Effective Methods of Transition Assessment and Planning

Effective Methods of Transition

Assessment and Planning

Texas Transition ConferenceFebruary 21, 2012

Leann DiAndreth-Elkins, Ed.D.

Assistant ProfessorSpecial Education

Texas Tech [email protected]

ReGina Wise, M.Ed.Educational

Diagnostician & Transition Coordinator

HONDA SSA, Shallowater ISD

[email protected]

Definition of Transition“A coordinated set of activities for a

student, designed within an outcome oriented process, which promotes movement from school to post-school activities…” (IDEA, 2004)

“A period that includes high school, the point of graduation, additional postsecondary education or adult services, and the initial years of employment…a bridge between the security and structure offered by the school and the opportunities and risks of adult life.” (Madeline Will, 1986)

What is Transition Assessment?

“The gathering of information for purposes of planning, instruction, or placement to aid in individual decision making.” (Taylor, 1997)

The framework for transition planning Outcome-oriented: related to specific

individualized adult outcomes

Why do Transition Assessment?

Identify student’s current abilities, career interests, curricular needs, transition goals

Assess future environments and future potentials

Provide data on how student might respond to postschool work, education, independent living, community situations

“Final adult plans represent the accumulation of the student’s growth, education, and experiences before leaving high school.” (Sitlington et at., 1996)

Why do Transition Assessment?

“The most important reason for conducting transition assessments is to help students learn about themselves so as to better prepare them for taking an active role in their own career development.” (Osborn & Zunker, 2006)

4 essential transition requirements of IDEA (1990):

Based on student needs, interests, preferences

Developed through an outcome-oriented process

Coordinated set of activities Designed to promote movement to

postschool settings

Comparison of Laws (Huefner, 2000)Nature of Statute

IDEAFunding Statute

Section 504Civil Rights Statue

ADACivil Rights Statute

Jurisdiction States and school districts accepting money under the statue.

Public and private schools (K-12) and higher education institutions accepting federal money.

Public sector and parts of private sector (e.g., sector private schools).

Requirements in the law

Provides a free, appropriate, public education in the least restrictive environment.

Requires any agency, school or institution receiving federal financial assistance to provide persons with disabilities to the greatest extent possible, an opportunity to be fully integrated into the mainstream.

Extends coverage of section 504 to employment, public and private educational institutions, transportation providers and telecommunications, regardless of presence of any federal funding.

Definitions in the law

13 specific disability categories; only if the disability adversely affects the child’s education to the extent that special education is necessary.

Defines persons with disabilities as those who: have a physical or mental impairment which

limits one or more major life activities; have a record of such an impairment; or are regarded as having an impairment.

Definition of disability essentially same as Section 504 and extends coverage to persons without disabilities who may be related to or associated with a person with a disability.

Who is covered

Covers students with educational disabilities that require special education services until graduation. Birth to 21 years

Protects all persons with a disability from discrimination in educational setting based solely on disability. Birth to death

Protects all persons with a disability from discrimination in educational setting based solely on disability. Birth to death

Program requirements

Free appropriate public education in the least restrictive environment with an individualized education program.

Nondiscrimination, reasonable modifications & accommodations, accessible facilities.

Nondiscrimination, reasonable modifications & accommodations, accessible facilities.

Evaluation/documentation

• School district is responsible for identifying and evaluating students with disabilities.

• Evaluations are the responsibility of the school and are performed at no expense to student/parent.

• Parents must consent to evaluations and placement decisions.

• Same as IDEA for K-12• Same as ADA for postsecondary

• Students must self-identify as having a disability and must provide adequate documentation of disability.

• Evaluations/documentation of disability are student’s responsibility and expense.

• Student has responsibility for advocacy, negotiating accommodations plan.

When do Transition Assessment?

Before age 16: provide career awareness and exploration activities, discuss future options

Beginning by age 16: write transition goals/plan

After age 16: ongoing and continuous transition assessment and planning because students are experiencing many developmental changes

Who is involved in Transition Assessment?

Student (when capable of doing so)Student’s family membersEducators: general, special, vocational Related service providers: diagnosticians, school

psychologists, therapistsCommunity agency professionals: rehabilitation

counseling, employment, services related to specific disabilities

Postsecondary education professionals: college/university, community college, vocational, disability services

Others: paraprofessionals, church workers, volunteer supervisors, student organization sponsors

Where to conduct Transition

Assessment?Educational

Environment: Academic skills Accommodation

needs Test preparation for

state exams Test preparation for

college entrance exams

College services needs

Career/Vocational Environment:

Leads to career selection

Career development, awareness, exploration

Workplace skills, demands, roles

Work-related aptitudes and characteristics

Where to conduct Transition

Assessment?Community Living

Environment: Potential for

independence Individual lifestyle

preferences Self-care and

management Supported-living

needs

Personal-Social Environment:

Permeates all other environments

Friendships/relationships

Hobbies Community

participation Marry/have children

How to conduct Transition

Assessment?Formal Assessment: Standardized

instruments that include descriptions of their norming process, reliability and validity, and recommended uses.

Have prerequisite qualifications to be able to administer formal assessments

Informal Assessment: Lack formal norming

process and reliability or validity information

Most do not require professional qualifications to administer

Inexpensive or even free

Require more subjectivity and data can be used on an ongoing basis


Assessment?Standardized Tests: Should be non-discriminatory Assess academic abilities:

Intelligence Academic achievement Curriculum-based

Assess adult living skills: Functional-living skills

inventories Adaptive behavior

assessments Assess preferences:

Learning style Personality Career interest Work values Self-determination

Portfolio: Documents

student’s progress throughout their transition process

May include: Academic work Journal entries Assessments Inventories Additional

transition activities


Assessment?Authentic Assessment: Conducted within student’s actual living,

learning, and working environments (current and future)

Assesses student’s real-life skills, self-determination, motivation, and interests

Observations of student in real-life settings Interviews with student, family, co-workers Ecological assessment of student’s current

or future environment


Assessment?Some Practical Ways to Assess: Paper and pencil tests Structured student and family interviews Community or work-based assessments Curriculum-based assessments

Rojewski’s Practical Framework for Transition

AssessmentLevel 1: Review existing

informationConduct student

interviewConduct interest

assessmentConduct personality

or preference assessment

Conduct aptitude test

Level 2: Targets students career choices

and builds on level 1 assessment

Clarify student’s interestsPrepare student to exit high

schoolLevel 3: Work related behaviors and is

used when students need additional assistance with identifying long term career goals

General career maturityJob readiness

Transition Assessment Should Answer

Three basic questions: Where is the student presently? Where is the student going? How does the student get there?

How to Develop Data-Driven Goals?

Based on assessment data: Does the student’s strengths, needs,

interests, abilities fit with his/her intended future goals?

What are realistic goals for the student? What are the cultural/family expectations for

the student? With which community agencies should the

student begin working? Is postsecondary education an option for the

student? If so, what type and what processes need to be completed?

ResourcesClark, G.M. (2007). Assessment for transition planning. Austin, TX: Pro-ed.Clark, G.M., Patton, J.R., & Moulton, L.R. (2000). Informal assessments for

transition planning. Austin, TX: Pro-ed.Huefner, D.S. (2000). Getting comfortable with special education law: a

framework for working with children with disabilities (p. 60). Norwood, MA: Christopher-Gordon.

Flexer, R.W., Baer, R.M., Luft, P., & Simmons, T.J. (2008). Transition planning for secondary students with disabilities. Upper Saddle River, NJ: Pearson.

Kochhar-Bryant, C.A. (2009). What every teacher should know about: Transition and IDEA 2004. Upper Saddle River, NJ: Pearson.

Miller, R.J., Lombard, R.C., Corbey, S.A. (2007). Transition assessment: Planning transition and IEP development for youth with mild to moderate disabilities. Boston: Pearson.

National Secondary Transition Technical Assistance Center. (2009). Age appropriate transition assessment guide. Retrieved from http://www.nsttac.org/products_and_resources/tag.aspx

Osborn, D.S., & Zunker, V.G. (2006). Using assessment results for career development. California: Thomson Publishing.

Rojewski, J. (2002). Career assessment for adolescents with mild disabilities: Critical concerns for transition planning. Career Development for Exceptional Individuals, 25, 73-95.

Sitlington, P.A., Neubert, D.A., & Clark, G.M. (2010). Transition education and services for students with disabilities (5th ed.). Boston: Merrill.