 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 Coordinate assessment needs with adult agencies Summarize and customize results to meet needs of outside agencies Collaboration is critical! Roles of stakeholders in assessment Guiding Questions Assessment Plan Using Data Assessment Selection Who can assist with assessment?

16. Recommendations for Assessment in Transition Planning Include students and families in the assessment plan as well as the assessment process itselfInclude students and families in the assessment plan as well as the assessment process itself Select assessment procedures to answer the key questions in transition planningSelect assessment procedures to answer the key questions in transition planning Make transition assessments on-going Make transition assessments on-going Use multiple types and levels of assessment Use multiple types and levels of assessment Plan assessment procedures in terms of efficiency and effectivenessPlan assessment procedures in terms of efficiency and effectiveness

17. Recommendations (cont ’ d.) Organize assessment data for easy access to the student, family and school staffOrganize assessment data for easy access to the student, family and school staff Designate someone for primary responsibility in obtaining assessment permissions and coordinating various assessments for transition planningDesignate someone for primary responsibility in obtaining assessment permissions and coordinating various assessments for transition planning Develop and use a transition assessment approach that is not only culture/language fair but culture/language enhancedDevelop and use a transition assessment approach that is not only culture/language fair but culture/language enhanced

18. 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)

19. Additional Resources Transition Assessment: The BIG Picture (www.transitioncoalition.org) online training modulewww.transitioncoalition.org Additional handouts and examples: http://transitioncoalition.org/transition/section.php?pageId=73 http://transitioncoalition.org/transition/section.php?pageId=73 Online Transition Assessments http://transitioncoalition.org/transition/section.php?pageId=73