Student-Focused Transition Assessment Process

Student-Focused Transition Assessment

ProcessJim Martin and Amber McConnell.

University of Oklahoma

Zarrow Center

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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

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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.

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

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

http://www.dpi.state.nd.us/transitn/matrix/matrix.shtm View Sample Transition Assessment Timeline

Student-Focused Planning Principles

Two Basic PrinciplesStudents complete transition assessment student versions along with family members and educators completing their versions.

No assessment without direct student inputTransition assessments provide students information to make decisions on postsecondary and annual transition goals.

Implies that students be taught meaning of transition assessment result

Questions Drive Student-Focused Transition Assessment

Post-secondary Goal QuestionsWhere 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 QuestionsWhat 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?

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

Web Links

Handout lists all the web sites used today Easy to read

Three-Part Transition

Assessment Model

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Transition Assessment Model Components

1. Vocational Interest and Skills Assessment

2. Self-Determination & Self-Advocacy Assessment

3. Independent Living Assessment

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Vocational Interest & Skills Assessment and Exploration

Part 1 of the 3-Part Transition Assessment Process

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

Employment Options

Individual Competitive Employment Individual Supported Employment Group Supported Employment At Home or Community-Based

Entrepreneurial Jobs

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Vocational Interests for High Achieving Students With Mild

Disabilities

Group Interest Inventories ACT Explore ACT Plan

U.S. Dept of Labor O*NET www.onetcenter.org Interest profiler, ability profiler Look left under Products Select career exploration tools

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Self-Directed Search - Form E

Students with limited reading skills Spanish version manual, assessment booklets,&

occupations finder Reports interests across occupations Available: www.parinc.com Cost: $150

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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.com Cost: $150

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On-Line Free Interest Inventories On-Line Individual Interest Inventories

Career Clusters http://www.careertech.org/resources/clusters/interest-surv

ey.html (download in pdf format)

State-based Career Web Sites www.okcis.org (requires username and password) http://www.learnmoreindiana.org http://www.cacareerzone.org/

I Oscar www.ioscar.org

Dept of Labor www.onetcenter.org http://www.mynextmove.org/

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Exploration of Interest Results Occupational Outlook Handbook

www.bls.gov/oco/home.htm www.bls.gov/k12/index.htm

My Next Move http://www.mynextmove.org/

Job videos (English or Spanish) Individuals & Job clusters http://acinet.org/acinet/videos.asp?

id=27,&nodeid=27 www.careervoyages.com

Uses the above videos in an interactive format

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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 Coast Guard Assistant Construction Workers

Live in the Community Doing

Short exploration periods Long-term try-outs

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Designed for Students Involved in Work Study

Programs

Functional Vocational Assessment

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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.

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

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Functional Assessment Process

Over time Repeated Measures

Situational Assessment

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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

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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)

Choosing Goals

Quick means for students to develop goals

Job Characteristics I Like

Teach Job Characteristics Introduces Match Concept between

What I like What’s at this job

Computes % of Matches

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

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

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Vocational Interests via Career Exploration - For

Those Who Can ReadChoosing Employment Goals

Sopris West Publishers

(www.sopriswest.com)

Requires reading and writing skills

Research

Choosing Goals Lessons 1 - 5 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)

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

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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

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

Work, Social, & Personal SkillsWork, Social, & Personal Skills

Student rates performanceStudent rates performance Supervisor or teacher rate performanceSupervisor or teacher rate performance Calculates what supervisor thinksCalculates what supervisor thinks Calculates match between worker and supervisorCalculates match between worker and supervisor

Self-Determination Contracts to solve on-the job problems

Employability/Life Skills Assessment

Domains 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

Details Score items 1 to 3 scale

and totals by sub-domain Score across ages Prepares cumulative

graph of progress across years

Free: Download at: http://scdcdt.webs.com/Employability%20Assessment.pdf

Choice-Making

Functional Vocational Assessment

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Vocational Interest Assessment for Non-

Readers

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

What Do I Want To Do?

http://brookespublishing.com/picturebank/

What Jobs Have I Done?

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Characteristics I Like vs Here

Compares initial preferences to those experienced at a particular job site.

Characteristics Graph

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Personal Improvement

Contract

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

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

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

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Resource

Self-Directed Employment Paul Brookes Publishing Baltimore www.brookespublishing.com Just went out of print

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 http://education.ou.edu/zarrow/ Cost: free Use the results in PLEP

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Choose and Take ActionVocational Assessment Software

Use of a software program and community experiences to identify entry-level job interests

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Target Population

Secondary students and adults with moderate to significant cognitive needs who:

Have difficulty getting information from printCan attend to a computer screenCan follow simple 1 or 2 step directionsHave limited to no previous work experience

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CTA Constructs• Vocational Choice Making

CharacteristicsSettingActivities (jobs)

• Planning• Community Experience

WatchDo

• Self-Evaluation• Choose Again with Adjustment

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14 entry-level vocational settings found in most communities

15 job activities repeated across two settingsCare for animals in a vet’s officeCare 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

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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

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

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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

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Example Present Level Current Assessment Data

The Choose and Take Action assessment was completed on 11-8-09. 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.

Employment Goals Annual Employment Goal

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.

Annual Employment Coordinated Activities

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

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PublisherChoose and Take Action: Finding a Job for You

Sopris West4093 Specialty PlaceLongmont, CO 80504800.547.6747www.sopriswest.com

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One-Shot Vocational Interest Assessment for

Non-Readers

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 http://education.ou.edu/zarrow/ Cost: free Use the results in PLEP

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Reading Free Interest Inventory

Published by Pro Ed

www.proedinc.com

Price: $110

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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

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Self-Determination & Self-Advocacy Assessments

Part 2 of the 3-Part Transition Assessment Model

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Self-Determination Constructs

• Self-awareness• Self-advocacy• Self-efficacy• Decision-making• Use of self-management

strategies to attain plan• Self-evaluation• Adjustment

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Why SD Assessment? Improved postsecondary outcomes

Goal setting during early adolescence Awareness of disability Goal attainment

Improved academic performance Limited studies so far

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

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AIR Self-Determination Assessment

Parent Version Teacher Version Student Version Available at

http://education.ou.edu/zarrow Cost: free

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Example Present Level of Achievement Using the AIR Self Determination

Assessment Current Assessment Data

Bill obtained a 48% on the AIR Educator Self-Determination Assessment given on 11-8-09.

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.

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

Annual Transition Goal:Education/Training

Goal 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.

Annual Education/Training Coordinated Activities

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

Bill and parents

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)

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ARC Self-Determination Assessment

Student version Must use the manual to score Cost: free Available at http://education.ou.edu/zarrow

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

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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

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

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Independent Living Assessments

Part 3 of the 3-Part Transition Assessment Model

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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?

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Independent Living Assessments Personal Preference Indicators

Informal and free (zarrowcenter.ou.edu) Life Skills Inventory

Informal and free http://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf

Transition Planning Inventory (TPI) ProEd, Austin Texas (www.proedinc.com)

Informal Assessments for Transition Planning ProEd, Austin Texas (www.proedinc.com)

Enderle-Severson Transition Rating Form www.estr.net

Casey Life Skills www.caseylifeskills.org

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 http://www.ou.edu/content/education/centers-and-

partnerships/zarrow/preference-indicators/air-self-determination-assessment.html

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://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf

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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

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Informal Assessments for Transition

Reproducible Employment Daily Living Health Self-Determination Leisure Activities Community

Participation Communication Interpersonal

Relationships

Available From–(www.proedinc.com)–Pro-Ed

Cost: $39.00

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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 Five Transition areas

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)

ESTR Automatic Scoring

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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

www.caseylifeskills.org

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Example Present Level Current Assessment Data

According to her Dad on the Casey Life Skills assessment (level 3) taken on 11-8-09, 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.

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.

Casey Life Skills

Educational SupplementAssessment

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Collaborative Effort

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Jim Martin and Amber McConnell

University of Oklahoma

Zarrow Center for Learning Enrichment

338 Cate Center Drive, Room 190

Norman, OK 73019

Phone: 405-325-8951

Jim’s E-mail: jemartin@ou.edu

Amber’s E-mail: ambermcc@ou.edu

Web: http://education.ou.edu/zarrow/

For More Information Contact: