Four-Part Transition Assessment Model
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Four-Part Transition Assessment Model
Jim MartinUniversity of Oklahoma
Zarrow CenterWeb: http://education.ou.edu/zarrow/
Email: [email protected]
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The Purpose of Special Education
What is the purpose of Special Education?
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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.
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The Reason Why - 1
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The Reason Why -2
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IDEA 2004 Post-Secondary Goals IEPs must include
appropriate measurable postsecondary goals based upon age-
appropriate transition assessment
related to training, education, employment, and when appropriate, independent living
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Student Transition Questions What are my interests, aptitudes, and
capabilities in school, work, and community living?
Where do I want to live, work, or go to school after leaving high school?
What courses do I want to take in high school to graduate and prepare for my future?
What do I need to learn to do what I want? What do I do after I leave school? What are my strengths? What do I need to improve to be successful?
Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.
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Four-Part Transition
Assessment Model
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Transition Assessment Model Components1. Self-Determination
Assessment2. Adaptive Behavior Assessment3. Vocational Interest and Skills
Assessment4. Postschool Predictor
Assessment (in development)
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Transition Assessment Progression Chart Look at example in handout packet Build by grade and by skill level Identifies what, who, when, and how often Can establish school or district wide
implementation of a sequential transition assessment process
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Self-Determination Assessment
Part 1 of the 4-Part Transition Assessment Model
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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
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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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AIR Self-Determination Assessment Parent Version Teacher Version Student Version Available at
http://education.ou.edu/zarrow Cost: free
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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
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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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Adaptive Behavior Assessment
Part 2 of the 4-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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Adaptive Behavior Assessments
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 Great tool for students with significant support
needs www.estr.net
Casey Life Skills www.caseylifeskills.org
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21Page 4 of OK IEP Examples – top box, page 5 top box
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Vocational Interest Assessment
Part 3 of the 4-Part Transition Assessment Process
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Vocational Interests for High Achieving Students With Mild
Disabilities Group Interest Inventories
ACT Plan ACT Explorer
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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On-Line Free Interest Inventories On-Line Individual Interest Inventories
My Future http://www.myfuture.com/toolbox/workinterest.html
I Oscar www.ioscar.org
Career Voyages www.careervoyages.com
Career Clusters www.careerclusters.org (download in pdf format)
Dept of Labor www.onetcenter.org
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Exploration of Interest Results Occupational Outlook Handbook
www.bls.gov/oco/home.htm www.bls.gov/k12/index.htm
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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Vocational Interests via Career Exploration - For
Those Who Can Read
Choosing Employment GoalsSopris West Publishers(www.sopriswest.com)
Requires reading and writing skills
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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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Choose and Take ActionVocational Assessment Software
Use of a software program and community experiences to identify entry-level job interests
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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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Transition Success Assessment
Part 4 of the 4-Part Transition Assessment Model
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Missing Link In Transition Assessment
The field needs a transition assessment tool based on actual postschool success predictors
The field needs a tool to assess students’ current behavior and attitudes linked to identified transition success predictors
No tool like this exists (that we could find)
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Postschool Success Predictors
Reviewed the literature to identify student behaviors that predicted postschool success. 45 quantitative and qualitative
studies Several different search engines Journal reference lists Hand searched major journals Asked colleagues around the
country
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14 Concept Clusters
• Desires • Goals
• Strengths • Limits
• Disability Awareness • Persistence
• Use of Support Systems • Coping Skills
• Social Skills • Proactive Involvement
• Making Positive Choices • Job Experience
• Transition Education
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Transition Success Assessment Transition Success Assessment: A Transition
Behavior Profile 46 items Professional, Family, and Student TSA Versions TSA Graphic Profile TSA Goal Identification Matrix
Takes about 10 minutes to answer the items and score
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Wording of TSA Items Fine tuned wording internally at
ZC Conducted six social validity
groups 4 expert panels (27
participants) 1 parent panel (8 participants) 1 student panel (8 participants) 1 more student panel to go
First round produced changes to 36 of 50 Professional TSA items
Subsequent panels made fewer and fewer changes
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Issues Expressed by Social Validity Groups
Family group focused on wording associated with friends, asking for support, coping skills, and independent living.
Students did not like the word “used.” Professional group more sensitive regarding words such
as limitation and disability awareness. Very positive feedback from all the groups
Easy to understand and use Makes sense Beneficial to planning students’ future “Now I understand what to teach” Found the TSA practical
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IES Grant Submitted Submitted grant to IES to
conduct large scale studies Structural equation modeling to
build construct validation Test parallel versions (student,
professional, and family) Similar factor structure across tools Reliability studies across country Undertake predictor studies
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Transition Success Assessment – Draft 45
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Collaborative Effort
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Jim Martin
University of Oklahoma
Zarrow Center for Learning EnrichmentCarpenter Hall Room 111
Norman, OK 73019
Phone: 405-325-8951
E-mail: [email protected]
Web: http://education.ou.edu/zarrow/
For More Information Contact: