Transition Assessment Toolkit 2-15-12 - Special Needs …€¦ · This Transition Assessment...
Transcript of Transition Assessment Toolkit 2-15-12 - Special Needs …€¦ · This Transition Assessment...
TransitionAssessmentToolkit
February,2012
DivisionofSpecialEducationOfficeoftheStateSuperintendentofEducation(OSSE)GovernmentoftheDistrictofColumbia
Transition Assessment Toolkit
2
TableofContents
OverviewofTransitionAssessment
4
RecommendedTransitionAssessments
TransitionAssessmentsCoveringAllDomains Self‐Determination StudentEngagement AssistiveTechnology Career(VocationalandEmployment) PostsecondaryEducation/Training IndependentLiving
1316252930324346
StudentCaseStudies
StudentwithaLearningDisability&ADHD StudentwithAutismSpectrumDisorder
5357
TechniquesandResourcesforDevelopinganIndividualizedTransitionAssessmentProcess
64
AdditionalFreeTransitionAssessmentOnlineResources
69
Transition Assessment Toolkit
3
ThisTransitionAssessmentToolkitwasdevelopedtosupporteducatorsinprovidingtransitionservicesbasedonage‐appropriatetransitionassessmentdata.Thetoolkitincludessixsections.Briefdescriptionsofeachsectionareprovidedbelow.OverviewofTransitionAssessmentTheoverviewprovidesabriefhistoryofthelegislativemandatesfortransitionassessmentandthecomponentswithinasystemicapproachtotransitionassessmentplanningandimplementation.RecommendedTransitionAssessmentsAtableofrecommendedtransitionassessmentswithorderinginformationisfollowedbydescriptionsofeachassessmentoutliningwhotheassessmentisappropriatefor,whatitmeasures,andhowitisadministered,aswellasanexampleofassessmentresultsandtransitionservices.Themajorityoftherecommendedassessmentsareavailablefreetoprintorcompleteonlineandallassessmentswithinthistoolkitcanbepurchasedforlessthan$700.Whileamultitudeofotherassessmentsareavailable,assessmentswereidentifiedforrecommendationbasedontheirarrayofitemsandresponseoptions,easeofuse,andprice.StudentCaseStudiesTwostudentcasestudiesareprovidedthatdemonstrateanongoingtransitionassessmentprocessanddescribetheresultsofmultipletransitionassessments.Theassessmentsadministeredtothecasestudystudentswereselectedbasedonthestudents’individualcharacteristicsandtransitionplanningneeds.TechniquesandResourcesforDevelopinganIndividualizedTransitionAssessmentProcessItcanfeeloverwhelmingtoidentifyappropriatetransitionassessmentsthatwillsupporteachstudentinlearningabouthimorherselfandprovidetheframeworkfordevelopingIndividualEducationPrograms(IEPs)thatwillsupporteachstudenttomovetowardhisorherpostsecondarygoals.Avarietyoftechniquesandresourcesareprovidedwithinthissectiontosupportthetransitionassessmentprocess.AdditionalFreeTransitionAssessmentOnlineResourcesTheassessmentswithinthistoolkitprovideastrongstartingpointfortransitionassessment.Additionalfreetransitionassessmentresourcesareprovidedtosupportyouincontinuallyexpandingyourknowledgeandskills,aswellastosupplementthetoolkitwithadditionalassessmentsthatarehelpfulforspecificstudents.
Transition Assessment Toolkit
4
OverviewofTransitionAssessment
PatriciaM.Noonan&AmyGaumerErickson,(2011).Reprintedwithpermission.
NeedforTransitionAssessmentSince1990,legislationhasbeeninplacetoensurethattheindividualizededucationalprogram(IEP)processincorporatedstudentinterestsandpreferences,yetschoolsstillstruggletounderstandthebestwaytocaptureandutilizethisinformation.IDEA2004transitionrequirementscenterontransitionoutcomes,planningprocesses,andstudents’strengths,needs,interestsandpreferences,butactualtransitiongoalsoftenlackqualityanddefinition,beingtoobroadorvague(Lohrmann‐O’Rourke&Gomez,2001).Inadequateinformationonstudents’strengths,preferences,interestsandneedsisoneoftheprimaryreasonsforthelackofqualityanddefinitionintransitiongoals.
Schoolshaveincludedmoreappropriatetransitionassessmentmeasuresandmethods,yettheyoftenbasetheentireassessmentprocessontheprotocoloftheschoolorprogram,nottheneedsofthestudent(Cohen&Spenciner,1996).Forexample,transitionassessmentisoftenlimitedtooccupationalinterests,whichprovidesdatathatisquestionableinmanyschoolsettings(Lohrmann‐O’Rourke&Gomez,2001).Otherresearchindicatesthatthefocusonacademicachievementintoday’slarge‐scaleacademicassessmentenvironmentoftenresultsintoonarrowarangeofassessment(Sitlington&Clark,2006).
Whilesecondaryeducatorsspendtimeeachdayassessingstudentstotrackacademicprogress,targetareasforimprovement,andprovidefeedback,fewconsiderthevalueandsignificanceofsystematicassessmentforplanningstudents’transitionsintopostsecondarysettings.Thismaybedue,inpart,tonegativeopinionsabouttestingingeneral,andthe
recentpressuresofstatewidetestingforacademicperformance.Dissatisfactionaroundtraditionalassessmentscanresultfromobservingandmirroringpoorassessmentpractices,theinabilityofassessmenttoprovidespecificinformationaboutastudent’slearningneedstoimproveinstruction,andthefailureofmanyteststoassesshigherorderthinkingandproblem‐solvingskills(Daniels,1999).Practitionerscontinuetostruggletoidentifythecriticalareasofassessmentfortransitionplanning,chooseappropriateassessmenttechniquesforeachstudent,implementassessmentplans,interpretdataandapplydata‐‐allcriticalcomponentsofmeetingtheindividualizedneedsofstudentswithdisabilitiesandimpactingadultoutcomes.
DefiningAssessmentforTransitionPlanningEmbodyingmanydifferentmethodsandapproaches,assessmentfortransitionplanningisanumbrellatermencompassinganyassessmentthattargetsareascriticalforahighquality
Transition Assessment Toolkit
5
adultlifeforyouthwithdisabilities.TheCouncilforExceptionalChildren,DivisionofCareerDevelopmentandTransition(DCDT)definestransitionassessmentas:
…theongoingprocessofcollectingdataontheindividual’sstrengths,needs,preferencesandinterestsastheyrelatetothedemandsofcurrentandfutureworking,educational,living,andpersonalandsocialenvironments.AssessmentdataserveasthecommonthreadinthetransitionprocessandformthebasisfordefininggoalsandservicestobeincludedintheIEP”(Sitlington,1996).
Thistoolkitprovidesageneraloverviewoftransitionassessment,includingguidingprinciples,asystematicmodeloftheassessmentprocess,anddescriptionsofselectedtransitionassessments.GuidingPrinciplesofAssessmentforTransitionPlanningBeforeadiscussionofrecommendedpracticesaroundtheassessmentprocesscanoccur,itisnecessarytoaddresssomeguidingprinciplescriticaltotransitionassessment.Tounderstandtheseprinciples,onemustraisethequestion,“Whyassess?”.Concerningtransitionplanning,assessmentfulfillsonekeyfunction—tofacilitateself‐awarenessandfamilyawarenessfordecision‐makingaroundcriticallifechoices.Rojewski(2002)proposedthreecoretypesofprinciplestoguidetheplanningandimplementationoftransitionassessment:humanistic,holistic,andtherapeutic.
Ahumanisticapproachacknowledgesthatassessmentshouldbeuniqueforeachindividual,consideringpersonalneedsandsituations.
Holisticassessmentconsiderstheentirepersoninallrelevantenvironments,includinghomeandfamilyroles,social/interpersonalrelationships,andcommunityliving.
Therapeuticassessmentstrivestoreduceanxietyandfacilitategrowthbyprovidingnumerousopportunitiesforself‐discoveryandlifesatisfaction.
Thesethreeprinciplesshouldbethepriorityvalueswhenplanningassessmentsforyouthwithdisabilities.Adoptingtheseguidingprincipleswillpreventassessmentsolelyforthesakeofmeetingamonitoringrequirement,suchascheckingaboxonanIEPformordocumentingpresentlevelsofperformance. Theultimategoalofassessmentfortransitionplanningistohelpstudentsdevelopandacceptapositiveandrealisticself‐imagethatmatcheswhattheywantforthemselvesafterhighschool.Indoingso,fourprominentusesofassessmentsarepossible:prediction,discrimination,monitoring,andevaluation(Rojewski,2002).Predictionisusedtohelpanindividualgaugeprobabilitiesofsuccess;discriminationisconcernedwithanindividualcreatingopportunitiestomatchhis/herpersonalpreferenceswithavailableoptions;monitoringisusedtocontinuallyself‐evaluateprogressandbehavior;andevaluationisusedtodeterminelevelsofgoalachievement(Rojewski,2002).Thesefourspecificfunctionsofassessmentillustratehowassessmentscanleadtoincreasedandmoreappropriateopportunitiesbasedontheindividual’sstrengths,preferencesandinterests.
Transition Assessment Toolkit
6
TransitionAssessmentStartingPointStudentsmustbesufficientlyinformedoftheirownstrengths,interests,andpreferencesandhowtheserelatetoadultlife.Thiswillequipthemtodirecttheirowneducational,transition,andrehabilitationplanningprocess.
LegislationsuchasIDEA2004andtheRehabilitationActassertthatindividualswithdisabilitiesshouldbeequalpartnerswiththeirfamiliesandtheschoolinplanninganddecisionmakingfortheirpostsecondarygoals.Studentsandconsumersshoulddirecttheirowneducational,transition,andrehabilitationplanningprocess.Todothis,theymustbesufficientlyinformedoftheirownstrengths,interests,andpreferencesandhowtheserelatetoadultlife(Sitlington,Neubert&Leconte,1997).Thisisthebasicstartingpointfortransitionassessment. Thesuccessofassessmentfortransitionplanningdependsgreatlyontheprinciplestheprocessembodies.Thatis,iffaultyprinciplesunderlieanassessmentprocess,suchasidentifyingonlyweaknessesandnotusingastrengths‐basedapproach,theresultingeffortwillbelimitingtotheindividualprovidingnegativedocumentationofhisorherweaknesses.Inordertomeettheprinciplesofqualitytransitionplanningassessment,skillsinself‐determinationandstudentinvolvementmustbefosteredandimbeddedinthecurriculumaswellastheassessmentprocess(Wehmeyer,2001).Theactionsofself‐determinedpeopleenablethemtofulfillrolestypicallyassociatedwithadulthood.Self‐determinationcanbedefinedas“actingastheprimarycausalagentinone’slifeandmakingchoicesanddecisionsregardingone’squalityoflifefreefromundueexternalinfluenceorinterference”(Wehmeyer,2001).Self‐discoveryleadstoknowledgeoftheindividualperson,whichbetterpreparestheindividualtomakechoices.Informationgleanedfromtransitionassessmentsshouldencourageindividualswithdisabilitiestomakeinformedchoices(Sitlington&Clark,2006). Itisimportantnotonlytoprovidemultipleopportunitiesforthedevelopmentofself‐determinationskillsthroughinstructionandparticipationinstudent‐directedIEPs(e.g.,Martin,Mithaug,Oliphint,&Husch,2002),butalsotoassessself‐determinationknowledge
andskills,likeanyothertransition‐relatedknowledgeorskillarea.Multipleassessmentinstrumentscanprovideinsightintolevelsofself‐determination.Self‐determinationisacriticalskill‐setforthetransitionplanningassessmentprocess.Itallowsstudentstoparticipateinassessmentplanning(selectingareasandinstrumentsoractivities),advocateforthemselvesininterpretationofassessmentdata,
andengageinmatchingtheirdatatoinstructionandserviceplanning.
Inordertoidentifystrengths(abilities,knowledge,andskills),preferences,andinterestshumanistically,holistically,andtherapeutically,itiscriticaltoallowstudentstodriveboththeIEPandthetransitionassessmentprocesstothemaximumextentpossible.Theperson‐centeredplanningapproachisoneusefulmethod.Person‐centeredplanningisa
Transition Assessment Toolkit
7
Studentscandirectlyinfluencethetransitionplanningassessmentprocessbyexpressinginterests,preferences,andabilitiesandhelpingdevelopkey,targetedquestionstoguidetheassessmentprocess.
processforplanningandsupportingyouthsthatbuildsupontheindividual'scapacitytoengageinactivitiesthatpromotecommunitylifewhichhonortheindividual'spreferences,choices,andabilities.Theindividualidentifiesfamilymembers,friends,educatorsandprofessionalsthathe/shewouldliketohaveinvolvedintheplanningprocess.Theultimategoalofperson‐centeredplanningistofacilitatealifetimeofself‐determinationinordertomaximizethelevelofcommunityinclusioninadultlife(Sax&Thoma,2002).
Inordertofacilitateself‐determinationandincorporaterecommendedpracticesaroundperson‐centeredplanning,studentswithdisabilitiesmustbecomeafullyempoweredmemberoftheIEPteamandprovideinputoninformationgainedthroughassessment.Astransitionplanningassessmentoftenoccursnow,studentswithdisabilitiesarepassiverecipientsofassessmentactivitiesandseldomseerelevancetotheircurrentorfuturedailylives(Sitlingtonetal.,1996).Anotherproblemisthattraditionalassessmentoftenusesadultlanguage,notthevoiceoftoday’sstudents.Thesolutionisthatinsteadofadultsprimarilygatheringdataandinterpretingresults,studentsmustbesupportedtoself‐assess,interpretresults,andcreategoals(Sitlingtonetal.,1996).
Student‐centeredtransitionplanningmustbebaseduponanindividual’sawarenessofhisorherpresentleveloffunctioning,apersonalvisionforthefuture,andknowingwhatmustbedonetogetwhereheorshewantstobe.(Sitlingtonetal.,p.48).
Studentscanbedirectlyinvolvedinvariousphasesofatransitionplanningassessmentprocess,suchasexpressinginterests,preferences,andabilitiesandassistinginthedevelopmentofkey,targetedquestions,whichserveasoverarchingquestionsthroughouttheassessmentprocess.Studentscanalsoconductandparticipateindata‐gatheringactivitiesanddevelopstrategiesbasedonassessmentresults.Thisfocusonstudentchoiceandself‐directedactivitiesshouldbetheunderlyingcomponentinthedevelopmentandadministrationofeverytransitionassessmentprocess.SystematicApproachtoTransitionAssessment AsnotedintheDCDTdefinitionofassessmentfortransitionplanning,itcannotbelimitedsolelytovocational/careerassessment,butinsteadmustincludeamorecomprehensiveview,bylookingatareassuchas: interestsandpreferences(lifeinterests
andvaluesaswellasoccupational), physicalhealthandfitness, motorskills, speechandlanguageskills, cognitivedevelopmentandperformance, adaptiveskills, socializationskills, emotionaldevelopmentandmental
health,
independentandinterdependentlivingskills,
recreationandleisureskills, self‐determinationskills, communityparticipation,neededskillsor
informationfornextverticaltransition, familyorothersupports neededlinkageswithsupportservices
(Clark,2007).
Transition Assessment Toolkit
8
Tothisend,assessmentshouldbeconceptualizedasaseriesofproceduresthatincludedevelopingquestions,collectinginformation,andmakingdecisions(Cohen&Spenciner,1996).FigureAillustratesasystematicapproachtotransitionassessment.
FigureA
Step1:GuidingQuestionsSitlingtonandClark(2007,p.134)suggestedthatschoolpersonnelshoulddevelopatransitionplanningassessmentapproachthatisnotonlyincompliancewithIDEA,butalsoincorporatesrecommendedpracticebythinkingaboutthefollowingquestions:
Dowecurrentlyhaveausefulframeworkforindividualplanning? Arestudentsandfamiliesactivelyinvolvedinthetransitionassessmentprocess? Arewesatisfiedthatallpertinentschool‐basedpersonnelareinvolvedinthe
transitionassessmentprocess? Doestheschoolhavetheappropriatetoolsforindividualassessmentintransition
planning? Whatworksinselectingandusingage‐appropriateassessmentfortransition
planning? Whatwillusersaccept? Whatshouldbeassessedforthetransitionplanningprocess?
Thesequestionsareimportanttoconsiderasearlyaspossible,evenasthestudententerstheeducationalsystem,butnolaterthanage16,whentransitionplanninggetsspecificintermsofcoursesofstudy. Assessmentiscriticalinallareasandstagesoftransitionplanning.Appropriatemethodsofassessmentmustbedeterminedatvarioustransitionpointsbythestudent,familyandIEPcasemanagers(Sitlingtonetal.,1997).Transitionassessmentneedstobeongoingandoccurregularly,withannualreviewsofthedatainpreparationforeachnewIEP.ItisnotadequatetocompleteanassessmentoraflurryofassessmentspriortoanIEPmeeting.Instead,theassessmentprocessmustbeaplanned,continuousprocessofobtaining,organizingandusinginformationtoassiststudentsofallagesandtheirfamiliesinmakingcriticaltransitionsthroughoutthelifespan(Clark,2007).Educators,meaningalleducationprofessionalsandnotjusttransitionspecialists,mustcollectongoingassessmentdatathroughoutanindividual’slifetime,andnotjustasasnapshotthatyieldsundevelopedandstagnantinformation(Sitlington,1996).Theassessmentteammustdeveloptransitionassessmentplanswiththeindividualandhis/herfamily,updateplansregularlyandintegratedplansintoanoveralleducationalassessmentplan(Sitlington&Clark,2001).Step2:CreatinganAssessmentPlan Theprimaryruleincreatinganassessmentplanistoindividualizethetypesofassessmentsgiventoeachstudent.Eachtransitionassessmentshouldappearuniquetothatstudent,asitisselectedwiththestudentandfamily’sparticipation.Studentsand
Guiding Questions
Assessment Plan
Assessment Selection
Integrating Data
Transition Assessment Toolkit
9
familiesmustinfluencetheassessmentprocessasactiveparticipantsontheassessmentteam(Sitlingtonetal.,1996).Whenchoosingassessmentinstruments,itisimportanttousemultipletypesandlevelsofassessments,firstselectedbasedonhowtheyaddressthesekeyquestionsinastudent’sindividualtransitionsplanning:WhoamI?andWhatdoIwantinlife,nowandinthefuture?(Clark,2007).Thetermassessmentitselfincludesstandardizedtests,interviews,directobservation,functionalassessment,checklistsandcurriculum‐basedassessment,butthesecanbegenerallycategorizedintotwooverarchingcategories:formalandinformal.Ingeneralusage,theterm“formal”referstostandardizedandhighlystandardizedassessment,dependingonthelevelofevidencearoundreliabilityandvaliditypresented,andtheterm“informal”referstonon‐standardizedmethods(Clark,2007).Inadditiontotheabovemethods,parentandsiblingquestionnaires,teacherobservations,employerinterviews,situationalassessments,community‐basedchecklistsandprofiles,andvocationaltraininganalysesmaybeeffectivemethodsthatrequireassessmentinformationfromavarietyoftransitionteammembers(Sitlingtonetal.,2007).
