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Transition PlanningSue Severson, Ed.D.

Minnesota State University Moorhead

severson@mnstate.edu

Jon Enderle, M.S.

Moorhead Public Schools

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Agenda Review of transition mandates Transition planning model Transition assessment model Review of ESTR Scales Assessment Summary

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IDEIA 2004 Transition services means a coordinated set of

activities for a child with a disability that: Is designed to be within a results-oriented process, that is

focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education; vocational education; integrated employment (including supported employment); continuing and adult education; adult services; independent living or community participation; and is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests

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IDEIA 2004 Beginning not later than the first IEP to be in effect when

the child turns 16 and then updated annually thereafter, the IEP must include: Appropriate measurable postsecondary goals based upon age-

appropriate transition assessments related to training, education, employment and independent living skill, where appropriate;

Transition services needed to assist the child in reaching those goals, including courses of study; and

Beginning not later than one year before the child reaches te age of majority under state law, a statement that the child has been informed of the child’s rights under this title, if any, that will transfer to the child on reaching the age of majority.

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Coordinated Set of Activities Transitional services

happen over time. Age 14 (or 16) until exit

from school Informally

Day to day activities “transitioin twist”

All players Formally

Within the IEP All team members

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IDEIA 2004 Results oriented process Post-school outcomes

postsecondary education, vocational training, integrated employment (including supported employment, continuing and adult education, adult services, independent living or community participation

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Results Orientation Previous language “outcome oriented” Planning for student participation in:

Employment, Recreation/leisure, Home living, Community participation, Post-secondary education

Not just focusing on the diploma Assessment Implication: Identify learner’s

desired postschool outcomes in all transition areas

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IDEIA Definition “ based on the individual child’s needs, taking

into account the child’s strengths, preferences and interests”

Transition Assessment Implications: Identify needs in transition areas Identify strengths in transition areas Know and understand STUDENT interests and

preferences and focus on these in the transition planning process

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Age 16 Proposed regulations provide IEP teams with the

authority to initiate transition planning before age 16 (DCDT)

Earlier planning Opportunity to connect students to high school course of

study to reach goals Opportunity to initiate services that support students to

remain in school Transition Assessment Implications:

Assessment in evaluation period prior to age 16 Transition assessment in a outside of 3-yr evaluation

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Appropriate Measurable Postsecondary Goals

Based upon age-appropriate transition assessment

Completed as part of the transition planning process

Related to training, education, employment and where appropriate independent living skills

Completed prior to age 16 to ensure appropriate consideration of transition goals and services (DCDT)

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Summary of Performance Final Performance Summary

Include result of transition-focused assessment Written in a way that will communicate key information to assist

student to gain access to an participate in post-secondary education and employment

Clearly indicate student’s postsecondary goals and the progress made toward achieving those goals (DCDT)

To eliminate unnecessary testing & improve interagency linkages, central component should be review of previous disability documentation & functional impact of of the disability

Transition Implication Contents of the online assessment summary

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Transition Assessment Model

Basic Skills Assessment

Transition Assessment/

Career Exploration

Elementary Middle School/Junior High High School Postsecondary

Ass

essm

ent

0%

50%

100%

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Transition Assessment & Planning

Adapted from Transition Planning Inventory, Clark & Patton, 1997.

Initial Identification of Needs

Transition Planning

In-Depth Assessment of Select Areas

Teaching of skills/knowledge (goals & objectives, general education curriculum)

Linkage to services/supports (activities)

Adapted from Transitin Planning Inventory, Clark & Patton, 1997.

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Initial Identification of Needs ESTR Scales

ESTR-J-Revised ESTR III

Transition Planning Inventory (TPI)

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In Depth Assessment of Select Areas

Brigance Scales Life skills Employability skills

LCCE Knowledge & Performance Battery Teacher made tests

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Transition Planning Linkages and supports

Course of study Statement of needed transition services

Activities to address needs

Goals and objectives

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PostsecondaryGoals

(preferences & interests)

Present LevelOf

Educational Performance---------------

Build on strengths, address needs

Course of Study

Statement of Needed Transition Services

Goals&

Objectives

AS

SE

SS

AS

SE

SS

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Questions Transition Assessment Questions Transition Assessment Must AnswerMust Answer

1. What are the learner’s desired future outcomes/goals? Results oriented process. Needs, strengths, preferences and interests.

2. What skills does the student possess? (strengths) Relative to their goals.

3. What skills must the student acquire to achieve their goals? (needs)

4. What planning issues need to be addressed? (needs)

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ESTR Scales ESTR Scales

ESTR-J-Revised Transition specific assessment for students with mild disabilities Learning disabilities, emotional disorders, hearing impairments,

visual impairments, physical/health disabilities, speech/language disorder (mild levels)

ESTR-J-Revised Parent Form ESTR-J form to gather information from parents

ESTR III Transition specific assessment for students with more disability Cognitive disabilities Moderate to severe range

ESTR III Parent Form ESTR II form to gather information from parents

Transition Planning in the Schools: Using the ESTR Scales

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ESTR IIIESTR III Items reflect the original

scale (published in 1991).

5 transition areas- Employment, Recreation &

Leisure, Home Living, Community Participation, Post Secondary Education

Areas are inclusive of the areas identified in IDEA

Useful when assessing students with more disability.

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ESTR-J-RevisedESTR-J-Revised

Reduced number of items from ESTR-III.

Same 5 transition areas- Employment, Recreation &

Leisure, Home Living, Community Participation, Post Secondary Education

Areas are inclusive of the areas identified in IDEA

Useful when assessing students with MILD disabilities.

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ESTR-III AdministrationESTR-III Administration Respondents

Parent form (crème form)

Rating system 2=Independent and

consistent. 1=Participates with

assistance or is inconsistent.

0=Does not participate at this time.

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ESTR III Scoring For each section:

Count the number of 2’s-enter in appropriate space on front cover

Count the number of 1’s-enter in appropriate space on front cover

Items where 0 is indicated are not counted

On front cover: Multiply the number of 2 scores

by 2 Multiply the number of 1 scores

by 1 Add TOTALS for 1’s and 2’s Add these scores for Total

Performance Score

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ESTR-J-Revised Administration

Respondents Parent Form (gray form)

Rating system Yes=Independent and

Consistent No= Not performed or

performed inconsistently.

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ESTR J-Revised Scoring For each section:

Add up 1 scores and enter number in appropriate space on front cover.

On the front cover: Once all scores are recorded-

Determine the percentage for each area.

Add raw scores for all areas-record as Total Performance Score.

Calculate Total Performance Percentage.

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What do these scores mean?What do these scores mean? Total Performance Score &

scores for each subscale are reference points.

ESTR III Score indicates degree of independence as well as areas of participation where assistance is provided.

Low score at graduation indicates that support systems need to be in place.

ESTR-J--Scores indicate skill levels and the status of planning.

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Measurable Postsecondary Goals(Results Oriented Process)

Students’ dreams and aspirations for their future.

Students’ preferences and interests.

Looking beyond the diploma.

Realistic/unrealistic. ESTR Worksheets

Student form. Parent form.

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Measurable Postsecondary Goals

Included in the IEP. “I” statements. “Coordinated set of

Activities” that comprise transition planning focus on identified “future outcomes/goals” Identified by the learner

(parent).

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Present Levels of Performance Summarizes information gathered about

students’ skills, and the status of planning issues. Written into IEP at age 14 (16?). Comprehensive descriptions of student

functioning in each transition area Detailed information about strengths and needs

(ESTR-J)-or- Activities the learner is participating in with

assistance and activities in which the learner is not participating (ESTR III).

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Sitlington, Clark, and Kolstoe (2000)

The most central and critical use of transition assessment information is as a component of the Present Level of Educational Performance in the student’s IEP. Transition goals and objectives, along with official linkages with nonschool agencies, would come directly from transition-referenced assessment and the information in the Present Level of Educational Performance. The data should have direct implications for instructional program decisions, including program design, program placement, curriculum planning, instructional procedures, and additional assessment requirements. ( p. 123)

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ESTR-J-Revised Present Level of Performance

Each item of the scale should be summarized including other descriptive information.

Efficient means of organizing information: Strengths Possible areas of concern.

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ESTR III ESTR III Present Levels of PerformancePresent Levels of Performance

Addresses every item of the ESTR III along with other relevant information.

Organized around the areas of: 2-Independent and Consistent 1-Participates with Assistance or is Inconsistent, 0-Does Not Participate.

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Computer Assisted Performance Levels

NEW!! Worksheet for transition planning. Online entry. Purchase # of assessment reports. Enter information online. Report generated in PDF format.

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Assessment Summary Report

Contents Demographic

information Description of

assessment instrument Future goals information Strengths/needs Future goals Other information-such

as……..

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Assessment ReportESTR-J Score

Strengths:

Yes items are listed

Possible Areas of Concern:I would like this to become part of my IEP this year.

My parents would like this to become part of my IEP this year.

I will work on this at home or other non school environments.

Not to be addressed this year.

No items are listed.

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Next Steps Course of study Statement of Needed Transition Services Goals and Objectives Lesson plans/instruction