1. Transition Assessments
12th Annual Oklahoma Transition Institute
Jim Martin, Amber McConnell, & Malarie DearDorff

2. Agenda Transition Assessment Fundamentals
Building Annual Transition Goals from Transition Assessment Results
TAGG
Transition Plan
Teaching TAGG Skills
Assessments for Postsecondary
Assessments for Employment
Assessment for Independent Living
Practice Annual Goal Writing
Transition Assessments for Students with More Significant Needs
Case Study Time

3. Transition Assessment Fundamentals
Picture of construction worker holding blueprints

4. Post-Secondary and Annual Transition Goals
IEPs must include postsecondary and annual transition goals
Based upon age-appropriate transition assessments
Related to training, education, employment, and independent living (when needed)
Suggestion: Consider independent living is always needed unless data say otherwise
Amber

5. Postsecondary Goal Fluff Scale
Freshman
Senior
Sophomore
Junior
Firm Match
Match Not as Important (Fluff OK)
Amount of Fluff
HIGH SCHOOL YEARS

6. Transition Assessment & The Courts
Prince, Plotner, & Yell (2014) examined district court findings and recommend
Using multiple assessments across transition domains
DO not solely use informal assessments
This means at least one transition assessment in your transition assessment battery needs supporting validity evidence
Maximize student participation in the transition planning process

7. Case Law Decision Case involved inadequate transition
assessments. Decision:
The court held that without meaningful assessments, Dracut could not provide appropriate, measurable goals and ruled in favor of the family.
Massachusetts Bureau Of Special Education Appeals And Currently Under Appeal In Federal Court, Dracut Public Schools, BSEA # , 15 MSER 78 (2009).

8. DCDT Transition Standards
Use valid and reliable transition assessments as part of each student’s transition assessment battery
Use assessments on an on-going basis
Use assessments to identify student interests, skills, and needs
Interpret results for students and families
Involve students in transition planning

9. Transition Assessment Areas
1. Education & Training
2. Employment
3. Independent Living

10. Annual Transition Goals
Based on Results from Transition Assessments

11. Annual goal must be measurable
A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

12. Annual Goals Need to Include
Condition
involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed.
Behavior
identifies the performance that is being monitored.
Criterion
how much, how often, or to what standards the behavior must occur

13. Annual Transition Goal Formula

14. Education/Training Assessments
To create Education & Training Annual Transition Goals

15. Guide to Assessing College Readiness

16. Guide to Assessing College Readiness
Landmark Assessing College Readiness Assessment
ege-Readiness_Assessment.pdf
Provides Assessment for Self-Advocacy to include in annual transition goals
Five Domains
Academic Skills
Self-Understanding
Self-Advocacy
Executive Functioning
Motivation and Confidence

19. Transition Assessment and Goal Generator (TAGG)

20. TAGG.OU.EDU/TAGG

21. Items, Results, and Cost
An easy-to-use transition assessment based upon behaviors and experiences research has identified as associated with post-school employment and further education
The TAGG assessment yields priority ranked annual transition goals and an overall strengths and needs profile.
$3.00 per use

22. Purpose
Assess non-academic skills associated with and predictive of post-school further education and employment
To provide IEP team student strengths, needs, a written summary, and annual transition goals to facilitate writing I-13 compliant IEPs

23. Who? TAGG Designed to Assess
Secondary-aged students with IEPs who plan to be competitively employed and/or enrolled in further education after graduation
Each TAGG set includes 3 versions
Student
Family
Professional

24. TAGG Constructs Strengths and Limitations Goal Setting and Attainment
Disability Awareness
Student Involvement in the IEP
Persistence
Goal Setting and Attainment
Interacting with Others
Employment
Support Community
Amber

25. Reading Level Professional 10.4 grade level Family 5.7 grade level
Student 4.8 grade level

26. Ample Validity Evidence
Firm Factor Structures
Solid Internal Reliability
Satisfactory Test-Retest Reliability
Fair across Gender, GPA, Disability Categories, and Class Placement
Moderate Correlation to AIR Self-Determination Assessment
Constructs Predict Post-High School Education and Employment

30. Remember
The TAGG Can Be Used To Establish Further Education and Employment Annual Transition Goals

31. College View Use Gained Knowledge for Informational Interview

32. College View
Free

35. Self-Determination Improved postsecondary outcomes
Goal setting during early adolescence
Awareness of disability
Goal attainment
Improved academic performance

36. • Use of self-management strategies to attain goals • Self-evaluation
Self-Determination Constructs
• Self-awareness
• Self-advocacy
• Self-efficacy
• Decision-making
• Use of self-management strategies to attain goals
• Self-evaluation
• Adjustment
Picture of man running

37. AIR Self-Determination Scale

38. AIR Self-Determination Scale
Parent Version
Teacher Version
Student Version
Available at No Cost from
partnerships/zarrow/self-determination-assessment-tools/air-self- determination-assessment.html

41. ChoiceMaker Self-Determination Assessment

42. ChoiceMaker Assessment
The ChoiceMaker Self-Determination Assessment is a curriculum-based assessment and planning tool.
Educator Version Only
Paper and Pencil, Easy Profile for Scoring
partnerships/zarrow/choicemaker- curriculum/choicemaker-assessment.html

43. ChiceMaker Sections Choosing Goals Education, Employment, and Personal
Expressing Goals
Self-Directed IEP
Taking Action
Goal Attainment

44. 1. Began meeting by introducing everyone
Items
Score
1. Began meeting by introducing everyone
2. Stated the purpose of the meeting
3. Reviewed past goals
4. Asked questions if didn’t understand
5. Dealt with differences in opinion
6. Stated needed support
7. Described postsecondary goals
8. Described annual transition goals

46. IEP Involvement Needs

47. From an Identified Need, Write an Annual Transition Goal for Education / Training

48. Career & Employment Assessments
To create goals based on occupational awareness, employment related knowledge and skills and specific career pathway knowledge and skills.

