Transitional Transitional AssessmentsAssessments

Amanda VickersonAmanda Vickerson

SED 693SED 693

March 24, 2013March 24, 2013

What IS a transitional assessment?What IS a transitional assessment?

The Division on Career Development and Transition (DCDT) of The Division on Career Development and Transition (DCDT) of the Council for Exceptional Children defines transition the Council for Exceptional Children defines transition assessment as an "...ongoing process of collecting data on the assessment as an "...ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, the demands of current and future working, educational, living, and personal and social environments. Assessment living, and personal and social environments. Assessment data serve as the common thread in the transition process data serve as the common thread in the transition process and form the basis for defining goals and services to be and form the basis for defining goals and services to be included in the IEP (NSTTAC.org)."included in the IEP (NSTTAC.org)."

In simpler terms, a transition assessment is a formal or In simpler terms, a transition assessment is a formal or informal tool used to guide a student through life choices.informal tool used to guide a student through life choices.

Formal vs Informal AssessmentsFormal vs Informal Assessments

Assessments can be formal or informal. Formal assessments are tools that Assessments can be formal or informal. Formal assessments are tools that professionals use to help individuals determine an educational or career professionals use to help individuals determine an educational or career path, like the Myers Briggs Type Inventory or the Self Directed Search. path, like the Myers Briggs Type Inventory or the Self Directed Search. Informal tools can be questionnaires or resources such as PEPNet.org's Informal tools can be questionnaires or resources such as PEPNet.org's interactive search that encourages person-centered thinking with interactive search that encourages person-centered thinking with questions like, "What do I enjoy doing?" or "What are some of my goals?"questions like, "What do I enjoy doing?" or "What are some of my goals?"

Most transition assessments are geared towards middle and high school Most transition assessments are geared towards middle and high school students. When giving assessments, it is necessary to select instruments students. When giving assessments, it is necessary to select instruments and methods that are appropriate for your students. Consider the nature and methods that are appropriate for your students. Consider the nature of their disabilities, their post-secondary school ambitions, and of their disabilities, their post-secondary school ambitions, and community opportunities (NSTTAC.org).community opportunities (NSTTAC.org).

Myers-Briggs Type IndicatorMyers-Briggs Type Indicator The Myers-Briggs Type Indicator (MBTI) The Myers-Briggs Type Indicator (MBTI)

can be a helpful assessment tool for can be a helpful assessment tool for middle school aged students and beyond. middle school aged students and beyond. The assessment works to make the theory The assessment works to make the theory of psychological types described by C. G. of psychological types described by C. G. Jung understandable and useful in Jung understandable and useful in people’s lives. Personality type is a people’s lives. Personality type is a practical tool for investigating what works practical tool for investigating what works for you, then looking for and recognizing for you, then looking for and recognizing work that satisfies your preferences work that satisfies your preferences (MyersBriggs.org).(MyersBriggs.org).

While the MBTI is neither criterion-While the MBTI is neither criterion-referenced or standardized, it is still referenced or standardized, it is still widely used. widely used.

For students, the MBTI addresses For students, the MBTI addresses academic, social, and vocational areas. academic, social, and vocational areas. The inventory may be helpful in indicating The inventory may be helpful in indicating a student's learning style and can also a student's learning style and can also guide discussion around possible guide discussion around possible educational and career paths. educational and career paths.

When the assessment administrator and When the assessment administrator and the student come together to interpret the student come together to interpret the results of the MBTI, conversation can the results of the MBTI, conversation can begin around the next steps for the begin around the next steps for the student.student.

Self Directed Search (SDS) and Self Directed Search (SDS) and Occupations FinderOccupations Finder

The SDS was developed by Dr. John Holland, whose The SDS was developed by Dr. John Holland, whose theory of vocation is the basis for most career theory of vocation is the basis for most career inventories used today. inventories used today.

Dr. Holland’s theory states that most people can be Dr. Holland’s theory states that most people can be loosely categorized into six types—Realistic, loosely categorized into six types—Realistic, Investigative, Artistic, Social, Enterprising, and Investigative, Artistic, Social, Enterprising, and Conventional—and that occupations and work Conventional—and that occupations and work environments also can be classified by these categories. environments also can be classified by these categories.

People who choose careers that match their own type People who choose careers that match their own type are most likely to be both satisfied and successful (Self-are most likely to be both satisfied and successful (Self-Directed-Search.com).Directed-Search.com).

The SDS is not criterion referenced or standardized, but The SDS is not criterion referenced or standardized, but is widely used in career counseling. Like the MBTI, the is widely used in career counseling. Like the MBTI, the most important interpretation comes from the most important interpretation comes from the discussions following the assessment, and realizing the discussions following the assessment, and realizing the possibilities that are available to the student.possibilities that are available to the student.

Occupations FinderOccupations Finder

The Occupations Finder is the complement booklet to the SDS. The Occupations Finder is the complement booklet to the SDS. After taking the assessment, students receive a three letter code After taking the assessment, students receive a three letter code which corresponds to their strongest types. Students research their which corresponds to their strongest types. Students research their matching codes and explore similar codes, giving them insight matching codes and explore similar codes, giving them insight about possible academic or career opportunities.about possible academic or career opportunities.

iTransitioniTransition Pepnet2 (pn2) recognizes the full range of postsecondary education and Pepnet2 (pn2) recognizes the full range of postsecondary education and

training options available for individuals who are deaf or hard of hearing, training options available for individuals who are deaf or hard of hearing, including those with co-occurring disabilities, and strives to enhance the including those with co-occurring disabilities, and strives to enhance the capacity of those institutions to appropriately serve this diverse student capacity of those institutions to appropriately serve this diverse student population. population.

While this informal resource is focused on individuals who are deaf or While this informal resource is focused on individuals who are deaf or hard of hearing, it provides interactive assessment modules based on John hard of hearing, it provides interactive assessment modules based on John Holland's Interest Inventory and is appropriate for middle and high school Holland's Interest Inventory and is appropriate for middle and high school students with college aspirations.students with college aspirations.

iTransition focuses on academic and some social goals, such as how to iTransition focuses on academic and some social goals, such as how to access special services at a college or university. access special services at a college or university.

When a student finishes the preference inventory, s/he is led to explore When a student finishes the preference inventory, s/he is led to explore careers in matching fields. careers in matching fields.

This resource can be entirely student-led and is easy to navigate. There is This resource can be entirely student-led and is easy to navigate. There is a printer-friendly version for students who are unable to access a a printer-friendly version for students who are unable to access a computer.computer.

Screen Shots from iTransition

PEPNet.org

Student Directed Transition Student Directed Transition Planning (SDTP)Planning (SDTP)

The eight SDTP lessons facilitate high school to adult life planning The eight SDTP lessons facilitate high school to adult life planning partnerships between students, their families, and educators. partnerships between students, their families, and educators. Educators use eight SDTP lessons to teach their students the Educators use eight SDTP lessons to teach their students the knowledge needed to actively participate in their transition-focused knowledge needed to actively participate in their transition-focused IEP meetings. IEP meetings.

SDTPSDTP This free. non-standardized resource This free. non-standardized resource

is a blend of a self-determination is a blend of a self-determination and transition planning curriculum, and transition planning curriculum, which focuses on academic and which focuses on academic and vocational areas.vocational areas.

Educators deliver a presentation on Educators deliver a presentation on a topic and students then complete a topic and students then complete online or in class activities to online or in class activities to reinforce the lesson.reinforce the lesson.

Family input is a large part of this Family input is a large part of this program. Students are encouraged program. Students are encouraged to interview family members and to interview family members and include them in the process. include them in the process.

Students are led along a path of self-Students are led along a path of self-discovery and a test is given at the discovery and a test is given at the end of the module to assess their end of the module to assess their knowledge of transition planning.knowledge of transition planning.

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What’s Important to Me CircleThink about each of the items in the outer ring. Assign a value to

each one according to how important you think it is in 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 closely reflect the value you place on each item? What changes can you make so that your time and energy match what you think is important?

ResourcesResources Colorado Department of Education, Special Education Services Unit. (No date.) Colorado Department of Education, Special Education Services Unit. (No date.)

Retrieved from Retrieved from http://www.cde.state.co.us/cdesped/download/pdf/TK_TransAssessment.pdfhttp://www.cde.state.co.us/cdesped/download/pdf/TK_TransAssessment.pdf

Myers & Briggs Foundation. (2013.) Retrieved from Myers & Briggs Foundation. (2013.) Retrieved from http://www.myersbriggs.org/type-use-for-everyday-life/personality-and-careers/http://www.myersbriggs.org/type-use-for-everyday-life/personality-and-careers/

National Secondary Transition Technical Assistance Center (November, 2007). Age-National Secondary Transition Technical Assistance Center (November, 2007). Age-Appropriate Transition Assessment Guide, Charlotte, NC, Allison R. Walker, Larry J. Appropriate Transition Assessment Guide, Charlotte, NC, Allison R. Walker, Larry J. Kortering, & Catherine H. Fowler. Retrieved from Kortering, & Catherine H. Fowler. Retrieved from http://nsttac.org/sites/default/files/assets/toolkits/ageAppTrans/http://nsttac.org/sites/default/files/assets/toolkits/ageAppTrans/AgeAppropriateTransitionAssessmentToolkit2013.pdfAgeAppropriateTransitionAssessmentToolkit2013.pdf

PEPNet 2. (2012.) iTransition. Retrieved from http://itransition.pepnet.org/PEPNet 2. (2012.) iTransition. Retrieved from http://itransition.pepnet.org/ Zarrow Center for Learning Enrichment. (2012.) Student-Directed Transition Zarrow Center for Learning Enrichment. (2012.) Student-Directed Transition

Planning. Retrieved from http://www.ou.edu/content/education/centers-and-Planning. Retrieved from http://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/student-directed-transition-partnerships/zarrow/trasition-education-materials/student-directed-transition-planning/about_sdtp.htmlplanning/about_sdtp.html

http://hollandcodes.files.wordpress.com/2010/08/model1-480-2.pnghttp://hollandcodes.files.wordpress.com/2010/08/model1-480-2.png http://cargocollective.com/amywang/Myers-Briggs-Infographichttp://cargocollective.com/amywang/Myers-Briggs-Infographic