Formalassessmentencompassesstandardizedinstrumentsandproceduresthatcontainvalidityandreliabilitydata,providedetailedadministrativeandscoringinformation,andareoftennorm‐referenced.Formalassessmentscaninclude:academicachievementtests,intellectualfunctioningassessment,adaptivebehaviorscales,interestinventories,qualityoflifescales,socialskillsinventories,self‐determinationscales,andvocationalskillsassessments(Clark,2007).Whileformalmeasuresofassessmentareagoodstartingplaceintransitionassessment,thereareseverallimitations.Itisimportanttoconsiderage,developmentallevel,readingability,communicationstyle,primarylanguage,andculturalbackgroundwhenselectingstandardizedassessments.Additionally,it’simportanttobeawareofthetendencytouseresultsthatlabelorstigmatizeindividuals,thepossibilityoferrorssuchastestbias,poorvalidityorlowreliability,andagreaterlikelihoodoffosteringmechanisticdecision‐making(Rojewski,2002).Developinginstructionalprogramsexclusivelyfromstandardizedmeasuresseriouslylimitsaneducator’sabilitytodevelopeffectiveprogramsforstudentlearning.Focusingspecificallyonknowledge,whileneglectingapplicationofknowledgeandskills,restrictstheeducator’scapacitytodeterminerelevanceoreffectivenessofinstruction.Othermethods,suchasinformalassessments,areneededaswell(Daniels,1999).Informalassessmentsareprevalentinschools,oftencreatedormodifiedbypractitioners,sharedamongeducators,andfrequentlyavailableonlineatnocost.Theyprovidecriticalinformationonstudentlearningcharacteristicsandeffectivelyhelpteachersdevelopandimplementmorepersonalized,individualizedinstruction(Daniels,1999).However,informalmethods,suchascasefilereviews,socialhistories,structuredinterviews,situationalassessment,observations,andratingscales,typicallydonotincludevalidityorreliabilitydata(Rojewski,2002).Usersneedtoidentifywaystoverifyresultsensurereliability.Whiletheyareanexceptionallyvaluablemeansforsolicitingcriticalinformation,informal
Transition Assessment Toolkit
10
assessmentsareonlyaseffectiveastheaccuracyoftheassessmentquestionsanddatacollection.Toaddresspreviouslyidentifieddomainorskillareas,teamsneedtoasktherightquestions.Thiscanprovechallengingtoapractitionerwithlimitedtime.However,aswithstandardizedassessments,teamscandevelopprotocolsforinformalassessmentstoassurefairnessandhighqualityfeedback.Theseprotocolsmayincludeclearlystatingthepurposeoftheinstrument,gettingconsenttoparticipate,assuringthattheindividualcandecidenottocontinueatanytime,relatingthattherearenorightorwronganswers;identifyingwhowillhaveaccesstothecompletedsurvey;honoringconfidentiality;andallowingampletimetocomplete(Clark,2007).Eachtypeofinformalassessmenthasbenefitsandlimitationsanditiscriticalthatpractitionersunderstandtheselimitations.Forexample,informalobservationisapowerfultool,butinaccuraciesinobservationscanoccurduetounrepresentativebehavior,theuseofpersonaldefinitionsofbehaviorratherthanpreciseorstabledefinitions,biasresultingfromunsystematicobservations,and/ordifficultyinindependentlyverifyingsubjectiveinformation(Venn,2000).Throughcarefulpreparationofanassessmentplanandthoroughunderstandingofthebenefitsandlimitationsofeachtypeofassessment,informalassessmentcanbeaninvaluabletool.Step3:AssessmentSelectionInadditiontocreatinganassessmentplanwiththeinputofthestudentandfamily,severalkeyguidelinesdictatehowtoselectvariousmethodsusedintransitionassessment.Sitlington,NeubertandLeconte(1996)identifythefollowingeightguidelines:
1.Assessmentmethodsmustbecustomizedtogatherspecifictypesofinformationneededforupcomingdecisions;2.Methodsmustbeappropriatetothelearningcharacteristicsofeachindividual;3.Assessmentsmustincorporateassistivetechnologyoraccommodationswhennecessary;4.Assessmentsmustoccurinnaturalenvironments;5.Assessmentmethodsmustproduceoutcomesthatinfluencethedevelopment,planningandimplementationofthetransitionprocess;6.Methodsmustbeassortedandincludemultipleongoingactivitiesthatsamplebehaviorandskills;7.Resultsmustbeverifiedbymultiplemethodsandpersons;8.Assessmentresultsmustbestoredinuser‐friendlyformats.
Theseissuesmustallbeconsideredtocreateandimplementanassessmentplanthatensuresbestpracticesaroundtransitionassessment.Step4:IntegratingDataWhileadministeringassessmentsinaclear,motivatingmannerisacriticalpartoftheassessmentprocess,moreimportantiswhathappenstotheinformationafteritiscollected.Assessmentisameanstoanend,ratherthantheendinitself(Rojewski,2002).Theassessmentisonlyasvaluableashowitisusedandhowtheresultsareimplementedforeachindividualstudent.Toachievethis,somesuggestthatassessmentresultsshouldbeinterpretedinfunctionaltermsratherthanstatedinpercentiles(Cohen&Spenciner,1996).Asassessmentsidentifyrelevantaspectsoftransitionplanning,includingvocationalgoals,learningstyles,problemsolving,studentstrengthsandrelationshipsbetween
Transition Assessment Toolkit
11
interestsandaptitudes,theremustbealinkbetweenassessmentinformationandplanning,classroominstruction,andprogramming,oritisallawaste(Cohen&Spenciner,1996).InadditiontocraftingIEPgoalsandtransitionservices,educatorsshoulduseassessmentinformationtomodifyandindividualizeeducationtofacilitatebetterinstructionforeachstudent.Astheultimategoaloftransitionassessmentisfullparticipationintheschoolandcommunity,theoutcomesmustfocusonrecommendationsforappropriateplacementsandservices,instructionalstrategiesandaccommodations,andaccommodationsinvariousenvironmentsthatsupportanindividual’sstrengthsandabilities(Sitlingtonetal.,1997).
Assessmentdatamustbesynthesizedandinterpretedforstudentsandtheirfamiliesanddocumentedinausableformat(Sitlingtonetal.,2007).Teachershaveacriticalroleinthis,butstudentsshouldbeinvolvedtotheextentpossibleinthatsynthesisandinterpretation.Togleanaccurateinformation,assessmentsmustincludetheindividual’sfamily.Thisrequiresthatpractitionersestablishingworkingrelationshipswithfamiliespriortocreatingtheassessmentplanandadministration.Aseducatorsbecomesensitivetofamilydynamicsandawareofculturalvalues,assessmentswillbemoreeffectiveandproducemorevaluableinformation(Lohrmann‐O’Rourke&Gomez,2001).
Inadditiontofamilies,assessmenteffortsshouldbecoordinatedwithadultservicesproviders.Todothis,atransitionpractitionercaninvolveoutsideagenciesintheassessmentprocessandstructuretheassessmentstoproviderelevantinformationforadultprovidersaswell(Sitlington,1996).Resultsofongoingassessmentcanbesummarizedandcustomized,andwiththefamilyandtheindividual’spermission,transferredtoadultproviders(Sitlington,1996).Collaborationiskeywithvocationaleducators,assistivetechnologyspecialists,rehabilitationcounselors,employers,employeeco‐workers,financialaidpersonnel,socialsecuritycounselors,andresidentialcounselors(Sitlingtonetal.,2007).Thisopenlineofcommunicationcanimpactthequalityofadultservicesandprovidelongevitytotheusefulnessoftheassessmentdatathatwassocarefullycollectedbytheschoolandfamilyassessmentteam.AssessmentdataandinformationshouldalwaysbeaguidingcomponentoftheyearlyIEPmeetingas“presentlevelofeducationalandfunctionalperformance.”Thisinformationshouldbeusedtoassistindividualswithdisabilitiesinmakinginformedchoicesasheorshedirectshisorherowneducation,transition,andrehabilitationprocesses(Sitlington&Clark,2001).InpreparationfortheIEPmeeting,schoolsshouldprovideastudentwithtoolsneededtoexpresshisorherstrengths,preferences,interestsandneedswithinthemeeting.Studentscansummarizetheinformationobtainedthroughthetransitionplanningassessmentprocessusingvariousmethods,suchaspictureprofiles,videos,products,portfolios,performancesamples,voicerecorders,andothermethods(Lohrmann‐O’Rourke&Gomez,2001;Sitlington&Clark,2007).StudentrolesarechangingintheIEPprocess,frombeingapassiveparticipanttoactuallyleadinganddirectingtheIEPmeetingbycreatinganagenda,invitingallparticipants,andrunningthemeeting.Also,thecurrentroleofthespecialeducationteacherexpandstoincludethatofagroupfacilitator—providingaslittleorasmuchdirectionasneededforanindividualstudent.Throughouttheprocessof
Transition Assessment Toolkit
12
preparationfortheIEP,performanceattheIEP,andIEPimplementation,self‐determinationskillscanbeassessedanddeveloped(Sitlingtonetal.,1996).ConclusionsTransitionplanningassessmentcontinuestoevolvetomeetnewchallenges,identifyguidingprinciplesandestablishpracticesthatbestmeettheneedsofyouthwithdisabilitiesandinfluenceahigherqualityofadultlife.Whilethisisalongroadtotravel,thereisanincredibleamounttogainaswepresentyouthwithdisabilitiesincreasedopportunitiestoachievetheirgoalsandenjoysuccesses.
ReferencesBlack,R.S.,Ornelles,C.(2001).Assessmentofsocialcompetenceandsocialnetworksfortransition.AssessmentforEffectiveIntervention,26(4),23‐29.Clark,G.M.(2007).Assessmentfortransitionsplanning(2nded.).Austin,TX:Pro‐ed.Cohen,L.G.,Spenciner,L.J.(1996).Researchdigest:Transitionassessment.Diagnostique21(3),59‐74.Daniels,V.I.(1999).Theassessmentmaze:Makinginstructionaldecisionsaboutalternativeassessmentsforstudentswithdisabilities.PreventingSchoolFailure,43(4),171‐178.IDEA04and98Lohrmann‐O’Rourke,S.,Gomez,O.(2001).Integratingpreferenceassessmentwithinthetransitionprocesstocreatemeaningfulschool‐to‐lifeoutcomes.Exceptionality,9(30),157‐174.Martin,J.E.,Mithaug,D.E.,Oliphint,J.,&Husch,J.V.(2002).ChoiceMakeremployment:Aself‐determinationtransitionandsupportedemploymenthandbook.Baltimore,MD:PaulBrookes.RehabactSax,C.L.,Thoma,C.A.(2001).Transitionassessment:Wisepracticesforqualitylives.Baltimore,MD:BrookesPublishingCompany.Sitlington,P.L.(1996).Transitionassessment—wherehavewebeenandwhereshouldwebegoing?CareerDevelopmentforExceptionalIndividuals,19(2),159‐168.Sitlington,P.L.,Clark,G.M.(2001).Career/vocationalassessment:Acriticalcomponentoftransitionplanning.AssessmentforEffectiveIntervention,26(4),5‐22.Sitlington,P.L.,Clark,G.M.(2007).ThetransitionassessmentprocessandIDEIA2004. AssessmentforEffectiveIntervention,32(3),133‐142.Sit&clar06Sitlington,P.L.,Neubert,D.A.,Begun,W.,Lombard,R.C.,&Leconte,P.J.(2007).Assessforsuccess:Handbookontransitionassessment(2nded.).Reston,VA:TheCouncilfor ExceptionalChildren.Sitlington,P.L.,Neubert,D.A.,&Leconte,P.J.(1997).Transitionassessment:ThepositionoftheDivisiononCareerDevelopmentandTransition.CareerDevelopmentforExceptionalIndividuals,20,69‐79.Rojewski,J.W.(2002).Careerassessmentforadolescentswithmilddisabilities:Criticalconcernsfortransitionplanning.CareerDevelopmentforExceptionalIndividuals,25(1),73‐94.Wehmeyer,M.L.(2001).Assessmentinself‐determination:Guidinginstructionandtransitionplanning.AssessmentforEffectiveIntervention,16(4),41‐49.Venn,J.J.(2000).Assessingstudentswithspecialneeds.UpperSaddleRiver,NJ:PrenticeHall.
Transition Assessment Toolkit
13
TransitionAssessmentToolkit:Resources
This Toolkit provides an overview of 24 critical transition assessments which can be considered a beginning “library of transition assessments” for providing high quality assessment. Many of the assessments are free, and those that must be purchased were selected for their quality and cost‐benefit. The estimated cost for purchasing and printing all 24 assessments (tests and manuals) is $700. The entire collection should fit on two shelves of your bookshelf to create a group of critical transition assessments. By mixing and matching these assessments, you can provide high quality transition assessments to a variety of students. If you are new to transition assessment, review each assessment and the following case studies and consider: Where do I get it? Who is it for? What does it assess? How is it administered? What might summary results look like? What transition activities/services might be identified based on the results?
Recognize how some of the transition assessments are appropriate for all students and some are specifically for students with developmental disabilities. After you have familiarized yourself with the collection of assessments, begin administering the assessments to students and reflect on the appropriateness and usefulness of each assessment. In a short period of time, you will have a good understanding of which assessments to use with each student, noting that each student will likely require a different set of assessments to address their transition interests and needs. In addition to the assessments that are listed in this Toolkit, don’t forget some of the transition assessment that you already do every day, such as interviews, behavioral observations, and situational assessments. Many times we know information about a student but can’t articulate why we know it or where it came from. An unstructured interview may be planned, partially planned, or completely spontaneous. Although it is usually conversational, it is still an opportunity for purposeful question‐asking and should be documented within transition assessment results.
Transition Assessment Toolkit
14
TransitionAssessmentList
Page AssessmentTitle TransitionTopic
Price OrderingInformation
16TransitionPlanningInventory–2
AllDomainAreas $209.00 http://www.proedinc.com/customer/Pr
oductView.aspx?ID=875
19BRIGANCETransitionSkillsInventory
AllDomainAreas $199.00 http://www.curriculumassociates.com/
products/detail.aspx?Title=BrigTSI
21 TransitionPortfolio AllDomainAreas Freehttp://www.transitioncoalition.org/transition/tcfiles/files/docs/HSPortfolios1214275455.pdf/HSPortfolios.pdf
22 FuturesPlanningAllDomainAreas Free http://rtc.umn.edu/docs/pcpmanual1.p
df
24PersonalPreferencesIndicators
AllDomainAreas Free
http://www.transitioncoalition.org/transition/tcfiles/files/docs/PersonalPreferenceIndicator1253592698.pdf/PersonalPreferenceIndicator.pdf
25AIRSelf‐DeterminationScale
Self‐Determination Free
http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐assessment‐tools/air‐self‐determination‐assessment.html
26Field&HoffmanSelf‐DeterminationAssessmentBattery
Self‐Determination Free
http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐assessment‐tools/field‐and‐hoffman‐self‐determination‐assessment.html
28
I’mDeterminedStudentRubricforIEPParticipation&IEPExitSurveys
Self‐Determination Free http://www.imdetermined.org/educato
rs/
29StudentEngagementInstrument
StudentEngagement
Freehttp://transitioncoalition.org/transition/file.php?path=files/docs/Student_Engagement_Instrument_complete1329321627.pdf
30
AssistiveTechnologyProtocolforTransition
AssistiveTechnology
Freehttp://www.transitioncoalition.org/transition/tcfiles/files/docs/attransitionpacket1224259340.pdf/attransitionpacket.pdf
32 O*NETAbilityProfiler Employment Free http://www.onetcenter.org/AP.html
34O*NETInterestProfiler Employment Free http://www.mynextmove.org/explore/i
p
36 O*NETWorkImportanceLocator Employment Free http://www.onetcenter.org/WIP.html
37 EnvisionYourCareer Employment $149.00
http://www.impactpublications.com/envisionyourcareeralanguage‐freevideocareerinterestinventorydvd.aspx
Transition Assessment Toolkit
15
39
DriveofYourLife Employment Free http://www.driveofyourlife.org/
41
StudentEmployeeEvaluation
Employment Free
42
MatchingYourStrengths,Preferences&Interests
Employment N/Ahttp://www.proedinc.com/customer/productView.aspx?ID=1645IncludedwiththeTransitionPlanningInventory
43 Study&LearningSkillsInventory
PostsecondaryEducation&Training
N/Ahttp://www.proedinc.com/customer/productView.aspx?ID=1645IncludedwiththeTransitionPlanningInventory
44C.I.T.E.LearningStylesInstrument
PostsecondaryEducation&Training
Free http://www.wvabe.org/CITE/cite.pdf
45 CollegeSupportsQuestionnaire
PostsecondaryEducation&Training
Freehttp://transitioncoalition.org/transition/file.php?path=files/docs/College_Supports_Questionnaire1329324864.pdf
46
Ansell‐CaseyLifeSkillsAssessments
IndependentLiving
Free http://www.caseylifeskills.org
48
FunctionalIndependenceSkillsHandbook
IndependentLiving $79.00 http://www.proedinc.com/customer/pr
oductView.aspx?ID=1392
50TransitionHealthCareChecklist
IndependentLiving Free www.health.state.pa.us/transitioncheckl
ist
52 IndependentLivingChecklist
IndependentLiving Free
http://www.transitioncoalition.org/transition/tcfiles/files/docs/Independent_Living_Postsecondary_Goal_Decision_Assistance_1213220281.pdf/Independent_Living_Postsecondary_Goal_Decision_Assistance_.pdf
Transition Assessment Toolkit
16
TransitionPlanningInventory
Clark,G.M.,&Patton,J.R.(2012).Transitionplanninginventory–2.Austin,TX:PRO‐ED.
WheredoIgetit?Orderfrom:www.proedinc.com/customer/ProductView.aspx?ID=875Cost:$181.00
Whoisitfor?Adolescentsandyoungadultswithanydisabilitywhocanrespondtoquestionsaboutthemselves.TheTPI‐2wasfieldtestedonstudentswithdisabilitiesinalldisabilitycategoriesidentifiedwithintheIndividualwithDisabilitiesEducationAct(IDEA,2004).Thereadinglevelofthestudentratingformisgrade5.7,butitcanalsobereadaloudtostudents.Additionalperceptionsareobtainedfromhome(e.g.,parentsorguardians)andschool(e.g.,teachersorothereducators).
Whatdoesitassess?Designedtoaddressalltransitionplanningdomainsincluding,Working:Careerchoiceandplanning,employmentknowledgeandskills,Learning:Futureeducation/training,functionalcommunication,self‐determinationLiving:Independentliving,personalmoneymanagement,communityinvolvementandusage,leisureactivities,health,andinterpersonalrelationships.
Howisitadministered?Paper/penciladministrationofthe57‐itemsurveywithitemsratedonascalefrom“stronglydisagree”to“stronglyagree.”Student,school,andhomeversionsareincludedwithaprofilethatcomparestheresultsfromallthreeperspectives.
Whatisincluded?Studentratingform,homeratingform,schoolratingform,summaryprofile,andfollow‐uptransitionassessmentbookwith52informalassessments.
Whatmightsummaryresultslooklike?
TheTransitionPlanningInventory‐2(TPI‐2)isaninstrumentforidentifyingandplanningforthecomprehensivetransitionalneedsofstudents.Informationontransitionneedsisgatheredfromthestudent,parentsorguardians,andschoolpersonnelthroughtheuseofthreeseparateformsdesignedspecificallyforeachofthetargetgroups.ResultsofNate,thefamily,andtheschools’TPIhavebeencombined,andsummarizedbelow,undereachdomainarea.
TheWorkingdomainappearstobeanareaofneedforNate,whoeitherdisagreedorslightlyagreedthathe:knowsjobrequirementsanddemands;makesinformedchoices,knowshowtogetajob,demonstratesgeneraljobskills,andhasspecificjobskills.Theschoolandhomeratingconcur,asbothdisagreethatNatehasdemonstratedtheaboveskills.OneexceptionisthattheschoolagreedthatNatedemonstratesgeneraljobskillsandworkattitude.ItisstronglysuggestedthatNatehaveopportunitiestodeveloptheabovecriticalskillspriortoexitingsecondaryeducation.
Transition Assessment Toolkit
17
TheLearningdomainemergedasanareaofneedforNate,whodisagreedthatheknowshowtogainentryintoavocational/technicalprogramandknowshowtogainentryincollege.Schoolandhomealsodisagreed.Whilethestudent,homeandschooldidallagreethatNatecansucceedinapostsecondaryprogram,itisunclearhowpreparedNateisforgainingentryintosuchaprogram,andadvocatingforhimselfinthissetting.TheschoolformrelatedthatNatehasthenecessaryspeaking,listening,andreadingskills,butdisagreethathehastheneededwritingskills.Onthecontrary,thehomeandstudentformsidentifiedspeaking,listening,reading,andwritingskillsascriticalareasofneed.ThisappearstobeanimportantareafordiscussionforIEPplanning.
TheLivingdomainwasidentifiedasanareawithmixedstrengthsandneeds.Therewasaconsensusamongtheschool,home,andstudentthateveryonestronglyagreesthatNatemaintainspersonalgroomingandhygiene.However,thehomeandstudentformsindicatedthatNatedoesnotyethavetheskillsto:locateaplacetolive,setupalivingarrangement,managehisownmoney,anduselocaltransportation.TheseareimportantskillsforNatetobeabletoliveasindependentlyaspossibleinhiscommunity,andarerecommendedforinclusioninIEPgoals.
Theschool,homeandstudentformallagreeorstronglyagreethatNatehasasetofskillsandsomeknowledgeaboutindoorandoutdooractivitiesthathecanengageinforrecreationandleisure.Effortsmightbemadetoexpandleisureoptions,butthisdidnotemergeasahighpriorityareaforIEPplanning
BoththehomeandstudentdisagreethatNatehasdemonstratedskillsintheareaofcommunityparticipation.Nateis17andwillsoonreachtheageofmajority.Heneedstounderstandaboutcertainlegalrightshehasasacitizenandacitizenwithadisability.Healsoneedstoacquireskillstolocatecommunityservicesandresources,usetheseservices,andobtainfinancialassistance.WhileNatehassomeskillsforparticipatinginthecommunityasanactivecitizen,hemayneedassistanceandguidanceinexpandingthoseskillsinsuchareasascommunityvolunteerservices.
Theschool,homeandstudentallagreedthatNatemaintainsgoodphysicalandmentalhealth,butthehomeformindicatedthatNatemaynotattimesbeknowledgeableofhisownphysicalandmentalhealth.Thestudentandhomeformalsoindicatedthatthestudentdoesnotknowaboutreproductionormakeinformedchoicesregardingsexualbehavior.Thismightbeanareaforsomefurtherdiscussion,butingeneral,thisareadidnotemergeasahighpriorityarea.
Expressinghisfeelingsandideasconfidentlyisadefinitestrength‐areaforNate.However,Nateappearstohavedifficultywithrecognizingandacceptinghisstrengthsandlimitations.Furthermore,thehomeandstudentformidentifiedthatNateneedstodevelopskillstosetpersonalgoalsandmakedecisions.ThisisanimportantareaforIEPplanning.
Nateappearstohavedevelopedgoodinterpersonalrelationshipsathomeandatschool.Hegetsalongwithfamilymembers,anddemonstratesskillsforgettingalongwithcoworkersandsupervisors.However,thehomeandstudentformindicatethatNateislackinginskillstoestablishandmaintainfriendshipsanddisplayappropriatesocialbehaviorinavarietyofsettings.ThisappearstobeanimportantareafordiscussionforIEPplanning.
Transition Assessment Toolkit
18
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Participateininternshipstoidentifyjobsofinterestandexpandemploymentskills. Practiceadvocatingforaccommodationsinclasses. Providecommunity‐basedinstructiononthepublictransportationsystem. Identifyapersonalgoalthatcanbecompletedwithinthenextyearandmonitor
progresstowardachievingit. Developabudgetandmonitorprogresstowardsavingforcollege. Identifyfivevolunteeropportunitiesinthecommunity. Participateinacluboractivityofinteresttoexpandsocialnetwork.
Transition Assessment Toolkit
19
BriganceTransitionSkillsInventoryBrigance,A.H.(2010).BriganceTransitionSkillsInventory.NorthBillerica,MA:CurriculumAssociates.
WheredoIgetit?Orderfrom:http://www.curriculumassociates.com/products/detail.aspx?Title=BrigTSI
Cost:$199
Whoisitfor?Middleandhighschoolstudentswithdisabilities.TheBriganceTransitionSkillsInventoryisspecificallydesignedtoassessanarrayofskillsforstudentsatalldevelopmentallevels.
Whatdoesitassess?Thiscriterion‐referencedassessmentcoversawiderangeoftransitionskillareas,including:functionalwriting,careerawareness,job‐seeking,postsecondaryopportunities,functionalreading,speakingandlistening,math,moneyandfinance,technology,housing,foodandclothing,health,travelandtransportation,andcommunityresources.
Howisitadministered?TheBriganceisadministeredbyafacilitatorwhohasreviewedtheassessmentbyfollowingthepromptsprovided.Someassessmentsrequireone‐on‐oneadministrationwithoralanswerswhileotherassessmentscanbecompletedonpaperinasmallgroupsetting.Resultsaretabulatedtoprovideanoveralllevelofcompetencyinthetransitionskillarea.
Whatisincluded?Morethan100criterion‐referencedassessmentsthataddresstransitionskillareas,aswellasinstructionalactivitiesdirectlyalignedtotheassessments.Anonlinemanagementsystemisalsoavailabletomanagetheassessmentdataandtrackstudentprogress.
Whatmightsummaryresultslooklike?TheBriganceTransitionSkillsInventorycontainsfoursectionsonPost‐secondary:InterestsandChoices,Job‐relatedWritingSkills,Job‐RelatedKnowledgeandSkillsandCommunicationandTechnologySkills.ForonestudentnamedMatthew,itwasclearthathecouldidentifycomputerparts,suchasthemonitor,speakers,printer,mouseandkeyboard.Healsowascomfortableturningonand
Transition Assessment Toolkit
20
offthecomputer,usingthemousetoopenandcloseprogramsandprintingdocuments.However,Matthewexperienceddifficultiesdeterminingwhichsoftwaretodownloadanddistinguishingwhenandwhennottoprovidepersonalinformation.Hewasverydistractedbyadsandpop‐upboxesanddidnotknowhowtodisablethesefeatures.Additionally,hewasunclearaboutupgradingsoftwareandallowingchanges.
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudentsrelatedtoacademicskills,postsecondaryopportunities,independentliving,andcommunityparticipation.Itisrecommendedthattransitionservicesalignwiththeinstructionalactivitiesidentifiedwithintheassessment.
ForthesmallportionofpotentialBriganceresultsincludedhere,afewexamplesbasedonthesummaryresultsmightinclude: Computercourseaselectivesophomoreyear One‐on‐onetrainingincomputerbasicsatthelocalCenterforIndependentLiving
Transition Assessment Toolkit
21
TransitionPortfolioThoni,C.,Harvell,P.&Dawson,R.(n.d.).TransitionPortfolioandGuide(9th‐12thgrade).CaliforniaDepartmentofEducationDiagnosticCenterNorth.Retrievedonline.WheredoIgetit?Onlineat:http://www.transitioncoalition.org/transition/tcfiles/files/docs/HSPortfolios1214275455.pdf/HSPortfolios.pdf
Cost:$0Free
Whoisitfor?Adolescentsandyoungadultswithanydisability,althoughtheportfoliocaneasilybeusedclassroom‐widewithallstudents.ThepurposeoftheTransitionPortfolioisto“synthesizeassessmentinformationfromavarietyofsources(student,parent,teacher,psychologist,vocational/agencypersonnel)intoauser‐friendly,meaningfulformat.”
Whatdoesitassess?Designedtoaddressalltransitiondomainsincluding:name,knowyourself,personallifevision,goalsforthefuture,instruction,employmentcareergoals,workexperiences,andcommunity.Servesprimarilyasarepositoryoftransitioninformationsothatthestudentcanbeawareofhowassessmentresultstietogetherandimpactthefuture.
Howisitadministered?TheTransitionPortfolioisan11‐pagePDFwithseveralopen‐endedquestionsonthetopicsof:name,knowyourself,personallifevision,goalsforthefuture,instruction,employmentcareergoals,workexperiences,andcommunity.First,administeravarietyoftransitionassessments.Then,compileasummaryoftheassessmentresultswiththestudentusingtheTransitionPortfoliodocument.CreateabinderwiththecompletedTransitionPortfolioalongwithimportantsupplementarydocuments.Addtothebinderthroughouthighschool,andusetheinformationtocreateaSummaryofPerformancetheyearofexit.Otherdocumentstoincludeare:
IEP(MostcurrentIEP) HighSchoolTranscriptsandDiploma Teacher/WorkRecommendationsLetters Awards/Scholarships/FAFSAinfo PersonalInfo(i.e.Phonenumber,copyofID) VocationalAssessmentsorMostCurrentEvaluation Resume SummaryofPerformance(exityear)
Whatisincluded?Student11‐pagePDFformwithopen‐endedquestions.
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults? CollectdocumentationforinclusioninTransitionPortfolio
Transition Assessment Toolkit
22
FuturesPlanningAmado,A.N.andMcBride,M.(2001),IncreasingPerson‐CenteredThinking:ImprovingtheQualityofPerson‐centeredPlanning:AManualforPerson‐CenteredPlanningFacilitators.Minneapolis,Minnesota:UniversityofMinnesota,InstituteonCommunityIntegration.
WheredoIgetit?Onlineat:http://rtc.umn.edu/docs/pcpmanual1.pdfCost:$0Free
Whoisitfor?Adolescentsandyoungadultswithanydisability,theirfamiliesandprofessionals.
Whatdoesitassess?Designedtoaddressalltransitionplanningdomainsincluding:PersonalProfile:likes,preferences,personalityandstrengthsRelationships:peopleclosesttostudent(e.g.,familymembers,teachers,friends)EnvisiontheFuture:living,working,transportation,free‐timeandpostsecondaryeducationGoalandObstacles:createspecificandreachablegoalforthefutureandbrainstormobstaclesAvailableResources:physical,people,community,socialservice,financialsupports
Howisitadministered?Facilitatedmeetingthatincludestheyoungadultwiththedisability,familymembersandprofessionalsforthepurposeofplanningfutureliving,workingandcommunityparticipation.AnoptionforpreparingforthemeetingistohavethestudentcompletetheIt’sMyChoiceworkbookovertimeoraspartofacoursecurriculum,availablefreeathttp://www.mnddc.org/extra/publications/choice/Its_My_Choice.pdf.
Whatisincluded?Facilitatormanualwithdirectionsonhowtoprepareforfuturesplanning,howtofacilitateaplan,andresourcesandmaterialsinPDF.
Whatmightsummaryresultslooklike?WhoisNate? What’shishistory? Hard‐worker Intelligent Energetic Good‐hearted Funny Friendly “Slacker”—likestogoofaround Inquisitive Persistent Determined Handsome
BorninSanFrancisco—movedtoSantaMonicaatage4
Elementaryschool—participatedinplayAliceinWonderland(5thgrade)
LikesHighSchoolthebest—morefreedomandmorefriends.
UniversalStudioseverysummer—considersita“Sanctuary”
In9thgrade,took4basics,swimming&drama
Natehasalwayslikedtoact—
Transition Assessment Toolkit
23
Musical Sibling Visual Reserved Sweetboy
drama/performance LovedgoingtotheBahamasforatripin6th
grade—particularlylikedthesandandthebeach
Wenttofamilycampatnearbylake.Whilethere,enjoyedtargetshootingandactinginthetalentshow.
What’sthedreamforthefuture? Whatarethefears? Workinginspecialeffects Maybeagirlfriend Liveinabighousewithapooltable Travel,potentiallytoLasVegas Ownacar—preferablyaHummer Splittimebetweenmyownhouseand
MomandDad’shouse Playinabandwithgroupies Gooutwithfriendstoseemovies
Notunderstandingpaperwork Lackofmoneymanagementskills Unawareofdangeroussituations(very
trusting) Notabletotakecareofhimself/notself‐
sufficient Notbeingabletoexplainhimselfor
understandsituations Loneliness Notbeingabletogetadriver’slicenseor
car;lackoftransportation Havingacrummyjob Collegebeingtoohard Thecommunitynotunderstandinghis
uniqueneedsHowdowegetthere?
Summerreadingclasses Driver’seducationclass Lookinto/research:careercenter,volunteeropportunities;work/paidinternships,
classesintheareaofspecialeffects;summerjobs Investigateadultservices(eligibilityandservices) Investigatecollege/communitycollegeentrancerequirements/servicesandsupports Learnmoneymanagementandindependentlivingskills,suchascookingandlaundry. Lookatpart‐timejobopportunitieslocally Lookforsocialtraining/clubs/connections
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Tourtwolocalcommunitycolleges. Job‐shadowstage‐handjobatlocalcommunitytheatre. Visittheone‐stopcareercenter.
Transition Assessment Toolkit
24
PersonalPreferencesIndicators
Moss,J.(1997,2006).PersonalPreferencesIndicators.CenterforInterdisciplinaryLearningandLeadership/UCE,CollegeofMedicine,UniversityofOklahomaHealthSciencesCenter.
WheredoIgetit?http://www.ou.edu/content/dam/Education/documents/personal‐preference‐indicator.pdf
Cost:$0Free
Whoisitfor?Adolescentsandyoungadultswithadevelopmentaldisabilitywhocanidentifypreferencescollaborativelywithsomeonewhoknowsandhasapositiverelationshipwiththepersonoveraperiodoftime.
Whatdoesitassess?Designedtoaddressalltransitionplanningdomainsincluding:preferenceindicatorswhichidentifytheperson’s“favorites,”emotionindicatorswhichfocusontheperson’s“feelings,”socializationindicatorstohighlighttheperson’s“socialworld”andrelationships,self‐determinationindicators,physicalindicatorswhichcenterontheperson’sbodyclock,healthindicators,andhisorher“role”inthefamilyandcommunity.
Howisitadministered?ThePersonalPreferencesIndicatorsareadministeredverballythroughaninterview/conversationformatwithdatabeingrecordedviapaper/pencilorcomputer.Thesurveyisnotachecklistbutaguidetoaccessinginformationabouttheperson’spreferencesandcanbeusedinpiecesovertimeorallatonce.
Whatisincluded?Ten‐pagestudent/homequestionnaireorganizedbydomainareas.Includesquestions(e.g.,Whataretheperson’sfavorites?Doyouknowwhy?Howcanyoutell?Anyotherthings?)withtopicalprompts(e.g.,outside,inside,nighttime,foods,music,color).
Whatmightsummaryresultslooklike?Rodney’smothercompletedthePersonalPreferencesIndicatorswithRodneyandthetransitioncoordinatorSpringoffreshmanyear.Rodneyisnon‐verbalwithasignificantdevelopmentaldisability.Resultsofthe“Favorites”sectionindicatethatRodneypreferstobeinsidewithmusicplaying,anddoesnotlikebeingalone.Rodneyenjoyswatchingtelevisionwiththefamily,andparticularlylikesobservinghistwobrothersplaywiththeWii.Hisfavoritepeoplearehisbrothers,andyoucantellbyhissmileandexcitementwhentheyaretouchingornearhim.
Whenleftalonefortoolong,Rodneycanbecomeupsetandhewillbeginrockingandbanginghishead.OnewaytocalmRodneyistoplaymusicorsingtohimwhileholdinghishand.Heismotivatedbyplaytimewithhisbrothersandmusic,inparticularhiphop.InregardtoFeelings,Rodneyisgenerallyhappy,butdislikesextremetemperaturesandunexpectedloudnoises.Asacopingmechanism,heusesbodymovementandwithdrawal(lackofeyecontact).
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Afewexamplesbasedonthesummaryresultsincludedheremightinclude: IdentifyRodney’smusicalpreferencesbysupportinghiminchoosingbetweentwosongs. Vocationaltrainingusinghand‐over‐handdemonstration.
Transition Assessment Toolkit
25
AIRSelf‐DeterminationScale
AmericanInstitutesforResearch.(1994).AIRSelf‐DeterminationScale.Washington,DC:Author.
WheredoIgetit?Onlineat:http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐assessment‐tools/air‐self‐determination‐assessment.html
Cost:$0Free
Whoisitfor?Adolescentsandyoungadultswithanydisability.TheAIRSelf‐DeterminationScalewasfieldtestedonstudentswithandwithoutdisabilitiesbetweentheagesof6and25includingalldisabilitycategoriesidentifiedwithintheIndividualwithDisabilitiesEducationAct(IDEA,2004).Thereadinglevelofthestudentratingformisgrade4.0,butitcanalsobereadaloudtostudents.Additionalperceptionsareobtainedfromparentsandteachers.
Whatdoesitassess?Thescaleisdesignedtoaddressself‐determinationandisdividedintofourpages:thingsIdo,howIfeel,whathappensatschool,andwhathappensathome.Resultsprovidedataonthestudent’scapacityinself‐determinationandopportunitytodemonstrateself‐determinedbehavior.
Howisitadministered?Thescaleisadministeredonpaperwith24‐itemsratedonascalefrom“never”to“always”andthreeopen‐endedshort‐answeritems.Student,parent,andteacherversionsareincluded.Resultsaresummarizedonaprofilethatidentifiesthestudent’scapacity(knowledge,abilityandperceptions)andopportunity(atschoolandathome).Thesescoresareaddedtocalculateanoveralllevelofself‐determination.
Whatisincluded?Studentratingform,parentratingform,teacherratingform,andanadministrationmanual.ThestudentratingformisalsoavailableinSpanish.
Whatmightsummaryresultslooklike?AlixandherfathercompletedtheAIRSelf‐DeterminationscaleinOctoberofher10thgradeyear.CompositeresultsrevealedAlix’soverallself‐determinationjustunder60%(58%ratedbyAlixand59%ratedbyherfather).BothAlixandherfatheragreedthatAlixhasmanyopportunitiestopracticeanddemonstrateself‐determinationskillsbutshedoesnotdemonstrateself‐determinedbehaviorconsistently.Alixisstrongeratplanninggoals(thinkdomain),butsheoftendoesnotfollowthroughwiththeactionstoreachhergoalsoradjustherplan(doandadjustdomains).
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Avarietyoftransitionactivitiesandservicesinself‐determinationcouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Learnabouttherightsofstudentsandadultswithdisabilities. Advocateforaccommodationsneededinschool. Developagoalandmonitorprogresstowardachievingthegoal. Parent‐Encouragestudenttomakepersonaldecisionsathome.
Transition Assessment Toolkit
26
FieldandHoffmanSelf‐DeterminationBattery
Hoffman,A.,Field,S.,&Sawilowsky,S.(2004).Self‐DeterminationBattery.CenterforSelf‐DeterminationandTransition.Detroit,MI:WayneStateUniversity.
WheredoIgetit?Onlineat:http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐assessment‐tools/field‐and‐hoffman‐self‐determination‐assessment.html
Cost:$0Free
Whoisitfor?Adolescentsandyoungadultswithandwithoutadisability.TheSelf‐DeterminationBatterywasfieldtestedandnormedonstudentswithdisabilitiesbetweentheagesof15and19includingalldisabilitycategories.Thereadinglevelofthestudentratingformisgrade3.1,buttheUser’sGuiderecommendsthattheassessmentbereadaloudtostudents.Additionalperceptionsandobservationdataareobtainedfromparentsandteachers.
Whatdoesitassess?TheSelf‐DeterminationScaleisdesignedtoaddressself‐determinationstrengthsandweaknesseswithinfivesubscales:knowyourself,valueyourself,plan,act,andexperienceoutcomesandlearn.TheSelf‐DeterminationObservationChecklistmeasuresbehaviorsthatarecorrelatedwithself‐determination:planning,communicating,andbehavingindependently.
Howisitadministered?TheSelf‐DeterminationStudentScaleisadministeredonpaperwith92‐itemsratedaseither“That’sme”or“That’snotme.”ItisscoredusingtheScoringKeyonpage36oftheUser’sGuide.Parentandteacherperceptionscalesinclude30itemsandareratedona5‐pointscale.Theobservationchecklistisdesignedtobecompletedbyateacherandincludes38items.Theparentandteacherscalesandchecklistarescoredbyaddingtheresponses.
Whatisincluded?Self‐DeterminationStudentScale,Self‐DeterminationParentPerceptionScale,Self‐DeterminationTeacherPerceptionScale,Self‐DeterminationObservationChecklist,andtheSelf‐DeterminationAssessmentBatteryUser’sGuide.
Whatmightsummaryresultslooklike?InFebruaryofAlix’s10thgradeyear,hergeometryteacherobservedherbehaviorduringoneclassperiodandidentifiedtheself‐determinationskillsthatAlixexhibitedusingtheSelf‐DeterminationObservationChecklistfromtheSelf‐DeterminationBatterybyHoffman,Field,andSawilowsky.ResultsrevealedthatAlixdemonstrated17self‐determinedbehaviorsduringtheobservation,thoughthisislowerthanthemeanof21.3identifiedwithintheadministrationmanual.ThemajorityofAlix’sobservedbehaviorswerewithinthe“Act”domain,butshedemonstratedtwobehaviorsin“KnowYourself”and“ExperienceOutcomesandLearn.”Alixdidnotdemonstrateanybehaviorsrelatedto“ValueYourself”or“Plan.”Theseareareasoffocusforinstructionandexperienceswithinself‐determination.
Transition Assessment Toolkit
27
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Avarietyoftransitionactivitiesandservicesinself‐determinationcouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Learnabouttherightsofstudentsandadultswithdisabilities. Advocateforaccommodationsneededinschool. Developagoalandmonitorprogresstowardachievingthegoal. Encouragestudenttomakepersonaldecisionsatschoolandhome.
Transition Assessment Toolkit
28
StudentRubricforIEPParticipationandIEPMeetingExitSurveys
I’mDeterminedProject.(2008).StudentRubricforIEPParticipationandIEPMeetingExitSurveys.Richmond,VA:CommonwealthofVirginiaDepartmentofEducation.
WheredoIgetit?Onlineat:http://www.imdetermined.org/educators/Cost:$0Free
Whoisitfor?ElementarythroughhighschoolstudentsthathaveIndividualizedEducationPrograms(IEP).
Whatdoesitassess?TheStudentRubricforIEPParticipationasksthestudenttoidentifyhis/herlevelofIEPawareness,IEPparticipation,knowledgeofIEPcontent,abilitiesanddisabilitiesawareness,knowledgeofrightsandresponsibilities,andsocialandcommunicationskills.TheIEPExitSurveys(includingstudent,parent,andeducatorforms)identifythestudent’scomfort,levelofparticipation,andfuturesuggestionsfortheIEPmeeting.
Howisitadministered?Studentscompletetherubricandtheexitsurveyonpaper.Therubriccanbeadministeredatanytime,buttheexitsurveyisdesignedtobeadministeredfollowingtheIEPmeeting.Thereadinglevelofthestudentrubricisgrade5.7andthestudentIEPexitsurveyis6.8,butbothassessmentscanbereadaloudtostudents.ParentandteacherexitsurveysarealsodesignedtobeadministeredfollowingtheIEPmeeting.
Whatisincluded?TheteacherresourcesontheI’mDeterminedwebsiteincludethe2‐pageStudentRubricforIEPParticipation,the2‐pageIEPExitSurveys(withstudent,parent,andeducatorforms),Self‐DeterminationChecklists(withstudent,parent,andeducatorforms),videosofstudentstalkingabouttheirIEPmeetings,aswellasresourcesandmodulesforteachingself‐determinationandIEPteamparticipation.
Whatmightsummaryresultslooklike?OntheStudentRubricforIEPParticipation,JessieidentifiedthatshehasadisabilityandanIEP,butsheisunsureontheaccommodationsthathelphersucceedinschool.Jessiewouldliketobecomemoreinvolvedinplanninghertransitionservices,butsheinuncomfortabletalkingtogroupsofadults.OntheIEPMeetingExitSurvey,JessieidentifiedthatshelistenedattheIEPmeeting,butshedidnotshareanyinformationaboutherself.Shewouldliketobecomemoreinvolvedbycreatingapresentationtosharehergoalsandinterests.
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Transitionactivitiesandservicesmightinclude: Developingapresentationonstrengths,preferences,andintereststoshareatthe
nextIEPmeeting. Role‐playleadinganIEPmeeting. ActivelyparticipateinIEPplanningandtheIEPmeeting. TalktoeachofmyteachersaboutaccommodationsthatIneed. Identifymyrightsandresponsibilitiesasanindividualwithadisability.
Transition Assessment Toolkit
29
StudentEngagementInstrument
Appleton,J.J.,Christenson,S.L.,Kim,D.,&Reschly,A.(2006).Measuringcognitiveandpsychologicalengagement:ValidationoftheStudentEngagementInstrument.JournalofSchoolPsychology,44,427‐445.
WheredoIgetit?Onlineat:http://transitioncoalition.org/transition/file.php?path=files/docs/Student_Engagement_Instrument_complete1329321627.pdf
Cost:$0Free
Whoisitfor?Middleschoolandhighschoolstudentswithandwithoutadisabilitywhocanrespondtoquestionsaboutthemselves.TheStudentEngagementInstrumentwasfieldtestedonninthgradesstudentsinalarge,diverse,urbanschooldistrict.Thereadinglevelofthestudentratingformisgrade6.2,buttheadministrationguidelinessuggesttheinstrumentbereadaloud.
Whatdoesitassess?Designedtoaddresssixfactorsofstudentengagementinschool:Teacher–studentrelationships,controlandrelevanceofschoolwork,peersupportforlearning,futureaspirationsandgoals,familysupportforlearning,andextrinsicmotivation.
Howisitadministered?Paper/penciladministrationofthe35‐itemsurveywithitemsratedonascalefrom“stronglyagree”to“stronglydisagree.”
Whatisincluded?Two‐pageStudentEngagementInstrument,administrationguidelines,andscoringworksheet.
Whatmightsummaryresultslooklike?InMarch,all9thgraderscompletedtheStudentEngagementInstrumentthatevaluatedtheirpsychologicalandcognitiveengagementinschool.Alix’sresultsrevealedthatshehasstrongsupportfromherpeersforlearningandthatshebelievesthatschoolisimportantforherfutureaspirationsandgoals.Alixidentifiedrelativelypoorteacher/studentrelationships(mean=2.4)andherratingsoffamilysupportforlearning(mean=2.75)andcontrolandrelevanceofschoolwork(mean2.78)didnotmeettheengagementthresholdof3.0.TheseresultssuggestthatAlixwouldbenefitfromadditionalteacherandparentengagementrelatedtoherstudies.Alixisalsoextrinsicallymotivatedmeaningthatshedoesnotfeelthebenefitoflearningforherownsakebutratherfortheexternalrewardthatshereceives.
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Afewexamplesoftransitionactivitiesandservicesbasedonthesummaryresultsinclude: Meetindividuallywithateacherafterschoolonceaweektodiscussschoolwork
andanypersonalissues. Describeonelong‐termassignmenttoaparenteachweek. Identifyaminimumoftenhighschoolcoursesthatcouldbeimportantforfuture
aspirations.Enrollinatleasttwoofthesecourseseachyear. Interviewtwoyoungadultsthathavedroppedoutofschoolandwriteareporton
theirperceptionsofwhyschoolisimportant.
Transition Assessment Toolkit
30
AssistiveTechnology
Canfield,T.&Reed,P.(2001).AssistiveTechnologyandTransition.WisconsinAssistiveTechnologyInitiative.
WheredoIgetit?Onlineat:http://www.transitioncoalition.org/transition/tcfiles/files/docs/attransitionpacket1224259340.pdf/attransitionpacket.pdf
Cost:$0Free
Whoisitfor?AdolescentsoryoungadultswithdisabilitiesANDtheIEPteam.Whenastudentwithadisabilityrequiresassistivetechnologyinordertoaccomplishfunctionalskills,theuseofassistivetechnologyshouldbeassessedandincludedineffectivetransitionplanning.Thisassessmentassiststhestudent’steaminidentifyingneedsinassistivetechnology,aswellascoordinatingandplanningsupports.
Whatdoesitassess?TheAssistiveTechnologyProtocolforTransitionPlanningisdesignedtoprovidethetransitionteamwithspecificquestionsthatwillhelpthemdetermineifadditionalassistivetechnologymaybeneededinafutureenvironment.Itfocusesonpracticalactivitiesandprovidesavarietyofassistivetechnologysolutionsonthetopicsofdialingliving,transportation,tolerance,mobility,communication,computeraccess,andliteracy.TheStudentInformationGuideforSelfDeterminationandAssistiveTechnologyManagementprovidesatoolfortheteamtouseinhelpingthestudentdevelopcriticalself‐determinationandassistivetechnologymanagementskills.ItincludessectionsonProblemSolvingSkills,communicationSkills,ATDeviseSpecificSkills,ATManagementSkills,andGoalSettingSkills,andtheIEPteamsrateshowastudentdemonstratesaskill(i.e.,never,withassistance,independent,N/A).
Howisitadministered?Paper/penciladministrationof5‐pageAssistiveTechnologyProtocolforTransitionPlanningtostudentandtheIEPteam(includingparents).
Whatisincluded?ThecompleteAssistiveTechnologyandTransitionPDFcomeswith• AssistiveTechnologyProtocolforTransitionPlanning,theIEPteam(includingthe
parentandstudent)shouldrevieweachofthecontentareasoftheProtocol(DailyLiving,Transportation,Toleranceofschoolday/workday,Mobility,Communication,ComputerAccess,andLiteracy)anddetermineanyareasthatareofconcernorskillsthatneedtobeimproved.
• StudentInformationGuideforSelfDeterminationandAssistiveTechnologyManagementtonotewhichskillsareNeverDemonstrated,DemonstratedwithAssistance,orDemonstratedIndependentlyandidentifyskillsthatneedtobedevelopedorimproved.
• ATGoalSettingWorksheettofacilitatethestudent’sidentificationofgoalsofinteresttohimorher.
• ATPlanningGuideforTransitiontoguidetheteamthroughtheATdecision‐makingprocess.
• StudentPortfolioforSuccessfulTransitionwithAssistiveTechnology.
Transition Assessment Toolkit
31
Whatmightsummaryresultslooklike?Name:Sean PersonCompletingReport:IEPTeamDailyLiving:Seancanindependentlyeat,preparefood,laundry,groomhimselfandperformbasichousekeepingactivitieswithoutassistivetechnology.However,Seanhasdifficultmanagingtimeandfollowingaschedulewhenalone.Areasfordialinglivingadaptationsinclude:assistivetimedevices,assistivememorydevices,andalarmsystems.Transportation:Seancangetin/outofvehiclesindependentlyandcanarrangetransportationforhimself.Hecanalsoindependentlyutilizepublictransportation.Tolerance:Seancanphysically,medicallyandenvironmentallytolerateafullschool/workday,buthemayneedsomesupportsrelatedtoemotionallytoleratingafullschool/workday.Toleranceadaptationscouldincludeelectroniccommunicationandorganizers/dayplanners.Mobility:Seancanindependentlynavigateoutsideterrainandtolerateandbemobileatareasonablepacefor3cityblocks.Seancancarrya5‐poundbackpackandoperatecontrolstoactivatecommunitybuildingaccessdevices.Communication:Seancancommunicateneedsandwantstoanon‐familiarcommunicationpartner,operateatelephone,andunderstandsimpleverbalinstructions.Hemayneedcommunicationadaptationsforunderstandandremembercomplexverbalinstructionswhichmayinclude:electronicorganizersoralaptopcomputer.ComputerAccess:Seancanperformmanipulativetaskswithacomputerindependently,includingaccessingtheinternet,controllingthecursor,seeingthecomputerscreenandmanagingthekeyboard.HoweverSeanhasdifficultyenteringinformationusinghiscurrentkeyboardasitistime‐intensive.Literacy:Seancanmanipulatebooksandnewspapersindependently,comprehendprintmaterialspreparedforthegeneralpublic,readtextvisually,producewritteninformationandcommunicateideasinawrittenformatattheirexpectedlevelof
proficiency.Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: StudentcontactsATlendinglibraryand
borrowselectronicorganizer. Studentgoestocomputerlabandreceives
instructioninvoicecommands. Studentrecordsaudiolectureusingphone
andreplays.
Transition Assessment Toolkit
32
O*NETAbilityProfiler
U.S.DepartmentofLaborEmploymentandTrainingAdministration.(2002).O*NETAbilityProfiler.Washington,DC:U.S.GovernmentPrintingOffice.
WheredoIgetit?Onlineat:http://www.onetcenter.org/AP.htmlCost:$0Free
Whoisitfor?Adolescentsandyoungadultswithandwithoutadisability,aged16andolder,whocanrespondtoacademically‐orientedquestions.Itissuggestedthatparticipantshaveaminimumofasixthgradereadinglevel.
Whatdoesitassess?Designedtoassessthestudent’sabilityinarithmeticreasoning,verbalability,spatialability,computation,clericalperception,andformperception.Anadditionalfiveexercisescanbeincludedtomeasuremotorcoordination,manualdexterity,andfingerdexterity.
Howisitadministered?Paper/penciladministrationofsixseparatelytimedexercises(approximately2hoursforadministration).Timelimitscanbeincreasedforstudentswithdisabilitiesonselectedportionsoftheassessment.Additionalreasonableaccommodationsandadministrationproceduresareoutlinedintheadministrationmanual.
Whatisincluded?52‐pageAbilityProfiler,answersheetformanualdataentry,172‐pageadministrationmanual,89‐pagescoringprogramuser’sguide.Basedonresults,anabilityprofileisdevelopedwithpercentilescoresineachabilityareaandalistofoccupationsthatmatchtheabilitylevels.Allmaterialscanbedownloadedfromthe“Administration”tabonthewebsite,andthescoringsoftwareisavailablebycompletingashortonlineregistrationunderthe“Scoring”tab.
Whatmightsummaryresultslooklike?Underthesubheading,“WhatisyourAbilityProfile?”,theindividual’ssummaryofscoresandpercentilesforeachexercisecompletedareillustratedbygraphs.Theheightofeachbarcolumnonthegraphicprofileprovidesaquickviewofthestudent’sstrengthonaparticularabilityascomparedwiththatabilityasitoccursinthegeneralpublic.Eachbarisagraphicrepresentationofthepercentilescoreforthatability.Viewingthebarcolumnstogetherprovidesagoodpictureofthestudent’soverallabilityprofile;therelativestrengthsofthevariousabilitiesaremadeevident.The“YourNo.Correct/TotalNo.Questions”score,asshownonthenextpage,issimplyatallyofthenumberofitemstheclientansweredcorrectlyoutofthetotalnumberofitemsontheexercise.Thepercentilescoreindicatesthepercentageofthenorminggroup(alargesampleexhibitingthecharacteristicsofthegeneralpopulation)thatscoredatorbelowthelevelofthestudent.Forexample,apercentilescoreof60indicatesthat60percentofthenorminggroupreceivedatotal‐correctexercisescorethatwaslessthanorequaltothestudent’sscore.Theaveragepercentilescoreis50.
Theprofileisfollowedbyanexplanationforusingthescorereportinformationtoexploreoccupationsunderthesubheading,"WhatoccupationsarelinkedwithyourAbilityProfile?"Students’scoresarelinkedtooccupationsbasedontheshapeoftheirability
Transition Assessment Toolkit
33
profilescomparedwiththeshapeoftheabilityprofilesofoccupations.Thus,studentswillbedirectedtothatoccupationiftheirstrongestabilitiesarerequiredfortheoccupation.
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Jobshadoworworkopportunityinidentifiedoccupationsthatfittheirstrengths Electivecourseinidentifyareaofstrengthforwhichtheymightwanttoreceive
moretrainingandeducation DeveloplistofPostsecondarytrainingoptionsinidentifiedoccupationsthatfittheir
strengths.
Transition Assessment Toolkit
34
O*NETInterestProfiler
U.S.DepartmentofLaborEmploymentandTrainingAdministration.(2000).O*NETInterestProfiler.Washington,DC:U.S.GovernmentPrintingOffice.
WheredoIgetit?Onlineat:http://www.mynextmove.org/explore/ipCost:$0Free
Whoisitfor?Middleschoolorolderstudentsandadults.Itsuggeststhattheindividualcompletingtheassessmenthavean8thgradereadinglevelorhigherifcompletingtheassessmentindependently.
Whatdoesitassess?Assessesinterestsastheyrelatetotheworldofwork.Basedonresponsestoitems,aninterestprofileisdevelopedoutliningthestudent’slevelofinterestthatarecompatiblewithHolland’s(1985)constructs:realistic,investigative,artistic,social,enterprising,andconventional.Resultsthenrevealcareersthatareastrongmatchtothestudentwithindifferentjobzonesbasedonthelevelofeducation.
Howisitadministered?Onlineadministrationof180statementsratedona3‐pointscale(like,unsure,dislike).Itcantakebetween20and60minutestocomplete.Ifcompletedonline,scoresareautomaticallygenerated.Alistofcareersthatmatchtheareasofinterestisalsoprovided.Apaper/pencilversioncanalsobeadministeredandhandscored.
Whatisincluded?Websitewithitemsratedonlineandautomatically‐generatedresults.Aprintableversionandadministrationmanualcanalsobedownloadedathttp://www.onetcenter.org/IP.htmlunderthe“Download”tab.
Whatmightsummaryresultslooklike?InSeptemberof10thgrade,AlixcompletedtheO*NETInterestProfilerwhichidentifiescareersthatmatchthestudent’sinterests.ResultsrevealedthatAlixisartistic,definedassomeonethatlikes“workactivitiesthatdealwiththeartisticsideofthings,suchasforms,designs,andpatterns.Theylikeself‐expressingintheirwork.Theyprefersettingwhereworkcanbedonewithoutfollowingaclearsetofrules.”Hersecondhighestarewassocial,definedassomeonethatlikes“workactivitiesthatassistothersandpromotelearningandpersonaldevelopment.Theyprefertocommunicatemorethantoworkwithobjects,machines,ordata.Theyliketoteach,togiveadvice,tohelp,orotherwisebeofservicetopeople.”Alix’sthirdhighestareawasenterprising,andherlowestareawasconventional.Basedontheresults,Alixidentifiedthefollowingcareersofinterest:Photographer,preschoolorkindergartenteacher,fashiondesigner,makeupartistandstagedirector.
Transition Assessment Toolkit
35
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Researchcareersinthefashionindustry. Volunteeronthecrewfortheschoolmusical,supportingcostumeandstagedesign,
andhelpingperformersadministermakeup. Completeafirst‐aidcourse. Enrollinaphotographycourseandachildcarecourse. Jobshadowatthelocalpreschool.
Transition Assessment Toolkit
36
O*NETWorkImportanceLocator
U.S.DepartmentofLaborEmploymentandTrainingAdministration.(2000).O*NETWorkImportanceLocator.Washington,DC:U.S.GovernmentPrintingOffice.
WheredoIgetit?Onlineat:http://www.onetcenter.org/WIL.htmlCost:$0Free
Whoisitfor?Adolescentsandyoungadultswithandwithoutadisability,aged16andolder,whocanprioritizestatementsoftheirpersonalvalues.
Whatdoesitassess?Designedtoassessthestudent’sworkvaluesintheareasofachievement,independence,recognition,relationships,support,andworkingconditions.Thestudentthenusesthisinformationtoidentifycareersthatmatchhis/herworkvalues.
Howisitadministered?Papersortingofworkvaluestatements.Ascoringsheetisprovidedtotranslatethesortedstatementsintoworkvaluescores.Anonlineversionhasalsobeendevelopedandisavailableathttp://www.dws.state.nm.us/careersolutions/CSS‐workimport.html.
Whatisincluded?20workvaluecards,workvaluecardsortingsheet,workimportancelocatorscorereportwithcareersrelatedtoeachworkvalue,andadministrationinstructions.
