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Transition Assessment and IDEA 2004

Transition Assessment and IDEA 2004. Larry Stemple- Wayne RESA. IDEA 2004. (aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills;. TRANSITION ASSESSMENT.

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Transition Assessment and IDEA 2004

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  1. Transition Assessment and IDEA 2004 Larry Stemple- Wayne RESA

  2. IDEA 2004 • (aa) appropriate measurable postsecondarygoals based upon age appropriatetransition assessments related to training, education, employment, and, where appropriate, independent living skills;

  3. TRANSITION ASSESSMENT • Transition assessment can be considered the ongoing process of collecting data on the student’s needs, preferences, and interests as they relate to the current and future working, educational, living, personal and social areas.

  4. Vocational Transition Assessment • A systematic ongoing process designed to help students and their parents understand a student’s vocational preferences and potential by gathering information about the skills necessary for potential employment.

  5. POSSIBLE TRANSITION ASSESSMENT SOURCES • Informal interviews with students, parents, staff, etc. • Vocational assessments • Interest inventories • Teachers observations/reports • Guidance counselors • Formal assessments • Previous IEPs, METs, PLAAFP statements, diagnostic summaries, etc. • Permanent school record, including student grades and progress reports.

  6. Observation Anecdotal information On-the-job “tryouts” Classroom performance examples Tests Work Samples Apprenticeships Paid work experiences Work study program More Possible Sources of Assessment May Include:

  7. QUESTIONS ADDRESSED BY TRANSITION ASSESSMENTS • What is the desired post-secondary vision? 2. What are the student’s needs, preferences and interests? 3.What skills (strengths) does the student possessto help achieve his/her goals?

  8. QUESTIONS ADDRESSED BY TRANSITION ASSESSMENTS 4. What skills (and goals) must the student acquire to achieve their post-secondary vision (needs)? 5. What planning issues need to be addressed? For example, instructional settings, course(s) of study, accommodations, supports, modifications, assistive technology, etc.

  9. Enderle-Severson Transition Scales ESTR-J Revised Student Form • Transition specific assessment for students with mild disabilities, such as Learning Disabilities, Emotional Disorders, Hearing Impairments, Visual Impairments, Physical/Health Disabilities, Speech/Language Disorder (mild levels). ESTR-J Revised Parent Form • This form is to gather information from the parents

  10. ESTR–J Revised • Useful when assessing students with MILD disabilities. • Reduced number of items from ESTR-III. • Same five transition areas assessed • Areas are inclusive of the areas identified in IDEA.

  11. ESTR-III Scale ESTR III: Transition specific assessment for students with more disability, such as Cognitive Disabilities, moderate to severe range. ESTR III Parent Form: A form to gather information from the parents

  12. ESTR - III Scale Items reflect the original scale but developed for individuals with more disability. Scale covers 5 Transition Areas: • Employment, Recreation & Leisure, Home Living, Community participation & Post Secondary Education • Areas identified are inclusive of the areas identified in IDEA

  13. TPI: Transition Planning Inventory • Identifies and plans for the comprehensive transition needs of students (employment, further education/training, daily living, leisure, community participation, health, self-determination, communication, interpersonal relationships) • Takes into account the individual student's needs, preferences, and interests • The forms contain the 46 items. The student form also contains 15 open-ended questions.

  14. Informal Assessments for Transition Planning Informal Assessments for Transition Planning (Paperback)by Gary M. Clark, James R. Patton, L. Rozelle Moulton Informal Assessments in Transition Planning is another resource that school-based personnel can use to determine transition needs and to develop appropriate transition plans.

  15. Product Information ESTR Publications Website: http://www.estr.net Email: severson@mnstate.edu Telephone: (218) 287-8477 TPI Website: http://www.proedinc.com Email: tmaddox@proedinc.com Telephone: 512-451-3246 ext. 640.

  16. Michigan Transition Resources on Center for Educational Networking • http://www.cenmi.org/tspmi/materialsresources.asp

  17. USE OF ASSESSMENT RESULTS • Review the results with student/family • Utilize the students’ post-school goal statements to develop the IEP • Use the data to determine academic and functional performance within the PLAAPF, including strengths and needs • Develop a course of study that will help the student reach their vision • Use data to develop transition goals and identify services • Include in the student’s Summary of Performance

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