1. Student-Focused Transition Assessment Process
Jim Martin and Amber McConnell.
University of Oklahoma
Zarrow Center

2. Agenda Purpose of Special Education
Building Transition Assessment Implementation Timeline Across Grades and Student Abilities
Student Focused Assessment Concepts
Three-Part Transition Assessment Model
Self-Determination Skills
Vocational Interests and Skills
Can read
Can’t read
Independent Living Skills
Putting It All Together Into a Student Script
Students write draft PLEP, Strengths, and Needs

3. 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.

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

5. Transition Assessment Implementation Timeline
Establish a comprehensive transition assessment plan
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.
North Dakota’s Transition Assessment Matrix
View Sample Transition Assessment Timeline

6. Student-Focused Planning Principles
Two Basic Principles
Students complete transition assessment student versions along with family members and educators completing their versions.
No assessment without direct student input
Transition assessments provide students information to make decisions on postsecondary and annual transition goals.
Implies that students be taught meaning of transition assessment result

7. Questions Drive Student-Focused Transition Assessment
Post-secondary Goal Questions
Where do I want to learn after completing high school?
Where do I want to work after completing high school?
Where do I want to live after completing high school?
Annual Transition Goal Questions
What do I need to learn now to be able to learn where I want after completing high school?
What do I need to learn now to be able to work where I want after completing high school?
What do I need to learn now to be able to live where I want after completing high school?

8. Implications Use transition assessments that include student versions
Student input as important as educator and family member input
Students need to be taught to understand results of transition assessment
Students write summary of transition assessment and present at IEP meeting
Includes statement for PLEP, strengths, and needs
Students describe match between present skills and requirements for postsecondary goals and what needs to be learned or changed to attain postsecondary goals

9. Web Links
Handout lists all the web sites used today
Easy to read

10. Three-Part Transition Assessment Model

11. Transition Assessment Model Components
Vocational Interest and Skills Assessment
Self-Determination & Self-Advocacy Assessment
Independent Living Assessment

12. Vocational Interest & Skills Assessment and Exploration
Part 1 of the 3-Part Transition Assessment Process

13. Belief Work benefits individuals emotionally and socially
Enables individuals to contribute to society and to their own well being
Can be done without fear of losing social security or other benefits
Adds meaning to life
Lauren, if you have a brief comment either agreeing or disagreeing, go for it…but keep it brief.

14. Employment Options Individual Competitive Employment
Individual Supported Employment
Group Supported Employment
At Home or Community-Based Entrepreneurial Jobs

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

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

19. 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:
Cost: $150

20. On-Line Free Interest Inventories
On-Line Individual Interest Inventories
Career Clusters
(download in pdf format)
State-based Career Web Sites
(requires username and password)
I Oscar
Dept of Labor

21. Exploration of Interest Results
Occupational Outlook Handbook
My Next Move
Job videos (English or Spanish)
Individuals & Job clusters
Uses the above videos in an interactive format

22. Career Awareness & Exploration
Watching
Video
Provides numerous videos for students to watch
English or Spanish
Job cluster and skill categories
Horse Training
Coast Guard Assistant
Construction Workers
Live in the Community
Doing
Short exploration periods
Long-term try-outs

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

24. What does the law say? When to consider what’s appropriate?
. . . 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.

25. Assumptions
Individuals with disabilities have personal preferences, likes, and dislikes
ChoiceMaking is “an individual’s selection of a preferred alternative from among several familiar options” (Shevin & Klein, 1984)
No consequences exists for selecting one choice over the other except that which comes from the choice itself (Brigham, 1979).
Must have a means to communicate preferences
ChoiceMaking skills typically must be taught
ChoiceMaking opportunities must be provided

26. Functional Assessment Process
Over time
Repeated Measures Situational Assessment

27. 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

28. Coverage
Intensive lessons in teaching Choosing Goals process (lessons 1 - 5)
Community-based assessment and problem solving (lessons )
Classroom-based career exploration (lessons )

29. Choosing Goals
Quick means for students to develop goals

30. Job Characteristics I Like
Teach Job Characteristics
Introduces Match Concept between
What I like
What’s at this job
Computes % of Matches

31. Key: Determine Match Between What I Like and What’s At This Site

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

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

34. Research
Choosing Goals Lessons produced significant differences in measures of self-determination across two assessment instruments
Students expressed preferences in their IEP meetings.
Students were in high school and had mild to moderate mental retardation
(Cross, Cooke, Wood, & Test, 1999)

35. Job Duties I Like Identifies job duties
Based upon current job or work experience
Assess preferences for job duties
Calculate % of Job Duties I Like

37. 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

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

39. Work, Social, & Personal Skills
Student rates performance
Supervisor or teacher rate performance
Calculates what supervisor thinks
Calculates match between worker and supervisor

40. Self-Determination Contracts to solve on-the job problems

41. Employability/Life Skills Assessment
Domains
Details
For students aged 14 – 21
8 major domains & 24 items
Self-help skills
Work habits
Work Quality
Relations with Supervisor
Relations with Peers
Work Attitudes
Score items 1 to 3 scale and totals by sub-domain
Score across ages
Prepares cumulative graph of progress across years
Free: Download at:

42. Functional Vocational Assessment
Choice-Making

43. Vocational Interest Assessment for Non-Readers

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.
What Do I Want To Do?

46. What Jobs Have I Done?

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

48. Characteristics Graph

49. Personal Improvement Contract

50. Field Testing 751 Individuals with disabilities across 11 years
234 with mental retardation
145 with chronic mental illness
113 with severe learning disability
102 with physical disabilities
96 with other disability including autism
61 with traumatic brain injury
Replicated across numerous sites

51. More Data
Those who completed the assessment process had a significantly greater likelihood of a successful job placement than those who did not complete the assessment process
Chi square p < .05
Of those successful, 92% came with two placements. Significantly came with first placement

52. Follow-up Data 5-year cumulative summary
88% still working
55% at same job
33% at different jobs
Major reason for job change was to move to a better job
Over 93% of placements matched first or second job choice

53. Resource Self-Directed Employment Paul Brookes Publishing Baltimore
Just went out of print

54. Personal Preference Indicators
Use Supplemental Preference Form
Interview format
Family members, friends, professionals who know student well
Likes, dislikes, social indicators, choices
Health, body clock, future
Cost: free
Use the results in PLEP

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

56. 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

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

58. CTA Choice Factors
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

59. 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

60. Format designed so teachers can add comments on student performance
Teacher can set number of video clips student can see in one trial
Pair of video clips presented together
Minimum teacher control over available video choices

61. Settings
Activities
Characteristics
Car repair shop
Bag items/bring carts
Big open space
Child care center
Care for animals
Small space
Construction site
Care for people
Clean
Factory
Care for plants
Messy
Greenhouse
Clean-up
Few people
Grocery store
Clear tables
Many people
Hospital
Filing
Inside
Hotel
Handle materials
Outside
Janitorial service
Heavy cleaning
Noisy
Landscape Company
Laundry
Quiet
Office
Move things
Wear own clothes
Restaurant
Do paperwork
Wear a uniform
Store
Stock shelves
Vet Office
Wash dishes
Yard work

66. Example Present Level Current Assessment Data Strengths
The Choose and Take Action assessment was completed on Sam’s top three job characteristics were working outside, being with few people, and quiet settings. Top four activities were yard work, taking care of plants, and cleaning up. Top two settings included landscape company and green house.
Objective Statement
Sam’s top ranked choices were being outside, doing yard work, and working for a landscape company.
Strengths
Firm pattern of choices demonstrated over time.
Anticipated Effects
Experience in choice-making will enable Sam to begin in-depth job exploration activities.
Needs
In-depth job exploration
Continued opportunity to express choices during the job exploration process.

67. Employment Goals Annual Employment Goal Short-Term Objectives
Sam will undertake extended work-study experiences at community-based job locations to identify at least one job that obtains a 90% characteristic and and 90% job activity match.
Short-Term Objectives
Sam will correctly identify 100% of the illustrations used in the characteristic and job activity match process across three consecutive trials.
Sam will correctly identify 80% of the activities and characteristics at a job site across three consecutive trials.

68. Annual Employment Coordinated Activities
Complete work-study experience at cooperating community-job sites.
Become involved in Voc Rehab’s work experience program.
Responsible Parties
Sam, transition coordinator, and voc rehab counselor

69. Publisher Choose and Take Action: Finding a Job for You Sopris West
4093 Specialty Place
Longmont, CO 80504

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

71. Personal Preference Indicators
Use Supplemental Preference Form
Interview format
Family members, friends, professionals who know student well
Likes, dislikes, social indicators, choices
Health, body clock, future
Cost: free
Use the results in PLEP

72. Reading Free Interest Inventory
Published by Pro Ed
Price: $110

76. COPS-PIC Non-Verbal Assessment of Occupational Interest
EDITS / P.O. Box 7234 / San Diego, CA 92167
/ / Fax
25 copies for $50.90

77. Self-Determination & Self-Advocacy Assessments
Part 2 of the 3-Part Transition Assessment Model

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

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

80. Guide to Assessing College Readiness
Landmark College “Parent” Assessment
Read each item with student and discuss
Provides Assessment for Self-Advocacy to include in annual transition goals
Five Domains
Academic Skills
Self-Understanding
Self-Advocacy
Executive Functioning
Motivation and Confidence