Whatmightsummaryresultslooklike?InJanuaryof9thgrade,AlixcompletedtheO*NETWorkImportanceLocator,anassessmentthatrateshervaluesintheareasofachievement,relationships,workingconditions,recognition,independence,andsupport.ResultsrevealedthatAlix’shighestworkvalueisachievement(i.e.,jobsthatletyouuseyourbestabilities,seetheresultsofyourefforts,andfeelasenseofaccomplishment).Hersecondhighestcategorywasrelationships(i.e.,jobsthatletyoubeofservicetoothersandhavefriendlycoworkers).Withinthesetwoworkvalues,Alixidentifiedthefollowingoccupationsofinterest:Actor,photographer,creativewriter,pharmacist,anesthesiologist,dramaorlanguageartsteacher.
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Researchcareersofinteresttoidentifyeducationrequirementsforeachone. Volunteerwithcommunitytheatretosupporttheyoungchildren’sperformance. Completeaphotographycourseatthelocalcamerastore. Interviewananesthesiologistandapharmacistabouttheircareersandeducation
requirements. Tryoutfortheschooltheatreproduction.
Transition Assessment Toolkit
37
EnvisionYourCareer
Kenneally,E.andStrelkogg,Y.(2005)EnvisionYourCareer:ALanguage‐FreeVideoCareerInterestInventory(DVD).ImpactPublications.
WheredoIgetit?http://www.impactpublications.com/envisionyourcareeralanguage‐freevideocareerinterestinventorydvd.aspx
Cost:$149.00
Whoisitfor?Adolescentsandyoungadults“withlimitedornoEnglishlanguageskills,thosewithlimitedreadingandwritingskills,peoplewhoaredeafandhardofhearing,andotherdifferently‐abledpeople.”
Whatdoesitassess?Afterallofthe66occupationshavebeenpresentedandexamineeshavefinishedrecordingtheirresponses,thescoringsheetmaybecollectedandscored.EachcolumnonthescoringsheetcorrespondstooneofJohnHolland’soccupationalclusters:
Column1(R)=RealisticColumn2(I)=InvestigativeColumn3(A)=ArtisticColumn4(S)=SocialColumn5(E)=EnterprisingColumn6(C)=Conventional
Eachtwo‐lettercodesymbolizesthehighest‐scoringclustersrepresentstheexaminee’sareasofgreatestoccupationalinterest.
Howisitadministered?Thislanguage‐freeoccupationalinterestinventoryisdesignedtomeasurecareerinterestinpeoplewhohavelittleornoEnglishskillsorlimitedreadingandwritingabilities.Itconsistsof66live‐actionimagesshowingpeopleperformingtypicaljobdutiesinactualworkenvironments.Usingascoresheet,viewersrateeachoccupationonascaleof1to5.Thescoresarethentotaledforeachoccupationaltype:Realistic,Investigative,Artistic,Social,Enterprising,andConventional.EnvisionYourCareerisformattedtobeusedinstandardvideocassetterecorders(VCRs)orDVDplayers,makingtheinstrumentbothconvenientandcost‐effective.ThisformatalsomakesEnvisionYourCareersuitableforindividualaswellasgroupassessments.Thedurationofthevideoisapproximately22minutes.
Eachinstructionalsegmentisfollowedbyasampletestconsistingofthreesampleoccupationalscenes.Examineesusethissegmenttopracticeviewingtheoccupationalscenesandmarkingtheirscoringsheetsinthetimeprovided.Thesampletestisfollowedbytheassessmentitself,whichpresentsall66occupationsindividually.Thevideoconsistsof66differentoccupationalscenes.Eachoccupationalscenelastsatotalof11secondsandisfollowedbya6‐secondpause,inwhichtimetheviewermarkstheappropriateresponseonhisorherscoringsheet.Duringthe6‐secondpause,thescreenpresentsavisualcountdownusingeightcoloredballswhichdisappearonebyoneuntiltherearenoballsremaining.Thishelpsbothhearingandhard‐of‐hearingviewersunderstandthatthenext
Transition Assessment Toolkit
38
occupationalsceneisabouttobegin.Numbersarealsousedtoidentifyeachoccupationalscene.Thesenumbersremaininthebottomrightcornerofthescreentohelpviewersmatcheachoccupationwithitscorrespondingnumberonthescoringsheet.
Whatmightsummaryresultslooklike?BencompletedtheEnvisionYourCareerassessmentanddeterminedthathisareaofgreatestoccupationalinterestis:Conventional(C):OrganizingandMaintaining
“Conventionalenvironmentsarestructuredsettingsthatrequirepeopletoorganizeandmaintainfunctional,workingsystems.Activitiesoftenincludedata/recordkeeping,filing,copying,cleaning,organizing,sorting,andprioritizing.Peopleworkinginconventionalenvironmentsusemath,dataanalysis,recordkeeping,clerical,andcomputerskillstoorderandexecuterepetitivetasks.Order,accuracy,efficiency,precision,stability,predictability,andsecurityarevaluedintheseenvironments.Commonconventionalenvironmentsincludecreditbureaus,banks,loanoffices,copycenters,computerdepartments,andfinance/accountingagencies.”
11occupationsfromeachclusterarepresentedforeachoccupationalinterestarea.ForBen,11careerstodiscussare:BuildingInspector,BudgetAnalyst,CostAccountant,Secretary,DataEntryClerk,EnlistedPersonnel,StockClerk,MedicalFileClerk,Receptionist,DryCleaner,PostalClerk.
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Visitthepostofficetolearnaboutpotentialjobs Developapersonalbudgetwithcheckingaccountatlocalbank JobshadowexperienceatlocalWal‐Martinstocking
Transition Assessment Toolkit
39
DriveofYourLife
IndianaYouthInstitute(ND).DriveofYourLife.Indianapolis,IN:Author.
WheredoIgetit?Onlineat:http://www.driveofyourlife.org/Cost:$0Free
Whoisitfor?DriveofYourLifewasdesignedformiddleschoolstudents,butitisapplicableandhighlyengagingtoolderstudentsthatareexploringcareers.Thereadinglevelofthequestionsisunknown.
Whatdoesitassess?Designedtoassessthestudent’sjobskillsandinterestswhilekeepingstudentsengagedbygivingthempromptstocustomizeadigitalcarandplanatrip.Resultsaresummarizedtoidentifythestudent’spersonalstyle(i.e.,practical,questioning,creative,outgoing,influential,orstructured),specificcareersofinterest.
Howisitadministered?Studentsregisteronthewebsiteandthencanlogoutandbackinatanytime.Studentscompletethe“CustomizeYourRide”sectionbychoosingjobskillsandinterestsbyratingquestionswiththefollowinganswers:NoWay!,NotExactly,AllRight,andICangoForThat.Theythencompletethe“PlanYourTrip”sectionbyselectingcareersthatmatchtheirpersonalstyleforfurtherexploration.Finallythelearnmoreaboutthecareersselectedbycompletingthe“JumpInandDrive”section.
Whatisincluded?A48‐questionpersonalstyleinventoryanddescriptionsofcareerswithinareasofinterestthatthestudentexplores.Dataisstoredonthewebsiteandcanbeviewedasasummary.Additionaleducatorresourcesincludingrelatedlessonplansareavailableathttps://www.driveofyourlife.org/educator/.
Whatmightsummaryresultslooklike?PenelopecompletedtheCustomizeYourRidesectionofDriveofYourlifeandreceivedareportthatshowedhertopthreepersonalityscoresfromheranswers.Shewasremindedthatnooneprofileisbetterorworsethananother.Basedonthewaysheanswered,herpersonalstyleis:
Outgoing:Outgoingpeopletendtobefriendly,entertainingandpopular.Theyaregenerallyupbeatpeoplewhoarehappiestworkingwithotherpeople.Theyliketeacherswhouseexperiences,simulationsandencouragedivergentthinking.Theylearnbestbyuseofgames,carestudiesandhands‐onexperiences.Creative:Creativepeopleareveryskilledatcomingupwithoriginalideas.Theyareresourceful,sensitivetotheworkaroundthemandhaveavividimagination.Theyliketoperformandcreatevisualarts.Theyliketeacherswhoallowthemtoworkingroups,dorole‐playsandtellaboutandinterpretwhattheylearned.Theylearnbestbydoingcreativewriting,producingaestheticproductsandkeepingjournals.Questioning:Questioningpeopletendtobelogicalandthoughtful.Theyarecuriousandenjoyinspectingthingsandsearchingforanswerstoproblems.Theyliketeacherswholecture,butuseaudio‐visualaidsandallowsdebateanddiscussion.Theylearnbestbydoingindividualresearchandwritingtermpapersandessays.
Transition Assessment Toolkit
40
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Createvisualaidsand/orgamestostudyforstateassessments. Afteratest,evaluatetheeffectivenessofstudytechniquesused. Developarole‐playoractoutaninterpretationofanovelreadinlanguagearts. Keepajournaltotrackassignmentsandstudytechniquesthatarehelpful.
Transition Assessment Toolkit
41
StudentEmployeeEvaluation
GonzagaUniversity(n.d.),StudentEmployeeEvaluation.Retrieveonlineat:http://www.gonzaga.edu/campus+resources/offices‐and‐services‐a‐z/Student‐Financial‐Services/Student‐Employment/Evaluations.asp
WheredoIgetit?Onlineat:http://transitioncoalition.org/transition/file.php?path=files/docs/StudentEmployeeEvaluation21329329040.pdf
Cost:$0Free
Whoisitfor?Adolescentsandyoungadultswithanydisabilitywhohaveparticipatedinanemploymentexperience.
Whatdoesitassess?Designedforemployerstoevaluatestudentworkperformanceforavarietyofworksituations(e.g.,volunteer,paid,offoron‐site,workstudy).Areasassessesarequalityofwork,dependability,andothercharacteristics.Supervisorsarealsoaskedifemployeehasshownimprovementsincelastappraisal.
Howisitadministered?Paper/penciladministrationof15‐itemsurveytoemployer/supervisor.Itemsratedbyemployeronascalefrom1=“needsimprovement”to5=“excellent.”N/Aisanavailableoption.
Whatisincluded?1‐pageratingscale
Whatmightsummaryresultslooklike?Elenahasbeenworkingpart‐timeasanassistanttoanadministrativeassistantatalocalrealestateoffice.
ForQualityofWork,hersupervisorhasratedallitemsas4sor5s(i.e.,meetingexpectationstoexcellent).Itemsinclude:understandingofassignedduties,qualityofperformance,abilitytoorganizework,qualityofworkperformed.
ForDependability,hersupervisorhasratedallitemsas4sor5s(i.e.,performancewithdirectsupervision,adherencetospecificworkinghours,dependabilityinmeetingdeadlines,initiativeinperformanceofduties).
ForOtherCharacteristics,Elena’ssupervisorhasratedheras3sor4sonthefollowingitems:tactanddiplomacywithothers,composureunderpressure,effortstowardself‐improvement,attitudetowardreceivingsupervision,andgroomingandsuitabilityofdress.Elenareceiveda2(NeedsImprovement)inthecategoryofcommunicationwithothersbecausesheneedstoreduceconversationswithotheremployeesandwaitformoresuitabletimes(e.g.,afterworkhoursorbreak).
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Examplesbasedonthesummaryresultsincludedheremightinclude: Elenajobshadowsanadministrativeassistantpayingattentiontowhenside‐
conversationsareappropriateintheworkplace. Elenawatchesavideoonsoft‐skillsintheworkplaceandrole‐playsappropriate
participationinconversations.
Transition Assessment Toolkit
42
MatchingYourStrengths,PreferencesandInterestswithaSpecificOccupation
MatchingYourStrengths,Preferences&InterestswithaSpecificOccupation.InGaumerErickson,A.S.Clark,G.M.&Patton,J.R.(2012).InformalAssessmentsforTransitionPlanning[2ndedition].Austin,TX:PRO‐ED.IncludedwiththeTransitionPlanningInventory.
WheredoIgetit?Orderfrom:www.proedinc.comCost:Includedwithinthe$181TransitionPlanningInventory(TPI‐2)or$35forInformalAssessmentsforTransitionPlanning[2ndedition]withouttheTPI‐2
Whoisitfor?Adolescentsandyoungadultswithandwithoutdisabilitieswhoareinterestedinaspecificcareerortypeofjob.Thereadinggradelevelis7.7,butitcanbereadaloudtothestudent.
Whatdoesitassess?Designedtoevaluatejobrequirementsanddemandsthatthestudentcanperformincluding:physicaldemandsofthejob,physicalworkingconditions,educationalrequirements,andsocialinteractiondemandsonthejob.Throughanintervieworinternetresearch,thestudentorteacherthenidentifiestherequirementsofthejob.Whentherequirementsmatchthestudent’sability,thejobisconsideredtobeagoodmatchforthestudent.
Howisitadministered?Paper/penciladministrationwithstudentsputtingacheckmarknexttoitemsthattheycando.Thestudent,teacher,oremployerthenidentifiestheskillsassociatedwiththespecificjob.
Whatisincluded?One‐pageinstrument.Theassessmentisincludedinabookof52informaltransitionassessmentsaddressingalltransitiondomains.
Whatmightsummaryresultslooklike?Natewouldliketotrainwolvesasacareer.Throughaninterviewwithawolftrainer,thiswasidentifiedasaphysically‐demandingjobwithhazardsrelatedtoworkingoutdoorsandwithwildanimals.Ofthethirteenjobcharacteristicsidentifiedfortrainingwolves,Natecurrentlypossessesthreeofthem(i.e.,standing/walkingfor5‐6hours,normalvision,normalhearing,andtheabilitytotakedirectionfromasupervisor).Additionaljobdemandsandworkingconditionsincludetheabilitytolift30‐60pounds,workingforafullday,usingmechanicalequipmentsafely,exposuretocoldanddirtyconditions,andrespondingtoconstructivecriticism.Tomeettherequirementsforbeingawolftrainer,Natewillneedtoincreasehisstrengthandstamina,aswellaslearntointerpretandrespondtoconstructivecriticism.
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Avarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudentsbasedonthestudent’sproficientineachstudyandlearningskill,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Buildphysicalstrengthbyparticipatinginaphysicaleducationcourse. Roleplaysituationswhereconstructivecriticismisprovidedonworkperformance. Jobshadowwithananimaltrainer.
Transition Assessment Toolkit
43
StudyandLearningSkillsInventory
StudyandLearningSkillsInventory.InGaumerErickson,A.S.Clark,G.M.&Patton,J.R.(2012).InformalAssessmentsforTransitionPlanning[2ndedition].Austin,TX:PRO‐ED.IncludedwiththeTransitionPlanningInventory.
WheredoIgetit?Orderfrom:www.proedinc.comCost:Includedwithinthe$181TransitionPlanningInventory(TPI‐2)or$35forInformalAssessmentsforTransitionPlanning[2ndedition]withouttheTPI‐2
Whoisitfor?Adolescentsandyoungadultswithandwithoutdisabilitieswhoaretakingacademiccourses.
Whatdoesitassess?Designedtoaddressstudyandlearningskillsincluding:readingrate,listening,graphicaids,libraryusage,referencematerials,testtaking,note‐takingandoutlining,reportwriting,oralpresentations,timemanagement,self‐management,andorganization.
Howisitadministered?Paper/penciladministrationwithitemsratedona4‐pointscalefrom“notproficient”to“highlyproficient.”Theinventorycanbecompletedeitherbythestudentorbyateacher.Thereadinglevelis10.2,butitcanbereadaloudtothestudent.
Whatisincluded?Inventoryincludes2‐pageassessmentand1‐pagesummaryoflearningskills.Theassessmentisincludedinabookof52informaltransitionassessmentsaddressingalltransitiondomains.
Whatmightsummaryresultslooklike?InNovemberofher9thgradeyear,Alix’slanguageartsteachercompletedtheStudentandLearningSkillsInventoryanddiscussedtheresultswithAlix.BothAlixandherteacheragreedthatoralpresentationsandreportwritingarerelativestrengthsforAlix.Hergreatestareasofneedaretest‐takingandtimemanagement.Alixstruggleswithidentifyingthemostimportantinformationtostudyandorganizethematerialwhenstudying.Sheoftendoesnotallotenoughtimetostudyeffectivelyandbecomeseasilydistractedbyotherstimuli.Alixalsooftenturnsinassignmentslateandmentionedthatshedoesn’tnoticewhenotherpeopleareturninginanassignment.WhengoingthroughAlix’sbinder,multiplepartially‐completedassignmentswerefoundthathadnotbeenturnedin.
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Avarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudentsbasedonthestudent’sproficientineachstudyandlearningskill,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Practicetime‐managementskillsincludingkeepingaweeklyschedule. Followastudyguidewhenreviewinginformationforatest. Studyfor½houreachofthreedaysbeforeatest. Checkinwithherteacherstoensurethatallassignedworkhasbeenturnedin. Setpersonalgoalsforgradesontestswithinlanguageartsandmathematics
courses,andevaluatetheeffectivenessofstudytechniquesfollowingeachtest.
Transition Assessment Toolkit
44
C.I.T.E.LearningStylesInstrument
Babich,Burdine,Albright,andRandol.(1976).C.I.T.E.LearningStylesInstrument.WichitaKS:MurdochTeachersCenter.
WheredoIgetit?Onlineat:http://www.wvabe.org/CITE/cite.pdfCost:$0Free
Whoisitfor?Adolescentsandyoungadultswithandwithoutdisabilitieswhocanrespondtoquestionsaboutthemselves.
Howisitadministered?Studentscompletethe45‐statementinventoryonpaper.Thereadinglevelofthestudentratingformisgrade6.7,butitcanalsobereadaloudtostudents.
Whatdoesitassess?Theinstrumentprovidesasummaryofthestudent’slearningstyleinthefollowingareas:visuallanguage,visual‐numerical,auditory‐language,auditory‐numerical,auditory‐visual‐kinesthetic,social‐individual,social‐group,expressiveness‐oral,andexpressiveness‐written.
Whatisincluded?Two‐pageinstrument,worksheetforscoringtheinstrument,anddescriptionwithteachingtechniquesforeachlearningstyle.
Whatmightsummaryresultslooklike?AlixcompletedtheC.I.T.E.LearningStylesInstrumentinSeptemberof9thgrade.Thisself‐assessmentaskedAlixtorateherlearningpreferencesonitemssuchas“IunderstandamathproblemthatiswrittendownbetterthanoneIhear.”ResultsshowedthatAlixdoesnothaveonemajorlearningstyle,butfourstylesthatsupportherlearning.Forinformation‐gathering,Alixlearnsbestthroughvisual‐languageandvisual‐numerical(i.e.,learningfromseeingwordsandnumbers).Herlearningissupportedbyhavinginformationwrittendown.Auditory‐languageisalsoarelativestrength.Acharacteristicofthislearningstyleistheneedtovocalizewhatsheisreadingwhentryingtounderstandnewmaterial.Intheareaofworkconditions,Alixworkssignificantlybetteringroupsthanalone.Intheareaofexpressiveness,Alixdoesdidnotidentifystrengthsineitheroralorwrittenexpressiveness.
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Transitionactivitiesandservicesmightinclude:
Identifylearningoptionswithineach coursethatmatchhis/herlearning style. Createvisualdisplaystorepresentdata. Researchcareersthatsupportpreferred
learningstyle. Identifystudytechniquesthatsupport
preferredlearningstyle.
Transition Assessment Toolkit
45
CollegeSupportsQuestionnaire
CollegeSupportsQuestionnaire.AdaptedfromtheNorthIowaAreaCommunityCollegeIntakeQuestionnaireandtheFerrisStateUniversityDisabilityServicesAssessment(2011).
WheredoIgetit?Onlineat:http://transitioncoalition.org/transition/file.php?path=files/docs/College_Supports_Questionnaire1329324864.pdf
Cost:$0Free
Whoisitfor?Adolescentsandadultswithdisabilitiesthatareconsideringenrollmentinacollegeorvocational‐technicalprogram.
