Using Transition Assessment to Develop Postschool and Annual

Transition GoalsJim Martin

University of Oklahoma Zarrow Center

Web: http://education.ou.edu/zarrow/Email: jemartin@ou.edu

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Agenda Purpose of Special Education Building Transition Assessment Implementation

Timeline Across Grades and Student Abilities Three-Part Transition Assessment Process

Self-Determination Skills Adaptive Behavior Vocational Interests

Can read Can’t read

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The Purpose of SPED. . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education, employment, and independent living.

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The Reason Why - 1

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The Reason Why -2

Seven Major Transition Steps1. Involve students in IEP Planning Process2. Students complete a three-part transition

assessment process.3. Students write present level of educational and

functional performance4. Students write postschool and annual transition

goals.5. Students write course of study.6. Students attain own IEP goals7. Students develop and present own summary of

performance

IDEA 2004 Post-Secondary Goals IEPs must include

appropriate measurable postsecondary goals based upon age-

appropriate transition assessment

related to training, education, employment, and when appropriate, independent living

Student Transition Questions Postschool Goal Questions

Where do I want to live Where do I want to work? Where do I want to learn?

Annual Transition Goal Question What do I need to learn now to live where I want? What do I need to learn now to do the career I want? What do I need to learn now to go to where I want to

learn?

Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.

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Transition Assessment Results Present Levels of Academic Achievement and

Functional Educational Performance Current assessment data Transition strengths and needs

Address with transition goals Transition Assessment Results

Name of assessment, date given, and results Used to develop postsecondary goals and transition

goals

Transition Assessment Implementation Timeline Look at example in handout packet Build by grade and skill level Identifies what, who, when, and how often Can establish school or district wide

implementation of a sequential transition assessment process

Three-Part Transition

Assessment Model

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Transition Assessment Model Components1. Self-Determination

Assessment2. Adaptive Behavior Assessment3. Vocational Interest and Skills

Assessment

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Self-Determination Assessment

Part 1 of the 3-Part Transition Assessment Model

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Self-Determination Constructs

• Self-awareness• Self-advocacy• Self-efficacy• Decision-making• Use of self-management

strategies to attain plan• Self-evaluation• Adjustment

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Why SD Assessment? Improved postsecondary outcomes

Goal setting during early adolescence Awareness of disability Goal attainment

Improved academic performance Limited studies so far

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AIR Self-Determination Assessment Parent Version Teacher Version Student Version Available at

http://education.ou.edu/zarrow Cost: free

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ARC Self-Determination Assessment Student version Must use the manual to score Cost: free Available at http://education.ou.edu/zarrow

Field and Hoffman SD Assessments SD Student Scale SD Parent Scale SD Teacher Scale SD Observation Checklist User’s Guide Cost: free Available at http://education.ou.edu/zarrow

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ChoiceMaker SD Assessment Curriculum Referenced Assessment

Choosing Goals Participating in IEP Meetings Taking Action on Goals

Sopris West (search by author: Martin) www.sopriswest.com

Cost: $12.95 for 25 copies

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TSA: Missing Link In Transition Assessment

The field needs a transition assessment tool based on actual postschool success predictors

The field needs a tool to assess students’ current behavior and attitudes linked to identified transition success predictors

No tool like this exists (that we could find)

Postschool Success Predictors

Reviewed the literature to identify student behaviors that predicted postschool success. 37 quantitative and qualitative

studies Several different search engines Journal reference lists Hand searched major journals Asked colleagues around the

country

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12 Concept Clusters

• Desires • Goals

• Strengths • Limits

• Disability Awareness • Persistence

• Use of Support Systems • Coping Skills

• Social Skills • Proactive Involvement

• Making Positive Choices • Transition Education Involvement

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Transition Success Assessment Transition Success Assessment: A Transition

Behavior Profile 41 items Professional, Family, and Student TSA Versions TSA Graphic Profile TSA Goal Identification Matrix

Takes 10 minutes to answer the items and score (15 minutes the first time)

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Adaptive Behavior Assessment

Part 2 of the 3-Part Transition Assessment Model

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Our Belief The law states that an independent living goal

be addressed “when appropriate.” We believe that to determine if an

independent living goal needs to be written, an adaptive behavior assessment needs to be given. This provides evidence of needing an independent living goal or not. How else would a team determine if an independent living goal is needed?

