Transition Assessment Toolkit 2-15-12 - Special Needs …€¦ · This Transition Assessment Toolkit was developed to support educators in providing transition services based on age‐appropriate

TransitionAssessmentToolkit

February,2012

DivisionofSpecialEducationOfficeoftheStateSuperintendentofEducation(OSSE)GovernmentoftheDistrictofColumbia

Transition Assessment Toolkit

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TableofContents

OverviewofTransitionAssessment

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RecommendedTransitionAssessments

TransitionAssessmentsCoveringAllDomains Self‐Determination StudentEngagement AssistiveTechnology Career(VocationalandEmployment) PostsecondaryEducation/Training IndependentLiving

1316252930324346

StudentCaseStudies

StudentwithaLearningDisability&ADHD StudentwithAutismSpectrumDisorder

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TechniquesandResourcesforDevelopinganIndividualizedTransitionAssessmentProcess

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AdditionalFreeTransitionAssessmentOnlineResources

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ThisTransitionAssessmentToolkitwasdevelopedtosupporteducatorsinprovidingtransitionservicesbasedonage‐appropriatetransitionassessmentdata.Thetoolkitincludessixsections.Briefdescriptionsofeachsectionareprovidedbelow.OverviewofTransitionAssessmentTheoverviewprovidesabriefhistoryofthelegislativemandatesfortransitionassessmentandthecomponentswithinasystemicapproachtotransitionassessmentplanningandimplementation.RecommendedTransitionAssessmentsAtableofrecommendedtransitionassessmentswithorderinginformationisfollowedbydescriptionsofeachassessmentoutliningwhotheassessmentisappropriatefor,whatitmeasures,andhowitisadministered,aswellasanexampleofassessmentresultsandtransitionservices.Themajorityoftherecommendedassessmentsareavailablefreetoprintorcompleteonlineandallassessmentswithinthistoolkitcanbepurchasedforlessthan$700.Whileamultitudeofotherassessmentsareavailable,assessmentswereidentifiedforrecommendationbasedontheirarrayofitemsandresponseoptions,easeofuse,andprice.StudentCaseStudiesTwostudentcasestudiesareprovidedthatdemonstrateanongoingtransitionassessmentprocessanddescribetheresultsofmultipletransitionassessments.Theassessmentsadministeredtothecasestudystudentswereselectedbasedonthestudents’individualcharacteristicsandtransitionplanningneeds.TechniquesandResourcesforDevelopinganIndividualizedTransitionAssessmentProcessItcanfeeloverwhelmingtoidentifyappropriatetransitionassessmentsthatwillsupporteachstudentinlearningabouthimorherselfandprovidetheframeworkfordevelopingIndividualEducationPrograms(IEPs)thatwillsupporteachstudenttomovetowardhisorherpostsecondarygoals.Avarietyoftechniquesandresourcesareprovidedwithinthissectiontosupportthetransitionassessmentprocess.AdditionalFreeTransitionAssessmentOnlineResourcesTheassessmentswithinthistoolkitprovideastrongstartingpointfortransitionassessment.Additionalfreetransitionassessmentresourcesareprovidedtosupportyouincontinuallyexpandingyourknowledgeandskills,aswellastosupplementthetoolkitwithadditionalassessmentsthatarehelpfulforspecificstudents.


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OverviewofTransitionAssessment

PatriciaM.Noonan&AmyGaumerErickson,(2011).Reprintedwithpermission.

NeedforTransitionAssessmentSince1990,legislationhasbeeninplacetoensurethattheindividualizededucationalprogram(IEP)processincorporatedstudentinterestsandpreferences,yetschoolsstillstruggletounderstandthebestwaytocaptureandutilizethisinformation.IDEA2004transitionrequirementscenterontransitionoutcomes,planningprocesses,andstudents’strengths,needs,interestsandpreferences,butactualtransitiongoalsoftenlackqualityanddefinition,beingtoobroadorvague(Lohrmann‐O’Rourke&Gomez,2001).Inadequateinformationonstudents’strengths,preferences,interestsandneedsisoneoftheprimaryreasonsforthelackofqualityanddefinitionintransitiongoals.

Schoolshaveincludedmoreappropriatetransitionassessmentmeasuresandmethods,yettheyoftenbasetheentireassessmentprocessontheprotocoloftheschoolorprogram,nottheneedsofthestudent(Cohen&Spenciner,1996).Forexample,transitionassessmentisoftenlimitedtooccupationalinterests,whichprovidesdatathatisquestionableinmanyschoolsettings(Lohrmann‐O’Rourke&Gomez,2001).Otherresearchindicatesthatthefocusonacademicachievementintoday’slarge‐scaleacademicassessmentenvironmentoftenresultsintoonarrowarangeofassessment(Sitlington&Clark,2006).

Whilesecondaryeducatorsspendtimeeachdayassessingstudentstotrackacademicprogress,targetareasforimprovement,andprovidefeedback,fewconsiderthevalueandsignificanceofsystematicassessmentforplanningstudents’transitionsintopostsecondarysettings.Thismaybedue,inpart,tonegativeopinionsabouttestingingeneral,andthe

recentpressuresofstatewidetestingforacademicperformance.Dissatisfactionaroundtraditionalassessmentscanresultfromobservingandmirroringpoorassessmentpractices,theinabilityofassessmenttoprovidespecificinformationaboutastudent’slearningneedstoimproveinstruction,andthefailureofmanyteststoassesshigherorderthinkingandproblem‐solvingskills(Daniels,1999).Practitionerscontinuetostruggletoidentifythecriticalareasofassessmentfortransitionplanning,chooseappropriateassessmenttechniquesforeachstudent,implementassessmentplans,interpretdataandapplydata‐‐allcriticalcomponentsofmeetingtheindividualizedneedsofstudentswithdisabilitiesandimpactingadultoutcomes.

DefiningAssessmentforTransitionPlanningEmbodyingmanydifferentmethodsandapproaches,assessmentfortransitionplanningisanumbrellatermencompassinganyassessmentthattargetsareascriticalforahighquality


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adultlifeforyouthwithdisabilities.TheCouncilforExceptionalChildren,DivisionofCareerDevelopmentandTransition(DCDT)definestransitionassessmentas:

…theongoingprocessofcollectingdataontheindividual’sstrengths,needs,preferencesandinterestsastheyrelatetothedemandsofcurrentandfutureworking,educational,living,andpersonalandsocialenvironments.AssessmentdataserveasthecommonthreadinthetransitionprocessandformthebasisfordefininggoalsandservicestobeincludedintheIEP”(Sitlington,1996).

Thistoolkitprovidesageneraloverviewoftransitionassessment,includingguidingprinciples,asystematicmodeloftheassessmentprocess,anddescriptionsofselectedtransitionassessments.GuidingPrinciplesofAssessmentforTransitionPlanningBeforeadiscussionofrecommendedpracticesaroundtheassessmentprocesscanoccur,itisnecessarytoaddresssomeguidingprinciplescriticaltotransitionassessment.Tounderstandtheseprinciples,onemustraisethequestion,“Whyassess?”.Concerningtransitionplanning,assessmentfulfillsonekeyfunction—tofacilitateself‐awarenessandfamilyawarenessfordecision‐makingaroundcriticallifechoices.Rojewski(2002)proposedthreecoretypesofprinciplestoguidetheplanningandimplementationoftransitionassessment:humanistic,holistic,andtherapeutic.

Ahumanisticapproachacknowledgesthatassessmentshouldbeuniqueforeachindividual,consideringpersonalneedsandsituations.

Holisticassessmentconsiderstheentirepersoninallrelevantenvironments,includinghomeandfamilyroles,social/interpersonalrelationships,andcommunityliving.

Therapeuticassessmentstrivestoreduceanxietyandfacilitategrowthbyprovidingnumerousopportunitiesforself‐discoveryandlifesatisfaction.

Thesethreeprinciplesshouldbethepriorityvalueswhenplanningassessmentsforyouthwithdisabilities.Adoptingtheseguidingprincipleswillpreventassessmentsolelyforthesakeofmeetingamonitoringrequirement,suchascheckingaboxonanIEPformordocumentingpresentlevelsofperformance. Theultimategoalofassessmentfortransitionplanningistohelpstudentsdevelopandacceptapositiveandrealisticself‐imagethatmatcheswhattheywantforthemselvesafterhighschool.Indoingso,fourprominentusesofassessmentsarepossible:prediction,discrimination,monitoring,andevaluation(Rojewski,2002).Predictionisusedtohelpanindividualgaugeprobabilitiesofsuccess;discriminationisconcernedwithanindividualcreatingopportunitiestomatchhis/herpersonalpreferenceswithavailableoptions;monitoringisusedtocontinuallyself‐evaluateprogressandbehavior;andevaluationisusedtodeterminelevelsofgoalachievement(Rojewski,2002).Thesefourspecificfunctionsofassessmentillustratehowassessmentscanleadtoincreasedandmoreappropriateopportunitiesbasedontheindividual’sstrengths,preferencesandinterests.


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TransitionAssessmentStartingPointStudentsmustbesufficientlyinformedoftheirownstrengths,interests,andpreferencesandhowtheserelatetoadultlife.Thiswillequipthemtodirecttheirowneducational,transition,andrehabilitationplanningprocess.

LegislationsuchasIDEA2004andtheRehabilitationActassertthatindividualswithdisabilitiesshouldbeequalpartnerswiththeirfamiliesandtheschoolinplanninganddecisionmakingfortheirpostsecondarygoals.Studentsandconsumersshoulddirecttheirowneducational,transition,andrehabilitationplanningprocess.Todothis,theymustbesufficientlyinformedoftheirownstrengths,interests,andpreferencesandhowtheserelatetoadultlife(Sitlington,Neubert&Leconte,1997).Thisisthebasicstartingpointfortransitionassessment. Thesuccessofassessmentfortransitionplanningdependsgreatlyontheprinciplestheprocessembodies.Thatis,iffaultyprinciplesunderlieanassessmentprocess,suchasidentifyingonlyweaknessesandnotusingastrengths‐basedapproach,theresultingeffortwillbelimitingtotheindividualprovidingnegativedocumentationofhisorherweaknesses.Inordertomeettheprinciplesofqualitytransitionplanningassessment,skillsinself‐determinationandstudentinvolvementmustbefosteredandimbeddedinthecurriculumaswellastheassessmentprocess(Wehmeyer,2001).Theactionsofself‐determinedpeopleenablethemtofulfillrolestypicallyassociatedwithadulthood.Self‐determinationcanbedefinedas“actingastheprimarycausalagentinone’slifeandmakingchoicesanddecisionsregardingone’squalityoflifefreefromundueexternalinfluenceorinterference”(Wehmeyer,2001).Self‐discoveryleadstoknowledgeoftheindividualperson,whichbetterpreparestheindividualtomakechoices.Informationgleanedfromtransitionassessmentsshouldencourageindividualswithdisabilitiestomakeinformedchoices(Sitlington&Clark,2006). Itisimportantnotonlytoprovidemultipleopportunitiesforthedevelopmentofself‐determinationskillsthroughinstructionandparticipationinstudent‐directedIEPs(e.g.,Martin,Mithaug,Oliphint,&Husch,2002),butalsotoassessself‐determinationknowledge

andskills,likeanyothertransition‐relatedknowledgeorskillarea.Multipleassessmentinstrumentscanprovideinsightintolevelsofself‐determination.Self‐determinationisacriticalskill‐setforthetransitionplanningassessmentprocess.Itallowsstudentstoparticipateinassessmentplanning(selectingareasandinstrumentsoractivities),advocateforthemselvesininterpretationofassessmentdata,

andengageinmatchingtheirdatatoinstructionandserviceplanning.

Inordertoidentifystrengths(abilities,knowledge,andskills),preferences,andinterestshumanistically,holistically,andtherapeutically,itiscriticaltoallowstudentstodriveboththeIEPandthetransitionassessmentprocesstothemaximumextentpossible.Theperson‐centeredplanningapproachisoneusefulmethod.Person‐centeredplanningisa


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Studentscandirectlyinfluencethetransitionplanningassessmentprocessbyexpressinginterests,preferences,andabilitiesandhelpingdevelopkey,targetedquestionstoguidetheassessmentprocess.

processforplanningandsupportingyouthsthatbuildsupontheindividual'scapacitytoengageinactivitiesthatpromotecommunitylifewhichhonortheindividual'spreferences,choices,andabilities.Theindividualidentifiesfamilymembers,friends,educatorsandprofessionalsthathe/shewouldliketohaveinvolvedintheplanningprocess.Theultimategoalofperson‐centeredplanningistofacilitatealifetimeofself‐determinationinordertomaximizethelevelofcommunityinclusioninadultlife(Sax&Thoma,2002).

Inordertofacilitateself‐determinationandincorporaterecommendedpracticesaroundperson‐centeredplanning,studentswithdisabilitiesmustbecomeafullyempoweredmemberoftheIEPteamandprovideinputoninformationgainedthroughassessment.Astransitionplanningassessmentoftenoccursnow,studentswithdisabilitiesarepassiverecipientsofassessmentactivitiesandseldomseerelevancetotheircurrentorfuturedailylives(Sitlingtonetal.,1996).Anotherproblemisthattraditionalassessmentoftenusesadultlanguage,notthevoiceoftoday’sstudents.Thesolutionisthatinsteadofadultsprimarilygatheringdataandinterpretingresults,studentsmustbesupportedtoself‐assess,interpretresults,andcreategoals(Sitlingtonetal.,1996).

Student‐centeredtransitionplanningmustbebaseduponanindividual’sawarenessofhisorherpresentleveloffunctioning,apersonalvisionforthefuture,andknowingwhatmustbedonetogetwhereheorshewantstobe.(Sitlingtonetal.,p.48).

Studentscanbedirectlyinvolvedinvariousphasesofatransitionplanningassessmentprocess,suchasexpressinginterests,preferences,andabilitiesandassistinginthedevelopmentofkey,targetedquestions,whichserveasoverarchingquestionsthroughouttheassessmentprocess.Studentscanalsoconductandparticipateindata‐gatheringactivitiesanddevelopstrategiesbasedonassessmentresults.Thisfocusonstudentchoiceandself‐directedactivitiesshouldbetheunderlyingcomponentinthedevelopmentandadministrationofeverytransitionassessmentprocess.SystematicApproachtoTransitionAssessment AsnotedintheDCDTdefinitionofassessmentfortransitionplanning,itcannotbelimitedsolelytovocational/careerassessment,butinsteadmustincludeamorecomprehensiveview,bylookingatareassuchas: interestsandpreferences(lifeinterests

andvaluesaswellasoccupational), physicalhealthandfitness, motorskills, speechandlanguageskills, cognitivedevelopmentandperformance, adaptiveskills, socializationskills, emotionaldevelopmentandmental

health,

independentandinterdependentlivingskills,

recreationandleisureskills, self‐determinationskills, communityparticipation,neededskillsor

informationfornextverticaltransition, familyorothersupports neededlinkageswithsupportservices

(Clark,2007).


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Tothisend,assessmentshouldbeconceptualizedasaseriesofproceduresthatincludedevelopingquestions,collectinginformation,andmakingdecisions(Cohen&Spenciner,1996).FigureAillustratesasystematicapproachtotransitionassessment.

FigureA

Step1:GuidingQuestionsSitlingtonandClark(2007,p.134)suggestedthatschoolpersonnelshoulddevelopatransitionplanningassessmentapproachthatisnotonlyincompliancewithIDEA,butalsoincorporatesrecommendedpracticebythinkingaboutthefollowingquestions:

Dowecurrentlyhaveausefulframeworkforindividualplanning? Arestudentsandfamiliesactivelyinvolvedinthetransitionassessmentprocess? Arewesatisfiedthatallpertinentschool‐basedpersonnelareinvolvedinthe

transitionassessmentprocess? Doestheschoolhavetheappropriatetoolsforindividualassessmentintransition

planning? Whatworksinselectingandusingage‐appropriateassessmentfortransition

planning? Whatwillusersaccept? Whatshouldbeassessedforthetransitionplanningprocess?

Thesequestionsareimportanttoconsiderasearlyaspossible,evenasthestudententerstheeducationalsystem,butnolaterthanage16,whentransitionplanninggetsspecificintermsofcoursesofstudy. Assessmentiscriticalinallareasandstagesoftransitionplanning.Appropriatemethodsofassessmentmustbedeterminedatvarioustransitionpointsbythestudent,familyandIEPcasemanagers(Sitlingtonetal.,1997).Transitionassessmentneedstobeongoingandoccurregularly,withannualreviewsofthedatainpreparationforeachnewIEP.ItisnotadequatetocompleteanassessmentoraflurryofassessmentspriortoanIEPmeeting.Instead,theassessmentprocessmustbeaplanned,continuousprocessofobtaining,organizingandusinginformationtoassiststudentsofallagesandtheirfamiliesinmakingcriticaltransitionsthroughoutthelifespan(Clark,2007).Educators,meaningalleducationprofessionalsandnotjusttransitionspecialists,mustcollectongoingassessmentdatathroughoutanindividual’slifetime,andnotjustasasnapshotthatyieldsundevelopedandstagnantinformation(Sitlington,1996).Theassessmentteammustdeveloptransitionassessmentplanswiththeindividualandhis/herfamily,updateplansregularlyandintegratedplansintoanoveralleducationalassessmentplan(Sitlington&Clark,2001).Step2:CreatinganAssessmentPlan Theprimaryruleincreatinganassessmentplanistoindividualizethetypesofassessmentsgiventoeachstudent.Eachtransitionassessmentshouldappearuniquetothatstudent,asitisselectedwiththestudentandfamily’sparticipation.Studentsand

Guiding Questions

Assessment Plan

Assessment Selection

Integrating Data


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familiesmustinfluencetheassessmentprocessasactiveparticipantsontheassessmentteam(Sitlingtonetal.,1996).Whenchoosingassessmentinstruments,itisimportanttousemultipletypesandlevelsofassessments,firstselectedbasedonhowtheyaddressthesekeyquestionsinastudent’sindividualtransitionsplanning:WhoamI?andWhatdoIwantinlife,nowandinthefuture?(Clark,2007).Thetermassessmentitselfincludesstandardizedtests,interviews,directobservation,functionalassessment,checklistsandcurriculum‐basedassessment,butthesecanbegenerallycategorizedintotwooverarchingcategories:formalandinformal.Ingeneralusage,theterm“formal”referstostandardizedandhighlystandardizedassessment,dependingonthelevelofevidencearoundreliabilityandvaliditypresented,andtheterm“informal”referstonon‐standardizedmethods(Clark,2007).Inadditiontotheabovemethods,parentandsiblingquestionnaires,teacherobservations,employerinterviews,situationalassessments,community‐basedchecklistsandprofiles,andvocationaltraininganalysesmaybeeffectivemethodsthatrequireassessmentinformationfromavarietyoftransitionteammembers(Sitlingtonetal.,2007).

Formalassessmentencompassesstandardizedinstrumentsandproceduresthatcontainvalidityandreliabilitydata,providedetailedadministrativeandscoringinformation,andareoftennorm‐referenced.Formalassessmentscaninclude:academicachievementtests,intellectualfunctioningassessment,adaptivebehaviorscales,interestinventories,qualityoflifescales,socialskillsinventories,self‐determinationscales,andvocationalskillsassessments(Clark,2007).Whileformalmeasuresofassessmentareagoodstartingplaceintransitionassessment,thereareseverallimitations.Itisimportanttoconsiderage,developmentallevel,readingability,communicationstyle,primarylanguage,andculturalbackgroundwhenselectingstandardizedassessments.Additionally,it’simportanttobeawareofthetendencytouseresultsthatlabelorstigmatizeindividuals,thepossibilityoferrorssuchastestbias,poorvalidityorlowreliability,andagreaterlikelihoodoffosteringmechanisticdecision‐making(Rojewski,2002).Developinginstructionalprogramsexclusivelyfromstandardizedmeasuresseriouslylimitsaneducator’sabilitytodevelopeffectiveprogramsforstudentlearning.Focusingspecificallyonknowledge,whileneglectingapplicationofknowledgeandskills,restrictstheeducator’scapacitytodeterminerelevanceoreffectivenessofinstruction.Othermethods,suchasinformalassessments,areneededaswell(Daniels,1999).Informalassessmentsareprevalentinschools,oftencreatedormodifiedbypractitioners,sharedamongeducators,andfrequentlyavailableonlineatnocost.Theyprovidecriticalinformationonstudentlearningcharacteristicsandeffectivelyhelpteachersdevelopandimplementmorepersonalized,individualizedinstruction(Daniels,1999).However,informalmethods,suchascasefilereviews,socialhistories,structuredinterviews,situationalassessment,observations,andratingscales,typicallydonotincludevalidityorreliabilitydata(Rojewski,2002).Usersneedtoidentifywaystoverifyresultsensurereliability.Whiletheyareanexceptionallyvaluablemeansforsolicitingcriticalinformation,informal


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assessmentsareonlyaseffectiveastheaccuracyoftheassessmentquestionsanddatacollection.Toaddresspreviouslyidentifieddomainorskillareas,teamsneedtoasktherightquestions.Thiscanprovechallengingtoapractitionerwithlimitedtime.However,aswithstandardizedassessments,teamscandevelopprotocolsforinformalassessmentstoassurefairnessandhighqualityfeedback.Theseprotocolsmayincludeclearlystatingthepurposeoftheinstrument,gettingconsenttoparticipate,assuringthattheindividualcandecidenottocontinueatanytime,relatingthattherearenorightorwronganswers;identifyingwhowillhaveaccesstothecompletedsurvey;honoringconfidentiality;andallowingampletimetocomplete(Clark,2007).Eachtypeofinformalassessmenthasbenefitsandlimitationsanditiscriticalthatpractitionersunderstandtheselimitations.Forexample,informalobservationisapowerfultool,butinaccuraciesinobservationscanoccurduetounrepresentativebehavior,theuseofpersonaldefinitionsofbehaviorratherthanpreciseorstabledefinitions,biasresultingfromunsystematicobservations,and/ordifficultyinindependentlyverifyingsubjectiveinformation(Venn,2000).Throughcarefulpreparationofanassessmentplanandthoroughunderstandingofthebenefitsandlimitationsofeachtypeofassessment,informalassessmentcanbeaninvaluabletool.Step3:AssessmentSelectionInadditiontocreatinganassessmentplanwiththeinputofthestudentandfamily,severalkeyguidelinesdictatehowtoselectvariousmethodsusedintransitionassessment.Sitlington,NeubertandLeconte(1996)identifythefollowingeightguidelines:

1.Assessmentmethodsmustbecustomizedtogatherspecifictypesofinformationneededforupcomingdecisions;2.Methodsmustbeappropriatetothelearningcharacteristicsofeachindividual;3.Assessmentsmustincorporateassistivetechnologyoraccommodationswhennecessary;4.Assessmentsmustoccurinnaturalenvironments;5.Assessmentmethodsmustproduceoutcomesthatinfluencethedevelopment,planningandimplementationofthetransitionprocess;6.Methodsmustbeassortedandincludemultipleongoingactivitiesthatsamplebehaviorandskills;7.Resultsmustbeverifiedbymultiplemethodsandpersons;8.Assessmentresultsmustbestoredinuser‐friendlyformats.

Theseissuesmustallbeconsideredtocreateandimplementanassessmentplanthatensuresbestpracticesaroundtransitionassessment.Step4:IntegratingDataWhileadministeringassessmentsinaclear,motivatingmannerisacriticalpartoftheassessmentprocess,moreimportantiswhathappenstotheinformationafteritiscollected.Assessmentisameanstoanend,ratherthantheendinitself(Rojewski,2002).Theassessmentisonlyasvaluableashowitisusedandhowtheresultsareimplementedforeachindividualstudent.Toachievethis,somesuggestthatassessmentresultsshouldbeinterpretedinfunctionaltermsratherthanstatedinpercentiles(Cohen&Spenciner,1996).Asassessmentsidentifyrelevantaspectsoftransitionplanning,includingvocationalgoals,learningstyles,problemsolving,studentstrengthsandrelationshipsbetween


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interestsandaptitudes,theremustbealinkbetweenassessmentinformationandplanning,classroominstruction,andprogramming,oritisallawaste(Cohen&Spenciner,1996).InadditiontocraftingIEPgoalsandtransitionservices,educatorsshoulduseassessmentinformationtomodifyandindividualizeeducationtofacilitatebetterinstructionforeachstudent.Astheultimategoaloftransitionassessmentisfullparticipationintheschoolandcommunity,theoutcomesmustfocusonrecommendationsforappropriateplacementsandservices,instructionalstrategiesandaccommodations,andaccommodationsinvariousenvironmentsthatsupportanindividual’sstrengthsandabilities(Sitlingtonetal.,1997).

Assessmentdatamustbesynthesizedandinterpretedforstudentsandtheirfamiliesanddocumentedinausableformat(Sitlingtonetal.,2007).Teachershaveacriticalroleinthis,butstudentsshouldbeinvolvedtotheextentpossibleinthatsynthesisandinterpretation.Togleanaccurateinformation,assessmentsmustincludetheindividual’sfamily.Thisrequiresthatpractitionersestablishingworkingrelationshipswithfamiliespriortocreatingtheassessmentplanandadministration.Aseducatorsbecomesensitivetofamilydynamicsandawareofculturalvalues,assessmentswillbemoreeffectiveandproducemorevaluableinformation(Lohrmann‐O’Rourke&Gomez,2001).

Inadditiontofamilies,assessmenteffortsshouldbecoordinatedwithadultservicesproviders.Todothis,atransitionpractitionercaninvolveoutsideagenciesintheassessmentprocessandstructuretheassessmentstoproviderelevantinformationforadultprovidersaswell(Sitlington,1996).Resultsofongoingassessmentcanbesummarizedandcustomized,andwiththefamilyandtheindividual’spermission,transferredtoadultproviders(Sitlington,1996).Collaborationiskeywithvocationaleducators,assistivetechnologyspecialists,rehabilitationcounselors,employers,employeeco‐workers,financialaidpersonnel,socialsecuritycounselors,andresidentialcounselors(Sitlingtonetal.,2007).Thisopenlineofcommunicationcanimpactthequalityofadultservicesandprovidelongevitytotheusefulnessoftheassessmentdatathatwassocarefullycollectedbytheschoolandfamilyassessmentteam.AssessmentdataandinformationshouldalwaysbeaguidingcomponentoftheyearlyIEPmeetingas“presentlevelofeducationalandfunctionalperformance.”Thisinformationshouldbeusedtoassistindividualswithdisabilitiesinmakinginformedchoicesasheorshedirectshisorherowneducation,transition,andrehabilitationprocesses(Sitlington&Clark,2001).InpreparationfortheIEPmeeting,schoolsshouldprovideastudentwithtoolsneededtoexpresshisorherstrengths,preferences,interestsandneedswithinthemeeting.Studentscansummarizetheinformationobtainedthroughthetransitionplanningassessmentprocessusingvariousmethods,suchaspictureprofiles,videos,products,portfolios,performancesamples,voicerecorders,andothermethods(Lohrmann‐O’Rourke&Gomez,2001;Sitlington&Clark,2007).StudentrolesarechangingintheIEPprocess,frombeingapassiveparticipanttoactuallyleadinganddirectingtheIEPmeetingbycreatinganagenda,invitingallparticipants,andrunningthemeeting.Also,thecurrentroleofthespecialeducationteacherexpandstoincludethatofagroupfacilitator—providingaslittleorasmuchdirectionasneededforanindividualstudent.Throughouttheprocessof


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preparationfortheIEP,performanceattheIEP,andIEPimplementation,self‐determinationskillscanbeassessedanddeveloped(Sitlingtonetal.,1996).ConclusionsTransitionplanningassessmentcontinuestoevolvetomeetnewchallenges,identifyguidingprinciplesandestablishpracticesthatbestmeettheneedsofyouthwithdisabilitiesandinfluenceahigherqualityofadultlife.Whilethisisalongroadtotravel,thereisanincredibleamounttogainaswepresentyouthwithdisabilitiesincreasedopportunitiestoachievetheirgoalsandenjoysuccesses.

ReferencesBlack,R.S.,Ornelles,C.(2001).Assessmentofsocialcompetenceandsocialnetworksfortransition.AssessmentforEffectiveIntervention,26(4),23‐29.Clark,G.M.(2007).Assessmentfortransitionsplanning(2nded.).Austin,TX:Pro‐ed.Cohen,L.G.,Spenciner,L.J.(1996).Researchdigest:Transitionassessment.Diagnostique21(3),59‐74.Daniels,V.I.(1999).Theassessmentmaze:Makinginstructionaldecisionsaboutalternativeassessmentsforstudentswithdisabilities.PreventingSchoolFailure,43(4),171‐178.IDEA04and98Lohrmann‐O’Rourke,S.,Gomez,O.(2001).Integratingpreferenceassessmentwithinthetransitionprocesstocreatemeaningfulschool‐to‐lifeoutcomes.Exceptionality,9(30),157‐174.Martin,J.E.,Mithaug,D.E.,Oliphint,J.,&Husch,J.V.(2002).ChoiceMakeremployment:Aself‐determinationtransitionandsupportedemploymenthandbook.Baltimore,MD:PaulBrookes.RehabactSax,C.L.,Thoma,C.A.(2001).Transitionassessment:Wisepracticesforqualitylives.Baltimore,MD:BrookesPublishingCompany.Sitlington,P.L.(1996).Transitionassessment—wherehavewebeenandwhereshouldwebegoing?CareerDevelopmentforExceptionalIndividuals,19(2),159‐168.Sitlington,P.L.,Clark,G.M.(2001).Career/vocationalassessment:Acriticalcomponentoftransitionplanning.AssessmentforEffectiveIntervention,26(4),5‐22.Sitlington,P.L.,Clark,G.M.(2007).ThetransitionassessmentprocessandIDEIA2004. AssessmentforEffectiveIntervention,32(3),133‐142.Sit&clar06Sitlington,P.L.,Neubert,D.A.,Begun,W.,Lombard,R.C.,&Leconte,P.J.(2007).Assessforsuccess:Handbookontransitionassessment(2nded.).Reston,VA:TheCouncilfor ExceptionalChildren.Sitlington,P.L.,Neubert,D.A.,&Leconte,P.J.(1997).Transitionassessment:ThepositionoftheDivisiononCareerDevelopmentandTransition.CareerDevelopmentforExceptionalIndividuals,20,69‐79.Rojewski,J.W.(2002).Careerassessmentforadolescentswithmilddisabilities:Criticalconcernsfortransitionplanning.CareerDevelopmentforExceptionalIndividuals,25(1),73‐94.Wehmeyer,M.L.(2001).Assessmentinself‐determination:Guidinginstructionandtransitionplanning.AssessmentforEffectiveIntervention,16(4),41‐49.Venn,J.J.(2000).Assessingstudentswithspecialneeds.UpperSaddleRiver,NJ:PrenticeHall.


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TransitionAssessmentToolkit:Resources

This Toolkit provides an overview of 24 critical transition assessments which can be considered a beginning “library of transition assessments” for providing high quality assessment. Many of the assessments are free, and those that must be purchased were selected for their quality and cost‐benefit. The estimated cost for purchasing and printing all 24 assessments (tests and manuals) is $700. The entire collection should fit on two shelves of your bookshelf to create a group of critical transition assessments. By mixing and matching these assessments, you can provide high quality transition assessments to a variety of students. If you are new to transition assessment, review each assessment and the following case studies and consider: Where do I get it? Who is it for? What does it assess? How is it administered? What might summary results look like? What transition activities/services might be identified based on the results?

Recognize how some of the transition assessments are appropriate for all students and some are specifically for students with developmental disabilities. After you have familiarized yourself with the collection of assessments, begin administering the assessments to students and reflect on the appropriateness and usefulness of each assessment. In a short period of time, you will have a good understanding of which assessments to use with each student, noting that each student will likely require a different set of assessments to address their transition interests and needs. In addition to the assessments that are listed in this Toolkit, don’t forget some of the transition assessment that you already do every day, such as interviews, behavioral observations, and situational assessments. Many times we know information about a student but can’t articulate why we know it or where it came from. An unstructured interview may be planned, partially planned, or completely spontaneous. Although it is usually conversational, it is still an opportunity for purposeful question‐asking and should be documented within transition assessment results.


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TransitionAssessmentList

Page AssessmentTitle TransitionTopic

Price OrderingInformation

16TransitionPlanningInventory–2

AllDomainAreas $209.00 http://www.proedinc.com/customer/Pr

oductView.aspx?ID=875

19BRIGANCETransitionSkillsInventory

AllDomainAreas $199.00 http://www.curriculumassociates.com/

products/detail.aspx?Title=BrigTSI

21 TransitionPortfolio AllDomainAreas Freehttp://www.transitioncoalition.org/transition/tcfiles/files/docs/HSPortfolios1214275455.pdf/HSPortfolios.pdf

22 FuturesPlanningAllDomainAreas Free http://rtc.umn.edu/docs/pcpmanual1.p

df

24PersonalPreferencesIndicators

AllDomainAreas Free

http://www.transitioncoalition.org/transition/tcfiles/files/docs/PersonalPreferenceIndicator1253592698.pdf/PersonalPreferenceIndicator.pdf

25AIRSelf‐DeterminationScale

Self‐Determination Free

http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐assessment‐tools/air‐self‐determination‐assessment.html

26Field&HoffmanSelf‐DeterminationAssessmentBattery

Self‐Determination Free

http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐assessment‐tools/field‐and‐hoffman‐self‐determination‐assessment.html

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I’mDeterminedStudentRubricforIEPParticipation&IEPExitSurveys

Self‐Determination Free http://www.imdetermined.org/educato

rs/

29StudentEngagementInstrument

StudentEngagement

Freehttp://transitioncoalition.org/transition/file.php?path=files/docs/Student_Engagement_Instrument_complete1329321627.pdf

30

AssistiveTechnologyProtocolforTransition

AssistiveTechnology

Freehttp://www.transitioncoalition.org/transition/tcfiles/files/docs/attransitionpacket1224259340.pdf/attransitionpacket.pdf

32 O*NETAbilityProfiler Employment Free http://www.onetcenter.org/AP.html

34O*NETInterestProfiler Employment Free http://www.mynextmove.org/explore/i

p

36 O*NETWorkImportanceLocator Employment Free http://www.onetcenter.org/WIP.html

37 EnvisionYourCareer Employment $149.00

http://www.impactpublications.com/envisionyourcareeralanguage‐freevideocareerinterestinventorydvd.aspx


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39

DriveofYourLife Employment Free http://www.driveofyourlife.org/

41

StudentEmployeeEvaluation

Employment Free

42

MatchingYourStrengths,Preferences&Interests

Employment N/Ahttp://www.proedinc.com/customer/productView.aspx?ID=1645IncludedwiththeTransitionPlanningInventory

43 Study&LearningSkillsInventory

PostsecondaryEducation&Training

N/Ahttp://www.proedinc.com/customer/productView.aspx?ID=1645IncludedwiththeTransitionPlanningInventory

44C.I.T.E.LearningStylesInstrument


Free http://www.wvabe.org/CITE/cite.pdf

45 CollegeSupportsQuestionnaire


Freehttp://transitioncoalition.org/transition/file.php?path=files/docs/College_Supports_Questionnaire1329324864.pdf

46

Ansell‐CaseyLifeSkillsAssessments

IndependentLiving

Free http://www.caseylifeskills.org

48

FunctionalIndependenceSkillsHandbook

IndependentLiving $79.00 http://www.proedinc.com/customer/pr

oductView.aspx?ID=1392

50TransitionHealthCareChecklist

IndependentLiving Free www.health.state.pa.us/transitioncheckl

ist

52 IndependentLivingChecklist

IndependentLiving Free

http://www.transitioncoalition.org/transition/tcfiles/files/docs/Independent_Living_Postsecondary_Goal_Decision_Assistance_1213220281.pdf/Independent_Living_Postsecondary_Goal_Decision_Assistance_.pdf


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TransitionPlanningInventory

Clark,G.M.,&Patton,J.R.(2012).Transitionplanninginventory–2.Austin,TX:PRO‐ED.

WheredoIgetit?Orderfrom:www.proedinc.com/customer/ProductView.aspx?ID=875Cost:$181.00

Whoisitfor?Adolescentsandyoungadultswithanydisabilitywhocanrespondtoquestionsaboutthemselves.TheTPI‐2wasfieldtestedonstudentswithdisabilitiesinalldisabilitycategoriesidentifiedwithintheIndividualwithDisabilitiesEducationAct(IDEA,2004).Thereadinglevelofthestudentratingformisgrade5.7,butitcanalsobereadaloudtostudents.Additionalperceptionsareobtainedfromhome(e.g.,parentsorguardians)andschool(e.g.,teachersorothereducators).

Whatdoesitassess?Designedtoaddressalltransitionplanningdomainsincluding,Working:Careerchoiceandplanning,employmentknowledgeandskills,Learning:Futureeducation/training,functionalcommunication,self‐determinationLiving:Independentliving,personalmoneymanagement,communityinvolvementandusage,leisureactivities,health,andinterpersonalrelationships.

Howisitadministered?Paper/penciladministrationofthe57‐itemsurveywithitemsratedonascalefrom“stronglydisagree”to“stronglyagree.”Student,school,andhomeversionsareincludedwithaprofilethatcomparestheresultsfromallthreeperspectives.

Whatisincluded?Studentratingform,homeratingform,schoolratingform,summaryprofile,andfollow‐uptransitionassessmentbookwith52informalassessments.

Whatmightsummaryresultslooklike?

TheTransitionPlanningInventory‐2(TPI‐2)isaninstrumentforidentifyingandplanningforthecomprehensivetransitionalneedsofstudents.Informationontransitionneedsisgatheredfromthestudent,parentsorguardians,andschoolpersonnelthroughtheuseofthreeseparateformsdesignedspecificallyforeachofthetargetgroups.ResultsofNate,thefamily,andtheschools’TPIhavebeencombined,andsummarizedbelow,undereachdomainarea.

TheWorkingdomainappearstobeanareaofneedforNate,whoeitherdisagreedorslightlyagreedthathe:knowsjobrequirementsanddemands;makesinformedchoices,knowshowtogetajob,demonstratesgeneraljobskills,andhasspecificjobskills.Theschoolandhomeratingconcur,asbothdisagreethatNatehasdemonstratedtheaboveskills.OneexceptionisthattheschoolagreedthatNatedemonstratesgeneraljobskillsandworkattitude.ItisstronglysuggestedthatNatehaveopportunitiestodeveloptheabovecriticalskillspriortoexitingsecondaryeducation.


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TheLearningdomainemergedasanareaofneedforNate,whodisagreedthatheknowshowtogainentryintoavocational/technicalprogramandknowshowtogainentryincollege.Schoolandhomealsodisagreed.Whilethestudent,homeandschooldidallagreethatNatecansucceedinapostsecondaryprogram,itisunclearhowpreparedNateisforgainingentryintosuchaprogram,andadvocatingforhimselfinthissetting.TheschoolformrelatedthatNatehasthenecessaryspeaking,listening,andreadingskills,butdisagreethathehastheneededwritingskills.Onthecontrary,thehomeandstudentformsidentifiedspeaking,listening,reading,andwritingskillsascriticalareasofneed.ThisappearstobeanimportantareafordiscussionforIEPplanning.