Whatdoesitassess?Designedtoaddressdisabilitysupportservicesneedsatapostsecondarycollegeortrainingprogram,includingtheimpactofthedisability,housingneeds,transportationneed,supportnetwork,stresstolerance,socialissues,anddisclosure/advocacy.
Howisitadministered?Paper/penciladministrationprimarilyrequiringshortanswerresponses.
Whatisincluded?Six‐pagequestionnaire.
Whatmightsummaryresultslooklike?InAprilof10thgrade,AlixcompletedtheCollegeSupportsQuestionnaire.Whileshedoesn’tplantoattendcollegeforacouplemoreyears,thisquestionnaireidentifiedexperiencesthatwouldbebeneficialforAlixpriortoenteringcollege.ResultsrevealedthatAlixknowsthatshehasADHDandthatitimpactsherabilitytopayattentioninclasses,stayfocusedonassignments,andcompletetasksquickly.Shealsolistedthemedicationthatsheistakingandidentifiessideeffectsofneverfeelinghungryandnotsleepingverymuch.Alixalsoreportedthatshedoesnotreceiveaccommodationsinhighschool.ResultsalsoshowedthatAlixhaddifficultynavigatingnewenvironments,butsheusesmapsandGPSdevicestogetwheresheneedstogo.Generally,Alixhasahighlevelofstresstolerancewhenencounteringunexpectedsituations,butherstressistriggeredbyfeelingoverwhelmedwithassignmentsandnotunderstandingthematerial.Shealsoreportedthatshebecomesanxiouswhencalleduponinclass,wheninstructorsannouncepopquizzes,andwhenshe’saskedbyinstructorstotalkafterclassaboutherworkperformance.AlixidentifiesherworkasdisorganizedandmessyandshedoesnotknowhoworifshewoulddiscloseherdisabilitytoinstructorsorDisabilityServices,andputaquestionmarkasherresponseregardingeachdisclosure/advocacyquestion.
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Avarietyoftransitionactivitiesandservicescouldbeidentifiedbasedonthestudent’sknowledgeofsupportneeds,stresstolerance,anddisclosure/advocacyskills. Identifyaccommodationsthatsupportlearning&advocateforaccommodations. Meetwithadisabilitysupportscoordinatoratacollege. Interviewacollegestudentwithadisabilitytoidentifysupportoptionsandwaysto
requestsupport.
Transition Assessment Toolkit
46
Ansell‐CaseyLifeSkillsAssessments
CaseyFamilyPrograms(2009).Ansell‐CaseyLifeSkillsAssessments.Author.
WheredoIgetit?Onlineat:http://www.caseylifeskills.org/pages/assess/assess_index.htm
Cost:$0Free
Whoisitfor?Adolescentsandyoungadultswithandwithoutadisability.Fiveassessmentsareprovidedbasedonageranges8‐18+,butitisrecommendedthattheindividualcompletetheassessmentthatmatcheshis/herdevelopmentallevel.TheAnsell‐CaseyLifeSkillsAssessmentsweredesignedforchildreninfostercare,buttheyhavebeenshowntobebeneficialforotherstudents.Thereadinglevelofthestudentassessmentsvarybyage,butquestionscanalsobereadaloudinaninterviewformat.Additionalperceptionsareobtainedfromcaregivers.
Whatdoesitassess?TheAnsell‐CaseyLifeSkillsAssessments(ACLSA)aredesignedtoassesslifeskills.DomainswithintheACLSA‐IIIYouthscaleinclude:communication,dailyliving,housingandmoneymanagement,self‐care,socialrelationships,andworkandstudyskill.SubscaleswithintheASLSA–IVYouthscaleinclude:careerplanning,dailyliving,housingandmoneymanagement,self‐care,socialrelationship,andworklife.
Howisitadministered?TheACLSAcanbeadministeredonlineforboththeyouthandthecaregiverbysettingupanaccountthatrequiresprovidinganemailaddress.Theassessmentscanalsobeprintedandadministeredonpaperorthroughaninterview.Eachfull‐lengthassessmentincludes39‐121itemsbasedontheagelevelandtheshortassessmentincludes20items.Throughonlineadministration,anindividualscorereportisdevelopedthatidentifiesthepercentageofmasteryineachdomain,totalmastery,rawscoreineachdomain,andtotalrawscore.
Whatisincluded?ACLSA‐I(ages8‐9),ACLSA‐II(ages10‐12),ACLSA‐III(ages13‐15),ACLSA‐IV(ages16andup),andACLSA‐Short(ages11‐18)forbothyouthandcaregivers.ACLSAassessmentsareavailableinEnglish,SpanishandFrench.Thewebsitealsoprovideslessonplansandresourcesrelatedtodomainsassessed,aswellasacompanionlifeskillscurriculum.
Whatmightsummaryresultslooklike?TheAnsell‐CaseLifeSkillsAssessmentwasadministeredinJanuaryof10thgrade.Alix’sresultsrevealedthatherareasofhighmasteryincludesocialrelationships(89%mastery)andself‐care(73%mastery).Shealsoshowedmoderatemasteryincareerplanning(62%)andworklife(62%).Areasofneededtransitionserviceswereidentifiedinhousingandmoneymanagement(21%mastery)anddailyliving(20%mastery).
Transition Assessment Toolkit
47
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Identifyplaceswithinthecommunitytoaccessmedicalandacademicsupports. Cookonemealperweekathome. Researchlocalhousingoptionsanddevelopabudgetofcostsassociatedwithliving
inanapartment. Monitorfoodintakeforoneweekandidentifythenutritionalbalance. Developaplantoeatamorebalanceddietandfollowtheplan,monitoringprogress,
foronemonth.
Transition Assessment Toolkit
48
FunctionalIndependenceSkillsHandbook
FunctionalIndependenceSkillsHandbook(FISH).Killion,W.K.(2003).FunctionalIndependenceSkillsHandbook(FISH):AssessmentandCurriculumforIndividualswithDevelopmentalDisabilities.Austin,TX:PRO‐ED.
WheredoIgetit?Onlineathttp://www.proedinc.com/customer/default.aspxCost:$79.00
Whoisitfor?Adolescentsandyoungadultswithadevelopmentaldisabilitywhocanrespondtoquestionsaboutthemselvesorwithsomeonewhoknowsandhasapositiverelationshipwiththepersonoveraperiodoftime.Theoutcomeoftheprogram,whensuccessful,isadirectincreaseinpersonalindependenceinthosewithautism,intellectualdisabilities,andrelateddisorders.
Howisitadministered?Thepaper/pencilassessmentisprovidedtostudentsandthentalliedtoestablishabaselinethatreflectsthespecificlevelofindependencepossessedbythestudentforeachdomain.The,lessonplansareusedtoteachspecificskills(included).Afteraperiodoftime,afollow‐upassessmentisperformedthatresultsinagraphicrepresentationofanyprogressthatoccurred.
Whatdoesitassess?FISHcontains(a)anassessmentinstrumentthatcanassisttheprofessionalindetermininggoalsforfutureeducationalordevelopmentaltrainingprogramsforapersonwithdevelopmentaldisabilitiesand(b)samplelessonplanswithteachingtechniqueexamplesforeachitemevaluated.TheFISHisacriterion‐referencedseriesof421tasks.Theassessmentinstrumentandlessonsareorganizedaccordingtosevendomains:AdaptiveBehaviorSkills,Affective(orEmotional)Skills,CognitiveSkills,SensorimotorSkills,SocialSkills,SpeechandLanguageSkills,andVocationalSkills.Completionofthisinstrumentshouldresultinalistofskillsthatthepersoncanperformindependently.
Whatisincluded?TheFISHcontainsanassessmentthatdirectlyrelatestotheaccompanyingcurriculum.Studentprogressisvisuallyobservableandmeasurable.Abookoflessonplansforeachdomainareaisalsoincluded.
Whatmightsummaryresultslooklike?Asidentifiedinthesummarygraph,Joe’sareasofstrengthareintheareasofadaptivebehaviorandsensorimotorskills.Healsodemonstratesrelativestrengthsincognitiveskills,socializationskills,andspeechandlanguageskills.Joe’shighestareasofneedareinaffectivebehaviorandvocationalskills.
Transition Assessment Toolkit
49
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesoflessonplansinclude: DevelopanAdaptiveBehaviorPlan DevelopanAffectiveBehaviorPlan DevelopanCognitiveSkillsPlan DevelopanSensorimotorSkillsPlan DevelopanSocializationSkillsPlan DevelopanSpeechandLanguageSkillsPlan DevelopanVocationalSkillsPlan
Transition Assessment Toolkit
50
TransitionHealthCareChecklist
PennsylvaniaDepartmentofHealth(2010),TransitionHealthCareChecklist:TransitiontoAdultLiving.
WheredoIgetit?www.health.state.pa.us/transitionchecklistCost:$0
Whoisitfor?Adolescentsandyoungadultswithanydisability,theirfamiliesandprofessionalstoassistinmakingasuccessfultransitiontoadultlifethatincludeshealthandhealthcare.“Youthatage18:(a)arelegallyadultsandcansignhealthcaredocuments,(b)needtohavetheirownlegalsignature,(c)needtogivepermissionforfamilymemberstotalkwithhospitals,schools,policedepartments,andothercommunityagencies,and(d)needtounderstandthatserviceschangefromentitlementtoeligibility.”
Whatdoesitassess?Designedtoaddressareasrelatedtohealtharoundthebroadtopicsof:
AcceptYourself:WhoAmI?(i.e.,self‐awareness,personalsafety,communicationmethods,hearingandvision,medication)DeclareYourself:WhoIam(i.e.,self‐advocacy,moneymanagement,postsecondaryconsiderations,employmentconsiderations)EmpowerYourself:Iam!(i.e.,communityliving,medicalmanagement,activitiesofdailyliving)
Howisitadministered?Paper/pencilscalecontains15pagesofquestionswherestudentsanswer:candoalready,needspractice,accommodations,who&where,includedinplan.Additionally,eachofthe15pagescontainsahalf‐pageofblankspacefor“Planningforthefuture”discussionnotes.
Whatisincluded?Paper/pencilscalecontaining15pagesofquestionsisincluded,alongwithAppendicesabout:HealthInsuranceOptions,TipstoMaintainHealthInsurance,TransitionTimeline,FinancialandLegalConcerns,HIPAA/COBRA,SSA,MedicalAssistance(Medicaid),MedicaidFundedWaivers,SpecialHealthConditionsPrograms,MentalHealth,andmore.
Note,informationissharedspecificallyforresidentsofPennsylvania,butmanyoftheservicesandprogramsrelatedtostudentsnationally.Besuretosharelocalcontactinformationforrelevantservices.
Whatmightsummaryresultslooklike?Tammy“candoalready”avarietyofactivitiesandtopicsinAcceptYourself:WhoAmI?butneedspracticeinsomeareasrelatedtomedication.Whilesheknowsnevertosharemedicationandcanrecognizeseveralmedicinesbyappearance,sheisnotsurewhy,whenandhowtotakemedication.Additionally,whileTammycanpurchaseOTCmedicine,sheisunclearwhenandwhotocallforprescriptionrefillsashermotherdoesthisonherbehalf.]
Transition Assessment Toolkit
51
Regardinginsuranceandbenefits,Tammyis: Abletouseinsurancecardsappropriately Awareofneedtotakeallinsurancecardstoallappointments Abletounderstandwhatservicesarecoveredbyinsurance.
However,Tammyneedspracticeonthetopicsrelatedtoco‐payandtheinsuranceplansuchaspre‐approvalandpre‐certificationrules.Shecanfilloutmedicalformsoraskforassistancewhennecessarybutfindsitdifficulttorememberandfollowinstructionsfromhealthcareproviders.
Regardingoverallwellness,Tammy“candoalready”avarietyofactivitiesandtopics,suchas:
Participateinphysicalactivity(withmodificationsasneeded) Understandanddealsafelywithfoodallergies Understandspecializeddietneeds,foods,medicalfollow‐up Followroutinehealthcare:doctorvisits,breast&testicularself‐exams,paptest,
prostatehealth Keepimmunizationscurrent&recordseasilyaccessible Understandsexualawarenesstopreventpregnancy,STD's&HIV/AIDS.
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Talkwithlocalpharmacistaboutoverthecountervs.prescriptionmedication. Developorganizationalsystemforpersonalmedicalrecordsandreceipts. Visittostudentnursetolearnhowtotreatminorcuts,scrapesandburns.
Transition Assessment Toolkit
52
IndependentLivingChecklist
IndependentLivingChecklist.GaumerErickson,A.(2012).LawrenceKS:UniversityofKansasCenterforResearchonLearning.
WheredoIgetit?Onlineat:http://www.transitioncoalition.org/transition/tcfiles/files/docs/Independent_Living_Checklist_20111328896938.pdf/Independent_Living_Checklist_2011.pdf
Cost:$0Free
Whoisitfor?Forguardians,educators,ortheIEPteamtoidentifytheindependentlivingskillsandneedsofadolescentsandyoungadultswithoutdisabilities.
Howisitadministered?Paper/penciladministrationwith37itemsaskingwhetherthestudentcanperformtheskillindependentlyandconsistentlyand6open‐endeditemsthatsupportIEPplanning.
Whatdoesitassess?Designedtoidentifytheindependentlivingskillsthatastudentisabletoperformindependentlyandconsistently,aswellastheindependentlivingskillsthatmayneedtobeaddressedintheIEP(e.g.,postsecondarygoal,transitionservices,annualgoal).
Whatisincluded?Two‐pageinstrumentincludingbothratingsandIEPteamdiscussionquestions.
Whatmightsummaryresultslooklike?AtAlix’sIEPmeetinginFebruaryof9thgrade,AlixandherteamjointlycompletedtheIndependentLivingChecklist.Alixexpressedherdesiretoliveindependentlyafterhighschoolgraduation,livinginanapartmentorcollegedormwitharoommate.FocusareasforindependentlivingfortheIEPyearwereidentifiedinlearningself‐advocacyskills,moneymanagement,andaboutindividualrightsasastudentandadultwithadisability.
Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Avarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudentsbasedonthestudent’sproficientinthespecificindependentlivingskills,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Roleplayadvocatingforaccommodations. Maintainasavingsaccounttosave$500towardpurchaseofacar. Completeacourseinconsumermathematics. DevelopapresentationontherightsofindividualswithdisabilitiesunderSection
504oftheRehabilitationAct. Explainneededaccommodationstoeachteacherwithinthefirstofschoolin10th
grade.
Transition Assessment Toolkit
53
CaseStudy
Alix is a 16-year-old sophomore in high school. She receives special education services for a learningdisabilityinmathematicsandADHD.Shelives½timewithhermotherandstepfatherandtheotherhalfwithherfatherandstepmother.ShetakesmedicationforherADHDbutcomplainsthatitmakesitsothatshecan’tsleepanddoesn’twanttoeat.Herparentsreportthatshewillonlytakethemedicationiftheyhandittoherandwatchhertakeit.Alixclaimsthatshecanneverrememberhermedicationonherown.
Ininformalinterviewsacrossthepasttwoyears,Alixhasstatedthatsheisunsureaboutacareer,butwhenaskedtoidentifysomethingthatshemightbeinterestedin,she’smentionedbeingalawyer,apastrychef,aconciergeatahotel,owningadaycare,andbecomingaspecialeducationteacher.
Onherlaststateassessments,Alixmetproficiencyinlanguageartsandisapproachingproficiencyinmathematics.Hergradesfluctuatethroughouteachsemester,andshefrequentlyhas2‐3FsbutgetsmostofthemuptoDsbytheendofthesemester.Alixandherteachersreportthatherlowgradesareprimarilytohomeworkthathasnotbeenturnedin.Alix’sparentsaddthatsheoftenavoidshomeworkbecauseitisdifficultforher,andthenwhenhergradesdropinoneclass,shefocusesoncompletingallofherlateworkinthatclassandintheprocessforgetstocompleteassignmentsinotherclasses.AlixhasalsoearnedseveralAs,mostlyinhands‐onclassesthatdonotincludehomework(FoodsI,ChildCare,ConcertChoir,Advisory).Inherhigh‐achievingcourses,Alix’steachersreportthatsheisengagedandactiveinalltaskswhilebeingverysocialandcollaborative.Inherlow‐achievingcourses,Alix’steachersreportthatshewouldratherconversewithherfriendsthanfocusonthecourseworkandthatsheisfrequentlyoff‐taskduringteacherlecturesandindependentwork.AllteachersagreethatAlixworkswellingroups,butsomeoneelseinthegroupoftenhastoremindhertostayontask.
Acrossherfreshmanandsophomoreyears,Alixhascompletedavarietyofformalandinformaltransitionassessments.Theresultsoftheseassessmentsareprovidednext.
C.I.T.E.LearningStylesInstrumentAlixcompletedtheC.I.T.E.LearningStylesInstrumentinSeptemberof9thgrade.Thisself‐assessmentaskedAlixtorateherlearningpreferencesonitemssuchas“IunderstandamathproblemthatiswrittendownbetterthanoneIhear.”ResultsshowedthatAlixdoesnothaveonemajorlearningstyle,butfourstylesthatsupportherlearning.Forinformation‐gathering,Alixlearnsbestthroughvisual‐languageandvisual‐numericalstyles(i.e.,learningfromseeingwordsandnumbers).Inotherwords,herlearningissupportedbyhavinginformationwrittendown.Auditory‐languageisalsoarelativestrength.Acharacteristicofthislearningstyleistheneedtovocalizewhatsheisreadingwhentryingtounderstandnewmaterial.Intheareaofworkconditions,Alixworkssignificantlybetteringroupsthanalone.Intheareaofexpressiveness,Alixdoesdidnotidentifystrengthsineitheroralorwrittenexpressiveness.
