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Transition Success Assessment

Transition Success Assessment. Jim Martin and Chen-Ya Juan University of Oklahoma Zarrow Center Web: http://education.ou.edu/zarrow/ Email: jemartin@ou.edu. The Purpose of Special Education. What is the purpose of Special Education?. The Purpose of SPED.

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Transition Success Assessment

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  1. Transition Success Assessment Jim Martin and Chen-Ya Juan 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. Elementary Model

  8. A Secondary Transition Education Framework

  9. CEC’s Division on Career Development and Transition Transition assessment is the ongoingprocess of collecting data on individual’sneeds, preferences, and interests asthey relate to the demands of current and future working, educational, and living environments. Assessment data serves as the common thread in the transition process andforms the basis for defining IEP goals and services Sitlington, P. L., Neubert, D. A. & Leconte, P. J. (1997). Transition assessment: The position of DCDT. Career Development for Exceptional Individuals, 20, 69-79.

  10. 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.

  11. Four-Part Transition Assessment Model

  12. Transition Assessment Components • Self-Determination Assessment • Adaptive Behavior Assessment • Vocational Interest and Skills Assessment • Postschool Predictor Assessment

  13. 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)

  14. Transition Success Assessment Concept

  15. Postschool Success Predictors • Reviewed the literature to identify student behaviors and traits 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

  16. 14 Concept Clusters

  17. TSA Details • 50 items • Professional, Family, and Student TSA Versions • TSA Graphic Profile • TSA Goal Identification Matrix • Takes 5 to 10 minutes to answer the items

  18. 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) • First round produced changes to 36 of 50 Professional TSA items • Subsequent panels made fewer and fewer changes

  19. 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.” Students would explain the importance of terms such as “Independent Living.” • Most clueless about their IEP meeting process, transition terms, and disability. • 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

  20. Remaining Tasks • Complete internal reliability study with at least 100 professionals, 100 students, and 50 parents • Test-retest reliability (four weeks apart) • Factor analysis of items to determine final clusters • Complete user manual • Disseminate final TSA

  21. 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

  22. Transition Success Assessment – Draft 42

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