Four-Part Transition Assessment Model

1. Four-Part Transition Assessment Model Jim Martin University of Oklahoma Zarrow Center Web: http://education.ou.edu/zarrow/ Email: jemartin@ou.edu

2. The Purpose of Special Education What is the purpose of Special Education?

3. 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.

4. The Reason Why - 1

5. The Reason Why -2

6. 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

7. Student Transition Questions • What are my interests, aptitudes, and capabilities in school, work, and community living? • Where do I want to live, work, or go to school after leaving high school? • What courses do I want to take in high school to graduate and prepare for my future? • What do I need to learn to do what I want? • What do I do after I leave school? • What are my strengths? • What do I need to improve to be successful? Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.

8. Four-Part Transition Assessment Model

9. Transition Assessment Model Components • Self-Determination Assessment • Adaptive Behavior Assessment • Vocational Interest and Skills Assessment • Postschool Predictor Assessment (in development)

10. Transition Assessment Progression Chart • Look at example in handout packet • Build by grade and by skill level • Identifies what, who, when, and how often • Can establish school or district wide implementation of a sequential transition assessment process

11. Self-Determination Assessment Part 1 of the 4-Part Transition Assessment Model

12. Why SD Assessment? • Improved postsecondary outcomes • Goal setting during early adolescence • Awareness of disability • Goal attainment • Improved academic performance • Limited studies so far

13. Self-Determination Constructs • Self-awareness • Self-advocacy • Self-efficacy • Decision-making • Use of self-management strategies to attain plan • Self-evaluation • Adjustment

14. AIR Self-Determination Assessment • Parent Version • Teacher Version • Student Version • Available at • http://education.ou.edu/zarrow • Cost: free

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

16. 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

17. Adaptive Behavior Assessment Part 2 of the 4-Part Transition Assessment Model

18. 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?

19. 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

22. Vocational Interest Assessment Part 3 of the 4-Part Transition Assessment Process

23. Vocational Interests for High Achieving Students With Mild Disabilities • Group Interest Inventories • ACT Plan • ACT Explorer • U.S. Dept of Labor O*NET • www.onetcenter.org • Interest profiler, ability profiler • Look left under Products • Select career exploration tools

24. 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

25. 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

26. 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

27. 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

28. Functional Vocational Assessment Designed for Students Involved in Work Study Programs

29. Vocational Interests via Career Exploration - For Those Who Can Read Choosing Employment Goals Sopris West Publishers (www.sopriswest.com) Requires reading and writing skills

30. Key: Determine Match Between What I Like and What’s at This Site

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

32. Choose and Take Action Vocational Assessment Software Use of a software program and community experiences to identify entry-level job interests

37. Publisher Choose and Take Action: Finding a Job for You Sopris West 4093 Specialty Place Longmont, CO 80504 800.547.6747 www.sopriswest.com

38. Transition Success Assessment Part 4 of the 4-Part Transition Assessment Model

39. 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)

40. Postschool Success Predictors • Reviewed the literature to identify student behaviors that predicted postschool success. • 45 quantitative and qualitative studies • Several different search engines • Journal reference lists • Hand searched major journals • Asked colleagues around the country

41. 14 Concept Clusters

42. Transition Success Assessment • Transition Success Assessment: A Transition Behavior Profile • 46 items • Professional, Family, and Student TSA Versions • TSA Graphic Profile • TSA Goal Identification Matrix • Takes about 10 minutes to answer the items and score

43. Wording of TSA Items • Fine tuned wording internally at ZC • Conducted six social validity groups • 4 expert panels (27 participants) • 1 parent panel (8 participants) • 1 student panel (8 participants) • 1 more student panel to go • First round produced changes to 36 of 50 Professional TSA items • Subsequent panels made fewer and fewer changes

44. Issues Expressed by Social Validity Groups • Family group focused on wording associated with friends, asking for support, coping skills, and independent living. • Students did not like the word “used.” • Professional group more sensitive regarding words such as limitation and disability awareness. • Very positive feedback from all the groups • Easy to understand and use • Makes sense • Beneficial to planning students’ future • “Now I understand what to teach” • Found the TSA practical

45. Transition Success Assessment – Draft 45

46. Need Educators for Reliability Studies • Now • Complete on three students then send to OU • Complete on same three students again four week later and send to OU • In the Fall • With parental consent and student ascent students complete TSA student version • Same students complete TSA four weeks later • Parent completes TSA

47. IES Grant Submitted • Submitted grant to IES to conduct large scale studies • Structural equation modeling to build construct validation • Test parallel versions (student, professional, and family) • Similar factor structure across tools • Reliability studies across country • Undertake predictor studies

48. Collaborative Effort

50. For More Information Contact: Jim Martin University of Oklahoma Zarrow Center for Learning Enrichment Carpenter Hall Room 111 Norman, OK 73019 Phone: 405-325-8951 E-mail: jemartin@ou.edu Web: http://education.ou.edu/zarrow/