Using Transition Assessment to Develop Postschool and Annual Transition Goals

1. Using Transition Assessment to Develop Postschool and Annual Transition Goals Jim Martin University of Oklahoma Zarrow Center Web: http://education.ou.edu/zarrow/ Email: jemartin@ou.edu

2. Agenda • Purpose of Special Education • Four-Part Transition Assessment Process • Self-Determination Skills • Adaptive Behavior • Vocational Interests • Can read • Can’t read • Transition Success Behaviors • Building Transition Assessment Implementation Timeline Across Grades and Student Abilities

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

4. 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.

5. The Reason Why - 1

6. The Reason Why -2

7. 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

8. 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.

9. 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

10. 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

11. Four-Part Transition Assessment Model

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

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

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

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

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

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

18. 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

19. 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

20. Page 2, top box and Page 3 top box for example of OK IEP Examples

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

22. 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?

23. 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

24. 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

25. 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

26. 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

27. Enderle-Severson Transition Rating Form • ESTR-J • Students with mild disabilities • Parent version (available in Spanish) • Teacher version • Five Transition areas • $20 for 10 assessments • www.estr.net • ESTR-III • Students with “more” disabilities • Parent version • Teacher version • Five Transition areas • $20 for 10 assessments • www.estr.net

28. 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

30. Page 4 of OK IEP Examples – top box, page 5 top box

31. Casey Life Skills Educational Supplement Assessment

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

33. 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

36. 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

37. 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

38. 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

39. 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

40. OKCIS • OKCIS • http://okcis.intocareers.org/ • provides comprehensive career information for students developing and updating educational plans. OKCIS includes tools that encourage self-assessment, exploration, research, goal setting, and decision-making. • OKCIS Junior • The reading requirement for this version is fifth-grade level, making it appropriate for special populations.

42. 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

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

44. 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.

45. Functional Assessment Process • Over time • Repeated Measures Situational Assessment

46. 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)

47. 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.

48. 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

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

50. 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)