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Adaptive Behavior Assessments

Transition Planning Inventory (TPI) ProEd, Austin Texas (www.proedinc.com)

Informal Assessments for Transition Planning ProEd, Austin Texas (www.proedinc.com)

Enderle-Severson Transition Rating Form Great tool for students with significant support

needs www.estr.net

Casey Life Skills www.caseylifeskills.org

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Transition Planning Inventory Home version Teacher version Student version CD version speaks to students or parents and

automatically scores Available From

(www.proedinc.com) Pro-Ed

Cost: $175. Computer Version: $159. Combo: $250

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Informal Assessments for Transition

Reproducible Employment Daily Living Health Self-Determination Leisure Activities Community

Participation Communication Interpersonal

Relationships

Available From– (www.proedinc.com)–Pro-Ed

Cost: $39.00

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Scales of Independent Behr-R SIB-R Scales (norm referenced)

Community and personal living skills Social interaction and communication Motor skills Overall measure of independence 14 adaptive behavior & 8 problem behav areas

Available From http://www.riverpub.com/ Riverside Publishing

Cost: $248

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Enderle-Severson Transition Rating Form ESTR-J

Students with mild disabilities Parent (available in Spanish) and Teacher version Five Transition areas

ESTR-III Students with “more” disabilities Parent and Teacher version Five Transition areas

ESTR-S Students with severe/multiple impairments Parent and Teacher versions Employment, Rec/leisure, home living, community

participation, and adult life Estr.net (each costs about $2.00)

Personal Preference Indicators Interview format Family members, friends, professionals who

know student well Designed for students with significant support

needs Likes, dislikes, social indicators, choices Health, body clock, future http://education.ou.edu/zarrow/ Cost: free

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Casey Life Skills - Why Look Anywhere Else?

Web based and FREE!!! Spanish or English, with numerous

supplemental assessments Youth and caregiver formats Automatically scored and sent to you Can obtain class summaries Provides different levels of questions for

students across functioning levels Level 1 basic skills Level 4 complex skills

www.caseylifeskills.org

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Casey Life Skills

Educational SupplementAssessment

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Vocational Interest Assessment

Part 3 of the 3-Part Transition Assessment Process

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Vocational Interests for High Achieving Students With Mild

Disabilities Group Interest Inventories

ACT Explore ACT Plan

U.S. Dept of Labor O*NET www.onetcenter.org Interest profiler, ability profiler Look left under Products Select career exploration tools

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Self-Directed Search - Form E Students with limited reading skills Spanish version manual, assessment booklets,&

occupations finder Reports interests across occupations Available: www.parinc.com Cost: $150

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Self Directed Search - Form R Students with advanced reading skills Spanish version manual, assessment booklets,&

occupations finder Reports interests across occupations,

educational opportunities, and leisure Available: www.parinc.com Cost: $150

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On-Line Free Interest Inventories On-Line Individual Interest Inventories

My Future http://www.myfuture.com/toolbox/workinterest.html

I Oscar www.ioscar.org

Career Voyages www.careervoyages.com

Career Clusters www.careerclusters.org (download in pdf format)

Dept of Labor www.onetcenter.org

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Exploration of Interest Results Occupational Outlook Handbook

www.bls.gov/oco/home.htm www.bls.gov/k12/index.htm

Job videos (English or Spanish) Individuals & Job clusters http://acinet.org/acinet/videos.asp?id=

27,&nodeid=27 www.careervoyages.com

Uses the above videos in an interactive format

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Career Awareness & Exploration Watching

Video http://acinet.org/acinet/videos.asp?id=27,&nodeid=27 Provides numerous videos for students to watch

English or Spanish Job cluster and skill categories Horse Training Coast Guard Assistant Construction Workers

Live in the Community Doing

Short exploration periods Long-term try-outs

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Designed for Students Involved in Work Study

Programs

Functional Vocational Assessment

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What does the law say?. . . and when appropriate . . . functional vocational evaluation.

When to consider what’s appropriate?When the previous informal assessments

do not provide needed information.

What do we use?Tools that student’s can explore and make a job match.

Assumptions Individuals with disabilities have personal preferences,

likes, and dislikes ChoiceMaking is “an individual’s selection of a preferred

alternative from among several familiar options” (Shevin & Klein, 1984)

No consequences exists for selecting one choice over the other except that which comes from the choice itself (Brigham, 1979).

Must have a means to communicate preferences ChoiceMaking skills typically must be taught ChoiceMaking opportunities must be provided

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Functional Assessment Process

Over time Repeated Measures

Situational Assessment

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Discrepancy Problems

Discrepancy problems occur when Chosen job, task, and characteristics do not match

specific jobs Discrepancy problems diminish when job site

characteristics match preferences Logical choice making occurs when chosen

preferences match available jobs.

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Interest & Skill Assessment Using Situational Assessment

Repeated opportunities to make choices Direct communication of choices Experience with the choice Repeated assessment across days Regular assessment across blocks of

time to verify choice Presentation of stimuli in a manner

person can independently use Presentation of stimuli in a paired format

Lohrmann-O’Rourke & Browder (1998)

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Basic Procedures Prior to visiting a job site, individual will select

preferred tasks and characteristics Visit job site and spend time watching and/or

doing tasks After visit, will compare initial preferences to

those at the site Process repeated across numerous sites

Informed Choice Quality of choice dependent upon amount of

practice person has had making choices (Rawlings et al., 1995)

Must involve multiple, individualized choice opportunities across time that become validated through on-the-job experiences (Bambara & Koger, 1995)

Requires direct exposure to and interactions with the duties and job characteristics (Schaller & Szymanski, 1992)

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Vocational Interests via Career Exploration - For

Those Who Can ReadChoosing Employment Goals

Sopris West Publishers(www.sopriswest.com)

Requires reading and writing skills

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Coverage Intensive lessons in teaching Choosing

Goals process (lessons 1 - 5) Community-based assessment and

problem solving (lessons 6 - 15) Classroom-based career exploration

(lessons 16 - 19)

Choosing Goals Quick means for students to develop goals

Zeke’s Example

Using Process to Select Annual Transition Goal

Research Choosing Goals Lessons 1 - 5 produced

significant differences in measures of self-determination across two assessment instruments

Students expressed preferences in their IEP meetings.

Students were in high school and had mild to moderate mental retardation

(Cross, Cooke, Wood, & Test, 1999)

Job Duties I Like Identifies job duties

Based upon current job or work experience Assess preferences for job duties Calculate % of Job Duties I Like

Job Characteristics I Like Teach Job Characteristics Introduces Match Concept between

What I like What’s at this job

Computes % of Matches

Key: Determine Match Between What I Like and What’s At This Site

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Each time student chooses a characteristic one more cell on the graph is marked

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Job Duties - How I Did Job duties identified and written onto form Student evaluates speed, independent performance, and

accuracy Supervisor evaluates speed, independent performance,

and accuracy Match made between student and supervisor

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Uses self-evaluation methodology to teach job performance skills and to assess job duty skills

Work, Social, & Personal Skills Student rates performance Supervisor or teacher rate performance Calculates what supervisor thinks Calculates match between worker and supervisor

Self-Determination Contracts to solve on-the job problems

Choice-Making

Functional Vocational Assessment

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Vocational Interest Assessment for Non-

Readers

Preference Assessment Repeated opportunities to make choices Direct communication of choices Experience with the choice Repeated assessment across days Regular assessment across blocks of time to

verify choice Presentation of stimuli in a manner person

can independently use Presentation of stimuli in a paired format

Lohrmann-O’Rourke & Browder (1998)

Discrepancy Problems Discrepancy problems occur when

Chosen job, task, and characteristics do not match specific jobs

Discrepancy problems diminish when job site characteristics match preferences

Logical choice making occurs when chosen preferences match available jobs.

