Transitional assessments

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<ul><li>1.TransitionalAssessmentsAmanda VickersonSED 693 March 24, 2013</li></ul> <p>2. What IS a transitional assessment? The Division on Career Development and Transition (DCDT) ofthe Council for Exceptional Children defines transitionassessment as an "...ongoing process of collecting data on theindividuals needs, preferences, and interests as they relate tothe demands of current and future working, educational,living, and personal and social environments. Assessmentdata serve as the common thread in the transition processand form the basis for defining goals and services to beincluded in the IEP (" In simpler terms, a transition assessment is a formal orinformal tool used to guide a student through life choices. 3. Formal vs Informal Assessments Assessments can be formal or informal. Formal assessments are tools thatprofessionals use to help individuals determine an educational or careerpath, like the Myers Briggs Type Inventory or the Self Directed Search.Informal tools can be questionnaires or resources such as PEPNet.orgsinteractive search that encourages person-centered thinking withquestions like, "What do I enjoy doing?" or "What are some of my goals?" Most transition assessments are geared towards middle and high schoolstudents. When giving assessments, it is necessary to select instrumentsand methods that are appropriate for your students. Consider the natureof their disabilities, their post-secondary school ambitions, andcommunity opportunities ( 4. Myers-Briggs Type Indicator The Myers-Briggs Type Indicator (MBTI)can be a helpful assessment tool formiddle school aged students and beyond.The assessment works to make the theoryof psychological types described by C. G.Jung understandable and useful inpeoples lives. Personality type is apractical tool for investigating what worksfor you, then looking for and recognizingwork that satisfies your preferences( While the MBTI is neither criterion-referenced or standardized, it is stillwidely used. For students, the MBTI addressesacademic, social, and vocational areas.The inventory may be helpful in indicatinga students learning style and can alsoguide discussion around possibleeducational and career paths. When the assessment administrator andthe student come together to interpretthe results of the MBTI, conversation canbegin around the next steps for thestudent. 5. Self Directed Search (SDS) andOccupations Finder The SDS was developed by Dr. John Holland, whosetheory of vocation is the basis for most careerinventories used today. Dr. Hollands theory states that most people can beloosely categorized into six typesRealistic,Investigative, Artistic, Social, Enterprising, andConventionaland that occupations and workenvironments also can be classified by these categories. People who choose careers that match their own typeare most likely to be both satisfied and successful ( The SDS is not criterion referenced or standardized, butis widely used in career counseling. Like the MBTI, themost important interpretation comes from thediscussions following the assessment, and realizing thepossibilities that are available to the student. 6. Occupations Finder The Occupations Finder is the complement booklet to the SDS.After taking the assessment, students receive a three letter codewhich corresponds to their strongest types. Students research theirmatching codes and explore similar codes, giving them insightabout possible academic or career opportunities. 7. iTransition Pepnet2 (pn2) recognizes the full range of postsecondary education andtraining options available for individuals who are deaf or hard of hearing,including those with co-occurring disabilities, and strives to enhance thecapacity of those institutions to appropriately serve this diverse studentpopulation. While this informal resource is focused on individuals who are deaf orhard of hearing, it provides interactive assessment modules based on JohnHollands Interest Inventory and is appropriate for middle and high schoolstudents with college aspirations. iTransition focuses on academic and some social goals, such as how toaccess special services at a college or university. When a student finishes the preference inventory, s/he is led to explorecareers in matching fields. This resource can be entirely student-led and is easy to navigate. There isa printer-friendly version for students who are unable to access acomputer. 8. Screen Shots from 9. Student Directed Transition Planning (SDTP) The eight SDTP lessons facilitate high school to adult life planningpartnerships between students, their families, and educators.Educators use eight SDTP lessons to teach their students theknowledge needed to actively participate in their transition-focusedIEP meetings. 10. SDTP Free ilyTimeFamThis free. non-standardized resource 4 4 or Healumthis a blend of a self-determination H 4 3 3 4and transition planning curriculum,3 3which focuses on academic and 2 2 Help in 22vocational areas.gO 1 1 4ther41 1 3 3Educators deliver a presentation ons 2 211a topic and students then complete 11 Spirit 2 2online or in class activities to 3 1 1 3 nuality 1 1eatio44reinforce the lesson./Reli 22 RecrFamily input is a large part of this gion 3 2 23program. Students are encouraged 4 3 3 4to interview family members andFr kie orndWsinclude them in the process. 44 LearStudents are led along a path of self-ningre Natudiscovery and a test is given at theWhats Important to Me Circleend of the module to assess their Think about each of the items in the outer ring. Assign a value to each one according to how important you think it is inknowledge of transition planning.your life. A 4 is very important, 1 is not very important. If an item is not at all important to you, just leave it blank.Does the amount of time and energy you spend closelyreflect the value you place on each item? What changescan you make so that your time and energy match whatyou think is important? 11. Resources Colorado Department of Education, Special Education Services Unit. (No date.)Retrieved from Myers &amp; Briggs Foundation. (2013.) Retrieved from National Secondary Transition Technical Assistance Center (November, 2007). Age-Appropriate Transition Assessment Guide, Charlotte, NC, Allison R. Walker, Larry J.Kortering, &amp; Catherine H. Fowler. Retrieved from PEPNet 2. (2012.) iTransition. Retrieved from Zarrow Center for Learning Enrichment. (2012.) Student-Directed TransitionPlanning. Retrieved from </p>