Transition Assessment Toolkit
54
TransitionPlanningInventoryAlix,herfather,andherEnglishteachercompletedtheTransitionPlanningInventoryinOctoberofAlix’s9thgradeyear.OverallAlixandherfatherhadsimilarratings,butherteachermarked“don’tknow”tomanyofthequestionsandthereforeschoolratingwerenottakenintoconsiderationforplanningpurposes.Basedontheratings,Alix’sstrengthsareidentifiedintheareasoffunctionalcommunication,leisureactivities,health,communityinvolvement,andinterpersonalrelationships.Areasoffocusforfurtherassessmentandtransitionserviceswereidentifiedincareerchoiceandplanning,employmentknowledgeandskills,futureeducation/training,self‐determination,independentliving,andpersonalmoneymanagement.O*NETWorkImportanceLocatorInJanuaryof9thgrade,AlixcompletedtheO*NETWorkImportanceLocator,anassessmentthatrateshervaluesintheareasofachievement,relationships,workingconditions,recognition,independence,andsupport.ResultsrevealedthatAlix’shighestworkvalueisachievement(i.e.,jobsthatletyouuseyourbestabilities,seetheresultsofyourefforts,andfeelasenseofaccomplishment).Hersecondhighestcategorywasrelationships(i.e.,jobsthatletyoubeofservicetoothersandhavefriendlycoworkers).Withinthesetwoworkvalues,Alixidentifiedthefollowingoccupationsofinterest:Actor,photographer,creativewriter,pharmacist,anesthesiologist,dramaorlanguageartsteacher.IndependentLivingChecklistAtAlix’sIEPmeetinginFebruaryof9thgrade,AlixandherteamjointlycompletedtheIndependentLivingChecklist.Alixexpressedherdesiretoliveindependentlyafterhighschoolgraduation,livinginanapartmentorcollegedormwitharoommate.Areasofindependentlivingfocusforthefollowingyearwereidentifiedinlearningself‐advocacyskills,moneymanagement,andaboutindividualrightsasastudentandadultwithadisability.StudentEngagementInstrumentInMarch,all9thgraderscompletedtheStudentEngagementInstrumentthatevaluatedtheirpsychologicalandcognitiveengagementinschool.Alix’sresultsrevealedthatshehasstrongsupportfromherpeersforlearningandthatshebelievesthatschoolisimportantforherfutureaspirationsandgoals.Alixidentifiedrelativelypoorteacher/studentrelationships(mean=2.4)andherratingsoffamilysupportforlearning(mean=2.75)andcontrolandrelevanceofschoolwork(mean2.78)didnotmeettheengagementthresholdof3.0.TheseresultssuggestthatAlixwouldbenefitfromadditionalteacherandparentengagementrelatedtoherstudies.Alixisalsoextrinsicallymotivatedmeaningthatshedoesnotfeelthebenefitoflearningforherownsakebutratherfortheexternalrewardthatshereceives.O*NETInterestProfilerInSeptemberof10thgrade,AlixcompletedtheO*NETInterestProfilerwhichidentifiescareersthatmatchthestudent’sinterests.ResultsrevealedthatAlixisartistic,definedassomeonethatlikes“workactivitiesthatdealwiththeartisticsideofthings,suchasforms,designs,andpatterns.Theylikeself‐expressingintheirwork.Theyprefersettingswhere
Transition Assessment Toolkit
55
workcanbedonewithoutfollowingaclearsetofrules.”Hersecondhighestareawassocial,definedassomeonethatlikes“workactivitiesthatassistothersandpromotelearningandpersonaldevelopment.Theyprefertocommunicatemorethantoworkwithobjects,machines,ordata.Theyliketoteach,togiveadvice,tohelp,orotherwisebeofservicetopeople.”Alix’sthirdhighestareawasenterprising,andherlowestareawasconventional.Basedontheresults,Alixidentifiedthefollowingcareersofinterest:Photographer,preschoolorkindergartenteacher,fashiondesigner,makeupartistandstagedirector.AIRSelf‐DeterminationScaleAlixandherfathercompletedtheAIRSelf‐DeterminationscaleinOctoberofher10thgradeyear.CompositeresultsrevealedAlix’soverallself‐determinationjustunder60%(58%ratedbyAlixand59%ratedbyherfather).BothAlixandherfatheragreedthatAlixhasmanyopportunitiestopracticeanddemonstrateself‐determinationskillsbutshedoesnotdemonstrateself‐determinedbehaviorconsistently.Alixisstrongeratplanninggoals(thinkdomain),butsheoftendoesnotfollowthroughwiththeactionstoreachhergoalsoradjustherplan(doandadjustdomains).Ansell‐CaseyLifeSkillsAssessmentIV(Youth)TheAnsell‐CaseLifeSkillsAssessmentwasadministeredinJanuaryof10thgrade.Alix’sresultsrevealedthatherareasofhighmasteryincludesocialrelationships(89%mastery)andself‐care(73%mastery).Shealsoshowedmoderatemasteryincareerplanning(62%)andworklife(62%).Areasofneededtransitionserviceswereidentifiedinhousingandmoneymanagement(21%mastery)anddailyliving(20%mastery).Self‐DeterminationObservationChecklistInFebruaryofAlix’s10thgradeyear,hergeometryteacherobservedherbehaviorduringoneclassperiodandidentifiedtheself‐determinationskillsthatAlixexhibitedusingtheSelf‐DeterminationObservationChecklistfromtheSelf‐DeterminationBatterybyHoffman,Field,andSawilowsky.ResultsrevealedthatAlixdemonstrated17self‐determinedbehaviorsduringtheobservation,thoughthisislowerthanthemeanof21.3identifiedwithintheadministrationmanual.ThemajorityofAlix’sobservedbehaviorswerewithinthe“Act”domain,butshedemonstratedtwobehaviorsin“KnowYourself”and“ExperienceOutcomesandLearn.”Alixdidnotdemonstrateanybehaviorsrelatedto“ValueYourself”or“Plan.”Theseareareasoffocusforinstructionandexperienceswithinself‐determination.CollegeSupportsQuestionnaireInAprilof10thgrade,AlixcompletedtheCollegeSupportsQuestionnaire.Whileshedoesn’tplantoattendcollegeforacouplemoreyears,thisquestionnaireidentifiedexperiencesthatwouldbebeneficialforAlixpriortoenteringcollege.ResultsrevealedthatAlixknowsthatshehasADHDandthatitimpactsherabilitytopayattentioninclasses,stayfocusedonassignments,andcompletetasksquickly.Shealsolistedthemedicationthatsheistakingandidentifiedsideeffectsofneverfeelinghungryandnotsleepingverymuch.Alixalsoreportedthatshedoesnotreceiveaccommodationsinhighschool.ThisraisesconcernssinceAlixreceivestheaccommodationsofpreferentialseating,reminderstostayontask,
Transition Assessment Toolkit
56
weeklychecksofhergrades,andorganizationsupportfromherAdvocacyteacher.ResultsalsoshowedthatAlixhasdifficultynavigatingnewenvironments,butsheusesmapsandGPSdevicestogetwheresheneedstogo.Generally,Alixhasahighlevelofstresstolerancewhenencounteringunexpectedsituations,butherstressistriggeredbyfeelingoverwhelmedwithassignmentsandnotunderstandingthematerial.Shealsoreportedthatshebecomesanxiouswhencalleduponinclass,wheninstructorsannouncepopquizzes,andwhenshe’saskedbyinstructorstotalkafterclassaboutherworkperformance.AlixidentifiesherworkasdisorganizedandmessyandshedoesnotknowhoworifshewoulddiscloseherdisabilitytoinstructorsorDisabilityServices,writingaquestionmarkasherresponseregardingeachdisclosure/advocacyquestion.
Transition Assessment Toolkit
57
CaseStudyNateisa17‐yearoldstudentwithAutismSpectrumDisorderwhoisajunioratanorthernCaliforniaHighSchool.Nateandhisfamilycompletedaseriesoftransitionassessmentsoveroneyearinthefollowingtransitionareas:postsecondaryeducation,employment,independentlivingandcommunityparticipation.DataUponWhichAssessmentResultsareBased:
IndividualStudentAssessment DocumentreviewofConfidentialFiles TelephoneinterviewwithNate’smother InterviewwithDramaTeachers InterviewwithInclusionSpecialist CompletionofformalandInformalassessmentinstruments Person‐centeredplanningmeetingwithfamily
ResultsofIndividualStudentTransitionAssessment
BothformalandinformalassessmentmeasureswereusedtoinformtheIEPteamaboutNateandhisvisionforthefuture.Furthermore,inadditiontovocationalassessments,bestpracticesdictatethattransitionassessmentisexpandedtoincludeotherpost‐schooloutcomesareassuchaspostsecondaryeducation,independentliving,communityparticipation,andsocialrelationships,aswellastheongoingfocusoncareerdevelopment.Inaddition,transitionassessmentmustbefocusedonthestudent’sstrengths,needs,preferenceandinterestsastheyrelatetothedemandsofcurrentandfutureeducational,living,andpersonalandsocialenvironments.EachinstrumentthatwasusedtoassessNateislistedbelow,withadescriptionofgeneralresults.1.TransitionPlanningInventoryAnalysis(TPI)TheTransitionPlanningInventory(TPI)isaninstrumentforidentifyingandplanningforthecomprehensivetransitionalneedsofstudents.ItisdesignedtoprovideschoolpersonnelasystematicwaytoaddresscriticaltransitionplanningareasthataremandatedbytheIndividualswithDisabilitiesEducationAct(IDEA)andthattakeintoaccounttheindividualstudent'sneeds,preferences,andinterests.Informationontransitionneedsisgatheredfromthestudent,parentsorguardians,andschoolpersonnelthroughtheuseofthreeseparateformsdesignedspecificallyforeachofthetargetgroups.ResultsofNate,thefamily,andtheschools’TPIhavebeencombined,andsummarizedbelow,undereachofthe9domainareas.EmploymentEmploymentappearstobeanareaofneedforNate,whoeitherdisagreedorslightlyagreedthathe:knowsjobrequirementsanddemands;makesinformedchoices,knowshowtogetajob,demonstratesgeneraljobskills,andhasspecificjobskills.Theschoolandhomeratingconcur,asbothdisagreethatNatehasdemonstratedtheaboveskills.OneexceptionisthattheschoolagreedthatNatedemonstratesknowledgeandskillingeneral
Transition Assessment Toolkit
58
jobskillsandworkattitude.ItisstronglysuggestedthatNatehaveopportunitiestodeveloptheabovecriticalskillspriortoexitingsecondaryeducation.FurtherEducationandTrainingFurthereducation/trainingemergedasanareaofneedforNate,whodisagreedthatheknowshowtogainentryintoavocational/technicalprogramandknowshowtogainentryincollege.Schoolandhomealsodisagreed.Whilethestudent,homeandschooldidallagreedthatNatecansucceedinapostsecondaryprogram,itisunclearhowpreparedNateisforgainingentryintosuchprogram,andadvocatingforhimselfinthissetting.DailyLivingTherewasaconsensusamongtheschool,home,andstudentthateveryonestronglyagreesthatNatemaintainspersonalgroomingandhygiene.However,thehomeandstudentformsindicatedthatNatedoesnotyethavetheskillsto:locateaplacetolive,setupalivingarrangement,managehisownmoney,anduselocaltransportation.TheseareimportantskillsforNatetobeabletoliveasindependentlyaspossibleinhiscommunity,andarerecommendedforinclusioninIEPgoals. LeisureActivitiesTheschool,homeandstudentformallagreeorstronglyagreethatNatehasasetofskillsandsomeknowledgeaboutindoorandoutdooractivitiesthathecanengageinforrecreationandleisure.Effortsmightbemadetoexpandleisureoptions,butthisdidnotemergeasahighpriorityareaforIEPplanningCommunityParticipationBoththehomeandstudentdisagreethatNatehasdemonstratedskillsintheareaofcommunityparticipation.Nateis17andwillsoonreachtheageofmajority.Heneedstounderstandaboutcertainlegalrightshehasasacitizenandacitizenwithadisability.Healsoneedstoacquireskillstolocatecommunityservicesandresources,usetheseservices,andobtainfinancialassistance.WhileNatehassomeskillsforparticipatinginthecommunityasanactivecitizen,hemayneedassistanceandguidanceinexpandingthoseskillsinsuchareasascommunityvolunteerservices.HealthTheschool,homeandstudentallagreedthatNatemaintainsgoodphysicalandmentalhealth,butthehomeformindicatedthatNatemaynotattimesbeknowledgeableofhisownphysicalandmentalhealth.Thestudentandhomeformalsoindicatedthatthestudentdoesnotknowaboutreproductionormakeinformedchoicesregardingsexualbehavior.Thismightbeanareaforsomefurtherdiscussion,butingeneral,thisareadidnotemergeasahighpriorityareaforIEPplanning.Self‐DeterminationExpressinghisfeelingsandideasconfidentlyisadefinitestrength‐areaforNate.However,Nateappearstohavedifficultywithrecognizingandacceptinghisstrengthsandlimitations.Furthermore,thehomeandstudentformidentifiedthatNateneedstodevelopskillstosetpersonalgoalsandmakedecisions.ThisisanimportantareaforIEPplanning.
Transition Assessment Toolkit
59
CommunicationTheschoolformrelatedthatNatehasthenecessaryspeaking,listening,andreadingskills,butdisagreethathehastheneededwritingskills.Onthecontrary,thehomeandstudentformsidentifiedspeaking,listening,reading,andwritingskillsascriticalareasofneed.ThisappearstobeanimportantareafordiscussionforIEPplanning.InterpersonalRelationshipsNateappearstohavedevelopedgoodinterpersonalrelationshipsathomeandatschool.Hegetsalongwithfamilymembers,anddemonstratesskillsforgettingalongwithcoworkersandsupervisors.However,thehomeandstudentformindicatethatNateislackinginskillstoestablishandmaintainfriendshipsanddisplayappropriatesocialbehaviorinavarietyofsettings.ThisappearstobeanimportantareafordiscussionforIEPplanning.2.FuturesPlanningMeetingWhoisNate? What’shishistory?Hard‐workerIntelligentEnergeticGood‐heartedFunnyFriendly“Slacker”—likestogoofaroundInquisitivePersistentDeterminedHandsomeMusicalSiblingVisualToughguyReservedSweetboy
BorninSanFranciscoElementaryschool—participatedinplayAliceinWonderland(5thgrade)Likeshighschoolthebest—morefreedomandmorefriends.UniversalStudioseverysummer—considersita“Sanctuary”In9thgrade,took4basics,swimming&dramaHasalwayslikedtoact—drama/performanceLovedgoingtoHIforatripin4thgrade—particularlylikedthesandandthebeachWenttofamilycamp.Whilethere,enjoystargetshootingandactinginthetalentshow.
What’sthedreamforthefuture? Whatarethefears?Workinginspecialeffects“TheIndustry”MaybeagirlfriendLiveinabighousewithapooltableTravel,potentiallytoLasVegasOwnacar—preferablyaHummerSplittimebetweenmyownhouseandMomandDad’shousePlayinabandwithgroupiesGooutwithfriendstoseemovies
NotunderstandingpaperworkLackofmoneymanagementskillsUnawareofdangeroussituations(verytrusting)Notabletotakecareofhimself/notself‐sufficientNotbeingabletoexplainhimselforunderstandsituationsLonelinessNotbeingabletogetadriver’slicenseorcar;lackoftransportation
Transition Assessment Toolkit
60
HavingacrummyjobCollegebeingtoohardThecommunitynotunderstandinghisuniqueneeds
Howdowegetthere?SummerreadingclassesDriver’seducationclassLookinto/research:careercenter,volunteeropportunities;work/paidinternships,classesintheareaofspecialeffects;summerjobsInvestigateadultservices(eligibilityandservices)Investigatecollege/communitycollegeentrancerequirements/servicesandsupportsLearnmoneymanagementandindependentlivingskills,suchascookingandlaundry.Lookatpart‐timejobopportunitieslocallyLookforsocialtraining/clubs/connections3.MatchingYourStrengths,Preferences,andInterestswithaSpecificOccupationNatewouldliketotrainwolvesasacareer.Throughaninterviewwithawolftrainer,thiswasidentifiedasaphysically‐demandingjobwithhazardsrelatedtoworkingoutdoorsandwithwildanimals.Ofthethirteenjobcharacteristicsidentifiedfortrainingwolves,Natecurrentlypossessesthreeofthem(i.e.,standing/walkingfor5‐6hours,normalvision,normalhearing,andtheabilitytotakedirectionfromasupervisor).Additionaljobdemandsandworkingconditionsincludetheabilitytolift30‐60pounds,workingforafullday,usingmechanicalequipmentsafely,exposuretocoldanddirtyconditions,andrespondingtoconstructivecriticism.Tomeettherequirementsforbeingawolftrainer,Natewillneedtoincreasehisstrengthandstamina,aswellaslearntointerpretandrespondtoconstructivecriticism.4.WorkPreferencesandValuesInventory‐‐fromTransitionPlanningInventory,InformalAssessmentsforTransitionPlanning;Natecompletedandaskedintermittentquestionsforclarification. Nateidentifiedtwojobsthathemightonedayhavethatwouldinteresthimas:traininganimals(especiallywolves)andworkingonspecialeffectsformovies.Healsoidentifiedthefollowingworkpreferences:workoutdoors;workwithotherpeople;workwithyourhands;beabossyourself;useplanssomeoneelsehasmade;workinthecountry;enjoyyourjob(overmakemoneyatajobyoudon’tlike);haveajobwhereyoutravel;workoutsideyourhome;befamous.5.Job‐RelatedInterestandPreferenceInventory—fromTransitionPlanningInventory,InformalAssessmentsforTransitionPlanning;Questionsweredeliveredintheformofaninterviewaswellasshownintext.Nateidentifiedpotentialjobsforhimselfas:traininganimals,specialeffects,rescueoperations,andhelpingpeoplegettothehospital(helpingothers).Hehassomeminimalexperiencewiththe“Mustangmorningnews”learningaboutspecialeffectsandcomputer
Transition Assessment Toolkit
61
graphics.Hetookaclassin8thgradeandlearnedPowerPoint.Also,Natewantstotrainadogtodotricks(wildanimalspreferred).Intermsoftimeofday,Natewouldliketoworkduringschoolhourseventually,asheenjoyssleepinginontheweekendsandplayingmusiconSaturdayandSunday.WhenNatecompleteshishomework,helikestositinaquietplaceandlistentorockmusicsoftly.Somenoisewhenworkingisgood,butnotreallyloud.Preferssoftmusicplayingintheworkenvironment.NatedoesnotwanttoworkatMcDonalds…helikestoeatthere,butdoesn’twanttoworkinthefoodindustry.Intermsofdressingforwork,Nateisokaywithwearingauniformtoworkifnecessary.Also,heiswillingtodressupinniceclothesforwork.Natewantstomake50Kfor2‐3hoursperworkaday[note:Natehaslittleunderstandingoftheconceptofhourlyworkandpay/salary]Favoriteplacesinthecommunity:guitarcenter,themall(Galleria),andamusementparksFavoritesubjectsatschool:drama(acting/singing—wasinSchoolhouseRockplay)andswimming.6.PersonalStrengths—fromTransitionPlanningInventory,InformalAssessmentsforTransitionPlanning;Natecompletedandaskedintermittentquestionsforclarification. Natecompletedachecklistofpersonalstrengths.Heidentifiedthefollowingpersonalstrengthsasbestdescribinghim.Emphasizedpersonalstrengthsarenotedinbold.I’measytogetalongwith.Iliketohelpotherpeople.Iliketohaveagoodtime.Istickwiththingsuntiltheygetdone.IaskothersforhelpwhenIneedit.Iamgoodatmanythings.
I’menergetic.I’musuallyontime.I’magoodfriend.I’magoodstudent.I’mmusical.I’mgoodwithwords.
7.ParentsofTeenagersSurvivalChecklist—fromTransitionPlanningInventory,InformalAssessmentsforTransitionPlanning;Nate’sfamilycompletedchecklistthatquantifiedNate’sindependentlivingskillsin17domainareas(i.e.,preparecookedmeals,comparisonshopping,appliances,health,personalgrooming). Ingeneral,Natehasattained“some”independentlivingskills,butseveralareaswereidentifiedforimprovement.Theseareas,andsomeexamplesofconcreteskillstodevelop,arelistedbelow.
PrepareCookedMeals(i.e.,prepareabalanceddietforaday,prepareamealwithmeatsandvegetables);
ComparisonShopping(i.e.,purchaseaweek’ssupplyoffoodwithinabudget,comparesizesandpricesofgoods,understandsales);
EverydayMath(i.e.,makechangeforonedollarandtendollars,beabletomeasurethings,budgeting);
Reading(i.e.,useacookbook,useatelephonebook,interpretmonthlystatements); HomeMaintenance(i.e.mowtheyard,trimwalks,getakeymade,cleanahouse,
washandironclothing,contactlandlord,understandcleaningfluids);
Transition Assessment Toolkit
62
Appliances(i.e.,operateaclotheswasher,adryer,alawnmower); Health(i.e.,decidewhentogotothedoctor,useathermometer); Communication(i.e.,callcollect,findemergencynumbers,writealetteranda
thank‐younote,stateanopinionbackedbyfacts); Transportation(i.e.,usepublictransportation,driveacar,changeatire,checkthe
oil).
SummariesforeachTransitionDomainAreaandPotentialTransitionActivities/Services
PostsecondaryEducation/TrainingTheresultsofthesetransitionassessmentsindicatethatNateandhisfamilyareinterestedplanningforsomeformofpostsecondaryeducationandtraining(i.e.,communitycollege,vocationaleducationandtraining,etc.).Nateandhisfamilyagreethatwithappropriatesupport,hecanbesuccessful.Acriticalneedidentifiedbytheassessmentprocessisthelackofknowledgeabouthowtogainentryintopostsecondaryeducationalsystems.Clearly,additionalexperiencesandgoalspertainingtothisspecificskillareneeded.Inaddition,theTPIrevealedthatNatedoesnotyetpossesstheself‐determinationskillsnecessarytobeanadvocateinpostsecondarysettings(e.g.,recognizingandacceptinghisstrengthsandlimitations,decisionmakingskills,etc.).ThisisanewareaofneedforNateandonethatwillrequireimmediateattentionifheistobesuccessfulinpostsecondaryandadultlife.Twomajorcareerplanningareasemergedfromthetransitionassessmentprocess(workingwithanimalsandworkinginthetheater/movieindustry,particularlyrelatedtospecialeffects),bothofwhichshouldbeexploredoverthenextyearintermsofidentifyingpotentialfutureeducationandtrainingneeds.