49. O-Net Interest Profiler

55. O-Net Interest Profiler at My Next Move Website
Free

56. Holland Code Career Free

58. Career Cluster Interest Surveys

59. Career Clusters
Career Tech uses career clusters to classify their programs.
Career Clusters Interest Survey
erestSurvey-English.pdf
Free

62. Madison College’s On-Line Career Clusters Interest Assessment
Free

64. Career One Stop Career Cluster Videos
Career Clusters Videos
r-videos.aspx
Used for career exploration in identified clusters.
Used for interest assessment for students who have trouble reading.

67. Employability/Life Skills Assessment

68. Employability/Life Skills Assessment
Self-Help Skills
Work Habits
Task Related
Work Quality
Attitude
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71. Annual goal must be measurable
A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

72. Annual Goals Need to Include
Condition
involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed.
Behavior
identifies the performance that is being monitored.
Criterion
how much, how often, or to what standards the behavior must occur

73. Write an Annual Transition Goal for Employment

74. Independent Living Assessments

75. 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?

76. Transition Planning Inventory

77. Transition Planning Inventory
School Rating Form
Home Rating Form
Student Rating Form
Profile Summary Form
Published by Pro-Ed
Complete Kit $269

78. TPI Domains Working Living Learning Employment Knowledge and Skills
Personal Money Management
Learning
Community Involvement and Usage
Functional Communication
Leisure Activities
Health
Self-Determination
Interpersonal Relationships

79. Independent Living Example
Scored from 0 to 5
DK = don’t know
NA = not applicable

80. Domains
Working: Career Choice and Planning
Learning: Further Education and Training
Living: Independent Living
Domains Match TPI

81. Informal Assessments for Transition Planning
Included Within TPI or Can Be Purchased Alone from Pro-Ed

83. Life Skills Inventory

84. Life Skills Inventory 15 domains (money, hygiene, safety, etc)
Four levels: basic, intermediate, advanced, exceptional
Must know 3 of 5 to advance from basic to intermediate
Must know the person or have family member complete
ars/Life_skills_inventory.pdf

86. ESTR Transition Scales
Estr.net (each costs about $2.00 in sets of 10 or 20)

87. Enderle-Severson Transition Rating Forms
ESTR-J
Students with mild disabilities
Parent (available in Spanish) and Teacher version
Five Transition areas
ESTR-III
Students with “more” disabilities
Parent and Teacher version
ESTR-S
Students with severe/multiple impairments
Parent and Teacher versions
Employment, Rec/leisure, home living, community participation, and adult life

88. ESTR Automatic Scoring

89. Casey Life Skills

90. Spanish, French or English, with numerous supplemental assessments
Casey Life Skills
Web based and FREE!!!
Spanish, French 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
Available from:

91. CLS Constructs Permanecy Daily Living Self-Care
Relationships and Communication
Housing and Money Management
Career and Educational Planning
Looking Forward

92. Supplement Assessments, Too
American Indian
Homeless Youth
Younger Youth
Gay, Lesbian, Bisexual, Transgender, and Questioning Youth Assessment
Educational Supports - contains an excellent sections for students with an IEP
Pregnant and Parenting

93. Casey Life Skills Assessment Example

94. Annual goal must be measurable
A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

95. Annual Goals Need to Include
Condition
involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed.
Behavior
identifies the performance that is being monitored.
Criterion
how much, how often, or to what standards the behavior must occur

96. Write an Annual Transition Goal for Adult Living

97. Transition Assessments for Student with more Significant Needs

98. Enderle-Severson Transition Rating Form
ESTR-III
Students with “more” disabilities
Parent and Teacher version
Five Transition areas
ESTR-S
Students with severe/multiple impairments
Parent and Teacher versions
Employment, Rec/leisure, home living, community participation, and adult life
$2.00 per assessment

99. ESTR-S

100. Personal Preference Indicators
Interview format
Family members, friends, professionals who know student well
Designed for students with significant support needs
Likes, dislikes, social indicators, choices
Health, body clock, future
nce.asp
Cost: free

102. Employment Support Indicators
Interview format
Family members, friends, professionals who know student well
Designed for students with significant support needs
Social Supports
Work Setting Supports
Work Style Supports
cuments/EmploymentSupportIndicators.pdf

104. Pictorial Interest Inventory
Color Photos presented 3 per page
Count marks by type of jobs
Eight entry-level or minimal training jobs
Five or more jobs for each area
Simple score sheet
Cost: free
Available at: SupportServices/RSE- TASC/PDFs/PictoralInterestInventory.pdf

108. Career Interest Inventory - Illustrated
6 career areas with interesting names
Realistic: The Doer
Investigative: The Thinker
6 jobs per each career area
User checks preferred jobs under each area
Summary identifies set of pictures enjoyed the most
Free
Available from: portServices/RSE- TASC/PDFs/PictureCareerInterest_Inventory.pdff

110. Transition Assessments for Middle/Elementary

111. Career View
Free

115. Paws in Jobland

117. ?

118. For More Information Contact:
University of Oklahoma
Zarrow Center for Learning Enrichment
338 Cate Center Drive, Room 190
Norman, OK 73019
Phone:
Web: zarrowcenter.ou.edu