Age-appropriate Transition AssessmentWebinar #4

March 10, 2010

Presented by:

Center for Change in Transition ServicesCinda Johnson, Wendy Iwaszuk, Denny Hasko206.296.6494 ccts@seattleu.edu www.seattleu.edu/ccts

AGENDA

Overview of the Age-appropriate Transition Assessment Formal Assessments Informal Assessments Transition assessment in the IEP Resources and Forms Questions and Answers

Age-appropriate Transition Assessment

34 CFR 300.320(b) - WAC 392-172A-03090(1)(j)(i)Transition assessment

The ongoing process of collecting data on the individual’s needs, strengths, preferences, and interests as they relate to the demands of

current and future working educational, living, personal and social environments.

Assessment data serve as the common thread in the transition process and form the basisfor defining goals and services to be included inthe IEP and is gathered from multiple sources.

Age-appropriate Transition Assessment

The IEP Team gathers information from the student, about the student and for the student beginning at age 15 to be in the IEP when student turns 16; The first transition assessment is likely to be the most comprehensive and time-consuming; Assessment is revised each year

the after initial assessment;

Age-appropriate Transition Assessment

Best practice is for the student to lead the IEP Team in the development of the IEP, beginning with transition assessment;

Information is then transferred into the IEP.

Age-appropriate Transition AssessmentThe IEP Team

Student Parent/family IEP Case Manager General Ed Teacher Building Administrator Transition Specialist Counselor Support Staff Paraprofessional Agency Personnel

CFR §300.321(a)

Guiding Questions for Age Appropriate Transition Assessment1. Strengths: What strengths does the student have in

meeting some of life’s demands as they relate to education/training, employment, and independent living?

2. Needs: What are the main barriers around the student reaching postsecondary endeavors (e.g., college/training program, a job/career, accessing the community, or living independently)?

3. Interests: What are the student’s ambitions, currently and in the future? What activities/experiences promote curiosity and catch their attention?

4. Preferences: Given the opportunity to choose from available options in the areas of education/training, employment, and independent living, what options, according to the student, will motivate the student and make him/her happiest?

from Issaquah School District

Age-appropriate Transition Assessment

IS:• Conducted by IEP Team• Academic & functional

assessments• Interest & aptitude tests• Student, family, teacher,

employer interviews• Family, teacher,

employer observations• Employer evaluations• Psych reports • Entrance/placement

exams

IS NOT :• A single student interview• Interest inventories only • Conducted by the special

education teacher only• Conducted by the school

psychologist only• Formal assessments only• Informal assessments

only• Psych evaluation or re-

evaluation only

Types of Formal Assessments Aptitude tests

Transition planning inventories

Career maturity or readiness tests

Self-determination assessments

Intelligence and achievement tests

Types of Formal Assessments

Interest and work value inventories

Entrance/placement exams

Work-related temperament scales

Personality or preference tests Behavioral assessment information

Formal Assessments● Age-appropriate Transition Assessment Guide

National Secondary Transition Technical Assistance Center (www.nsttac.org)Adaptive behavior assessment, aptitude tests, interest and work value

inventories, intelligence tests, achievement tests, personality or preference tests, employability tests, self-determination assessments, work-related temperament tests, transition planning inventories.

● Assessment Reviews Transition Coalition www.transitioncoalition.org

Transition Planning Inventory, Work Personality Profile, AIR Self-Determination Scale, Brigance Employability Skills Inventory, Occupational Aptitude Survey & Interest Schedule (OASIS-3), SDS Career Explorer Self- Assessment and Careers

●Life Skills Inventory DSHS Independent Living Skills Assessment Tool

www.dshs.wa.gov/pdf/ms/forms/10_267.pdf

Ansell Casey Life Skills Assessmentwww.caseylifeskills.org

Formal Assessments

● Self-determination Assessment ToolsThe Zarrow Center for Learning Enrichment

http://education.ou.edu/zarrow/?p=38AIR Self-determination Assessment, ARC Self-determination Scale,

ChoiceMaker Self-determination Assessment, Field & Hoffman Self-determination Assessment.

● Transition Assessment Data through Standardized Instruments

The Transition Coalitionwww.transitioncoalition.org/assessing/book01/ch2a.htm

Examples of Standardized Tests Specifically Designed for Transition Planning with Adolescents

Formal Assessments● Directory of Commonly Used Published Tests

National Collaborative on Workforce and Disability for Youthwww.ncwd-youth.info/career-planning-begins-with-assessment

Extensive lists of formal assessments in four domains: educational, psychological/diagnostic, vocational/career, medical;

Assessment listings have publisher website, target group, norming procedures, administration qualifications, reliability/validity and costs.

● College admissionsThe College Board

www.collegeboard.orgScholastic Aptitude Test (SAT), Pre-SAT (PSAT/NMSQT)

ACT www.act.org/education/index.html

The ACT, Explore, PLAN, Quality Core, College Readiness Standards, WorkKeys, DISCOVER, COMPASS, EPAS (Ed Planning and Assessment System), CAAP.

Informal Assessments

√ Interviews and questionnaires1. conducted with a variety of individuals;2. used to determine needs, strengths, preferences and

interests relative to postsecondary goals;3. involves gathering information about a student and

the family’s current and future resources;tools: Transition Assessment Checklist (CCTS)*; Needs

Planning Survey (CCTS); Dream Sheet (NSTTAC); Employment –related Questionnaire (NSTTAC); Planning for the Future (Transition Coalition); Transition

Needs and Preferences Survey (CCTS); TransitionSurvey for Parents (CCTS);

(*=link to document)

Informal Assessments

√ Direct observation:1. Conducted within natural or school employment, post

secondary, or community setting;2. Direct observations are done most times by an

“expert” in the environment: parent, teacher, job coach, co-worker, paraprofessional, other persons in a student’s natural support system;

3. includes organized collection of information for behaviors (work/home/school), task completion, affective information (happy/sad/angry);

tools: Transition Information Gathering Form (CCTS)*; Worker Rating Standards (CCTS);Community Work Site Evaluation (CCTS);

(*=link to document)

Informal Assessments

√ Environmental or Situational Assessment1. carefully examined environments where activities

normally occur (ex. Student wants to attend leisure activities at local YMCA: analyze environment for member expectations at Y, transportation to Y, social interactions at Y)

2. analysis of a job situation comparing job requirements to student’s skills and accommodations needed: job restructuring, modifying equipment,

adaptive devices*source for job accommodations = Job Accommodation Network (www.jan.org)

Informal Assessments

√ Curriculum-based assessments:1. designed by educators;

2. gather information about a student’s performance in a particular curriculum;

3. develop instruction for the student;

Educator might use task analyses, work sample analysis, portfolio assessments, and/or criterion-referenced tests.

Age-appropriate Transition Assessment in the IEP

Student’s Name: ___SHANA age 15__ Disability category: __05 - SLD_______ Date: ___5/5/08___By: SE Teacher student family GE Teacher Admin Counselor Psych Parapro Support Staff

NEEDS STRENGTHS PREFERENCES INTERESTS WORK EXPERIENCEInterpersonal:•Does not acknowledge her disability•Verbally aggressive when asked to perform in deficit area (teacher)•Does not ask questions if does not understand directions (teacher/parent)•Has difficulty accepting criticism without resent-ment (teacher/parent)Academic: (teacher)•GORT 4◦ 5.0 level in decoding◦6.5 level - comprehension•Difficulty understanding written instructions with-out visual aids (WIAT –II)Community/Vocational:•Does not ask for assistance when needed on work tasks (teacher)•Lacks knowledge in career & job search skills•Has difficulty reading complex instructions (GORT 4)

Interpersonal: (teacher/family•Is a leader in class activities•Has good communication and social skills•Is polite and cheerful•Is eager to learn new tasks•Is quick to assist othersAcademic: (teacher/psych)•Above average problem solving skills that do not involve reading •Has above average computational skills•Has excellent motor coordination•Can write complete thoughtsCommunity/Vocational: (employer)• Work quality is above ave. • Task completion (work quantity) is excellent• Remains on task for extended periods of time• Shows initiative when starting new tasks • Shows creativity and independence on work tasks

Prefers: •Kiersey Temperament Survey:◦ working alone◦ minimal stress◦ quiet environment◦ warm, dry working space◦ can work in cluttered or disheveled environ- ment •EAS Temperament Survey:◦ creative work◦ variety of tasks◦ few judgments or decisions on work planning◦ detailed work ● Student:◦ work alone or with 1-2 others◦ creative not routine work◦ control over work tasks and schedule

Expressed: (Student)Drawing and paintingComputersPianoVolleyballSewingDesigning clothesHelping disabled kidsObserved: (teachers, parent)Books on tapeCollagesMaking outfits for friendsMusicDoodlingTested:●WOIS Interest Inventory:◦ Interest in art, design, graphics; • Magellan voc interest:◦ advertising, product design, apparel design◦ will do community or voc tech post-school education.•Career Cruising◦ set design, apparel, interior/space design

School-based work experiencesTA in LifeSkills art class – 2nd semester grade 9TA in mechanical drafting class - grade 10Community-based experiences:•Youth choir accompanist - middle school to current•volunteer art therapy assistant at nursing home •Currently working as hostess at Juan y Miguel Restaurant (from student: very stressful; too much chaos)

PURPOSE: The purpose of transition planning is to develop a coordinated set of activities designed within a results-oriented process that is focused on improving the academic achievement and functional performance of the student in order to facilitate the student’s movement from school to post-school activities, including postsecondary education/training, employment, and if appropriate, independent living skills.

SECONDARY TRANSITION

Student participated in IEP meeting? Yes No

If no, what steps were taken to ensure that the student’s preferences/interests were considered? POINTS TO CONSIDER:Secondary transition must be addressed in the first IEP to be in effect when the student turns 16, or younger if determined appropriate by the IEP team, and updated annually.Measurable postsecondary goals, based upon age-appropriate transition assessment results, must be included in the areas of education/training, employment, and (if appropriate) independent living skills.Transition services should be based on the individual student’s needs, taking into account the student’s preferences and interests, and may include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, the acquisition of daily living skills and provision of a functional vocational evaluation.

AGE APPROPRIATE TRANSITION ASSESSMENTS (include results of informal and/or formal assessments including student’s needs, preferences, and interests):

surveys/questionnaires profiles/portfolios vocational assessment(s) Other: Interviews; observations;

●NEEDS: Shana needs to increase her knowledge of her disability. She needs to decrease negative reactions when asked to perform in her deficit area and be able to ask for assistance on work tasks with needed (teacher). She needs to learn to accept criticism without resentment and ask questions when she does not understand (teacher/parent). Shana needs to continue specialized instruction in the area of reading and written language. Academically, Shana needs to increase her decoding and reading comprehension skills and reading complex instructions (teacher/GORT). She has difficulty understanding written instructions without visual aids (WIAT-II). Shana lacks knowledge in career and job search skills. Shana needs to learn how to conduct job searches independently (teacher).● STRENGTHS: Shana has good communication skills and is a leader in class activities. She is quick to help others. She is eager to learn new tasks (teacher/family). She has above average problem solving skills that do not involve complex reading. Shana has above average computational skills. She can write complete thoughts (teacher/psych). Shana has above average work quality and her task completion is excellent. She shows initiative when starting new tasks and shows creativity and independence on work tasks (employer).● PREFERENCES: Shana prefers working alone with minimal stress in a quiet environment. She can work in a cluttered environment but prefers to be warm and dry (Kiersey). She likes creative work, detailed work, a variety of tasks and prefers to make few judgments or decisions on the job (EAS Temperament Survey). She expresses a preference to work along or with 1-2 other people only. She works best when she has some control over her work tasks and schedule (student).● INTERESTS: Shana is interested in art, design and graphics (WOIS). She has an interest in advertising, product or apparel design and is interested in attending a community college (Magellan). Shana likes set design [theater], interior design and space design (Career Cruising). Shana expressed interests in drawing, painting, computers, piano, volleyball and helping disabled youth (student). She is observed to like books on tape, collages, music and doodling (family/teachers).

EDUCATION/TRAINING (Required to be addressed for all students)

Measurable Postsecondary Goal(s) (What the student will do after graduation from high school in the

area of education/training)

After graduation, Shana will attend [Orchard] Community College in the Design Concepts Program.

Transition Services (list Transition Services related to Education/Training, including IEP goal number(s) if applicable)

Transition Service Staff/Agency Responsible IEP Goal #

EMPLOYMENT (Required to be addressed for all students)

Measurable Postsecondary Goal(s) (What the student will do after graduation from high school in the area of

employment)

After completion of college, Shana will have a career in the design field.

Transition Services (list Transition Services related to Employment, including IEP goal number(s) if applicable)

Transition Service Staff/Agency Responsible IEP Goal #

INDEPENDENT LIVING SKILLS (Must be addressed if determined appropriate by the IEP Team)

Measurable Postsecondary Goal(s) (What the student will do after graduation from high school in the area of living

skills)

Upon completion of high school, Shana will access career and job search activities independently.

Transition Services (list Transition Services related to Independent Living Skills, including IEP goal number(s) if applicable)

Transition Service Staff/Agency Responsible IEP Goal #

Secondary Transition Resources

• Center for Change in Transition Services:

www.seattleu.edu/ccts/

• National Secondary Transition Technical Assistance Center (NSTTAC):

www.nsttac.org

• Transition Coalition: (see Presentations)

www.transitioncoalition.org

• National Center on Secondary Education and Transition

www.ncset.org

Secondary Transition Resources

• National Collaborative on Workforce and Disability for Youth

www.ncwd-youth.info

• Zarrow Center for Learning EnrichmentStudent-directed transition planning

www.ou.edu/zarrow/pilot/

• National Alliance for Secondary Educationand Transition

www.nasetalliance.org/

Age-appropriate Transition Assessment

Contact The Center for Change in Transition Services with any additional questions at:

206.296.6494

ccts@seattleu.edu