Implementing the Age Appropriate Transition Assessment Requirements of IDEA 2004

1. Implementing the Age Appropriate Transition Assessment Requirements of IDEA 2004 Mary E. Morningstar, Ph.D. January 28, 2008 Henrico County Public Schools mmorningstar@ku.edu www.transitioncoalition.org

2. Transition & the IEP Beginning no later than the first IEP in effect when the student turns 16 and annually thereafter – A student's IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills. The IEP must include those transition services (including courses of study) needed to assist the student in reaching postsecondary goals. (Section 614)

3. Division of Career Development & Transition Transition assessment is "the ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal, and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP" (Sitlington, 1996). How does it compare? Defining Transition Assessment Activity: What’s YOURDefinition?

4. Purpose of Transition Assessment Facilitating a self-awareness… for decision-making of critical life choices… through informing, discussing, and providing transition services by… • Identifying students’ strengths, interests and preferences • Determining post-secondary goals • Developing relevant learning experiences (instruction) & transition services • Identifying supports (linkages) needed to accomplish post-secondary goals • Evaluating instruction and supports.

5. Principles of Transition Assessment • Use a variety of methods in order to provide accurate information to answer a broad range of questions • Assessment information should be verified by multiple sources and different methods • Requires a collaborative approach to data collection and decision-making • Involve the student and other stakeholders to the greatest extent possible • Evaluate the degree to which the transition IEP is moving the student toward the ultimate test – living in society!

6. Assessment Selection Assessment Plan Using Data Guiding Questions Integrating Data & IEP Transition Assessment:Where Do You Start?

7. Assessment Selection Assessment Plan Using Data Guiding Questions Integrating Data & IEP • Do we understand this student’s strengths, preferences, needs interests? • In what ways can we prepare this student for the future? • What do I already know about this student to determine his/her postsecondary goals? • What methods and sources will provide this information? • What role can the student play in participating in the assessment process? • How will the assessment data be collected and used in the transition planning process? • Is the student making progress toward specific postsecondary goals?

8. Assessment Selection Assessment Plan Using Data Guiding Questions Integrating Data & IEP • Assessment Plan Characteristics: • Customized to specific types of information needed • Appropriate to learning and response characteristics • Use assistive technology & accommodations • Occur in that influence development, planning, & implementation of transition planning • Include multiple ongoing activities to sample behaviors and skills • Must be verified by multiple methods & persons • Results stored in user-friendly way • Occurs over time (multiple years)

9. Assessment Selection Assessment Plan Using Data Guiding Questions Integrating Data & IEP What to Assess Learning Styles Temperament Background Info. Aptitudes Information needs for Student-focused Transition Planning Independent Living Skills Interests Supports & Accommodations Social Skills Vocational & Occupational Skills Adapted From: P. Kohler (2004)

10. Assessment Selection Assessment Plan HOW to Assess • Standardized • Norm-referenced • Criterion-referenced • Informal • Analysis of background info. • Interviews • Work samples • Curriculum-based assessments • Informal (cont) • Observations & situational assessments • Alternative assessments • Person-centered Planning • Assessing Environments Using Data Guiding Questions Integrating Data & IEP

11. Assessment Selection Assessment Plan HOW to Assess • Standardized • Norm-referenced • Criterion-referenced • Informal • Analysis of background info. • Interviews • Work samples • Curriculum-based assessments • Informal (cont) • Observations & situational assessments • Alternative assessments • Person-centered Planning • Assessing Environments Using Data Guiding Questions Integrating Data & IEP

12. Commercially-Available Transition Assessment Instruments • Enderle-Severson Transition Rating Scales (ESTR-R and ESTR-III) • LCCE Performance & Knowledge Batteries • Transition Skills Inventory (TSI) • Transition Behavior Scale (2/e) (TBS) • Transition Planning Inventory (TPI) • BRIGANCE® Life Skills Inventory

13. Assessment Selection Assessment Plan Using Data Guiding Questions Integrating Data & IEP • What happens to assessment data after it’s collected? • Summarize it using functional terms • Use data to identify relevant transition skills related to specified postsecondary goals (e.g., vocational skills, learning styles, decision-making skills) • Link assessment results to postsec. goals, instruction & transition services • Go back to think about: WHAT IS THE PURPOSE?

14. Assessment Selection Assessment Plan Assessment is really only a means to an end, rather than the end in itself Rojewski, 2002 Using Data Guiding Questions Integrating Data & IEP • What happens to assessment data after it’s collected? • Summarize it using functional terms • Use data to identify relevant transition areas (e.g., vocational goals, learning styles, decision-making, etc.) • Link assessment results to instruction & transition services • Go back to think about: WHAT IS THE PURPOSE? • Goal of transition assessment: Full participation in school and community(Sitlington et. al., 1997)

15. Assessment Selection Assessment Plan Using Data Guiding Questions Integrating Data & IEP • Student & Family • Transition Specialist • Special Educators • School Psychologist • School Social Worker • Guidance Counselor • General Educator • VR Counselor • MH Services Coordinator • Employment Specialist • SPL • Audiologist • Physical Therapist • Occupational Therapist • Assistive technology • Results of transition assessments in IEP: • Included in present levels of educational performance • Used to identify postsecondary goals (outcomes) • Used to identify needed transition services • Summary of Performance • Coordinate assessment needs with adult agencies • Summarize and customize results to meet needs of outside agencies • Collaboration is critical! Roles of stakeholders in assessment

16. A comprehensive evaluation.. “shall not be required before the termination of a child's eligibility under this part due to graduation from secondary school with a regular diploma.” SUMMARY OF PERFORMANCE – “… a local educational agency shall provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals.”IDEA 2004 Sec. 614c (5) Summary of Performance

17. For a student whose eligibility terminates due to graduation from secondary school or exceeding the age eligibility for a free appropriate education under State law: (i) a member of the student’s IEP Team … shall provide the student with a written Performance Summary; (ii) … be based on a historical review of functional assessment and evaluation data as well as an interpretation of the effectiveness of accommodations and supports; (iii) … specify information and data that documents the student’s disability; provide information on the nature and extent of academic and functional limitations caused by the disability; and provide information on the effectiveness of accommodations, supports and assistive technology previously used to reduce the functional impact of the disability. (iv) the Performance Summary should include, whenever possible: (a) the most recent evaluations or data that support the narrative above; and (b) student input regarding the functional limitations of her/his disability and use and effectiveness of accommodations and supports.

18. Overriding Theme “A well planned and executed assessment that results in a well-balanced understanding of a student’s performance is one of the most important contributions to generating critical objectives, effective instruction, and meaningful outcomes.” (Giles & Clark, 2001, pg. 80)