PotentialTransitionActivities/Services Obtainnecessarycreditunitsforgraduation Passthestateexitexam‐Focusonpurposeoftheexitexamasjustthatandnotasa
diagnosticinstrumenttodetermineNate’spresentlevelofperformance Identifyresources,servicesandprogramsatsecondary(e.g.,CareerCenter)and
postsecondarysettings(e.g.,TransitionProgram) Developself‐advocacyandself‐managementskillsnecessarytoeffectively
communicateatthesecondaryandpostsecondarylevelsaswellaswithemployers,friends,familymembersandthecommunityatlarge.
CareerDevelopmentandEmploymentNateisinterestedincareerdevelopmentandemployment.Heconsistentlyidentifiedinterestareasofworkingwithanimalsandworkinginthetheater/movieindustryinspecialeffects.However,theschool,family,andNateallagreedthatemploymentskillsandexperienceappeartobeanareaofneed,asNatedoesnothaveagoodunderstandingofjobrequirementsanddemandsanddoesn’tfeelcapableofmakinginformedchoices.Furthermore,Natedoesn’tfeellikeheknowshowtogetajoborhasacquiredgeneralorspecificjobskills.AssessmentresultsalsoindicatedthatNateprefersacertaintypeofworkenvironmenttosucceed(semi‐quiet,duringtheweekdays,notfood‐related,withhigh
Transition Assessment Toolkit
63
routine).Also,DNatedoesn’tappeartohaveagoodunderstandingofearningawagefromlabor,andthetruevalueofmoney.
Whilemanyareasofneedwereidentified,theschoolinterviewsandperson‐centeredplanningprocessrevealedthatNatedoesindeedhavesomeexcellenttransferableskillsthatwillhelphimsucceedintheworkplace.OneteachercommentedthatNateisrecognizedbypeersasanexceptionallyhardworker,whileNatehimselfcommented,“IalwaysfinishwhatIstart.”Furthermore,theassessmentprocessindicatedthatNatewilllikelygetalongwithpeopleonthejob,beadedicatedworker,andbehelpfultoco‐workersandcustomers.However,itisdifficulttoprepareandbeawareofNate’sfutureemploymentneedsgivenhislackofworkexperience.ItisstronglysuggestedthatNatehaveopportunitiestodeveloptheabovecriticalskillspriortoexitingsecondaryeducation.Theseskillsarecriticalforahigh‐qualityadultlife.
PotentialTransitionActivities/Services Gainneededemploymentskills(i.e.learnhowtocompleteanemployment
application)andparticipateinworkexplorationactivities,suchasasituationworkassessment.
Participateinasummerworkinternshipexperiencetargetingareasofcareerinterestssuchas,specialeffectsorworkingwithanimals.
Identifyresources,servicesandsupportstiedspecificallytoNate’sexpressedareasofoccupationalinterest.
IndependentLiving&CommunityParticipationTheresultsofthePerson‐centeredPlanningmeeting(seeAppendixA)indicatedthatNateenvisionsafulllifeforhimself,completewithahome,activities,ajob,travel,acar,and“maybeagirlfriend”.However,heandhisfamilyhaveconcernsabouthowwellhewillbeabletotakecareofhimself,explainhimself,anddevelopahighqualityadultlife.PreparationforindependentlivingandcommunityparticipationisacriticalareaofneedforNate.WhileNateisahighlycapableyoungman,heneedstoworkonacquiringadditionalskillsthatarenecessaryforindependentliving(e.g.,moneymanagement,useoflocaltransportationordriving,locatingcommunityservicesandresources,andpotentiallydailylivingskillssuchascooking,cleaning,andlaundry).Furthermore,Nateandhisfamilywanthimtobeabletomaintainhighqualityfriendshipsandrelationshipswithpeopleinthecommunity.
PotentialTransitionActivities/Services SupportNatetostudyforandrequestappropriateaccommodationstoobtainhis
driver’slicense. Developskillsrelatedtotakingcareofpersonalfinances(e.g.,budgetingfor
purchasesandactivities,establishingacheckingaccount,payingabillonaregularbasis).
SupportNateindevelopingdailycareskillsandindependentlivingskills. SupportNateindevelopinghighqualitysocialconnectionswithpeers.
Transition Assessment Toolkit
64
TechniquesandResourcesforDevelopinganIndividualizedTransitionAssessment
Process
Introduction As teachers, we are at times asked to incorporate new strategies and procedures into our work that seem to have an unclear meaning or purpose. As outlined in the first section of this guide, transition assessment as a process is arguably good for the students, and by following a process, it can be uncomplicated, not unreasonably time‐consuming and acceptable in cost for what it provides to students and families. In this section, we share techniques and resources for developing an individualized transition assessment process. STEP 1: Know your Assessments To provide an individual transition assessment process for students, it is important to first consider what you already know about the student and consider what you need to find out (e.g, vocational interests, self‐determination skills, family preferences, cognitive strengths). Then, identify ways you can assist the student in learning unknown information as early as possible. This Toolkit provides an overview of multiple transition assessments which can be considered a foundation for providing high quality assessment. Review the descriptions of each assessment and consider: Where do I get it? Who is it for? What does it assess? How is it administered? What might summary results look like? What transition activities/services might be identified based on the results?
Recognize how some of the transition assessments are appropriate for all students and some are specifically for students with developmental disabilities. Begin administering the assessments to students and reflect on the appropriateness and usefulness of each assessment. In a short period of time, you will have a good understanding of which assessments to use with each student, noting that each student will likely require a different set of assessments to address their transition interests and needs. In addition to the assessments that are listed in this Toolkit, don’t forget some of the transition assessment that you already do every day, such as interviews, behavioral observations, and situational assessments. Many times we know information about a student but can’t articulate why we know it or where it came from. A structured interview is more than just two people talking—it is structured question‐asking for a predetermined purpose. It also allows for probing unanticipated responses or for clarification. However, an unstructured interview may be
Transition Assessment Toolkit
65
planned, partially planned, or completely spontaneous. Although it is usually conversational, it is still an opportunity for purposeful question‐asking and should be documented within transition assessment results. STEP 2: Develop a Transition Plan Because transition assessment is "the ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal, and social environments,” and “assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP" (Sitlington, 1996, Division of Career Development & Transition), it is important to have a plan! The Transition Assessment Planning Form helps you consider the domain areas of Employment, Postsecondary Education and Independent Living by answering the following questions for each area:
What do we already know about the student?
What do we need to learn about the student?
How will we gather this information? (e.g., interview, observation, Transition Planning Inventory, futures planning)
Who will gather the information? (e.g., transition specialist, school counselor, parent)
When will the information be gathered? (e.g., Spring, Summer, annually, bi‐annually, quarterly)
By using the form, you consider each component for assessment, in addition to answering what, how, who and when, which provides you with a Transition Assessment Plan. This plan can span more than one year. Some assessments could be given annually while some assessments might only be given once in high school, depending on the student.
Transition Assessment Toolkit
66
Transition Assessment Toolkit
67
STEP 3: Obtain Data from Multiple Sources, particularly for Students with Significant Disabilities It is important to obtain assessment data from multiple sources, particularly when you consider that the overall purposes of transition assessment are to: Identify students' interests and preferences Determine post‐school goals and options Develop relevant learning experiences (instruction) and transition service needs Identify supports (linkages) needed to accomplish goals, and Evaluate instruction and supports.
While transition providers often believe that they are solely responsible for providing, interpreting and integrating assessment data, this is the responsibility and charge of the IEP team as a whole. The following individuals may play a large role in transition assessment:
For students with significant disabilities, multiple sources of data are critical for understanding fundamental information about a student, such as communication style and preferences. When providing transition assessment for a student with a significant disability, include a person that has a close relationship with that individual and has known him or her for a long time (e.g., parent or guardian). Listen carefully to this individual so that you can better understand and serve the student. Include extended family members as much as possible throughout the process.
Transition Assessment Toolkit
68
STEP 4: Using Assessment Data in IEP Planning To achieve effective use of assessment data, assessment results should be interpreted in functional terms, meaning that they should identify relevant aspects of transition including vocational goals, learning styles, problem solving, student ecologies and relationships between interests and aptitudes. As illustrated throughout the Toolkit, assessment results should be taken into consideration when planning the course of study and transition activities and services. Assessment results can also be used for much more than just developing IEP goals. Educators often use assessment information to modify and individualize educational programs and to facilitate instruction that is more relevant to each student. One important technique for using assessment data in the IEP meeting is to have the student direct his/her IEP meeting by sharing assessment results in a systematic way. This strategy also increases parent attendance at the IEP meeting. 11 Steps to a Self‐Directed IEP
1. Begin the meeting by stating the purpose. 2. Introduce everyone. 3. Review past goals and performance. 4. Ask for others’ feedback. 5. State your school and transition goals. 6. Ask questions if you do not understand. 7. Deal with differences in opinion. 8. State what support you will need. 9. Summarize your goals. 10. Close the meeting by thanking everyone. 11. Work on IEP goals all year.
Martin, J.E.; Marshall, L.H., Maxson, L. & Jerman, P. (1996). Self‐directed IEP. Longmont, CO: Sopris West.
For more tools and resources on students leading their IEP meeting, including templates and video clips go to: I’m Determined http://www.imdetermined.org/, sponsored by the Virginia Department of Education Self‐Determination Project.
Transition Assessment Toolkit
69
AdditionalFreeTransitionAssessmentResources
Gaumer Erickson, A.S. & Morningstar, M.E. (2011). Online Assessments and Resources. Lawrence, KS: University of KS, Transition Coalition. Transition Coalition http://www.transitioncoalition.org/transition/index.php
Environmental Job Assessment Measure http://www.transitioncoalition.org/transition/tcfiles/files/docs/E‐Jam_final1208291707.pdf/E‐Jam_final.pdf
Vocational Summary http://www.transitioncoalition.org/transition/file.php?path=files/docs/LPS_vocational_summary_form1210368141.pdf
Vocational Attributes Summary http://www.transitioncoalition.org/transition/tcfiles/files/docs/LPS_Attribute_Summary1214325496.pdf/LPS_Attribute_Summary.pdf
Planning for the Future http://www.transitioncoalition.org/transition/file.php?path=files/docs/LPS_vocational_summary_form1210368141.pdf
Parent Transition Survey http://www.transitioncoalition.org/transition/file.php?path=files/docs/LPS_vocational_summary_form1210368141.pdf
Middle School Portfolio http://www.transitioncoalition.org/transition/tcfiles/files/docs/MSPortfolios1214275478.pdf/MSPortfolios.pdf and Guide http://www.transitioncoalition.org/transition/tcfiles/files/docs/MSGuide1214275537.pdf/MSGuide.pdf
Continuing Life’s Journey Portfolio http://www.transitioncoalition.org/transition/tcfiles/files/docs/transPortjuvenile_justice1214275610.pdf/transPortjuvenile_justice.pdf
All Kids Communicate http://www.transitioncoalition.org/transition/tcfiles/files/docs/All_Kids_Communicate‐_with_tabs1258861243.pdf/All_Kids_Communicate‐_with_tabs.pdf
Employment Situational Assessment http://www.transitioncoalition.org/transition/tcfiles/files/docs/situationalassessment1259892310.pdf/situationalassessment.pdf
Vocational Integration Index http://www.transitioncoalition.org/transition/tcfiles/files/docs/VocIntegratinIndex1224259974.pdf/VocIntegratinIndex.pdf
Job Analysis Form http://www.transitioncoalition.org/transition/tcfiles/files/docs/jobforms1224259407.pdf/jobforms.pdf
Transition Assessment Toolkit
70
Employer Support Questionnaire http://www.transitioncoalition.org/transition/tcfiles/files/docs/employersupport1224259397.pdf/employersupport.pdf
Zarrow Center http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐assessment‐tools.html
ARC Self‐Determination Assessment http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐assessment‐tools/arc‐self‐determination‐scale.html
Whose Future is it Anyway? http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐education‐materials/whos‐future‐is‐it‐anyway.html
NEFE High School Financial Planning Program http://hsfpp.nefe.org/channels.cfm?chid=100&tid=1&deptid=14 I’m Determined https://php.radford.edu/~imdetermined/index.php?option=com_content&view=article&id=11&Itemid=29
Writing My Present Levels
Goal Plan Worksheet
Goal Setting & Attainment Career Test http://assessments.careers.org/ Resume Review http://www.careerbuilder.com/JobSeeker/Resumes/ResumeCritiqueLanding.aspx?sc_cmp2=JS_Nav_ResCrit The Occupation and Skill Computer Assisted Researcher (iOscar) www.ioscar.org
Work Importance Locator
Interest Profiler
Interest Codes What do you like? www.bls.gov/k12/index.htm Career Builder http://www.careerpath.com/career‐tests/?utm_source=cbhome&utm_medium=ardrop&utm_content=careertests
Career Planner Quiz & Report
Color Career Counselor & Color Career Indicator
Job Satisfaction Quiz
Job Discovery Wizard
Transition Assessment Toolkit
71
Mapping Your Future, Career Ship http://www.mappingyourfuture.biz/planyourcareer/careership/
Match My Career Interests
Review Careers by Cluster
Career Search Self‐Directed Search (free online version) http://www.self‐directed‐search.com/browser.html
Daydreams
Activities
Competencies
Occupations
Self‐Estimates Career Kids www.careerkids.com
Careers for Me (Spanish) http://www.careerkids.com/documents/CFMJSpan.pdf
Careers for Me II (Spanish) http://www.careerkids.com/documents/CFMIISpan.pdf
Careers Plus (Spanish) http://www.careerkids.com/documents/CFMJSpan.pdf
Careers Video Tour Worksheet http://www.careerkids.com/documents/CVT2wksht.pdf
Dropping Out is not An Options Worksheet http://www.careerkids.com/documents/CKDONhandouts.pdf
Building Your First Resume http://www.careerkids.com/documents/GJ2Wksheets.pdf
Looking & Applying for Jobs http://www.careerkids.com/documents/GJ3Worksheets.pdf
Successful Interviews: http://www.careerkids.com/documents/GJ4Worksheets.pdf
Keeping a Job & Money Management: http://www.careerkids.com/documents/GJ5Worksheets1.pdf
Intro to Career Clusters http://www.careerkids.com/documents/IntroCarClusterHandout.pdf
On Your Own, A Personal Finance Adventure http://www.careerkids.com/free‐downloads.html?PHPSESSID=b70ea4477cc02285b9a75158b206370e
My Future Career Tools & Checklists http://www.myfuture.com/careers/tools‐checklists/
Resume Builder
Checklist: Tips for Successfully Wrapping up an Interview
Checklist: Job Search National Collaborative on Workforce & Disability http://www.ncwd‐youth.info/
Making the Move to Managing your own Personal Assistance Services http://www.ncwd‐youth.info/sites/default/files/pas‐toolkit‐052610‐print‐final.pdf
411 on Disability Disclosure http://www.ncwd‐youth.info/topic/disability‐disclosure
Supporting Career Development of Youth with Learning Disabilities http://www.ncwd‐youth.info/sites/default/files/ld‐guide_2.pdf
Transition Assessment Toolkit
72
Youthhood http://www.youthhood.org/
High School Life Map
Job Center Life Map
Community Center Life Map
Hangout Life Map
Health Clinic Life Map
Apartment Life Map It’s My Choice (Person‐Centered Planning) http://www.mnddc.org/extra/publications/choice/Its_My_Choice.pdf What is Your Learning Style http://www.ldpride.net/learning‐style‐test.html A Life For Me http://www.alife4me.com/ Opening Doors to Employment http://dpi.wi.gov/sped/pdf/tranopndrs‐employmt.pdf Know How to Go (to College) http://www.knowhow2go.org/
College Quiz http://knowhow2go.org/freshmen_quiz.php
College Preparation Checklists by Grade Dream It Do It http://www.dreamit‐doit.com/content/toolkit/quiz.php
Dream Career Quiz
Career Calculator National Secondary Transition Technical Assistance Center http://www.nsttac.org/
Employment Related Questions http://www.nsttac.org/pdf/transition_guide/employment_relations_questions.pdf
Dream Sheet http://www.nsttac.org/pdf/transition_guide/dreamsheet.pdf
Task Analysis 1 http://www.nsttac.org/pdf/transition_guide/TA_work_area_3_.pdf
Task Analysis 2 http://www.nsttac.org/pdf/transition_guide/TA%20Graph%20_3_.pdf
Online Portfolio http://www.rockingham.k12.va.us/rcps_sped/SVRP/Transition‐Portfolio.htm
Academic Self‐Advocacy Questionnaire
Accommodations Questionnaire and Independent Living Skills Questionnaire
Anticipated Course of Study Planning Guide
Community‐Based Instruction Activity Record
Computer‐Based Career Exploration Record
Learning Styles Questionnaire and Self‐Advocacy Questionnaire
Volunteer Work Record and Work Experience Record Employer Evaluation http://www.tbactc.org/student‐services/Employer%20Evaluation%20Form.pdf
Transition Assessment Toolkit
73
Employer Evaluation http://careercenter.nd.edu/assets/15270/employer_internship_development_guide.pdf Iowa Transition Assessment Tools http://www.aea11.k12.ia.us/pareduc/Transition%20Services.html
Interest & Aptitudes http://www.aea11.k12.ia.us/pareduc/Transition/interests%20talents%20and%20aptitudes.pdf
Independent Living Interview http://www.transitionassessment.northcentralrrc.org/Resources/Indep.%20Living%20Assessment%20Instrument%20Cell7.pdf
School & Community Social Skills Checklist http://www.transitionassessment.northcentralrrc.org/Resources/School‐Comm.%20Social%20Skills%20Rating%20Checklist%20Cell%207.pdf
Job Interests http://www.aea11.k12.ia.us/pareduc/Transition/Job%20Interests.pdf
Junior High Questionnaire http://www.aea11.k12.ia.us/pareduc/Transition/Jr%20High%20Questionaire.pdf
Life Competencies http://www.aea11.k12.ia.us/pareduc/Transition/Life%20Competencies.pdf
Occupational Values http://www.aea11.k12.ia.us/pareduc/Transition/Occupational%20Values.pdf
Parent Preferences http://www.aea11.k12.ia.us/pareduc/Transition/Parent%20Preferences.pdf
Parent Questionnaire http://www.aea11.k12.ia.us/pareduc/Transition/Parent%20Questionaire.pdf
Parent/Guardian Survey http://www.aea11.k12.ia.us/pareduc/Transition/Parent‐Guardian%20Survey.pdf
Personal Preferences Sheet http://www.aea11.k12.ia.us/pareduc/Transition/Personal%20Preference%20Sheet.pdf
Student Interview http://www.aea11.k12.ia.us/pareduc/Transition/Student%20Interview.pdf
Student Questions http://www.aea11.k12.ia.us/pareduc/Transition/Student%20Questions.pdf
Work‐Related Rating Sheet http://www.aea11.k12.ia.us/pareduc/Transition/Student%20Questions.pdf
I Tran (for students that are deaf or hard of hearing) http://itransition.pepnet.org/ DVC Learning Styles Survey for College http://www.metamath.com/multiple/multiple_choice_questions.html Idaho Transition Binder http://itcnew.idahotc.com/DNN/Portals/5/documents/TransBinder03‐18‐08.pdf
Transition Assessment Toolkit
74
Noonan, P.M. & Gaumer Erickson, A.S. (2012). Transition Assessment Toolkit. Washington, DC: District of Columbia Office of the State Superintendent.