81. AIR Self-Determination Assessment
Parent Version
Teacher Version
Student Version
Available at
Cost: free

83. Example Present Level of Achievement Using the AIR Self Determination Assessment
Strengths
Knows own ability and limitation and can express these
Set goals
Change plan to accomplish goals
Anticipated Effects
When provided the opportunity to set and express goals at his next IEP meeting, Bill can engage in this activity.
Needs
Opportunities at school and home to learn and practice additional SD skills
Current Assessment Data
Bill obtained a 48% on the AIR Educator Self-Determination Assessment given on
Objective Statement
Bill has about half of the overall SD skills and opportunities needed to master these skills. He needs increased school and home opportunities to develop and master additional SD skills for success in welding school.

84. Annual Transition Goal: Education/Training
Bill will increase his overall self-determination score from 48% to 75% as measured on the AIR self-determination assessment.
Objective/Benchmark
To demonstrate leadership at IEP meetings, Bill will successfully implement 8 out of 10 IEP involvement steps at his next IEP meeting.
Bill will develop and implement a weekly goal attainment plan to attain two or more IEP goals by successfully completing 90% or more of the Take Action Goal Attainment process.

85. Annual Education/Training Coordinated Activities
Bill will discuss his weekly goal attainment plan with his family.
Bill will build his IEP script with his family to share at the IEP meeting.
Responsible Parties
Bill and parents

86. Self-Advocacy Checklists
Self-Advocacy is a crucial self-determination concept
Students speak and act on their own behalf
Several Self-Advocacy Checklist exist
Self-Determination and Self-Advocacy Skills Questionnaire
Student form
Parent form
Teacher forms (A & B)

88. ARC Self-Determination Assessment
Student version
Must use the manual to score
Cost: free
Available at

90. Field and Hoffman SD Assessments
SD Student Scale
SD Parent Scale
SD Teacher Scale
SD Observation Checklist
User’s Guide
Cost: free
Available at

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

93. ChoiceMaker Assessment Example
Student Leading Meeting (1, 2, 3, 4 scale)
Begin meeting by stating purpose
Introduce participants
Review past goals
Ask for feedback
Ask question if don’t understand
Deal with differences in opinion
State need support
Close meeting by summarizing

94. Independent Living Assessments
Part 3 of the 3-Part Transition Assessment Model

95. 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?

96. Independent Living Assessments
Personal Preference Indicators
Informal and free (zarrowcenter.ou.edu)
Life Skills Inventory
Informal and free
Transition Planning Inventory (TPI)
ProEd, Austin Texas (
Informal Assessments for Transition Planning
Enderle-Severson Transition Rating Form
Casey Life Skills

97. Personal Preference Indicators
Interview format - Free
Family members, friends, professionals who know student well
Designed for students with significant support needs
Likes, dislikes, social indicators, choices
Health, body clock, future

98. 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
Cost: free
Available athttp://

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

100. Informal Assessments for Transition
Reproducible
Employment
Daily Living
Health
Self-Determination
Leisure Activities
Community Participation
Communication
Interpersonal Relationships
Available From (
Pro-Ed
Cost: $39.00

101. Enderle-Severson Transition Rating Form
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
Estr.net (each costs about $2.00)

102. ESTR Automatic Scoring

103. 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
Level 1 basic skills
Level 4 complex skills

106. Example Present Level Current Assessment Data Strengths
According to her Dad on the Casey Life Skills assessment (level 3) taken on , Sarah mastered 33% communication, 38% daily living, 100% self-care, 67% social, 50% work and study, with a total mastery of 54%.
Objective Statement
Sarah has scattered independent living skills that suggests mastery of self-care needs, and adequate performance in social situations. She needs to learn communication, daily living, and work/study skills to increase the likelihood of successfully living in her own apartment.
Strengths
Self care
Social skills
Anticipated Effects
When having the opportunity to be by herself at home and in the community Sarah has self-care and social skills to adequately present herself and interact with others.
Needs
Opportunities at school and in the community to learn and practice communication, daily living, and work and study skills.

107. Annual Transition Goal: Independent Living
Sarah will increase her daily living scores from 38% to 95% and her communication scores from 33% to 95% as measured by the Casey Life skills level 3 assessment.

108. Casey Life Skills
Educational Supplement
Assessment

109. Collaborative Effort

111. For More Information Contact:
Jim Martin and Amber McConnell
University of Oklahoma
Zarrow Center for Learning Enrichment
338 Cate Center Drive, Room 190
Norman, OK 73019
Phone:
Jim’s
Amber’s
Web: