Using Transition Assessment Results to Write Transition Plans

1. Using Transition Assessment Results to Write Transition Plans Dr. Amber McConnell University of Oklahoma Zarrow Center Web: zarrowcenter.ou.edu

2. Postsecondary Goals • Students of transition age must have further education and employment postsecondary goals • Independent living optional • Students have input and write goals based on answers to three questions: • Where do I want to live after completing high school? • What type of work do I want to do after completing high school? • How do I want to learn to do my job after completing high school? • Need to be updated annually

3. Postsecondary Goals

4. Three-Part Transition Assessment Model

5. Transition Assessment Model Components • Education/Training • Employment • Independent Living

6. Measurable Annual Goals

7. Annual goal must be measurable • A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

8. Annual Goals Need to Include • Condition • involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed. • Behavior • identifies the performance that is being monitored. • Criterion • how much, how often, or to what standards the behavior must occur • Timeframe • usually specified in the number of weeks or a certain date for completion

9. Education/Training Assessments Part 1 of the 3-Part Transition Assessment Model To create goals based on academics, functional academics, life centered competencies or career/technical or agricultural training.

10. Guide to Assessing College Readiness • Landmark College Assessment • http://www.iidc.indiana.edu/styles/iidc/defiles/INSTRC/Webinars/College-Readiness_Assessment.pdf • Read each item with student and discuss • Provides Assessment for Self-Advocacy to include in annual transition goals • Five Domains • Academic Skills • Self-Understanding • Self-Advocacy • Executive Functioning • Motivation and Confidence

11. Transition Planning Inventory • ProEd

13. Armed Services Vocational Aptitude Battery (ASVAB) • PLAN • ACT • SAT • GED • WorkKeys

14. Self-Advocacy Checklists • Self-Advocacy crucial self-determination concept • Students speak and act on their own behalf • Self-Determination and Self-Advocacy Skills Questionnaire • Student form • Parent form • Teacher forms (A & B)

15. TAGG • An easy-to-use transition assessment based upon behaviors and experiences research has identified as associated with post-school employment and further education • Our TAGG assessment yields priority ranked annual transition goals and an overall strengths and needs profile.

16. TAGG Constructs • Strengths and Limitations • Disability Awareness • Student Involvement in the IEP • Persistence • Goal setting and attainment • Interacting with Others • Employment • Support Community

19. Write an Annual Transition Goal for Education / Training

20. Could you identify Strengths? Needs? Goals?

21. Instruction

22. Development of Employment Assessments Part 2 of the 3-Part Transition Assessment Model To create goals based on occupational awareness, employment related knowledge and skills and specific career pathway knowledge and skills.

23. Employment Options • Individual Competitive Employment • Individual Supported Employment • Group Supported Employment • At Home or Community-Based Entrepreneurial Jobs

24. Career Clusters • Career Tech uses career clusters to sort programs.

25. 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

28. On-Line Free Interest Inventories • Nebraska Career Connections

29. 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

30. Annual goal must be measurable • A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

31. Annual Goals Need to Include • Condition • involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed. • Behavior • identifies the performance that is being monitored. • Criterion • how much, how often, or to what standards the behavior must occur • Timeframe • usually specified in the number of weeks or a certain date for completion

32. Write an Annual Transition Goal for Employment

33. Employment

34. Functional Vocational Evaluation

35. Independent Living Assessments Part 3 of the 3-Part Transition Assessment Model (Skills for self-determination, interpersonal interactions, communication, health/fitness and knowledge needed to successfully participate in Adult Lifestyles and other Post School Activities (e.g. skills needed to manage a household, maintain a budget and other responsibilities of an adult.)

36. Life Skills Inventory • 15 domains (money, hygiene, safety, etc) • Four levels: basic, intermediate, advanced, exceptional • Must know 3 of 5 to advance from basic to intermediate • Must know the person or have family member complete • Cost: free • Available athttp://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf

37. 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)

38. ESTR Automatic Scoring

39. Casey Life Skills • Web based and FREE!!! • Spanish, French 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 • www.caseylifeskills.org

41. CLSA • Appropriate for all youth ages 14 to 21 regardless of living circumstances (i.e., in foster care, with bio-parents, in group homes or other places). • Comprehensive with 113 assessment items categorized within eight areas for skills, knowledge and awareness. Youth can complete one area at a time or finish the whole assessment in approximately 30-40 minute

47. Younger Youth • Youth Assessment Level I (elementary ages) • This 33-item assessment is appropriate for younger youth ages 8-9 or any young person with reading and/or developmental challenges. Youth can self-report on communication, daily living, home life, self-care, and work and study skills. • Youth Assessment Level II (middle school ages) • With 49 items, this assessment is for youth ages 10-13. Like Youth Level I, it may be useful for young people with reading and/or developmental challenges. It assesses areas in communication, daily living, self-care, social relationships, and work and study skills

48. Independent Living Assessments • Personal Preference Indicators • Informal and free • Life Skills Inventory • Informal and free http://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf • Independent Living Skills Assessment (and others) • https://sites.google.com/a/apps.edina.k12.mn.us/odin-b-portfolio/independent-living-skills

49. 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 • Personal Preference Indicators • Cost: free

50. Life Skills Inventory • 15 domains (money, hygiene, safety, etc) • Four levels: basic, intermediate, advanced, exceptional • Must know 3 of 5 to advance from basic to intermediate • Must know the person or have family member complete • Cost: free • Available athttp://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf