Transition Assessment & Planning: Using the Enderle-Severson Transition Rating Scale

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Transition Assessment & Planning: Using the Enderle-Severson Transition Rating Scale

Sue Severson, Ed.D.

Minnesota State University Moorhead

severson@mnstate.edu

Jon Enderle, M. S.

Moorhead Public Schools

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IDEIA 2004 Results oriented process Post-school outcomes

postsecondary education, vocational training, integrated employment (including supported employment, continuing and adult education, adult services, independent living or community participation

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Results Orientation Previous language “outcome oriented” Planning for student participation in:

Employment, Recreation/leisure, Home living, Community participation, Post-secondary education

Not just focusing on the diploma Assessment Implication: Identify learner’s desired post school outcomes in all transition areas

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IDEIA Definition “ based on the individual child’s needs, taking

into account the child’s strengths, preferences and interests”

Transition Assessment Implications: Identify needs in transition areas Identify strengths in transition areas Know and understand STUDENT interests and preferences and focus on these in the transition planning process

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Age 16 Proposed regulations provide IEP teams with the authority

to initiate transition planning before age 16 (DCDT) Earlier planning

Opportunity to connect students to high school course of study to reach goals

Opportunity to initiate services that support students to remain in school

Transition Assessment Implications: Assessment in evaluation period prior to age 16

Transition assessment outside of 3-yr evaluation

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Summary of Performance Final Performance Summary

Includes result of transition-focused assessment Written in a way that will communicate key information to assist student

to gain access to, and participate in post-secondary education and employment

Clearly indicates students’ postsecondary goals and the progress made toward achieving those goals (DCDT)

To eliminate unnecessary testing & improve interagency linkages, central component should be review of previous disability documentation & functional impact of of the disability

Transition Implication Contents of the online assessment summary

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Transition Assessment Model

Basic Skills Assessment

Transition Assessment/

Career Exploration

Elementary

Middle School/Junior High

High School

Postsecondary

Assessment

0%

50%

100%

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Transition Assessment & Planning

Adapted from Transition Planning Inventory, Clark & Patton, 1997.

Initial Identification

of Needs

Transition Planning

In-Depth Assessment of Select Areas

Teaching of skills/knowledge (goals & objectives, general education curriculum)

Linkage to services/supports (activities)

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Initial Identification of Needs ESTR Scales

ESTR-J-Revised ESTR III

Transition Planning Inventory (TPI)

Initial Identification

of Needs

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In Depth Assessment of Select Areas Brigance Scales

Life skills Employability skills

LCCE Knowledge & Performance Battery Teacher made tests

Initial Identification

of Needs

In-Depth Assessment of Select Areas

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Transition Planning Linkages and supports

Course of study Statement of needed

transition services Activities to address needs

Goals and objectives

Transition Planning

Teaching of skills/knowledge (goals & objectives, general education curriculum)

Linkage to services/supports (activities)

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PostsecondaryGoals

(preferences & interests)

Present LevelOf

Educational Performance

---------------Build on strengths,

address needs

Course of Study

Statement of Needed Transition Services

Goals&

Objectives

ASSESS

ASSESS

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Questions Transition Questions Transition Assessment Assessment Must AnswerMust Answer

1. What are the learner’s desired future outcomes/goals?

Results oriented process. Needs, strengths, preferences and interests.

2. What skills does the student possess? (strengths)

Relative to their goals.3. What skills must the student acquire to

achieve their goals? (needs)4. What planning issues need to be

addressed? (needs)

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Transition Planning in the Schools: Using the Enderle-Severson Transition Rating Scales

Historical perspective Best practices Administration of ESTR Scales Writing transition into the IEP Case studies Reliability and validity information

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ESTR Scales ESTR Scales

ESTR-J-Revised Transition specific

assessment for students with mild disabilities

Learning disabilities, emotional disorders, hearing impairments, visual impairments, physical/health disabilities, speech/language disorder (mild levels)

ESTR-J-Revised Parent Form ESTR-J form to gather

information from parents

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ESTR Scales ESTR III

Transition specific assessment for students with more disability

Cognitive disabilities Moderate to severe

range ESTR III Parent Form

ESTR II form to gather information from parents

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ESTR-III AdministrationESTR-III Administration Respondents

School personnel Parents

Parent form (crème) Student

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Rating System Rating system

2=Independent and consistent.

1=Participates with assistance or is inconsistent.

0=Does not participate at this time.

Anecdotal comments.

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ESTR III Scoring For each section:

Count the number of 2’s-enter in appropriate space on front cover

Count the number of 1’s-enter in appropriate space on front cover

Items where 0 is indicated are not counted

On front cover: Multiply the number of 2 scores

by 2 Multiply the number of 1 scores

by 1 Add TOTALS for 1’s and 2’s Add these scores for Total

Performance Score

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ESTR-J-Revised Administration

Respondents Parents (gray form) Students School personnel

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Administration: ESTR-J-R Rating system

Yes=Independent and Consistent

No= Not performed or performed

Anecdotal comments.inconsistently.

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ESTR J-Revised Scoring For each section:

Add up 1 scores and enter number in appropriate space on front cover.

On the front cover: Once all scores are recorded-

Determine the percentage for each area.

Add raw scores for all areas-record as Total Performance Score.

Calculate Total Performance Percentage.

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What do these scores mean?What do these scores mean? Total Performance Score &

scores for each subscale are reference points.

ESTR III Score indicates degree of independence as well as areas of participation where assistance is provided.

Low score at graduation indicates that support systems need to be in place.

ESTR-J--Scores indicate skill levels and the status of planning.

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Measurable Postsecondary Goals(Results Oriented Process)

Students’ dreams and aspirations for their future.

Students’ preferences and interests.

Looking beyond the diploma.

Realistic/unrealistic. ESTR Worksheets

Student form. Parent form.

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Measurable Postsecondary Goals

Included in the IEP. “I” statements. “Coordinated set of

Activities” that comprise transition planning focus on identified “future outcomes/goals” Identified by the learner

(parent).

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Present Level of PerformanceSitlington, Clark, and Kolstoe (2000)

The most central and critical use of transition assessment information is as a component of the Present Level of Educational Performance in the student’s IEP. Transition goals and objectives, along with official linkages with nonschool agencies, would come directly from transition-referenced assessment and the information in the Present Level of Educational Performance. The data should have direct implications for instructional program decisions, including program design, program placement, curriculum planning, instructional procedures, and additional assessment requirements. ( p. 123)

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ESTR-J-Revised Present Level of Performance

Each item of the scale included in performance level.

Efficient means of organizing information: Strengths Possible areas of concern.

Include anecdotal comments.

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ESTR III ESTR III Present Levels of PerformancePresent Levels of Performance

Includes every item of the ESTR III along with other relevant information (anecdotal comments).

Organized around the areas of: 2-Independent and Consistent 1-Participates with Assistance or is Inconsistent, 0-Does Not Participate.

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Computer Assisted Performance Levels

NEW!! Worksheet for transition planning. Online entry. Purchase # of assessment reports. Enter information online. Report generated in PDF format.

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Assessment Summary Report

Contents Demographic

information Description of

assessment instrument Future goals information Strengths/needs Future goals Other information-such

as……..

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Assessment ReportESTR-J Score

Strengths:Yes items are listed

Possible Areas of Concern:I would like this to become part of my IEP this year.

My parents would like this to become part of my IEP this year.

I will work on this at home or other non school environments.

Not to be addressed this year.

No items are listed.

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Next Steps Course of study Statement of Needed Transition Services Goals and Objectives Lesson plans/instruction