Transition Assessment Sue Severson, Ed.D. Minnesota State University Moorhead [email protected] Minneapolis Career Fair March 4, 2005

Transition Assessment

Sue Severson, Ed.D.Sue Severson, Ed.D.Minnesota State University Moorhead

[email protected]

Minneapolis Career Fair

March 4, 2005

June 7, 2004 Vermillion 2

IDEIA, 2004

• The term “transition services” means a coordinated set of activities for a child with a disability that - (B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests. . . .


IDEIA, 2004

• Appropriate Measurable Postsecondary Goals– Based upon age appropriate transition

assessment– Related to training, education, employment

and where appropriate independent living skills


Transition Assessment & Planning

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)

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


Questions Transition Assessment Questions Transition Assessment Must AnswerMust Answer

1. What are the desired future outcomes/goals? (preferences and interests)– 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)


PostsecondaryGoals

(preferences & interests)

Present LevelOf

Educational Performance

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

address needs

Course of Study

Statement of Needed Transition Services

Goals&

Objectives

ASSESS

ASSESS


Transition Assessment

• Key piece of the “preparation for life” puzzle

• Systematic observation of what individuals need to function successfully as adults– Systematic observation--objective and

organized means of gathering data to confirm or validate (DCD Manual)


Transition Assessment Instruments

• ESTR Scales– ESTR-J-R + Parent Form

• Transition specific assessment for students with mild disabilities

– ESTR III + Parent Form• Transition specific assessment for students with more disability

– Transition Planning Inventory (TPI)• Transition screening for students with mild disabilities

– LCCE Batteries (Published by CEC)• Knowledge Battery-200 multiple choice test• Performance Battery-Performance-based measures

– Brigance Diagnostic Inventory of Employability Skills• Criterion referenced performance-based assessment

– Brigance Diagnostic Inventory of Life Skills• Criterion referenced performance-based assessment


Transition Planning Inventory (TPI)

• Four forms: home, school, student, profile

• 46 transition planning statements

• 9 planning areas– Employment, Further Education/Training, Daily

Living, Leisure Activities, community Participation, Health, Self-Determination, communication, & Interpersonal Relationships


Transition Planning Inventory (TPI)

• Screening?– Broad items– Manual contains further breakdown

• Mild Disabilities?– Authors indicate it can be used for all

• Early Years?


TPI Profile


Measurable Postschool Outcomes

• Student form• Parent form in

manual• 15 open ended

statements

Enderle-Severson Transition Enderle-Severson Transition Rating ScalesRating Scales

• ESTR III

• ESTR III Parent Form

• ESTR-J-Revised

• ESTR-J-Revised Parent Form

• Transition Planning in the Schools: Using the Enderle-Severson Transition Rating Scales, 3rd Edition


ESTR IIIESTR III

• Items reflect the original scale (published in 1991).

• 5 transition areas-– Employment, Recreation & Leisure, Home Living,

Community Participation, Post Secondary Education

– Areas are inclusive of the areas identified in IDEA

• Useful when assessing students with more disability.


ESTR-J-RevisedESTR-J-Revised

• Reduced number of items from ESTR-III.• Same 5 transition areas-

– Employment, Recreation & Leisure, Home Living, Community Participation, Post Secondary Education

– Areas are inclusive of the areas identified in IDEA

• Useful when assessing students with MILD disabilities.


ESTR-J-Revised Administration

• Respondents– Parent Form (gray form)

• Rating system– Yes=Independent and Consistent– No= Not performed or performed

inconsistently.



Brigance Life Skills Inventory

• Provides performance-based assessment to determine students strengths/needs

• Does not assess Postsecondary Goals (Future Outcomes)

• Is not organized around the five transition areas

• Does not assess planning issues• But-it DOES provide performance based

assessment of student skills





LCCE Knowledge BatteryLife Centered Career Education

• Published by CEC• 200 Multiple Choice

Test• Percentile rank



• 3 Curriculum areas• Assesses Daily

Living Skills, Personal Social Skills, Occupational Skills– Broken down into 22

competencies• Broken down into 97

subcompetencies



• 10 questions for each competency

• What the student knows in comparison to peers – Not what the student

does on a daily basis


LCCE Performance BatteryLife Centered Career Education

• Nonstandardized criterion referenced measure of LCCE competencies

• Performance based assessment


Budgeting


Medical Symptoms


Attendance & Punctuality


Sitlington, 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)


Time Flies


We have all of our ducks in a row.


Transition-We’ve created a good fit. All the pieces are coming together.


Because of our preparation…

Documents

Transition Assessment Sue Severson, Ed.D. Minnesota State University Moorhead [email protected] Minneapolis Career Fair March 4, 2005