TheLivingdomainwasidentifiedasanareawithmixedstrengthsandneeds.Therewasaconsensusamongtheschool,home,andstudentthateveryonestronglyagreesthatNatemaintainspersonalgroomingandhygiene.However,thehomeandstudentformsindicatedthatNatedoesnotyethavetheskillsto:locateaplacetolive,setupalivingarrangement,managehisownmoney,anduselocaltransportation.TheseareimportantskillsforNatetobeabletoliveasindependentlyaspossibleinhiscommunity,andarerecommendedforinclusioninIEPgoals.

Theschool,homeandstudentformallagreeorstronglyagreethatNatehasasetofskillsandsomeknowledgeaboutindoorandoutdooractivitiesthathecanengageinforrecreationandleisure.Effortsmightbemadetoexpandleisureoptions,butthisdidnotemergeasahighpriorityareaforIEPplanning

BoththehomeandstudentdisagreethatNatehasdemonstratedskillsintheareaofcommunityparticipation.Nateis17andwillsoonreachtheageofmajority.Heneedstounderstandaboutcertainlegalrightshehasasacitizenandacitizenwithadisability.Healsoneedstoacquireskillstolocatecommunityservicesandresources,usetheseservices,andobtainfinancialassistance.WhileNatehassomeskillsforparticipatinginthecommunityasanactivecitizen,hemayneedassistanceandguidanceinexpandingthoseskillsinsuchareasascommunityvolunteerservices.

Theschool,homeandstudentallagreedthatNatemaintainsgoodphysicalandmentalhealth,butthehomeformindicatedthatNatemaynotattimesbeknowledgeableofhisownphysicalandmentalhealth.Thestudentandhomeformalsoindicatedthatthestudentdoesnotknowaboutreproductionormakeinformedchoicesregardingsexualbehavior.Thismightbeanareaforsomefurtherdiscussion,butingeneral,thisareadidnotemergeasahighpriorityarea.

Expressinghisfeelingsandideasconfidentlyisadefinitestrength‐areaforNate.However,Nateappearstohavedifficultywithrecognizingandacceptinghisstrengthsandlimitations.Furthermore,thehomeandstudentformidentifiedthatNateneedstodevelopskillstosetpersonalgoalsandmakedecisions.ThisisanimportantareaforIEPplanning.

Nateappearstohavedevelopedgoodinterpersonalrelationshipsathomeandatschool.Hegetsalongwithfamilymembers,anddemonstratesskillsforgettingalongwithcoworkersandsupervisors.However,thehomeandstudentformindicatethatNateislackinginskillstoestablishandmaintainfriendshipsanddisplayappropriatesocialbehaviorinavarietyofsettings.ThisappearstobeanimportantareafordiscussionforIEPplanning.


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Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Participateininternshipstoidentifyjobsofinterestandexpandemploymentskills. Practiceadvocatingforaccommodationsinclasses. Providecommunity‐basedinstructiononthepublictransportationsystem. Identifyapersonalgoalthatcanbecompletedwithinthenextyearandmonitor

progresstowardachievingit. Developabudgetandmonitorprogresstowardsavingforcollege. Identifyfivevolunteeropportunitiesinthecommunity. Participateinacluboractivityofinteresttoexpandsocialnetwork.


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BriganceTransitionSkillsInventoryBrigance,A.H.(2010).BriganceTransitionSkillsInventory.NorthBillerica,MA:CurriculumAssociates.

WheredoIgetit?Orderfrom:http://www.curriculumassociates.com/products/detail.aspx?Title=BrigTSI

Cost:$199

Whoisitfor?Middleandhighschoolstudentswithdisabilities.TheBriganceTransitionSkillsInventoryisspecificallydesignedtoassessanarrayofskillsforstudentsatalldevelopmentallevels.

Whatdoesitassess?Thiscriterion‐referencedassessmentcoversawiderangeoftransitionskillareas,including:functionalwriting,careerawareness,job‐seeking,postsecondaryopportunities,functionalreading,speakingandlistening,math,moneyandfinance,technology,housing,foodandclothing,health,travelandtransportation,andcommunityresources.

Howisitadministered?TheBriganceisadministeredbyafacilitatorwhohasreviewedtheassessmentbyfollowingthepromptsprovided.Someassessmentsrequireone‐on‐oneadministrationwithoralanswerswhileotherassessmentscanbecompletedonpaperinasmallgroupsetting.Resultsaretabulatedtoprovideanoveralllevelofcompetencyinthetransitionskillarea.

Whatisincluded?Morethan100criterion‐referencedassessmentsthataddresstransitionskillareas,aswellasinstructionalactivitiesdirectlyalignedtotheassessments.Anonlinemanagementsystemisalsoavailabletomanagetheassessmentdataandtrackstudentprogress.

Whatmightsummaryresultslooklike?TheBriganceTransitionSkillsInventorycontainsfoursectionsonPost‐secondary:InterestsandChoices,Job‐relatedWritingSkills,Job‐RelatedKnowledgeandSkillsandCommunicationandTechnologySkills.ForonestudentnamedMatthew,itwasclearthathecouldidentifycomputerparts,suchasthemonitor,speakers,printer,mouseandkeyboard.Healsowascomfortableturningonand


20

offthecomputer,usingthemousetoopenandcloseprogramsandprintingdocuments.However,Matthewexperienceddifficultiesdeterminingwhichsoftwaretodownloadanddistinguishingwhenandwhennottoprovidepersonalinformation.Hewasverydistractedbyadsandpop‐upboxesanddidnotknowhowtodisablethesefeatures.Additionally,hewasunclearaboutupgradingsoftwareandallowingchanges.

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudentsrelatedtoacademicskills,postsecondaryopportunities,independentliving,andcommunityparticipation.Itisrecommendedthattransitionservicesalignwiththeinstructionalactivitiesidentifiedwithintheassessment.

ForthesmallportionofpotentialBriganceresultsincludedhere,afewexamplesbasedonthesummaryresultsmightinclude: Computercourseaselectivesophomoreyear One‐on‐onetrainingincomputerbasicsatthelocalCenterforIndependentLiving


21

TransitionPortfolioThoni,C.,Harvell,P.&Dawson,R.(n.d.).TransitionPortfolioandGuide(9th‐12thgrade).CaliforniaDepartmentofEducationDiagnosticCenterNorth.Retrievedonline.WheredoIgetit?Onlineat:http://www.transitioncoalition.org/transition/tcfiles/files/docs/HSPortfolios1214275455.pdf/HSPortfolios.pdf

Cost:$0Free

Whoisitfor?Adolescentsandyoungadultswithanydisability,althoughtheportfoliocaneasilybeusedclassroom‐widewithallstudents.ThepurposeoftheTransitionPortfolioisto“synthesizeassessmentinformationfromavarietyofsources(student,parent,teacher,psychologist,vocational/agencypersonnel)intoauser‐friendly,meaningfulformat.”

Whatdoesitassess?Designedtoaddressalltransitiondomainsincluding:name,knowyourself,personallifevision,goalsforthefuture,instruction,employmentcareergoals,workexperiences,andcommunity.Servesprimarilyasarepositoryoftransitioninformationsothatthestudentcanbeawareofhowassessmentresultstietogetherandimpactthefuture.

Howisitadministered?TheTransitionPortfolioisan11‐pagePDFwithseveralopen‐endedquestionsonthetopicsof:name,knowyourself,personallifevision,goalsforthefuture,instruction,employmentcareergoals,workexperiences,andcommunity.First,administeravarietyoftransitionassessments.Then,compileasummaryoftheassessmentresultswiththestudentusingtheTransitionPortfoliodocument.CreateabinderwiththecompletedTransitionPortfolioalongwithimportantsupplementarydocuments.Addtothebinderthroughouthighschool,andusetheinformationtocreateaSummaryofPerformancetheyearofexit.Otherdocumentstoincludeare:

IEP(MostcurrentIEP) HighSchoolTranscriptsandDiploma Teacher/WorkRecommendationsLetters Awards/Scholarships/FAFSAinfo PersonalInfo(i.e.Phonenumber,copyofID) VocationalAssessmentsorMostCurrentEvaluation Resume SummaryofPerformance(exityear)

Whatisincluded?Student11‐pagePDFformwithopen‐endedquestions.

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults? CollectdocumentationforinclusioninTransitionPortfolio


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FuturesPlanningAmado,A.N.andMcBride,M.(2001),IncreasingPerson‐CenteredThinking:ImprovingtheQualityofPerson‐centeredPlanning:AManualforPerson‐CenteredPlanningFacilitators.Minneapolis,Minnesota:UniversityofMinnesota,InstituteonCommunityIntegration.

WheredoIgetit?Onlineat:http://rtc.umn.edu/docs/pcpmanual1.pdfCost:$0Free

Whoisitfor?Adolescentsandyoungadultswithanydisability,theirfamiliesandprofessionals.

Whatdoesitassess?Designedtoaddressalltransitionplanningdomainsincluding:PersonalProfile:likes,preferences,personalityandstrengthsRelationships:peopleclosesttostudent(e.g.,familymembers,teachers,friends)EnvisiontheFuture:living,working,transportation,free‐timeandpostsecondaryeducationGoalandObstacles:createspecificandreachablegoalforthefutureandbrainstormobstaclesAvailableResources:physical,people,community,socialservice,financialsupports

Howisitadministered?Facilitatedmeetingthatincludestheyoungadultwiththedisability,familymembersandprofessionalsforthepurposeofplanningfutureliving,workingandcommunityparticipation.AnoptionforpreparingforthemeetingistohavethestudentcompletetheIt’sMyChoiceworkbookovertimeoraspartofacoursecurriculum,availablefreeathttp://www.mnddc.org/extra/publications/choice/Its_My_Choice.pdf.

Whatisincluded?Facilitatormanualwithdirectionsonhowtoprepareforfuturesplanning,howtofacilitateaplan,andresourcesandmaterialsinPDF.

Whatmightsummaryresultslooklike?WhoisNate? What’shishistory? Hard‐worker Intelligent Energetic Good‐hearted Funny Friendly “Slacker”—likestogoofaround Inquisitive Persistent Determined Handsome

BorninSanFrancisco—movedtoSantaMonicaatage4

Elementaryschool—participatedinplayAliceinWonderland(5thgrade)

LikesHighSchoolthebest—morefreedomandmorefriends.

UniversalStudioseverysummer—considersita“Sanctuary”

In9thgrade,took4basics,swimming&drama

Natehasalwayslikedtoact—


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Musical Sibling Visual Reserved Sweetboy

drama/performance LovedgoingtotheBahamasforatripin6th

grade—particularlylikedthesandandthebeach

Wenttofamilycampatnearbylake.Whilethere,enjoyedtargetshootingandactinginthetalentshow.

What’sthedreamforthefuture? Whatarethefears? Workinginspecialeffects Maybeagirlfriend Liveinabighousewithapooltable Travel,potentiallytoLasVegas Ownacar—preferablyaHummer Splittimebetweenmyownhouseand

MomandDad’shouse Playinabandwithgroupies Gooutwithfriendstoseemovies

Notunderstandingpaperwork Lackofmoneymanagementskills Unawareofdangeroussituations(very

trusting) Notabletotakecareofhimself/notself‐

sufficient Notbeingabletoexplainhimselfor

understandsituations Loneliness Notbeingabletogetadriver’slicenseor

car;lackoftransportation Havingacrummyjob Collegebeingtoohard Thecommunitynotunderstandinghis

uniqueneedsHowdowegetthere?

Summerreadingclasses Driver’seducationclass Lookinto/research:careercenter,volunteeropportunities;work/paidinternships,

classesintheareaofspecialeffects;summerjobs Investigateadultservices(eligibilityandservices) Investigatecollege/communitycollegeentrancerequirements/servicesandsupports Learnmoneymanagementandindependentlivingskills,suchascookingandlaundry. Lookatpart‐timejobopportunitieslocally Lookforsocialtraining/clubs/connections

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Tourtwolocalcommunitycolleges. Job‐shadowstage‐handjobatlocalcommunitytheatre. Visittheone‐stopcareercenter.


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PersonalPreferencesIndicators

Moss,J.(1997,2006).PersonalPreferencesIndicators.CenterforInterdisciplinaryLearningandLeadership/UCE,CollegeofMedicine,UniversityofOklahomaHealthSciencesCenter.

WheredoIgetit?http://www.ou.edu/content/dam/Education/documents/personal‐preference‐indicator.pdf

Cost:$0Free

Whoisitfor?Adolescentsandyoungadultswithadevelopmentaldisabilitywhocanidentifypreferencescollaborativelywithsomeonewhoknowsandhasapositiverelationshipwiththepersonoveraperiodoftime.

Whatdoesitassess?Designedtoaddressalltransitionplanningdomainsincluding:preferenceindicatorswhichidentifytheperson’s“favorites,”emotionindicatorswhichfocusontheperson’s“feelings,”socializationindicatorstohighlighttheperson’s“socialworld”andrelationships,self‐determinationindicators,physicalindicatorswhichcenterontheperson’sbodyclock,healthindicators,andhisorher“role”inthefamilyandcommunity.

Howisitadministered?ThePersonalPreferencesIndicatorsareadministeredverballythroughaninterview/conversationformatwithdatabeingrecordedviapaper/pencilorcomputer.Thesurveyisnotachecklistbutaguidetoaccessinginformationabouttheperson’spreferencesandcanbeusedinpiecesovertimeorallatonce.

Whatisincluded?Ten‐pagestudent/homequestionnaireorganizedbydomainareas.Includesquestions(e.g.,Whataretheperson’sfavorites?Doyouknowwhy?Howcanyoutell?Anyotherthings?)withtopicalprompts(e.g.,outside,inside,nighttime,foods,music,color).

Whatmightsummaryresultslooklike?Rodney’smothercompletedthePersonalPreferencesIndicatorswithRodneyandthetransitioncoordinatorSpringoffreshmanyear.Rodneyisnon‐verbalwithasignificantdevelopmentaldisability.Resultsofthe“Favorites”sectionindicatethatRodneypreferstobeinsidewithmusicplaying,anddoesnotlikebeingalone.Rodneyenjoyswatchingtelevisionwiththefamily,andparticularlylikesobservinghistwobrothersplaywiththeWii.Hisfavoritepeoplearehisbrothers,andyoucantellbyhissmileandexcitementwhentheyaretouchingornearhim.

Whenleftalonefortoolong,Rodneycanbecomeupsetandhewillbeginrockingandbanginghishead.OnewaytocalmRodneyistoplaymusicorsingtohimwhileholdinghishand.Heismotivatedbyplaytimewithhisbrothersandmusic,inparticularhiphop.InregardtoFeelings,Rodneyisgenerallyhappy,butdislikesextremetemperaturesandunexpectedloudnoises.Asacopingmechanism,heusesbodymovementandwithdrawal(lackofeyecontact).

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Afewexamplesbasedonthesummaryresultsincludedheremightinclude: IdentifyRodney’smusicalpreferencesbysupportinghiminchoosingbetweentwosongs. Vocationaltrainingusinghand‐over‐handdemonstration.


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AIRSelf‐DeterminationScale

AmericanInstitutesforResearch.(1994).AIRSelf‐DeterminationScale.Washington,DC:Author.

WheredoIgetit?Onlineat:http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐assessment‐tools/air‐self‐determination‐assessment.html

Cost:$0Free

Whoisitfor?Adolescentsandyoungadultswithanydisability.TheAIRSelf‐DeterminationScalewasfieldtestedonstudentswithandwithoutdisabilitiesbetweentheagesof6and25includingalldisabilitycategoriesidentifiedwithintheIndividualwithDisabilitiesEducationAct(IDEA,2004).Thereadinglevelofthestudentratingformisgrade4.0,butitcanalsobereadaloudtostudents.Additionalperceptionsareobtainedfromparentsandteachers.

Whatdoesitassess?Thescaleisdesignedtoaddressself‐determinationandisdividedintofourpages:thingsIdo,howIfeel,whathappensatschool,andwhathappensathome.Resultsprovidedataonthestudent’scapacityinself‐determinationandopportunitytodemonstrateself‐determinedbehavior.

Howisitadministered?Thescaleisadministeredonpaperwith24‐itemsratedonascalefrom“never”to“always”andthreeopen‐endedshort‐answeritems.Student,parent,andteacherversionsareincluded.Resultsaresummarizedonaprofilethatidentifiesthestudent’scapacity(knowledge,abilityandperceptions)andopportunity(atschoolandathome).Thesescoresareaddedtocalculateanoveralllevelofself‐determination.

Whatisincluded?Studentratingform,parentratingform,teacherratingform,andanadministrationmanual.ThestudentratingformisalsoavailableinSpanish.

Whatmightsummaryresultslooklike?AlixandherfathercompletedtheAIRSelf‐DeterminationscaleinOctoberofher10thgradeyear.CompositeresultsrevealedAlix’soverallself‐determinationjustunder60%(58%ratedbyAlixand59%ratedbyherfather).BothAlixandherfatheragreedthatAlixhasmanyopportunitiestopracticeanddemonstrateself‐determinationskillsbutshedoesnotdemonstrateself‐determinedbehaviorconsistently.Alixisstrongeratplanninggoals(thinkdomain),butsheoftendoesnotfollowthroughwiththeactionstoreachhergoalsoradjustherplan(doandadjustdomains).

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Avarietyoftransitionactivitiesandservicesinself‐determinationcouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Learnabouttherightsofstudentsandadultswithdisabilities. Advocateforaccommodationsneededinschool. Developagoalandmonitorprogresstowardachievingthegoal. Parent‐Encouragestudenttomakepersonaldecisionsathome.


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FieldandHoffmanSelf‐DeterminationBattery

Hoffman,A.,Field,S.,&Sawilowsky,S.(2004).Self‐DeterminationBattery.CenterforSelf‐DeterminationandTransition.Detroit,MI:WayneStateUniversity.

WheredoIgetit?Onlineat:http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐assessment‐tools/field‐and‐hoffman‐self‐determination‐assessment.html

Cost:$0Free

Whoisitfor?Adolescentsandyoungadultswithandwithoutadisability.TheSelf‐DeterminationBatterywasfieldtestedandnormedonstudentswithdisabilitiesbetweentheagesof15and19includingalldisabilitycategories.Thereadinglevelofthestudentratingformisgrade3.1,buttheUser’sGuiderecommendsthattheassessmentbereadaloudtostudents.Additionalperceptionsandobservationdataareobtainedfromparentsandteachers.

Whatdoesitassess?TheSelf‐DeterminationScaleisdesignedtoaddressself‐determinationstrengthsandweaknesseswithinfivesubscales:knowyourself,valueyourself,plan,act,andexperienceoutcomesandlearn.TheSelf‐DeterminationObservationChecklistmeasuresbehaviorsthatarecorrelatedwithself‐determination:planning,communicating,andbehavingindependently.

Howisitadministered?TheSelf‐DeterminationStudentScaleisadministeredonpaperwith92‐itemsratedaseither“That’sme”or“That’snotme.”ItisscoredusingtheScoringKeyonpage36oftheUser’sGuide.Parentandteacherperceptionscalesinclude30itemsandareratedona5‐pointscale.Theobservationchecklistisdesignedtobecompletedbyateacherandincludes38items.Theparentandteacherscalesandchecklistarescoredbyaddingtheresponses.

Whatisincluded?Self‐DeterminationStudentScale,Self‐DeterminationParentPerceptionScale,Self‐DeterminationTeacherPerceptionScale,Self‐DeterminationObservationChecklist,andtheSelf‐DeterminationAssessmentBatteryUser’sGuide.

Whatmightsummaryresultslooklike?InFebruaryofAlix’s10thgradeyear,hergeometryteacherobservedherbehaviorduringoneclassperiodandidentifiedtheself‐determinationskillsthatAlixexhibitedusingtheSelf‐DeterminationObservationChecklistfromtheSelf‐DeterminationBatterybyHoffman,Field,andSawilowsky.ResultsrevealedthatAlixdemonstrated17self‐determinedbehaviorsduringtheobservation,thoughthisislowerthanthemeanof21.3identifiedwithintheadministrationmanual.ThemajorityofAlix’sobservedbehaviorswerewithinthe“Act”domain,butshedemonstratedtwobehaviorsin“KnowYourself”and“ExperienceOutcomesandLearn.”Alixdidnotdemonstrateanybehaviorsrelatedto“ValueYourself”or“Plan.”Theseareareasoffocusforinstructionandexperienceswithinself‐determination.


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Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Avarietyoftransitionactivitiesandservicesinself‐determinationcouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Learnabouttherightsofstudentsandadultswithdisabilities. Advocateforaccommodationsneededinschool. Developagoalandmonitorprogresstowardachievingthegoal. Encouragestudenttomakepersonaldecisionsatschoolandhome.


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StudentRubricforIEPParticipationandIEPMeetingExitSurveys

I’mDeterminedProject.(2008).StudentRubricforIEPParticipationandIEPMeetingExitSurveys.Richmond,VA:CommonwealthofVirginiaDepartmentofEducation.

WheredoIgetit?Onlineat:http://www.imdetermined.org/educators/Cost:$0Free

Whoisitfor?ElementarythroughhighschoolstudentsthathaveIndividualizedEducationPrograms(IEP).

Whatdoesitassess?TheStudentRubricforIEPParticipationasksthestudenttoidentifyhis/herlevelofIEPawareness,IEPparticipation,knowledgeofIEPcontent,abilitiesanddisabilitiesawareness,knowledgeofrightsandresponsibilities,andsocialandcommunicationskills.TheIEPExitSurveys(includingstudent,parent,andeducatorforms)identifythestudent’scomfort,levelofparticipation,andfuturesuggestionsfortheIEPmeeting.

Howisitadministered?Studentscompletetherubricandtheexitsurveyonpaper.Therubriccanbeadministeredatanytime,buttheexitsurveyisdesignedtobeadministeredfollowingtheIEPmeeting.Thereadinglevelofthestudentrubricisgrade5.7andthestudentIEPexitsurveyis6.8,butbothassessmentscanbereadaloudtostudents.ParentandteacherexitsurveysarealsodesignedtobeadministeredfollowingtheIEPmeeting.

Whatisincluded?TheteacherresourcesontheI’mDeterminedwebsiteincludethe2‐pageStudentRubricforIEPParticipation,the2‐pageIEPExitSurveys(withstudent,parent,andeducatorforms),Self‐DeterminationChecklists(withstudent,parent,andeducatorforms),videosofstudentstalkingabouttheirIEPmeetings,aswellasresourcesandmodulesforteachingself‐determinationandIEPteamparticipation.

Whatmightsummaryresultslooklike?OntheStudentRubricforIEPParticipation,JessieidentifiedthatshehasadisabilityandanIEP,butsheisunsureontheaccommodationsthathelphersucceedinschool.Jessiewouldliketobecomemoreinvolvedinplanninghertransitionservices,butsheinuncomfortabletalkingtogroupsofadults.OntheIEPMeetingExitSurvey,JessieidentifiedthatshelistenedattheIEPmeeting,butshedidnotshareanyinformationaboutherself.Shewouldliketobecomemoreinvolvedbycreatingapresentationtosharehergoalsandinterests.

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Transitionactivitiesandservicesmightinclude: Developingapresentationonstrengths,preferences,andintereststoshareatthe

nextIEPmeeting. Role‐playleadinganIEPmeeting. ActivelyparticipateinIEPplanningandtheIEPmeeting. TalktoeachofmyteachersaboutaccommodationsthatIneed. Identifymyrightsandresponsibilitiesasanindividualwithadisability.


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StudentEngagementInstrument

Appleton,J.J.,Christenson,S.L.,Kim,D.,&Reschly,A.(2006).Measuringcognitiveandpsychologicalengagement:ValidationoftheStudentEngagementInstrument.JournalofSchoolPsychology,44,427‐445.

WheredoIgetit?Onlineat:http://transitioncoalition.org/transition/file.php?path=files/docs/Student_Engagement_Instrument_complete1329321627.pdf

Cost:$0Free

Whoisitfor?Middleschoolandhighschoolstudentswithandwithoutadisabilitywhocanrespondtoquestionsaboutthemselves.TheStudentEngagementInstrumentwasfieldtestedonninthgradesstudentsinalarge,diverse,urbanschooldistrict.Thereadinglevelofthestudentratingformisgrade6.2,buttheadministrationguidelinessuggesttheinstrumentbereadaloud.

Whatdoesitassess?Designedtoaddresssixfactorsofstudentengagementinschool:Teacher–studentrelationships,controlandrelevanceofschoolwork,peersupportforlearning,futureaspirationsandgoals,familysupportforlearning,andextrinsicmotivation.

Howisitadministered?Paper/penciladministrationofthe35‐itemsurveywithitemsratedonascalefrom“stronglyagree”to“stronglydisagree.”

Whatisincluded?Two‐pageStudentEngagementInstrument,administrationguidelines,andscoringworksheet.

Whatmightsummaryresultslooklike?InMarch,all9thgraderscompletedtheStudentEngagementInstrumentthatevaluatedtheirpsychologicalandcognitiveengagementinschool.Alix’sresultsrevealedthatshehasstrongsupportfromherpeersforlearningandthatshebelievesthatschoolisimportantforherfutureaspirationsandgoals.Alixidentifiedrelativelypoorteacher/studentrelationships(mean=2.4)andherratingsoffamilysupportforlearning(mean=2.75)andcontrolandrelevanceofschoolwork(mean2.78)didnotmeettheengagementthresholdof3.0.TheseresultssuggestthatAlixwouldbenefitfromadditionalteacherandparentengagementrelatedtoherstudies.Alixisalsoextrinsicallymotivatedmeaningthatshedoesnotfeelthebenefitoflearningforherownsakebutratherfortheexternalrewardthatshereceives.

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Afewexamplesoftransitionactivitiesandservicesbasedonthesummaryresultsinclude: Meetindividuallywithateacherafterschoolonceaweektodiscussschoolwork

andanypersonalissues. Describeonelong‐termassignmenttoaparenteachweek. Identifyaminimumoftenhighschoolcoursesthatcouldbeimportantforfuture

aspirations.Enrollinatleasttwoofthesecourseseachyear. Interviewtwoyoungadultsthathavedroppedoutofschoolandwriteareporton

theirperceptionsofwhyschoolisimportant.


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AssistiveTechnology

Canfield,T.&Reed,P.(2001).AssistiveTechnologyandTransition.WisconsinAssistiveTechnologyInitiative.

WheredoIgetit?Onlineat:http://www.transitioncoalition.org/transition/tcfiles/files/docs/attransitionpacket1224259340.pdf/attransitionpacket.pdf

Cost:$0Free

Whoisitfor?AdolescentsoryoungadultswithdisabilitiesANDtheIEPteam.Whenastudentwithadisabilityrequiresassistivetechnologyinordertoaccomplishfunctionalskills,theuseofassistivetechnologyshouldbeassessedandincludedineffectivetransitionplanning.Thisassessmentassiststhestudent’steaminidentifyingneedsinassistivetechnology,aswellascoordinatingandplanningsupports.

Whatdoesitassess?TheAssistiveTechnologyProtocolforTransitionPlanningisdesignedtoprovidethetransitionteamwithspecificquestionsthatwillhelpthemdetermineifadditionalassistivetechnologymaybeneededinafutureenvironment.Itfocusesonpracticalactivitiesandprovidesavarietyofassistivetechnologysolutionsonthetopicsofdialingliving,transportation,tolerance,mobility,communication,computeraccess,andliteracy.TheStudentInformationGuideforSelfDeterminationandAssistiveTechnologyManagementprovidesatoolfortheteamtouseinhelpingthestudentdevelopcriticalself‐determinationandassistivetechnologymanagementskills.ItincludessectionsonProblemSolvingSkills,communicationSkills,ATDeviseSpecificSkills,ATManagementSkills,andGoalSettingSkills,andtheIEPteamsrateshowastudentdemonstratesaskill(i.e.,never,withassistance,independent,N/A).

Howisitadministered?Paper/penciladministrationof5‐pageAssistiveTechnologyProtocolforTransitionPlanningtostudentandtheIEPteam(includingparents).

Whatisincluded?ThecompleteAssistiveTechnologyandTransitionPDFcomeswith• AssistiveTechnologyProtocolforTransitionPlanning,theIEPteam(includingthe

parentandstudent)shouldrevieweachofthecontentareasoftheProtocol(DailyLiving,Transportation,Toleranceofschoolday/workday,Mobility,Communication,ComputerAccess,andLiteracy)anddetermineanyareasthatareofconcernorskillsthatneedtobeimproved.

• StudentInformationGuideforSelfDeterminationandAssistiveTechnologyManagementtonotewhichskillsareNeverDemonstrated,DemonstratedwithAssistance,orDemonstratedIndependentlyandidentifyskillsthatneedtobedevelopedorimproved.

• ATGoalSettingWorksheettofacilitatethestudent’sidentificationofgoalsofinteresttohimorher.

• ATPlanningGuideforTransitiontoguidetheteamthroughtheATdecision‐makingprocess.

• StudentPortfolioforSuccessfulTransitionwithAssistiveTechnology.


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Whatmightsummaryresultslooklike?Name:Sean PersonCompletingReport:IEPTeamDailyLiving:Seancanindependentlyeat,preparefood,laundry,groomhimselfandperformbasichousekeepingactivitieswithoutassistivetechnology.However,Seanhasdifficultmanagingtimeandfollowingaschedulewhenalone.Areasfordialinglivingadaptationsinclude:assistivetimedevices,assistivememorydevices,andalarmsystems.Transportation:Seancangetin/outofvehiclesindependentlyandcanarrangetransportationforhimself.Hecanalsoindependentlyutilizepublictransportation.Tolerance:Seancanphysically,medicallyandenvironmentallytolerateafullschool/workday,buthemayneedsomesupportsrelatedtoemotionallytoleratingafullschool/workday.Toleranceadaptationscouldincludeelectroniccommunicationandorganizers/dayplanners.Mobility:Seancanindependentlynavigateoutsideterrainandtolerateandbemobileatareasonablepacefor3cityblocks.Seancancarrya5‐poundbackpackandoperatecontrolstoactivatecommunitybuildingaccessdevices.Communication:Seancancommunicateneedsandwantstoanon‐familiarcommunicationpartner,operateatelephone,andunderstandsimpleverbalinstructions.Hemayneedcommunicationadaptationsforunderstandandremembercomplexverbalinstructionswhichmayinclude:electronicorganizersoralaptopcomputer.ComputerAccess:Seancanperformmanipulativetaskswithacomputerindependently,includingaccessingtheinternet,controllingthecursor,seeingthecomputerscreenandmanagingthekeyboard.HoweverSeanhasdifficultyenteringinformationusinghiscurrentkeyboardasitistime‐intensive.Literacy:Seancanmanipulatebooksandnewspapersindependently,comprehendprintmaterialspreparedforthegeneralpublic,readtextvisually,producewritteninformationandcommunicateideasinawrittenformatattheirexpectedlevelof

proficiency.Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: StudentcontactsATlendinglibraryand

borrowselectronicorganizer. Studentgoestocomputerlabandreceives

instructioninvoicecommands. Studentrecordsaudiolectureusingphone

andreplays.


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O*NETAbilityProfiler

U.S.DepartmentofLaborEmploymentandTrainingAdministration.(2002).O*NETAbilityProfiler.Washington,DC:U.S.GovernmentPrintingOffice.

WheredoIgetit?Onlineat:http://www.onetcenter.org/AP.htmlCost:$0Free

Whoisitfor?Adolescentsandyoungadultswithandwithoutadisability,aged16andolder,whocanrespondtoacademically‐orientedquestions.Itissuggestedthatparticipantshaveaminimumofasixthgradereadinglevel.

Whatdoesitassess?Designedtoassessthestudent’sabilityinarithmeticreasoning,verbalability,spatialability,computation,clericalperception,andformperception.Anadditionalfiveexercisescanbeincludedtomeasuremotorcoordination,manualdexterity,andfingerdexterity.

Howisitadministered?Paper/penciladministrationofsixseparatelytimedexercises(approximately2hoursforadministration).Timelimitscanbeincreasedforstudentswithdisabilitiesonselectedportionsoftheassessment.Additionalreasonableaccommodationsandadministrationproceduresareoutlinedintheadministrationmanual.

Whatisincluded?52‐pageAbilityProfiler,answersheetformanualdataentry,172‐pageadministrationmanual,89‐pagescoringprogramuser’sguide.Basedonresults,anabilityprofileisdevelopedwithpercentilescoresineachabilityareaandalistofoccupationsthatmatchtheabilitylevels.Allmaterialscanbedownloadedfromthe“Administration”tabonthewebsite,andthescoringsoftwareisavailablebycompletingashortonlineregistrationunderthe“Scoring”tab.

Whatmightsummaryresultslooklike?Underthesubheading,“WhatisyourAbilityProfile?”,theindividual’ssummaryofscoresandpercentilesforeachexercisecompletedareillustratedbygraphs.Theheightofeachbarcolumnonthegraphicprofileprovidesaquickviewofthestudent’sstrengthonaparticularabilityascomparedwiththatabilityasitoccursinthegeneralpublic.Eachbarisagraphicrepresentationofthepercentilescoreforthatability.Viewingthebarcolumnstogetherprovidesagoodpictureofthestudent’soverallabilityprofile;therelativestrengthsofthevariousabilitiesaremadeevident.The“YourNo.Correct/TotalNo.Questions”score,asshownonthenextpage,issimplyatallyofthenumberofitemstheclientansweredcorrectlyoutofthetotalnumberofitemsontheexercise.Thepercentilescoreindicatesthepercentageofthenorminggroup(alargesampleexhibitingthecharacteristicsofthegeneralpopulation)thatscoredatorbelowthelevelofthestudent.Forexample,apercentilescoreof60indicatesthat60percentofthenorminggroupreceivedatotal‐correctexercisescorethatwaslessthanorequaltothestudent’sscore.Theaveragepercentilescoreis50.

Theprofileisfollowedbyanexplanationforusingthescorereportinformationtoexploreoccupationsunderthesubheading,"WhatoccupationsarelinkedwithyourAbilityProfile?"Students’scoresarelinkedtooccupationsbasedontheshapeoftheirability


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profilescomparedwiththeshapeoftheabilityprofilesofoccupations.Thus,studentswillbedirectedtothatoccupationiftheirstrongestabilitiesarerequiredfortheoccupation.

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Jobshadoworworkopportunityinidentifiedoccupationsthatfittheirstrengths Electivecourseinidentifyareaofstrengthforwhichtheymightwanttoreceive

moretrainingandeducation DeveloplistofPostsecondarytrainingoptionsinidentifiedoccupationsthatfittheir

strengths.


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O*NETInterestProfiler

U.S.DepartmentofLaborEmploymentandTrainingAdministration.(2000).O*NETInterestProfiler.Washington,DC:U.S.GovernmentPrintingOffice.

WheredoIgetit?Onlineat:http://www.mynextmove.org/explore/ipCost:$0Free

Whoisitfor?Middleschoolorolderstudentsandadults.Itsuggeststhattheindividualcompletingtheassessmenthavean8thgradereadinglevelorhigherifcompletingtheassessmentindependently.

Whatdoesitassess?Assessesinterestsastheyrelatetotheworldofwork.Basedonresponsestoitems,aninterestprofileisdevelopedoutliningthestudent’slevelofinterestthatarecompatiblewithHolland’s(1985)constructs:realistic,investigative,artistic,social,enterprising,andconventional.Resultsthenrevealcareersthatareastrongmatchtothestudentwithindifferentjobzonesbasedonthelevelofeducation.

Howisitadministered?Onlineadministrationof180statementsratedona3‐pointscale(like,unsure,dislike).Itcantakebetween20and60minutestocomplete.Ifcompletedonline,scoresareautomaticallygenerated.Alistofcareersthatmatchtheareasofinterestisalsoprovided.Apaper/pencilversioncanalsobeadministeredandhandscored.

Whatisincluded?Websitewithitemsratedonlineandautomatically‐generatedresults.Aprintableversionandadministrationmanualcanalsobedownloadedathttp://www.onetcenter.org/IP.htmlunderthe“Download”tab.

Whatmightsummaryresultslooklike?InSeptemberof10thgrade,AlixcompletedtheO*NETInterestProfilerwhichidentifiescareersthatmatchthestudent’sinterests.ResultsrevealedthatAlixisartistic,definedassomeonethatlikes“workactivitiesthatdealwiththeartisticsideofthings,suchasforms,designs,andpatterns.Theylikeself‐expressingintheirwork.Theyprefersettingwhereworkcanbedonewithoutfollowingaclearsetofrules.”Hersecondhighestarewassocial,definedassomeonethatlikes“workactivitiesthatassistothersandpromotelearningandpersonaldevelopment.Theyprefertocommunicatemorethantoworkwithobjects,machines,ordata.Theyliketoteach,togiveadvice,tohelp,orotherwisebeofservicetopeople.”Alix’sthirdhighestareawasenterprising,andherlowestareawasconventional.Basedontheresults,Alixidentifiedthefollowingcareersofinterest:Photographer,preschoolorkindergartenteacher,fashiondesigner,makeupartistandstagedirector.


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Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Researchcareersinthefashionindustry. Volunteeronthecrewfortheschoolmusical,supportingcostumeandstagedesign,

andhelpingperformersadministermakeup. Completeafirst‐aidcourse. Enrollinaphotographycourseandachildcarecourse. Jobshadowatthelocalpreschool.


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O*NETWorkImportanceLocator

U.S.DepartmentofLaborEmploymentandTrainingAdministration.(2000).O*NETWorkImportanceLocator.Washington,DC:U.S.GovernmentPrintingOffice.

WheredoIgetit?Onlineat:http://www.onetcenter.org/WIL.htmlCost:$0Free

Whoisitfor?Adolescentsandyoungadultswithandwithoutadisability,aged16andolder,whocanprioritizestatementsoftheirpersonalvalues.

Whatdoesitassess?Designedtoassessthestudent’sworkvaluesintheareasofachievement,independence,recognition,relationships,support,andworkingconditions.Thestudentthenusesthisinformationtoidentifycareersthatmatchhis/herworkvalues.

Howisitadministered?Papersortingofworkvaluestatements.Ascoringsheetisprovidedtotranslatethesortedstatementsintoworkvaluescores.Anonlineversionhasalsobeendevelopedandisavailableathttp://www.dws.state.nm.us/careersolutions/CSS‐workimport.html.

Whatisincluded?20workvaluecards,workvaluecardsortingsheet,workimportancelocatorscorereportwithcareersrelatedtoeachworkvalue,andadministrationinstructions.

Whatmightsummaryresultslooklike?InJanuaryof9thgrade,AlixcompletedtheO*NETWorkImportanceLocator,anassessmentthatrateshervaluesintheareasofachievement,relationships,workingconditions,recognition,independence,andsupport.ResultsrevealedthatAlix’shighestworkvalueisachievement(i.e.,jobsthatletyouuseyourbestabilities,seetheresultsofyourefforts,andfeelasenseofaccomplishment).Hersecondhighestcategorywasrelationships(i.e.,jobsthatletyoubeofservicetoothersandhavefriendlycoworkers).Withinthesetwoworkvalues,Alixidentifiedthefollowingoccupationsofinterest:Actor,photographer,creativewriter,pharmacist,anesthesiologist,dramaorlanguageartsteacher.

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Researchcareersofinteresttoidentifyeducationrequirementsforeachone. Volunteerwithcommunitytheatretosupporttheyoungchildren’sperformance. Completeaphotographycourseatthelocalcamerastore. Interviewananesthesiologistandapharmacistabouttheircareersandeducation

requirements. Tryoutfortheschooltheatreproduction.


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EnvisionYourCareer

Kenneally,E.andStrelkogg,Y.(2005)EnvisionYourCareer:ALanguage‐FreeVideoCareerInterestInventory(DVD).ImpactPublications.

WheredoIgetit?http://www.impactpublications.com/envisionyourcareeralanguage‐freevideocareerinterestinventorydvd.aspx

Cost:$149.00

Whoisitfor?Adolescentsandyoungadults“withlimitedornoEnglishlanguageskills,thosewithlimitedreadingandwritingskills,peoplewhoaredeafandhardofhearing,andotherdifferently‐abledpeople.”

Whatdoesitassess?Afterallofthe66occupationshavebeenpresentedandexamineeshavefinishedrecordingtheirresponses,thescoringsheetmaybecollectedandscored.EachcolumnonthescoringsheetcorrespondstooneofJohnHolland’soccupationalclusters:

Column1(R)=RealisticColumn2(I)=InvestigativeColumn3(A)=ArtisticColumn4(S)=SocialColumn5(E)=EnterprisingColumn6(C)=Conventional

Eachtwo‐lettercodesymbolizesthehighest‐scoringclustersrepresentstheexaminee’sareasofgreatestoccupationalinterest.

Howisitadministered?Thislanguage‐freeoccupationalinterestinventoryisdesignedtomeasurecareerinterestinpeoplewhohavelittleornoEnglishskillsorlimitedreadingandwritingabilities.Itconsistsof66live‐actionimagesshowingpeopleperformingtypicaljobdutiesinactualworkenvironments.Usingascoresheet,viewersrateeachoccupationonascaleof1to5.Thescoresarethentotaledforeachoccupationaltype:Realistic,Investigative,Artistic,Social,Enterprising,andConventional.EnvisionYourCareerisformattedtobeusedinstandardvideocassetterecorders(VCRs)orDVDplayers,makingtheinstrumentbothconvenientandcost‐effective.ThisformatalsomakesEnvisionYourCareersuitableforindividualaswellasgroupassessments.Thedurationofthevideoisapproximately22minutes.

Eachinstructionalsegmentisfollowedbyasampletestconsistingofthreesampleoccupationalscenes.Examineesusethissegmenttopracticeviewingtheoccupationalscenesandmarkingtheirscoringsheetsinthetimeprovided.Thesampletestisfollowedbytheassessmentitself,whichpresentsall66occupationsindividually.Thevideoconsistsof66differentoccupationalscenes.Eachoccupationalscenelastsatotalof11secondsandisfollowedbya6‐secondpause,inwhichtimetheviewermarkstheappropriateresponseonhisorherscoringsheet.Duringthe6‐secondpause,thescreenpresentsavisualcountdownusingeightcoloredballswhichdisappearonebyoneuntiltherearenoballsremaining.Thishelpsbothhearingandhard‐of‐hearingviewersunderstandthatthenext


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occupationalsceneisabouttobegin.Numbersarealsousedtoidentifyeachoccupationalscene.Thesenumbersremaininthebottomrightcornerofthescreentohelpviewersmatcheachoccupationwithitscorrespondingnumberonthescoringsheet.

Whatmightsummaryresultslooklike?BencompletedtheEnvisionYourCareerassessmentanddeterminedthathisareaofgreatestoccupationalinterestis:Conventional(C):OrganizingandMaintaining

“Conventionalenvironmentsarestructuredsettingsthatrequirepeopletoorganizeandmaintainfunctional,workingsystems.Activitiesoftenincludedata/recordkeeping,filing,copying,cleaning,organizing,sorting,andprioritizing.Peopleworkinginconventionalenvironmentsusemath,dataanalysis,recordkeeping,clerical,andcomputerskillstoorderandexecuterepetitivetasks.Order,accuracy,efficiency,precision,stability,predictability,andsecurityarevaluedintheseenvironments.Commonconventionalenvironmentsincludecreditbureaus,banks,loanoffices,copycenters,computerdepartments,andfinance/accountingagencies.”

11occupationsfromeachclusterarepresentedforeachoccupationalinterestarea.ForBen,11careerstodiscussare:BuildingInspector,BudgetAnalyst,CostAccountant,Secretary,DataEntryClerk,EnlistedPersonnel,StockClerk,MedicalFileClerk,Receptionist,DryCleaner,PostalClerk.

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Visitthepostofficetolearnaboutpotentialjobs Developapersonalbudgetwithcheckingaccountatlocalbank JobshadowexperienceatlocalWal‐Martinstocking


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DriveofYourLife

IndianaYouthInstitute(ND).DriveofYourLife.Indianapolis,IN:Author.

WheredoIgetit?Onlineat:http://www.driveofyourlife.org/Cost:$0Free

Whoisitfor?DriveofYourLifewasdesignedformiddleschoolstudents,butitisapplicableandhighlyengagingtoolderstudentsthatareexploringcareers.Thereadinglevelofthequestionsisunknown.

Whatdoesitassess?Designedtoassessthestudent’sjobskillsandinterestswhilekeepingstudentsengagedbygivingthempromptstocustomizeadigitalcarandplanatrip.Resultsaresummarizedtoidentifythestudent’spersonalstyle(i.e.,practical,questioning,creative,outgoing,influential,orstructured),specificcareersofinterest.

Howisitadministered?Studentsregisteronthewebsiteandthencanlogoutandbackinatanytime.Studentscompletethe“CustomizeYourRide”sectionbychoosingjobskillsandinterestsbyratingquestionswiththefollowinganswers:NoWay!,NotExactly,AllRight,andICangoForThat.Theythencompletethe“PlanYourTrip”sectionbyselectingcareersthatmatchtheirpersonalstyleforfurtherexploration.Finallythelearnmoreaboutthecareersselectedbycompletingthe“JumpInandDrive”section.

Whatisincluded?A48‐questionpersonalstyleinventoryanddescriptionsofcareerswithinareasofinterestthatthestudentexplores.Dataisstoredonthewebsiteandcanbeviewedasasummary.Additionaleducatorresourcesincludingrelatedlessonplansareavailableathttps://www.driveofyourlife.org/educator/.

Whatmightsummaryresultslooklike?PenelopecompletedtheCustomizeYourRidesectionofDriveofYourlifeandreceivedareportthatshowedhertopthreepersonalityscoresfromheranswers.Shewasremindedthatnooneprofileisbetterorworsethananother.Basedonthewaysheanswered,herpersonalstyleis:

Outgoing:Outgoingpeopletendtobefriendly,entertainingandpopular.Theyaregenerallyupbeatpeoplewhoarehappiestworkingwithotherpeople.Theyliketeacherswhouseexperiences,simulationsandencouragedivergentthinking.Theylearnbestbyuseofgames,carestudiesandhands‐onexperiences.Creative:Creativepeopleareveryskilledatcomingupwithoriginalideas.Theyareresourceful,sensitivetotheworkaroundthemandhaveavividimagination.Theyliketoperformandcreatevisualarts.Theyliketeacherswhoallowthemtoworkingroups,dorole‐playsandtellaboutandinterpretwhattheylearned.Theylearnbestbydoingcreativewriting,producingaestheticproductsandkeepingjournals.Questioning:Questioningpeopletendtobelogicalandthoughtful.Theyarecuriousandenjoyinspectingthingsandsearchingforanswerstoproblems.Theyliketeacherswholecture,butuseaudio‐visualaidsandallowsdebateanddiscussion.Theylearnbestbydoingindividualresearchandwritingtermpapersandessays.


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Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Createvisualaidsand/orgamestostudyforstateassessments. Afteratest,evaluatetheeffectivenessofstudytechniquesused. Developarole‐playoractoutaninterpretationofanovelreadinlanguagearts. Keepajournaltotrackassignmentsandstudytechniquesthatarehelpful.


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StudentEmployeeEvaluation

GonzagaUniversity(n.d.),StudentEmployeeEvaluation.Retrieveonlineat:http://www.gonzaga.edu/campus+resources/offices‐and‐services‐a‐z/Student‐Financial‐Services/Student‐Employment/Evaluations.asp

WheredoIgetit?Onlineat:http://transitioncoalition.org/transition/file.php?path=files/docs/StudentEmployeeEvaluation21329329040.pdf

Cost:$0Free

Whoisitfor?Adolescentsandyoungadultswithanydisabilitywhohaveparticipatedinanemploymentexperience.

Whatdoesitassess?Designedforemployerstoevaluatestudentworkperformanceforavarietyofworksituations(e.g.,volunteer,paid,offoron‐site,workstudy).Areasassessesarequalityofwork,dependability,andothercharacteristics.Supervisorsarealsoaskedifemployeehasshownimprovementsincelastappraisal.

Howisitadministered?Paper/penciladministrationof15‐itemsurveytoemployer/supervisor.Itemsratedbyemployeronascalefrom1=“needsimprovement”to5=“excellent.”N/Aisanavailableoption.

Whatisincluded?1‐pageratingscale

Whatmightsummaryresultslooklike?Elenahasbeenworkingpart‐timeasanassistanttoanadministrativeassistantatalocalrealestateoffice.

ForQualityofWork,hersupervisorhasratedallitemsas4sor5s(i.e.,meetingexpectationstoexcellent).Itemsinclude:understandingofassignedduties,qualityofperformance,abilitytoorganizework,qualityofworkperformed.

ForDependability,hersupervisorhasratedallitemsas4sor5s(i.e.,performancewithdirectsupervision,adherencetospecificworkinghours,dependabilityinmeetingdeadlines,initiativeinperformanceofduties).

ForOtherCharacteristics,Elena’ssupervisorhasratedheras3sor4sonthefollowingitems:tactanddiplomacywithothers,composureunderpressure,effortstowardself‐improvement,attitudetowardreceivingsupervision,andgroomingandsuitabilityofdress.Elenareceiveda2(NeedsImprovement)inthecategoryofcommunicationwithothersbecausesheneedstoreduceconversationswithotheremployeesandwaitformoresuitabletimes(e.g.,afterworkhoursorbreak).

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Examplesbasedonthesummaryresultsincludedheremightinclude: Elenajobshadowsanadministrativeassistantpayingattentiontowhenside‐

conversationsareappropriateintheworkplace. Elenawatchesavideoonsoft‐skillsintheworkplaceandrole‐playsappropriate

participationinconversations.


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MatchingYourStrengths,PreferencesandInterestswithaSpecificOccupation

MatchingYourStrengths,Preferences&InterestswithaSpecificOccupation.InGaumerErickson,A.S.Clark,G.M.&Patton,J.R.(2012).InformalAssessmentsforTransitionPlanning[2ndedition].Austin,TX:PRO‐ED.IncludedwiththeTransitionPlanningInventory.

WheredoIgetit?Orderfrom:www.proedinc.comCost:Includedwithinthe$181TransitionPlanningInventory(TPI‐2)or$35forInformalAssessmentsforTransitionPlanning[2ndedition]withouttheTPI‐2

Whoisitfor?Adolescentsandyoungadultswithandwithoutdisabilitieswhoareinterestedinaspecificcareerortypeofjob.Thereadinggradelevelis7.7,butitcanbereadaloudtothestudent.

Whatdoesitassess?Designedtoevaluatejobrequirementsanddemandsthatthestudentcanperformincluding:physicaldemandsofthejob,physicalworkingconditions,educationalrequirements,andsocialinteractiondemandsonthejob.Throughanintervieworinternetresearch,thestudentorteacherthenidentifiestherequirementsofthejob.Whentherequirementsmatchthestudent’sability,thejobisconsideredtobeagoodmatchforthestudent.

Howisitadministered?Paper/penciladministrationwithstudentsputtingacheckmarknexttoitemsthattheycando.Thestudent,teacher,oremployerthenidentifiestheskillsassociatedwiththespecificjob.

Whatisincluded?One‐pageinstrument.Theassessmentisincludedinabookof52informaltransitionassessmentsaddressingalltransitiondomains.

Whatmightsummaryresultslooklike?Natewouldliketotrainwolvesasacareer.Throughaninterviewwithawolftrainer,thiswasidentifiedasaphysically‐demandingjobwithhazardsrelatedtoworkingoutdoorsandwithwildanimals.Ofthethirteenjobcharacteristicsidentifiedfortrainingwolves,Natecurrentlypossessesthreeofthem(i.e.,standing/walkingfor5‐6hours,normalvision,normalhearing,andtheabilitytotakedirectionfromasupervisor).Additionaljobdemandsandworkingconditionsincludetheabilitytolift30‐60pounds,workingforafullday,usingmechanicalequipmentsafely,exposuretocoldanddirtyconditions,andrespondingtoconstructivecriticism.Tomeettherequirementsforbeingawolftrainer,Natewillneedtoincreasehisstrengthandstamina,aswellaslearntointerpretandrespondtoconstructivecriticism.

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Avarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudentsbasedonthestudent’sproficientineachstudyandlearningskill,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Buildphysicalstrengthbyparticipatinginaphysicaleducationcourse. Roleplaysituationswhereconstructivecriticismisprovidedonworkperformance. Jobshadowwithananimaltrainer.


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StudyandLearningSkillsInventory

StudyandLearningSkillsInventory.InGaumerErickson,A.S.Clark,G.M.&Patton,J.R.(2012).InformalAssessmentsforTransitionPlanning[2ndedition].Austin,TX:PRO‐ED.IncludedwiththeTransitionPlanningInventory.

WheredoIgetit?Orderfrom:www.proedinc.comCost:Includedwithinthe$181TransitionPlanningInventory(TPI‐2)or$35forInformalAssessmentsforTransitionPlanning[2ndedition]withouttheTPI‐2

Whoisitfor?Adolescentsandyoungadultswithandwithoutdisabilitieswhoaretakingacademiccourses.

Whatdoesitassess?Designedtoaddressstudyandlearningskillsincluding:readingrate,listening,graphicaids,libraryusage,referencematerials,testtaking,note‐takingandoutlining,reportwriting,oralpresentations,timemanagement,self‐management,andorganization.

Howisitadministered?Paper/penciladministrationwithitemsratedona4‐pointscalefrom“notproficient”to“highlyproficient.”Theinventorycanbecompletedeitherbythestudentorbyateacher.Thereadinglevelis10.2,butitcanbereadaloudtothestudent.

Whatisincluded?Inventoryincludes2‐pageassessmentand1‐pagesummaryoflearningskills.Theassessmentisincludedinabookof52informaltransitionassessmentsaddressingalltransitiondomains.

Whatmightsummaryresultslooklike?InNovemberofher9thgradeyear,Alix’slanguageartsteachercompletedtheStudentandLearningSkillsInventoryanddiscussedtheresultswithAlix.BothAlixandherteacheragreedthatoralpresentationsandreportwritingarerelativestrengthsforAlix.Hergreatestareasofneedaretest‐takingandtimemanagement.Alixstruggleswithidentifyingthemostimportantinformationtostudyandorganizethematerialwhenstudying.Sheoftendoesnotallotenoughtimetostudyeffectivelyandbecomeseasilydistractedbyotherstimuli.Alixalsooftenturnsinassignmentslateandmentionedthatshedoesn’tnoticewhenotherpeopleareturninginanassignment.WhengoingthroughAlix’sbinder,multiplepartially‐completedassignmentswerefoundthathadnotbeenturnedin.

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Avarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudentsbasedonthestudent’sproficientineachstudyandlearningskill,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Practicetime‐managementskillsincludingkeepingaweeklyschedule. Followastudyguidewhenreviewinginformationforatest. Studyfor½houreachofthreedaysbeforeatest. Checkinwithherteacherstoensurethatallassignedworkhasbeenturnedin. Setpersonalgoalsforgradesontestswithinlanguageartsandmathematics

courses,andevaluatetheeffectivenessofstudytechniquesfollowingeachtest.


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C.I.T.E.LearningStylesInstrument

Babich,Burdine,Albright,andRandol.(1976).C.I.T.E.LearningStylesInstrument.WichitaKS:MurdochTeachersCenter.

WheredoIgetit?Onlineat:http://www.wvabe.org/CITE/cite.pdfCost:$0Free

Whoisitfor?Adolescentsandyoungadultswithandwithoutdisabilitieswhocanrespondtoquestionsaboutthemselves.

Howisitadministered?Studentscompletethe45‐statementinventoryonpaper.Thereadinglevelofthestudentratingformisgrade6.7,butitcanalsobereadaloudtostudents.

Whatdoesitassess?Theinstrumentprovidesasummaryofthestudent’slearningstyleinthefollowingareas:visuallanguage,visual‐numerical,auditory‐language,auditory‐numerical,auditory‐visual‐kinesthetic,social‐individual,social‐group,expressiveness‐oral,andexpressiveness‐written.

Whatisincluded?Two‐pageinstrument,worksheetforscoringtheinstrument,anddescriptionwithteachingtechniquesforeachlearningstyle.

Whatmightsummaryresultslooklike?AlixcompletedtheC.I.T.E.LearningStylesInstrumentinSeptemberof9thgrade.Thisself‐assessmentaskedAlixtorateherlearningpreferencesonitemssuchas“IunderstandamathproblemthatiswrittendownbetterthanoneIhear.”ResultsshowedthatAlixdoesnothaveonemajorlearningstyle,butfourstylesthatsupportherlearning.Forinformation‐gathering,Alixlearnsbestthroughvisual‐languageandvisual‐numerical(i.e.,learningfromseeingwordsandnumbers).Herlearningissupportedbyhavinginformationwrittendown.Auditory‐languageisalsoarelativestrength.Acharacteristicofthislearningstyleistheneedtovocalizewhatsheisreadingwhentryingtounderstandnewmaterial.Intheareaofworkconditions,Alixworkssignificantlybetteringroupsthanalone.Intheareaofexpressiveness,Alixdoesdidnotidentifystrengthsineitheroralorwrittenexpressiveness.

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Transitionactivitiesandservicesmightinclude:

Identifylearningoptionswithineach coursethatmatchhis/herlearning style. Createvisualdisplaystorepresentdata. Researchcareersthatsupportpreferred

learningstyle. Identifystudytechniquesthatsupport

preferredlearningstyle.


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CollegeSupportsQuestionnaire

CollegeSupportsQuestionnaire.AdaptedfromtheNorthIowaAreaCommunityCollegeIntakeQuestionnaireandtheFerrisStateUniversityDisabilityServicesAssessment(2011).

WheredoIgetit?Onlineat:http://transitioncoalition.org/transition/file.php?path=files/docs/College_Supports_Questionnaire1329324864.pdf

Cost:$0Free

Whoisitfor?Adolescentsandadultswithdisabilitiesthatareconsideringenrollmentinacollegeorvocational‐technicalprogram.

Whatdoesitassess?Designedtoaddressdisabilitysupportservicesneedsatapostsecondarycollegeortrainingprogram,includingtheimpactofthedisability,housingneeds,transportationneed,supportnetwork,stresstolerance,socialissues,anddisclosure/advocacy.

Howisitadministered?Paper/penciladministrationprimarilyrequiringshortanswerresponses.

Whatisincluded?Six‐pagequestionnaire.

Whatmightsummaryresultslooklike?InAprilof10thgrade,AlixcompletedtheCollegeSupportsQuestionnaire.Whileshedoesn’tplantoattendcollegeforacouplemoreyears,thisquestionnaireidentifiedexperiencesthatwouldbebeneficialforAlixpriortoenteringcollege.ResultsrevealedthatAlixknowsthatshehasADHDandthatitimpactsherabilitytopayattentioninclasses,stayfocusedonassignments,andcompletetasksquickly.Shealsolistedthemedicationthatsheistakingandidentifiessideeffectsofneverfeelinghungryandnotsleepingverymuch.Alixalsoreportedthatshedoesnotreceiveaccommodationsinhighschool.ResultsalsoshowedthatAlixhaddifficultynavigatingnewenvironments,butsheusesmapsandGPSdevicestogetwheresheneedstogo.Generally,Alixhasahighlevelofstresstolerancewhenencounteringunexpectedsituations,butherstressistriggeredbyfeelingoverwhelmedwithassignmentsandnotunderstandingthematerial.Shealsoreportedthatshebecomesanxiouswhencalleduponinclass,wheninstructorsannouncepopquizzes,andwhenshe’saskedbyinstructorstotalkafterclassaboutherworkperformance.AlixidentifiesherworkasdisorganizedandmessyandshedoesnotknowhoworifshewoulddiscloseherdisabilitytoinstructorsorDisabilityServices,andputaquestionmarkasherresponseregardingeachdisclosure/advocacyquestion.

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Avarietyoftransitionactivitiesandservicescouldbeidentifiedbasedonthestudent’sknowledgeofsupportneeds,stresstolerance,anddisclosure/advocacyskills. Identifyaccommodationsthatsupportlearning&advocateforaccommodations. Meetwithadisabilitysupportscoordinatoratacollege. Interviewacollegestudentwithadisabilitytoidentifysupportoptionsandwaysto

requestsupport.


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Ansell‐CaseyLifeSkillsAssessments

CaseyFamilyPrograms(2009).Ansell‐CaseyLifeSkillsAssessments.Author.

WheredoIgetit?Onlineat:http://www.caseylifeskills.org/pages/assess/assess_index.htm

Cost:$0Free

Whoisitfor?Adolescentsandyoungadultswithandwithoutadisability.Fiveassessmentsareprovidedbasedonageranges8‐18+,butitisrecommendedthattheindividualcompletetheassessmentthatmatcheshis/herdevelopmentallevel.TheAnsell‐CaseyLifeSkillsAssessmentsweredesignedforchildreninfostercare,buttheyhavebeenshowntobebeneficialforotherstudents.Thereadinglevelofthestudentassessmentsvarybyage,butquestionscanalsobereadaloudinaninterviewformat.Additionalperceptionsareobtainedfromcaregivers.

Whatdoesitassess?TheAnsell‐CaseyLifeSkillsAssessments(ACLSA)aredesignedtoassesslifeskills.DomainswithintheACLSA‐IIIYouthscaleinclude:communication,dailyliving,housingandmoneymanagement,self‐care,socialrelationships,andworkandstudyskill.SubscaleswithintheASLSA–IVYouthscaleinclude:careerplanning,dailyliving,housingandmoneymanagement,self‐care,socialrelationship,andworklife.

Howisitadministered?TheACLSAcanbeadministeredonlineforboththeyouthandthecaregiverbysettingupanaccountthatrequiresprovidinganemailaddress.Theassessmentscanalsobeprintedandadministeredonpaperorthroughaninterview.Eachfull‐lengthassessmentincludes39‐121itemsbasedontheagelevelandtheshortassessmentincludes20items.Throughonlineadministration,anindividualscorereportisdevelopedthatidentifiesthepercentageofmasteryineachdomain,totalmastery,rawscoreineachdomain,andtotalrawscore.

Whatisincluded?ACLSA‐I(ages8‐9),ACLSA‐II(ages10‐12),ACLSA‐III(ages13‐15),ACLSA‐IV(ages16andup),andACLSA‐Short(ages11‐18)forbothyouthandcaregivers.ACLSAassessmentsareavailableinEnglish,SpanishandFrench.Thewebsitealsoprovideslessonplansandresourcesrelatedtodomainsassessed,aswellasacompanionlifeskillscurriculum.

Whatmightsummaryresultslooklike?TheAnsell‐CaseLifeSkillsAssessmentwasadministeredinJanuaryof10thgrade.Alix’sresultsrevealedthatherareasofhighmasteryincludesocialrelationships(89%mastery)andself‐care(73%mastery).Shealsoshowedmoderatemasteryincareerplanning(62%)andworklife(62%).Areasofneededtransitionserviceswereidentifiedinhousingandmoneymanagement(21%mastery)anddailyliving(20%mastery).


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Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Identifyplaceswithinthecommunitytoaccessmedicalandacademicsupports. Cookonemealperweekathome. Researchlocalhousingoptionsanddevelopabudgetofcostsassociatedwithliving

inanapartment. Monitorfoodintakeforoneweekandidentifythenutritionalbalance. Developaplantoeatamorebalanceddietandfollowtheplan,monitoringprogress,

foronemonth.


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FunctionalIndependenceSkillsHandbook

FunctionalIndependenceSkillsHandbook(FISH).Killion,W.K.(2003).FunctionalIndependenceSkillsHandbook(FISH):AssessmentandCurriculumforIndividualswithDevelopmentalDisabilities.Austin,TX:PRO‐ED.

WheredoIgetit?Onlineathttp://www.proedinc.com/customer/default.aspxCost:$79.00

Whoisitfor?Adolescentsandyoungadultswithadevelopmentaldisabilitywhocanrespondtoquestionsaboutthemselvesorwithsomeonewhoknowsandhasapositiverelationshipwiththepersonoveraperiodoftime.Theoutcomeoftheprogram,whensuccessful,isadirectincreaseinpersonalindependenceinthosewithautism,intellectualdisabilities,andrelateddisorders.

Howisitadministered?Thepaper/pencilassessmentisprovidedtostudentsandthentalliedtoestablishabaselinethatreflectsthespecificlevelofindependencepossessedbythestudentforeachdomain.The,lessonplansareusedtoteachspecificskills(included).Afteraperiodoftime,afollow‐upassessmentisperformedthatresultsinagraphicrepresentationofanyprogressthatoccurred.

Whatdoesitassess?FISHcontains(a)anassessmentinstrumentthatcanassisttheprofessionalindetermininggoalsforfutureeducationalordevelopmentaltrainingprogramsforapersonwithdevelopmentaldisabilitiesand(b)samplelessonplanswithteachingtechniqueexamplesforeachitemevaluated.TheFISHisacriterion‐referencedseriesof421tasks.Theassessmentinstrumentandlessonsareorganizedaccordingtosevendomains:AdaptiveBehaviorSkills,Affective(orEmotional)Skills,CognitiveSkills,SensorimotorSkills,SocialSkills,SpeechandLanguageSkills,andVocationalSkills.Completionofthisinstrumentshouldresultinalistofskillsthatthepersoncanperformindependently.

Whatisincluded?TheFISHcontainsanassessmentthatdirectlyrelatestotheaccompanyingcurriculum.Studentprogressisvisuallyobservableandmeasurable.Abookoflessonplansforeachdomainareaisalsoincluded.

Whatmightsummaryresultslooklike?Asidentifiedinthesummarygraph,Joe’sareasofstrengthareintheareasofadaptivebehaviorandsensorimotorskills.Healsodemonstratesrelativestrengthsincognitiveskills,socializationskills,andspeechandlanguageskills.Joe’shighestareasofneedareinaffectivebehaviorandvocationalskills.


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Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesoflessonplansinclude: DevelopanAdaptiveBehaviorPlan DevelopanAffectiveBehaviorPlan DevelopanCognitiveSkillsPlan DevelopanSensorimotorSkillsPlan DevelopanSocializationSkillsPlan DevelopanSpeechandLanguageSkillsPlan DevelopanVocationalSkillsPlan


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TransitionHealthCareChecklist

PennsylvaniaDepartmentofHealth(2010),TransitionHealthCareChecklist:TransitiontoAdultLiving.

WheredoIgetit?www.health.state.pa.us/transitionchecklistCost:$0

Whoisitfor?Adolescentsandyoungadultswithanydisability,theirfamiliesandprofessionalstoassistinmakingasuccessfultransitiontoadultlifethatincludeshealthandhealthcare.“Youthatage18:(a)arelegallyadultsandcansignhealthcaredocuments,(b)needtohavetheirownlegalsignature,(c)needtogivepermissionforfamilymemberstotalkwithhospitals,schools,policedepartments,andothercommunityagencies,and(d)needtounderstandthatserviceschangefromentitlementtoeligibility.”

Whatdoesitassess?Designedtoaddressareasrelatedtohealtharoundthebroadtopicsof:

AcceptYourself:WhoAmI?(i.e.,self‐awareness,personalsafety,communicationmethods,hearingandvision,medication)DeclareYourself:WhoIam(i.e.,self‐advocacy,moneymanagement,postsecondaryconsiderations,employmentconsiderations)EmpowerYourself:Iam!(i.e.,communityliving,medicalmanagement,activitiesofdailyliving)

Howisitadministered?Paper/pencilscalecontains15pagesofquestionswherestudentsanswer:candoalready,needspractice,accommodations,who&where,includedinplan.Additionally,eachofthe15pagescontainsahalf‐pageofblankspacefor“Planningforthefuture”discussionnotes.

Whatisincluded?Paper/pencilscalecontaining15pagesofquestionsisincluded,alongwithAppendicesabout:HealthInsuranceOptions,TipstoMaintainHealthInsurance,TransitionTimeline,FinancialandLegalConcerns,HIPAA/COBRA,SSA,MedicalAssistance(Medicaid),MedicaidFundedWaivers,SpecialHealthConditionsPrograms,MentalHealth,andmore.

Note,informationissharedspecificallyforresidentsofPennsylvania,butmanyoftheservicesandprogramsrelatedtostudentsnationally.Besuretosharelocalcontactinformationforrelevantservices.

Whatmightsummaryresultslooklike?Tammy“candoalready”avarietyofactivitiesandtopicsinAcceptYourself:WhoAmI?butneedspracticeinsomeareasrelatedtomedication.Whilesheknowsnevertosharemedicationandcanrecognizeseveralmedicinesbyappearance,sheisnotsurewhy,whenandhowtotakemedication.Additionally,whileTammycanpurchaseOTCmedicine,sheisunclearwhenandwhotocallforprescriptionrefillsashermotherdoesthisonherbehalf.]


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Regardinginsuranceandbenefits,Tammyis: Abletouseinsurancecardsappropriately Awareofneedtotakeallinsurancecardstoallappointments Abletounderstandwhatservicesarecoveredbyinsurance.

However,Tammyneedspracticeonthetopicsrelatedtoco‐payandtheinsuranceplansuchaspre‐approvalandpre‐certificationrules.Shecanfilloutmedicalformsoraskforassistancewhennecessarybutfindsitdifficulttorememberandfollowinstructionsfromhealthcareproviders.

Regardingoverallwellness,Tammy“candoalready”avarietyofactivitiesandtopics,suchas:

Participateinphysicalactivity(withmodificationsasneeded) Understandanddealsafelywithfoodallergies Understandspecializeddietneeds,foods,medicalfollow‐up Followroutinehealthcare:doctorvisits,breast&testicularself‐exams,paptest,

prostatehealth Keepimmunizationscurrent&recordseasilyaccessible Understandsexualawarenesstopreventpregnancy,STD's&HIV/AIDS.

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Agreatvarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudents,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Talkwithlocalpharmacistaboutoverthecountervs.prescriptionmedication. Developorganizationalsystemforpersonalmedicalrecordsandreceipts. Visittostudentnursetolearnhowtotreatminorcuts,scrapesandburns.


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IndependentLivingChecklist

IndependentLivingChecklist.GaumerErickson,A.(2012).LawrenceKS:UniversityofKansasCenterforResearchonLearning.

WheredoIgetit?Onlineat:http://www.transitioncoalition.org/transition/tcfiles/files/docs/Independent_Living_Checklist_20111328896938.pdf/Independent_Living_Checklist_2011.pdf

Cost:$0Free

Whoisitfor?Forguardians,educators,ortheIEPteamtoidentifytheindependentlivingskillsandneedsofadolescentsandyoungadultswithoutdisabilities.

Howisitadministered?Paper/penciladministrationwith37itemsaskingwhetherthestudentcanperformtheskillindependentlyandconsistentlyand6open‐endeditemsthatsupportIEPplanning.

Whatdoesitassess?Designedtoidentifytheindependentlivingskillsthatastudentisabletoperformindependentlyandconsistently,aswellastheindependentlivingskillsthatmayneedtobeaddressedintheIEP(e.g.,postsecondarygoal,transitionservices,annualgoal).

Whatisincluded?Two‐pageinstrumentincludingbothratingsandIEPteamdiscussionquestions.

Whatmightsummaryresultslooklike?AtAlix’sIEPmeetinginFebruaryof9thgrade,AlixandherteamjointlycompletedtheIndependentLivingChecklist.Alixexpressedherdesiretoliveindependentlyafterhighschoolgraduation,livinginanapartmentorcollegedormwitharoommate.FocusareasforindependentlivingfortheIEPyearwereidentifiedinlearningself‐advocacyskills,moneymanagement,andaboutindividualrightsasastudentandadultwithadisability.

Whattransitionactivities/servicesmightbeidentifiedbasedontheresults?Avarietyoftransitionactivitiesandservicescouldbeidentifiedfordifferentstudentsbasedonthestudent’sproficientinthespecificindependentlivingskills,butafewexamplesbasedonthesummaryresultsincludedheremightinclude: Roleplayadvocatingforaccommodations. Maintainasavingsaccounttosave$500towardpurchaseofacar. Completeacourseinconsumermathematics. DevelopapresentationontherightsofindividualswithdisabilitiesunderSection

504oftheRehabilitationAct. Explainneededaccommodationstoeachteacherwithinthefirstofschoolin10th

grade.


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CaseStudy

Alix is a 16-year-old sophomore in high school. She receives special education services for a learningdisabilityinmathematicsandADHD.Shelives½timewithhermotherandstepfatherandtheotherhalfwithherfatherandstepmother.ShetakesmedicationforherADHDbutcomplainsthatitmakesitsothatshecan’tsleepanddoesn’twanttoeat.Herparentsreportthatshewillonlytakethemedicationiftheyhandittoherandwatchhertakeit.Alixclaimsthatshecanneverrememberhermedicationonherown.

Ininformalinterviewsacrossthepasttwoyears,Alixhasstatedthatsheisunsureaboutacareer,butwhenaskedtoidentifysomethingthatshemightbeinterestedin,she’smentionedbeingalawyer,apastrychef,aconciergeatahotel,owningadaycare,andbecomingaspecialeducationteacher.

Onherlaststateassessments,Alixmetproficiencyinlanguageartsandisapproachingproficiencyinmathematics.Hergradesfluctuatethroughouteachsemester,andshefrequentlyhas2‐3FsbutgetsmostofthemuptoDsbytheendofthesemester.Alixandherteachersreportthatherlowgradesareprimarilytohomeworkthathasnotbeenturnedin.Alix’sparentsaddthatsheoftenavoidshomeworkbecauseitisdifficultforher,andthenwhenhergradesdropinoneclass,shefocusesoncompletingallofherlateworkinthatclassandintheprocessforgetstocompleteassignmentsinotherclasses.AlixhasalsoearnedseveralAs,mostlyinhands‐onclassesthatdonotincludehomework(FoodsI,ChildCare,ConcertChoir,Advisory).Inherhigh‐achievingcourses,Alix’steachersreportthatsheisengagedandactiveinalltaskswhilebeingverysocialandcollaborative.Inherlow‐achievingcourses,Alix’steachersreportthatshewouldratherconversewithherfriendsthanfocusonthecourseworkandthatsheisfrequentlyoff‐taskduringteacherlecturesandindependentwork.AllteachersagreethatAlixworkswellingroups,butsomeoneelseinthegroupoftenhastoremindhertostayontask.

Acrossherfreshmanandsophomoreyears,Alixhascompletedavarietyofformalandinformaltransitionassessments.Theresultsoftheseassessmentsareprovidednext.

C.I.T.E.LearningStylesInstrumentAlixcompletedtheC.I.T.E.LearningStylesInstrumentinSeptemberof9thgrade.Thisself‐assessmentaskedAlixtorateherlearningpreferencesonitemssuchas“IunderstandamathproblemthatiswrittendownbetterthanoneIhear.”ResultsshowedthatAlixdoesnothaveonemajorlearningstyle,butfourstylesthatsupportherlearning.Forinformation‐gathering,Alixlearnsbestthroughvisual‐languageandvisual‐numericalstyles(i.e.,learningfromseeingwordsandnumbers).Inotherwords,herlearningissupportedbyhavinginformationwrittendown.Auditory‐languageisalsoarelativestrength.Acharacteristicofthislearningstyleistheneedtovocalizewhatsheisreadingwhentryingtounderstandnewmaterial.Intheareaofworkconditions,Alixworkssignificantlybetteringroupsthanalone.Intheareaofexpressiveness,Alixdoesdidnotidentifystrengthsineitheroralorwrittenexpressiveness.


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TransitionPlanningInventoryAlix,herfather,andherEnglishteachercompletedtheTransitionPlanningInventoryinOctoberofAlix’s9thgradeyear.OverallAlixandherfatherhadsimilarratings,butherteachermarked“don’tknow”tomanyofthequestionsandthereforeschoolratingwerenottakenintoconsiderationforplanningpurposes.Basedontheratings,Alix’sstrengthsareidentifiedintheareasoffunctionalcommunication,leisureactivities,health,communityinvolvement,andinterpersonalrelationships.Areasoffocusforfurtherassessmentandtransitionserviceswereidentifiedincareerchoiceandplanning,employmentknowledgeandskills,futureeducation/training,self‐determination,independentliving,andpersonalmoneymanagement.O*NETWorkImportanceLocatorInJanuaryof9thgrade,AlixcompletedtheO*NETWorkImportanceLocator,anassessmentthatrateshervaluesintheareasofachievement,relationships,workingconditions,recognition,independence,andsupport.ResultsrevealedthatAlix’shighestworkvalueisachievement(i.e.,jobsthatletyouuseyourbestabilities,seetheresultsofyourefforts,andfeelasenseofaccomplishment).Hersecondhighestcategorywasrelationships(i.e.,jobsthatletyoubeofservicetoothersandhavefriendlycoworkers).Withinthesetwoworkvalues,Alixidentifiedthefollowingoccupationsofinterest:Actor,photographer,creativewriter,pharmacist,anesthesiologist,dramaorlanguageartsteacher.IndependentLivingChecklistAtAlix’sIEPmeetinginFebruaryof9thgrade,AlixandherteamjointlycompletedtheIndependentLivingChecklist.Alixexpressedherdesiretoliveindependentlyafterhighschoolgraduation,livinginanapartmentorcollegedormwitharoommate.Areasofindependentlivingfocusforthefollowingyearwereidentifiedinlearningself‐advocacyskills,moneymanagement,andaboutindividualrightsasastudentandadultwithadisability.StudentEngagementInstrumentInMarch,all9thgraderscompletedtheStudentEngagementInstrumentthatevaluatedtheirpsychologicalandcognitiveengagementinschool.Alix’sresultsrevealedthatshehasstrongsupportfromherpeersforlearningandthatshebelievesthatschoolisimportantforherfutureaspirationsandgoals.Alixidentifiedrelativelypoorteacher/studentrelationships(mean=2.4)andherratingsoffamilysupportforlearning(mean=2.75)andcontrolandrelevanceofschoolwork(mean2.78)didnotmeettheengagementthresholdof3.0.TheseresultssuggestthatAlixwouldbenefitfromadditionalteacherandparentengagementrelatedtoherstudies.Alixisalsoextrinsicallymotivatedmeaningthatshedoesnotfeelthebenefitoflearningforherownsakebutratherfortheexternalrewardthatshereceives.O*NETInterestProfilerInSeptemberof10thgrade,AlixcompletedtheO*NETInterestProfilerwhichidentifiescareersthatmatchthestudent’sinterests.ResultsrevealedthatAlixisartistic,definedassomeonethatlikes“workactivitiesthatdealwiththeartisticsideofthings,suchasforms,designs,andpatterns.Theylikeself‐expressingintheirwork.Theyprefersettingswhere


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workcanbedonewithoutfollowingaclearsetofrules.”Hersecondhighestareawassocial,definedassomeonethatlikes“workactivitiesthatassistothersandpromotelearningandpersonaldevelopment.Theyprefertocommunicatemorethantoworkwithobjects,machines,ordata.Theyliketoteach,togiveadvice,tohelp,orotherwisebeofservicetopeople.”Alix’sthirdhighestareawasenterprising,andherlowestareawasconventional.Basedontheresults,Alixidentifiedthefollowingcareersofinterest:Photographer,preschoolorkindergartenteacher,fashiondesigner,makeupartistandstagedirector.AIRSelf‐DeterminationScaleAlixandherfathercompletedtheAIRSelf‐DeterminationscaleinOctoberofher10thgradeyear.CompositeresultsrevealedAlix’soverallself‐determinationjustunder60%(58%ratedbyAlixand59%ratedbyherfather).BothAlixandherfatheragreedthatAlixhasmanyopportunitiestopracticeanddemonstrateself‐determinationskillsbutshedoesnotdemonstrateself‐determinedbehaviorconsistently.Alixisstrongeratplanninggoals(thinkdomain),butsheoftendoesnotfollowthroughwiththeactionstoreachhergoalsoradjustherplan(doandadjustdomains).Ansell‐CaseyLifeSkillsAssessmentIV(Youth)TheAnsell‐CaseLifeSkillsAssessmentwasadministeredinJanuaryof10thgrade.Alix’sresultsrevealedthatherareasofhighmasteryincludesocialrelationships(89%mastery)andself‐care(73%mastery).Shealsoshowedmoderatemasteryincareerplanning(62%)andworklife(62%).Areasofneededtransitionserviceswereidentifiedinhousingandmoneymanagement(21%mastery)anddailyliving(20%mastery).Self‐DeterminationObservationChecklistInFebruaryofAlix’s10thgradeyear,hergeometryteacherobservedherbehaviorduringoneclassperiodandidentifiedtheself‐determinationskillsthatAlixexhibitedusingtheSelf‐DeterminationObservationChecklistfromtheSelf‐DeterminationBatterybyHoffman,Field,andSawilowsky.ResultsrevealedthatAlixdemonstrated17self‐determinedbehaviorsduringtheobservation,thoughthisislowerthanthemeanof21.3identifiedwithintheadministrationmanual.ThemajorityofAlix’sobservedbehaviorswerewithinthe“Act”domain,butshedemonstratedtwobehaviorsin“KnowYourself”and“ExperienceOutcomesandLearn.”Alixdidnotdemonstrateanybehaviorsrelatedto“ValueYourself”or“Plan.”Theseareareasoffocusforinstructionandexperienceswithinself‐determination.CollegeSupportsQuestionnaireInAprilof10thgrade,AlixcompletedtheCollegeSupportsQuestionnaire.Whileshedoesn’tplantoattendcollegeforacouplemoreyears,thisquestionnaireidentifiedexperiencesthatwouldbebeneficialforAlixpriortoenteringcollege.ResultsrevealedthatAlixknowsthatshehasADHDandthatitimpactsherabilitytopayattentioninclasses,stayfocusedonassignments,andcompletetasksquickly.Shealsolistedthemedicationthatsheistakingandidentifiedsideeffectsofneverfeelinghungryandnotsleepingverymuch.Alixalsoreportedthatshedoesnotreceiveaccommodationsinhighschool.ThisraisesconcernssinceAlixreceivestheaccommodationsofpreferentialseating,reminderstostayontask,


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weeklychecksofhergrades,andorganizationsupportfromherAdvocacyteacher.ResultsalsoshowedthatAlixhasdifficultynavigatingnewenvironments,butsheusesmapsandGPSdevicestogetwheresheneedstogo.Generally,Alixhasahighlevelofstresstolerancewhenencounteringunexpectedsituations,butherstressistriggeredbyfeelingoverwhelmedwithassignmentsandnotunderstandingthematerial.Shealsoreportedthatshebecomesanxiouswhencalleduponinclass,wheninstructorsannouncepopquizzes,andwhenshe’saskedbyinstructorstotalkafterclassaboutherworkperformance.AlixidentifiesherworkasdisorganizedandmessyandshedoesnotknowhoworifshewoulddiscloseherdisabilitytoinstructorsorDisabilityServices,writingaquestionmarkasherresponseregardingeachdisclosure/advocacyquestion.


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CaseStudyNateisa17‐yearoldstudentwithAutismSpectrumDisorderwhoisajunioratanorthernCaliforniaHighSchool.Nateandhisfamilycompletedaseriesoftransitionassessmentsoveroneyearinthefollowingtransitionareas:postsecondaryeducation,employment,independentlivingandcommunityparticipation.DataUponWhichAssessmentResultsareBased:

IndividualStudentAssessment DocumentreviewofConfidentialFiles TelephoneinterviewwithNate’smother InterviewwithDramaTeachers InterviewwithInclusionSpecialist CompletionofformalandInformalassessmentinstruments Person‐centeredplanningmeetingwithfamily

ResultsofIndividualStudentTransitionAssessment

BothformalandinformalassessmentmeasureswereusedtoinformtheIEPteamaboutNateandhisvisionforthefuture.Furthermore,inadditiontovocationalassessments,bestpracticesdictatethattransitionassessmentisexpandedtoincludeotherpost‐schooloutcomesareassuchaspostsecondaryeducation,independentliving,communityparticipation,andsocialrelationships,aswellastheongoingfocusoncareerdevelopment.Inaddition,transitionassessmentmustbefocusedonthestudent’sstrengths,needs,preferenceandinterestsastheyrelatetothedemandsofcurrentandfutureeducational,living,andpersonalandsocialenvironments.EachinstrumentthatwasusedtoassessNateislistedbelow,withadescriptionofgeneralresults.1.TransitionPlanningInventoryAnalysis(TPI)TheTransitionPlanningInventory(TPI)isaninstrumentforidentifyingandplanningforthecomprehensivetransitionalneedsofstudents.ItisdesignedtoprovideschoolpersonnelasystematicwaytoaddresscriticaltransitionplanningareasthataremandatedbytheIndividualswithDisabilitiesEducationAct(IDEA)andthattakeintoaccounttheindividualstudent'sneeds,preferences,andinterests.Informationontransitionneedsisgatheredfromthestudent,parentsorguardians,andschoolpersonnelthroughtheuseofthreeseparateformsdesignedspecificallyforeachofthetargetgroups.ResultsofNate,thefamily,andtheschools’TPIhavebeencombined,andsummarizedbelow,undereachofthe9domainareas.EmploymentEmploymentappearstobeanareaofneedforNate,whoeitherdisagreedorslightlyagreedthathe:knowsjobrequirementsanddemands;makesinformedchoices,knowshowtogetajob,demonstratesgeneraljobskills,andhasspecificjobskills.Theschoolandhomeratingconcur,asbothdisagreethatNatehasdemonstratedtheaboveskills.OneexceptionisthattheschoolagreedthatNatedemonstratesknowledgeandskillingeneral


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jobskillsandworkattitude.ItisstronglysuggestedthatNatehaveopportunitiestodeveloptheabovecriticalskillspriortoexitingsecondaryeducation.FurtherEducationandTrainingFurthereducation/trainingemergedasanareaofneedforNate,whodisagreedthatheknowshowtogainentryintoavocational/technicalprogramandknowshowtogainentryincollege.Schoolandhomealsodisagreed.Whilethestudent,homeandschooldidallagreedthatNatecansucceedinapostsecondaryprogram,itisunclearhowpreparedNateisforgainingentryintosuchprogram,andadvocatingforhimselfinthissetting.DailyLivingTherewasaconsensusamongtheschool,home,andstudentthateveryonestronglyagreesthatNatemaintainspersonalgroomingandhygiene.However,thehomeandstudentformsindicatedthatNatedoesnotyethavetheskillsto:locateaplacetolive,setupalivingarrangement,managehisownmoney,anduselocaltransportation.TheseareimportantskillsforNatetobeabletoliveasindependentlyaspossibleinhiscommunity,andarerecommendedforinclusioninIEPgoals. LeisureActivitiesTheschool,homeandstudentformallagreeorstronglyagreethatNatehasasetofskillsandsomeknowledgeaboutindoorandoutdooractivitiesthathecanengageinforrecreationandleisure.Effortsmightbemadetoexpandleisureoptions,butthisdidnotemergeasahighpriorityareaforIEPplanningCommunityParticipationBoththehomeandstudentdisagreethatNatehasdemonstratedskillsintheareaofcommunityparticipation.Nateis17andwillsoonreachtheageofmajority.Heneedstounderstandaboutcertainlegalrightshehasasacitizenandacitizenwithadisability.Healsoneedstoacquireskillstolocatecommunityservicesandresources,usetheseservices,andobtainfinancialassistance.WhileNatehassomeskillsforparticipatinginthecommunityasanactivecitizen,hemayneedassistanceandguidanceinexpandingthoseskillsinsuchareasascommunityvolunteerservices.HealthTheschool,homeandstudentallagreedthatNatemaintainsgoodphysicalandmentalhealth,butthehomeformindicatedthatNatemaynotattimesbeknowledgeableofhisownphysicalandmentalhealth.Thestudentandhomeformalsoindicatedthatthestudentdoesnotknowaboutreproductionormakeinformedchoicesregardingsexualbehavior.Thismightbeanareaforsomefurtherdiscussion,butingeneral,thisareadidnotemergeasahighpriorityareaforIEPplanning.Self‐DeterminationExpressinghisfeelingsandideasconfidentlyisadefinitestrength‐areaforNate.However,Nateappearstohavedifficultywithrecognizingandacceptinghisstrengthsandlimitations.Furthermore,thehomeandstudentformidentifiedthatNateneedstodevelopskillstosetpersonalgoalsandmakedecisions.ThisisanimportantareaforIEPplanning.


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CommunicationTheschoolformrelatedthatNatehasthenecessaryspeaking,listening,andreadingskills,butdisagreethathehastheneededwritingskills.Onthecontrary,thehomeandstudentformsidentifiedspeaking,listening,reading,andwritingskillsascriticalareasofneed.ThisappearstobeanimportantareafordiscussionforIEPplanning.InterpersonalRelationshipsNateappearstohavedevelopedgoodinterpersonalrelationshipsathomeandatschool.Hegetsalongwithfamilymembers,anddemonstratesskillsforgettingalongwithcoworkersandsupervisors.However,thehomeandstudentformindicatethatNateislackinginskillstoestablishandmaintainfriendshipsanddisplayappropriatesocialbehaviorinavarietyofsettings.ThisappearstobeanimportantareafordiscussionforIEPplanning.2.FuturesPlanningMeetingWhoisNate? What’shishistory?Hard‐workerIntelligentEnergeticGood‐heartedFunnyFriendly“Slacker”—likestogoofaroundInquisitivePersistentDeterminedHandsomeMusicalSiblingVisualToughguyReservedSweetboy

BorninSanFranciscoElementaryschool—participatedinplayAliceinWonderland(5thgrade)Likeshighschoolthebest—morefreedomandmorefriends.UniversalStudioseverysummer—considersita“Sanctuary”In9thgrade,took4basics,swimming&dramaHasalwayslikedtoact—drama/performanceLovedgoingtoHIforatripin4thgrade—particularlylikedthesandandthebeachWenttofamilycamp.Whilethere,enjoystargetshootingandactinginthetalentshow.

What’sthedreamforthefuture? Whatarethefears?Workinginspecialeffects“TheIndustry”MaybeagirlfriendLiveinabighousewithapooltableTravel,potentiallytoLasVegasOwnacar—preferablyaHummerSplittimebetweenmyownhouseandMomandDad’shousePlayinabandwithgroupiesGooutwithfriendstoseemovies

NotunderstandingpaperworkLackofmoneymanagementskillsUnawareofdangeroussituations(verytrusting)Notabletotakecareofhimself/notself‐sufficientNotbeingabletoexplainhimselforunderstandsituationsLonelinessNotbeingabletogetadriver’slicenseorcar;lackoftransportation


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HavingacrummyjobCollegebeingtoohardThecommunitynotunderstandinghisuniqueneeds

Howdowegetthere?SummerreadingclassesDriver’seducationclassLookinto/research:careercenter,volunteeropportunities;work/paidinternships,classesintheareaofspecialeffects;summerjobsInvestigateadultservices(eligibilityandservices)Investigatecollege/communitycollegeentrancerequirements/servicesandsupportsLearnmoneymanagementandindependentlivingskills,suchascookingandlaundry.Lookatpart‐timejobopportunitieslocallyLookforsocialtraining/clubs/connections3.MatchingYourStrengths,Preferences,andInterestswithaSpecificOccupationNatewouldliketotrainwolvesasacareer.Throughaninterviewwithawolftrainer,thiswasidentifiedasaphysically‐demandingjobwithhazardsrelatedtoworkingoutdoorsandwithwildanimals.Ofthethirteenjobcharacteristicsidentifiedfortrainingwolves,Natecurrentlypossessesthreeofthem(i.e.,standing/walkingfor5‐6hours,normalvision,normalhearing,andtheabilitytotakedirectionfromasupervisor).Additionaljobdemandsandworkingconditionsincludetheabilitytolift30‐60pounds,workingforafullday,usingmechanicalequipmentsafely,exposuretocoldanddirtyconditions,andrespondingtoconstructivecriticism.Tomeettherequirementsforbeingawolftrainer,Natewillneedtoincreasehisstrengthandstamina,aswellaslearntointerpretandrespondtoconstructivecriticism.4.WorkPreferencesandValuesInventory‐‐fromTransitionPlanningInventory,InformalAssessmentsforTransitionPlanning;Natecompletedandaskedintermittentquestionsforclarification. Nateidentifiedtwojobsthathemightonedayhavethatwouldinteresthimas:traininganimals(especiallywolves)andworkingonspecialeffectsformovies.Healsoidentifiedthefollowingworkpreferences:workoutdoors;workwithotherpeople;workwithyourhands;beabossyourself;useplanssomeoneelsehasmade;workinthecountry;enjoyyourjob(overmakemoneyatajobyoudon’tlike);haveajobwhereyoutravel;workoutsideyourhome;befamous.5.Job‐RelatedInterestandPreferenceInventory—fromTransitionPlanningInventory,InformalAssessmentsforTransitionPlanning;Questionsweredeliveredintheformofaninterviewaswellasshownintext.Nateidentifiedpotentialjobsforhimselfas:traininganimals,specialeffects,rescueoperations,andhelpingpeoplegettothehospital(helpingothers).Hehassomeminimalexperiencewiththe“Mustangmorningnews”learningaboutspecialeffectsandcomputer


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graphics.Hetookaclassin8thgradeandlearnedPowerPoint.Also,Natewantstotrainadogtodotricks(wildanimalspreferred).Intermsoftimeofday,Natewouldliketoworkduringschoolhourseventually,asheenjoyssleepinginontheweekendsandplayingmusiconSaturdayandSunday.WhenNatecompleteshishomework,helikestositinaquietplaceandlistentorockmusicsoftly.Somenoisewhenworkingisgood,butnotreallyloud.Preferssoftmusicplayingintheworkenvironment.NatedoesnotwanttoworkatMcDonalds…helikestoeatthere,butdoesn’twanttoworkinthefoodindustry.Intermsofdressingforwork,Nateisokaywithwearingauniformtoworkifnecessary.Also,heiswillingtodressupinniceclothesforwork.Natewantstomake50Kfor2‐3hoursperworkaday[note:Natehaslittleunderstandingoftheconceptofhourlyworkandpay/salary]Favoriteplacesinthecommunity:guitarcenter,themall(Galleria),andamusementparksFavoritesubjectsatschool:drama(acting/singing—wasinSchoolhouseRockplay)andswimming.6.PersonalStrengths—fromTransitionPlanningInventory,InformalAssessmentsforTransitionPlanning;Natecompletedandaskedintermittentquestionsforclarification. Natecompletedachecklistofpersonalstrengths.Heidentifiedthefollowingpersonalstrengthsasbestdescribinghim.Emphasizedpersonalstrengthsarenotedinbold.I’measytogetalongwith.Iliketohelpotherpeople.Iliketohaveagoodtime.Istickwiththingsuntiltheygetdone.IaskothersforhelpwhenIneedit.Iamgoodatmanythings.

I’menergetic.I’musuallyontime.I’magoodfriend.I’magoodstudent.I’mmusical.I’mgoodwithwords.

7.ParentsofTeenagersSurvivalChecklist—fromTransitionPlanningInventory,InformalAssessmentsforTransitionPlanning;Nate’sfamilycompletedchecklistthatquantifiedNate’sindependentlivingskillsin17domainareas(i.e.,preparecookedmeals,comparisonshopping,appliances,health,personalgrooming). Ingeneral,Natehasattained“some”independentlivingskills,butseveralareaswereidentifiedforimprovement.Theseareas,andsomeexamplesofconcreteskillstodevelop,arelistedbelow.

PrepareCookedMeals(i.e.,prepareabalanceddietforaday,prepareamealwithmeatsandvegetables);

ComparisonShopping(i.e.,purchaseaweek’ssupplyoffoodwithinabudget,comparesizesandpricesofgoods,understandsales);

EverydayMath(i.e.,makechangeforonedollarandtendollars,beabletomeasurethings,budgeting);

Reading(i.e.,useacookbook,useatelephonebook,interpretmonthlystatements); HomeMaintenance(i.e.mowtheyard,trimwalks,getakeymade,cleanahouse,

washandironclothing,contactlandlord,understandcleaningfluids);


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Appliances(i.e.,operateaclotheswasher,adryer,alawnmower); Health(i.e.,decidewhentogotothedoctor,useathermometer); Communication(i.e.,callcollect,findemergencynumbers,writealetteranda

thank‐younote,stateanopinionbackedbyfacts); Transportation(i.e.,usepublictransportation,driveacar,changeatire,checkthe

oil).

SummariesforeachTransitionDomainAreaandPotentialTransitionActivities/Services

PostsecondaryEducation/TrainingTheresultsofthesetransitionassessmentsindicatethatNateandhisfamilyareinterestedplanningforsomeformofpostsecondaryeducationandtraining(i.e.,communitycollege,vocationaleducationandtraining,etc.).Nateandhisfamilyagreethatwithappropriatesupport,hecanbesuccessful.Acriticalneedidentifiedbytheassessmentprocessisthelackofknowledgeabouthowtogainentryintopostsecondaryeducationalsystems.Clearly,additionalexperiencesandgoalspertainingtothisspecificskillareneeded.Inaddition,theTPIrevealedthatNatedoesnotyetpossesstheself‐determinationskillsnecessarytobeanadvocateinpostsecondarysettings(e.g.,recognizingandacceptinghisstrengthsandlimitations,decisionmakingskills,etc.).ThisisanewareaofneedforNateandonethatwillrequireimmediateattentionifheistobesuccessfulinpostsecondaryandadultlife.Twomajorcareerplanningareasemergedfromthetransitionassessmentprocess(workingwithanimalsandworkinginthetheater/movieindustry,particularlyrelatedtospecialeffects),bothofwhichshouldbeexploredoverthenextyearintermsofidentifyingpotentialfutureeducationandtrainingneeds.

PotentialTransitionActivities/Services Obtainnecessarycreditunitsforgraduation Passthestateexitexam‐Focusonpurposeoftheexitexamasjustthatandnotasa

diagnosticinstrumenttodetermineNate’spresentlevelofperformance Identifyresources,servicesandprogramsatsecondary(e.g.,CareerCenter)and

postsecondarysettings(e.g.,TransitionProgram) Developself‐advocacyandself‐managementskillsnecessarytoeffectively

communicateatthesecondaryandpostsecondarylevelsaswellaswithemployers,friends,familymembersandthecommunityatlarge.

CareerDevelopmentandEmploymentNateisinterestedincareerdevelopmentandemployment.Heconsistentlyidentifiedinterestareasofworkingwithanimalsandworkinginthetheater/movieindustryinspecialeffects.However,theschool,family,andNateallagreedthatemploymentskillsandexperienceappeartobeanareaofneed,asNatedoesnothaveagoodunderstandingofjobrequirementsanddemandsanddoesn’tfeelcapableofmakinginformedchoices.Furthermore,Natedoesn’tfeellikeheknowshowtogetajoborhasacquiredgeneralorspecificjobskills.AssessmentresultsalsoindicatedthatNateprefersacertaintypeofworkenvironmenttosucceed(semi‐quiet,duringtheweekdays,notfood‐related,withhigh


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routine).Also,DNatedoesn’tappeartohaveagoodunderstandingofearningawagefromlabor,andthetruevalueofmoney.

Whilemanyareasofneedwereidentified,theschoolinterviewsandperson‐centeredplanningprocessrevealedthatNatedoesindeedhavesomeexcellenttransferableskillsthatwillhelphimsucceedintheworkplace.OneteachercommentedthatNateisrecognizedbypeersasanexceptionallyhardworker,whileNatehimselfcommented,“IalwaysfinishwhatIstart.”Furthermore,theassessmentprocessindicatedthatNatewilllikelygetalongwithpeopleonthejob,beadedicatedworker,andbehelpfultoco‐workersandcustomers.However,itisdifficulttoprepareandbeawareofNate’sfutureemploymentneedsgivenhislackofworkexperience.ItisstronglysuggestedthatNatehaveopportunitiestodeveloptheabovecriticalskillspriortoexitingsecondaryeducation.Theseskillsarecriticalforahigh‐qualityadultlife.

PotentialTransitionActivities/Services Gainneededemploymentskills(i.e.learnhowtocompleteanemployment

application)andparticipateinworkexplorationactivities,suchasasituationworkassessment.

Participateinasummerworkinternshipexperiencetargetingareasofcareerinterestssuchas,specialeffectsorworkingwithanimals.

Identifyresources,servicesandsupportstiedspecificallytoNate’sexpressedareasofoccupationalinterest.

IndependentLiving&CommunityParticipationTheresultsofthePerson‐centeredPlanningmeeting(seeAppendixA)indicatedthatNateenvisionsafulllifeforhimself,completewithahome,activities,ajob,travel,acar,and“maybeagirlfriend”.However,heandhisfamilyhaveconcernsabouthowwellhewillbeabletotakecareofhimself,explainhimself,anddevelopahighqualityadultlife.PreparationforindependentlivingandcommunityparticipationisacriticalareaofneedforNate.WhileNateisahighlycapableyoungman,heneedstoworkonacquiringadditionalskillsthatarenecessaryforindependentliving(e.g.,moneymanagement,useoflocaltransportationordriving,locatingcommunityservicesandresources,andpotentiallydailylivingskillssuchascooking,cleaning,andlaundry).Furthermore,Nateandhisfamilywanthimtobeabletomaintainhighqualityfriendshipsandrelationshipswithpeopleinthecommunity.

PotentialTransitionActivities/Services SupportNatetostudyforandrequestappropriateaccommodationstoobtainhis

driver’slicense. Developskillsrelatedtotakingcareofpersonalfinances(e.g.,budgetingfor

purchasesandactivities,establishingacheckingaccount,payingabillonaregularbasis).

SupportNateindevelopingdailycareskillsandindependentlivingskills. SupportNateindevelopinghighqualitysocialconnectionswithpeers.


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TechniquesandResourcesforDevelopinganIndividualizedTransitionAssessment

Process

Introduction As teachers, we are at times asked to incorporate new strategies and procedures into our work that seem to have an unclear meaning or purpose. As outlined in the first section of this guide, transition assessment as a process is arguably good for the students, and by following a process, it can be uncomplicated, not unreasonably time‐consuming and acceptable in cost for what it provides to students and families. In this section, we share techniques and resources for developing an individualized transition assessment process. STEP 1: Know your Assessments To provide an individual transition assessment process for students, it is important to first consider what you already know about the student and consider what you need to find out (e.g, vocational interests, self‐determination skills, family preferences, cognitive strengths). Then, identify ways you can assist the student in learning unknown information as early as possible. This Toolkit provides an overview of multiple transition assessments which can be considered a foundation for providing high quality assessment. Review the descriptions of each assessment and consider: Where do I get it? Who is it for? What does it assess? How is it administered? What might summary results look like? What transition activities/services might be identified based on the results?

Recognize how some of the transition assessments are appropriate for all students and some are specifically for students with developmental disabilities. Begin administering the assessments to students and reflect on the appropriateness and usefulness of each assessment. In a short period of time, you will have a good understanding of which assessments to use with each student, noting that each student will likely require a different set of assessments to address their transition interests and needs. In addition to the assessments that are listed in this Toolkit, don’t forget some of the transition assessment that you already do every day, such as interviews, behavioral observations, and situational assessments. Many times we know information about a student but can’t articulate why we know it or where it came from. A structured interview is more than just two people talking—it is structured question‐asking for a predetermined purpose. It also allows for probing unanticipated responses or for clarification. However, an unstructured interview may be


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planned, partially planned, or completely spontaneous. Although it is usually conversational, it is still an opportunity for purposeful question‐asking and should be documented within transition assessment results. STEP 2: Develop a Transition Plan Because 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,” and “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, Division of Career Development & Transition), it is important to have a plan! The Transition Assessment Planning Form helps you consider the domain areas of Employment, Postsecondary Education and Independent Living by answering the following questions for each area:

What do we already know about the student?

What do we need to learn about the student?

How will we gather this information? (e.g., interview, observation, Transition Planning Inventory, futures planning)

Who will gather the information? (e.g., transition specialist, school counselor, parent)

When will the information be gathered? (e.g., Spring, Summer, annually, bi‐annually, quarterly)

By using the form, you consider each component for assessment, in addition to answering what, how, who and when, which provides you with a Transition Assessment Plan. This plan can span more than one year. Some assessments could be given annually while some assessments might only be given once in high school, depending on the student.


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STEP 3: Obtain Data from Multiple Sources, particularly for Students with Significant Disabilities It is important to obtain assessment data from multiple sources, particularly when you consider that the overall purposes of transition assessment are to: Identify students' interests and preferences Determine post‐school goals and options Develop relevant learning experiences (instruction) and transition service needs Identify supports (linkages) needed to accomplish goals, and Evaluate instruction and supports.

While transition providers often believe that they are solely responsible for providing, interpreting and integrating assessment data, this is the responsibility and charge of the IEP team as a whole. The following individuals may play a large role in transition assessment:

For students with significant disabilities, multiple sources of data are critical for understanding fundamental information about a student, such as communication style and preferences. When providing transition assessment for a student with a significant disability, include a person that has a close relationship with that individual and has known him or her for a long time (e.g., parent or guardian). Listen carefully to this individual so that you can better understand and serve the student. Include extended family members as much as possible throughout the process.


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STEP 4: Using Assessment Data in IEP Planning To achieve effective use of assessment data, assessment results should be interpreted in functional terms, meaning that they should identify relevant aspects of transition including vocational goals, learning styles, problem solving, student ecologies and relationships between interests and aptitudes. As illustrated throughout the Toolkit, assessment results should be taken into consideration when planning the course of study and transition activities and services. Assessment results can also be used for much more than just developing IEP goals. Educators often use assessment information to modify and individualize educational programs and to facilitate instruction that is more relevant to each student. One important technique for using assessment data in the IEP meeting is to have the student direct his/her IEP meeting by sharing assessment results in a systematic way. This strategy also increases parent attendance at the IEP meeting. 11 Steps to a Self‐Directed IEP

1. Begin the meeting by stating the purpose. 2. Introduce everyone. 3. Review past goals and performance. 4. Ask for others’ feedback. 5. State your school and transition goals. 6. Ask questions if you do not understand. 7. Deal with differences in opinion. 8. State what support you will need. 9. Summarize your goals. 10. Close the meeting by thanking everyone. 11. Work on IEP goals all year.

Martin, J.E.; Marshall, L.H., Maxson, L. & Jerman, P. (1996). Self‐directed IEP. Longmont, CO: Sopris West.

For more tools and resources on students leading their IEP meeting, including templates and video clips go to: I’m Determined http://www.imdetermined.org/, sponsored by the Virginia Department of Education Self‐Determination Project.


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AdditionalFreeTransitionAssessmentResources

Gaumer Erickson, A.S. & Morningstar, M.E. (2011). Online Assessments and Resources. Lawrence, KS: University of KS, Transition Coalition. Transition Coalition http://www.transitioncoalition.org/transition/index.php

Environmental Job Assessment Measure http://www.transitioncoalition.org/transition/tcfiles/files/docs/E‐Jam_final1208291707.pdf/E‐Jam_final.pdf

Vocational Summary http://www.transitioncoalition.org/transition/file.php?path=files/docs/LPS_vocational_summary_form1210368141.pdf

Vocational Attributes Summary http://www.transitioncoalition.org/transition/tcfiles/files/docs/LPS_Attribute_Summary1214325496.pdf/LPS_Attribute_Summary.pdf

Planning for the Future http://www.transitioncoalition.org/transition/file.php?path=files/docs/LPS_vocational_summary_form1210368141.pdf

Parent Transition Survey http://www.transitioncoalition.org/transition/file.php?path=files/docs/LPS_vocational_summary_form1210368141.pdf

Middle School Portfolio http://www.transitioncoalition.org/transition/tcfiles/files/docs/MSPortfolios1214275478.pdf/MSPortfolios.pdf and Guide http://www.transitioncoalition.org/transition/tcfiles/files/docs/MSGuide1214275537.pdf/MSGuide.pdf

Continuing Life’s Journey Portfolio http://www.transitioncoalition.org/transition/tcfiles/files/docs/transPortjuvenile_justice1214275610.pdf/transPortjuvenile_justice.pdf

All Kids Communicate http://www.transitioncoalition.org/transition/tcfiles/files/docs/All_Kids_Communicate‐_with_tabs1258861243.pdf/All_Kids_Communicate‐_with_tabs.pdf

Employment Situational Assessment http://www.transitioncoalition.org/transition/tcfiles/files/docs/situationalassessment1259892310.pdf/situationalassessment.pdf

Vocational Integration Index http://www.transitioncoalition.org/transition/tcfiles/files/docs/VocIntegratinIndex1224259974.pdf/VocIntegratinIndex.pdf

Job Analysis Form http://www.transitioncoalition.org/transition/tcfiles/files/docs/jobforms1224259407.pdf/jobforms.pdf


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Employer Support Questionnaire http://www.transitioncoalition.org/transition/tcfiles/files/docs/employersupport1224259397.pdf/employersupport.pdf

Zarrow Center http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐assessment‐tools.html

ARC Self‐Determination Assessment http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐assessment‐tools/arc‐self‐determination‐scale.html

Whose Future is it Anyway? http://www.ou.edu/content/education/centers‐and‐partnerships/zarrow/self‐determination‐education‐materials/whos‐future‐is‐it‐anyway.html

NEFE High School Financial Planning Program http://hsfpp.nefe.org/channels.cfm?chid=100&tid=1&deptid=14 I’m Determined https://php.radford.edu/~imdetermined/index.php?option=com_content&view=article&id=11&Itemid=29

Writing My Present Levels

Goal Plan Worksheet

Goal Setting & Attainment Career Test http://assessments.careers.org/ Resume Review http://www.careerbuilder.com/JobSeeker/Resumes/ResumeCritiqueLanding.aspx?sc_cmp2=JS_Nav_ResCrit The Occupation and Skill Computer Assisted Researcher (iOscar) www.ioscar.org

Work Importance Locator

Interest Profiler

Interest Codes What do you like? www.bls.gov/k12/index.htm Career Builder http://www.careerpath.com/career‐tests/?utm_source=cbhome&utm_medium=ardrop&utm_content=careertests

Career Planner Quiz & Report

Color Career Counselor & Color Career Indicator

Job Satisfaction Quiz

Job Discovery Wizard


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Mapping Your Future, Career Ship http://www.mappingyourfuture.biz/planyourcareer/careership/

Match My Career Interests

Review Careers by Cluster

Career Search Self‐Directed Search (free online version) http://www.self‐directed‐search.com/browser.html

Daydreams

Activities

Competencies

Occupations

Self‐Estimates Career Kids www.careerkids.com

Careers for Me (Spanish) http://www.careerkids.com/documents/CFMJSpan.pdf

Careers for Me II (Spanish) http://www.careerkids.com/documents/CFMIISpan.pdf

Careers Plus (Spanish) http://www.careerkids.com/documents/CFMJSpan.pdf

Careers Video Tour Worksheet http://www.careerkids.com/documents/CVT2wksht.pdf

Dropping Out is not An Options Worksheet http://www.careerkids.com/documents/CKDONhandouts.pdf

Building Your First Resume http://www.careerkids.com/documents/GJ2Wksheets.pdf

Looking & Applying for Jobs http://www.careerkids.com/documents/GJ3Worksheets.pdf

Successful Interviews: http://www.careerkids.com/documents/GJ4Worksheets.pdf

Keeping a Job & Money Management: http://www.careerkids.com/documents/GJ5Worksheets1.pdf

Intro to Career Clusters http://www.careerkids.com/documents/IntroCarClusterHandout.pdf

On Your Own, A Personal Finance Adventure http://www.careerkids.com/free‐downloads.html?PHPSESSID=b70ea4477cc02285b9a75158b206370e

My Future Career Tools & Checklists http://www.myfuture.com/careers/tools‐checklists/

Resume Builder

Checklist: Tips for Successfully Wrapping up an Interview

Checklist: Job Search National Collaborative on Workforce & Disability http://www.ncwd‐youth.info/

Making the Move to Managing your own Personal Assistance Services http://www.ncwd‐youth.info/sites/default/files/pas‐toolkit‐052610‐print‐final.pdf

411 on Disability Disclosure http://www.ncwd‐youth.info/topic/disability‐disclosure

Supporting Career Development of Youth with Learning Disabilities http://www.ncwd‐youth.info/sites/default/files/ld‐guide_2.pdf


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Youthhood http://www.youthhood.org/

High School Life Map

Job Center Life Map

Community Center Life Map

Hangout Life Map

Health Clinic Life Map

Apartment Life Map It’s My Choice (Person‐Centered Planning) http://www.mnddc.org/extra/publications/choice/Its_My_Choice.pdf What is Your Learning Style http://www.ldpride.net/learning‐style‐test.html A Life For Me http://www.alife4me.com/ Opening Doors to Employment http://dpi.wi.gov/sped/pdf/tranopndrs‐employmt.pdf Know How to Go (to College) http://www.knowhow2go.org/

College Quiz http://knowhow2go.org/freshmen_quiz.php

College Preparation Checklists by Grade Dream It Do It http://www.dreamit‐doit.com/content/toolkit/quiz.php

Dream Career Quiz

Career Calculator National Secondary Transition Technical Assistance Center http://www.nsttac.org/

Employment Related Questions http://www.nsttac.org/pdf/transition_guide/employment_relations_questions.pdf

Dream Sheet http://www.nsttac.org/pdf/transition_guide/dreamsheet.pdf

Task Analysis 1 http://www.nsttac.org/pdf/transition_guide/TA_work_area_3_.pdf

Task Analysis 2 http://www.nsttac.org/pdf/transition_guide/TA%20Graph%20_3_.pdf

Online Portfolio http://www.rockingham.k12.va.us/rcps_sped/SVRP/Transition‐Portfolio.htm

Academic Self‐Advocacy Questionnaire

Accommodations Questionnaire and Independent Living Skills Questionnaire

Anticipated Course of Study Planning Guide

Community‐Based Instruction Activity Record

Computer‐Based Career Exploration Record

Learning Styles Questionnaire and Self‐Advocacy Questionnaire

Volunteer Work Record and Work Experience Record Employer Evaluation http://www.tbactc.org/student‐services/Employer%20Evaluation%20Form.pdf


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Employer Evaluation http://careercenter.nd.edu/assets/15270/employer_internship_development_guide.pdf Iowa Transition Assessment Tools http://www.aea11.k12.ia.us/pareduc/Transition%20Services.html

Interest & Aptitudes http://www.aea11.k12.ia.us/pareduc/Transition/interests%20talents%20and%20aptitudes.pdf

Independent Living Interview http://www.transitionassessment.northcentralrrc.org/Resources/Indep.%20Living%20Assessment%20Instrument%20Cell7.pdf

School & Community Social Skills Checklist http://www.transitionassessment.northcentralrrc.org/Resources/School‐Comm.%20Social%20Skills%20Rating%20Checklist%20Cell%207.pdf

Job Interests http://www.aea11.k12.ia.us/pareduc/Transition/Job%20Interests.pdf

Junior High Questionnaire http://www.aea11.k12.ia.us/pareduc/Transition/Jr%20High%20Questionaire.pdf

Life Competencies http://www.aea11.k12.ia.us/pareduc/Transition/Life%20Competencies.pdf

Occupational Values http://www.aea11.k12.ia.us/pareduc/Transition/Occupational%20Values.pdf

Parent Preferences http://www.aea11.k12.ia.us/pareduc/Transition/Parent%20Preferences.pdf

Parent Questionnaire http://www.aea11.k12.ia.us/pareduc/Transition/Parent%20Questionaire.pdf

Parent/Guardian Survey http://www.aea11.k12.ia.us/pareduc/Transition/Parent‐Guardian%20Survey.pdf

Personal Preferences Sheet http://www.aea11.k12.ia.us/pareduc/Transition/Personal%20Preference%20Sheet.pdf

Student Interview http://www.aea11.k12.ia.us/pareduc/Transition/Student%20Interview.pdf

Student Questions http://www.aea11.k12.ia.us/pareduc/Transition/Student%20Questions.pdf

Work‐Related Rating Sheet http://www.aea11.k12.ia.us/pareduc/Transition/Student%20Questions.pdf

I Tran (for students that are deaf or hard of hearing) http://itransition.pepnet.org/ DVC Learning Styles Survey for College http://www.metamath.com/multiple/multiple_choice_questions.html Idaho Transition Binder http://itcnew.idahotc.com/DNN/Portals/5/documents/TransBinder03‐18‐08.pdf


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Noonan, P.M. & Gaumer Erickson, A.S. (2012). Transition Assessment Toolkit. Washington, DC: District of Columbia Office of the State Superintendent.

Documents

Transition Assessment Toolkit 2-15-12 - Special Needs …€¦ · This Transition Assessment Toolkit was developed to support educators in providing transition services based on age‐appropriate