Basic Procedures Prior to visiting a job site, individual will select

preferred tasks and characteristics Visit job site and spend time watching and/or

doing tasks After visit, will compare initial preferences to

those at the site Process repeated across numerous sites

What Do I Want To Do?

http://brookespublishing.com/picturebank/

What Jobs Have I Done?

Characteristics I Like

All Choices Get Graphed

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Characteristics Graph

All Choices Get Graphed

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Characteristics I Like vs Here

Compares initial preferences to those experienced at a particular job site.

Characteristics Graph

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Personal Improvement

Contract

• The match contract compares self-evaluation to job coach or supervisor’s evaluation.

• Worker makes a plan, implements plan, evaluates performance, and makes adjustment.

Social Improvement Contract

Task Improvement Form

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My Employment

Plan

Field Testing 751 Individuals with disabilities across 11 years

234 with mental retardation 145 with chronic mental illness 113 with severe learning disability 102 with physical disabilities 96 with other disability including autism 61 with traumatic brain injury

Replicated across numerous sites

More Data Those who completed the assessment

process had a significantly greater likelihood of a successful job placement than those who did not complete the assessment process Chi square p < .05

Of those successful, 92% came with two placements. Significantly came with first placement

Follow-up Data 5-year cumulative summary

88% still working 55% at same job 33% at different jobs

Major reason for job change was to move to a better job

Over 93% of placements matched first or second job choice

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Resource Self-Directed Employment

Paul Brookes Publishing Baltimore www.brookespublishing.com

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Choose and Take ActionVocational Assessment Software

Use of a software program and community experiences to identify entry-level job interests

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Target Population

Secondary students and adults with moderate to significant cognitive needs who:

Have difficulty getting information from print Can attend to a computer screen Can follow simple 1 or 2 step directions Have limited to no previous work experience

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CTA Constructs• Vocational Choice Making

CharacteristicsSettingActivities (jobs)• Planning• Community ExperienceWatchDo• Self-Evaluation• Choose Again with Adjustment

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14 entry-level vocational settings found in most communities

15 job activities repeated across two settingsCare for animals in a vet’s officeCare for animals in a retail store

12 characteristics repeated across two or three activitiesWorking in a factory where it is inside and noisy

CTA Choice Factors

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CTA Features A navigator to give instructions and guide user through the program

Restricted mouse movements

Highlight critical features as navigator says them

Record made of all choices

Input options may include user installed touch screen

Format designed so teachers can add comments on student performance

Teacher can set number of video clips student can see in one trial

Pair of video clips presented together Minimum teacher control over available video

choices

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Settings Activities Characteristics

Car repair shop Bag items/bring carts Big open spaceChild care center Care for animals Small spaceConstruction site Care for people CleanFactory Care for plants MessyGreenhouse Clean-up Few peopleGrocery store Clear tables Many peopleHospital Filing InsideHotel Handle materials OutsideJanitorial service Heavy cleaning NoisyLandscape Company Laundry QuietOffice Move things Wear own clothesRestaurant Do paperwork Wear a uniformStore Stock shelvesVet Office Wash dishes

Yard work

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PublisherChoose and Take Action: Finding a Job for You

Sopris West4093 Specialty PlaceLongmont, CO 80504800.547.6747www.sopriswest.com

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One-Shot Vocational Interest Assessment for

Non-Readers

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Reading Free Interest Inventory

Published by Pro Edwww.proedinc.com

Price: $110

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COPS-PIC Non-Verbal Assessment of Occupational

Interest EDITS / P.O. Box 7234 / San Diego, CA

92167 800-416-1666 / 619-222-1666 / Fax 619-226-

1666 25 copies for $50.90

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WRIOT2: Wide Range Interest and Occupation Test 2

Available: www.proedinc.com

Cost: appx $200 for entire package

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Collaborative Effort

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Jim Martin, Ph.D.

University of Oklahoma

Zarrow Center for Learning EnrichmentCarpenter Hall Room 111

Norman, OK 73019

Phone: 405-325-8951

E-mail: jemartin@ou.edu

Web: http://education.ou.edu/zarrow/

For More Information Contact: