TRANSITION ASSESSMENTSWHY GO TO THE TROUBLE?

WHAT IS TRANSITION ASSESSMENT?

The Division on Career Development and Transition (DCDT) of the Council for Exceptional Children defines transition assessment as an “…ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. 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 Individualized Education Program (IEP)” (Sitlington, Neubert, & LeConte, 1997; p. 70-71).

FEDERAL LAW REQUIREMENT

“appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills” (§300.320[b][1]).

WHY CONDUCT TRANSITION ASSESSMENTS?

To develop postsecondary goals, and related transition services and annual goals and objectives for the transition component of the IEP.

To make instructional programming decisions. To include information in the present level of

performance related to a student’s interests, preferences, and needs in the IEP.

To learn about individual students, especially their strengths outside of academics and career ambitions (Kortering, Sitlington, & Braziel, 2010).

THREE BASIC QUESTIONS?

1. Where is the student presently?

2. Where is the student going?

3. How does the student get there? (Sitlington & Clark, 2001)

THE MOST IMPORTANT REASON?To help students learn about

themselves so as to better prepare them for taking an active role in their career development (Osborn and Zunker, 2006).

HELP THE STUDENT TO ANSWER THE FOLLOWING…

• Who am I?

• What are my unique talents and interests?

• What do I want in life, now and in the future?

• What are some of life’s demands that I can meet now?

• What are the main barriers to getting what I want from school and my community?

• What are my options in the school and community for preparing me for what I want to do, now and in the future? (Walker, Kortering, Fowler, Rowe, & Bethune, 2013).

KEY CONSIDERATIONSThe nature of their disability (e.g., reading

level and general intelligence)Their post-school ambitions (e.g., college

versus other training options or immediate employment)

Community opportunities (e.g., local training options, employers and adult service providers) (Walker, Kortering, Fowler, Rowe, & Bethune, 2013).

ASSESSMENT METHODS MUST…

Incorporate assistive technology and/or accommodations.

Occur in natural environments. Contribute to ongoing development, planning, and

implementation of “next steps.” Sample an individual’s behavior and skills over time. Be verified by more than one method and by more

than one person. Be shared with individuals, families, and team

members. Be documented in a format that can be used to

facilitate transition planning (Sitlington, Neubert, and Leconte, 1997).

THE FIRST STEPObtain a baseline understanding

of where students are so that appropriate questions may be asked and assessment strategies can produce useful results (Stilington, Newbert, Begun, Lombard, & Leconte, 1996).

FOUR SUGGESTED CATEGORIESAcademicSelf-determinationVocational interest and explorationAdaptive behavior/ independent

living (Walker, Kortering, Fowler, Rowe, & Bethune, 2013).

ACADEMIC

Formal assessments District-wide screenersCurriculum Based AssessmentsWhat’s Your Learning Style? Study Habits QuestionnaireStudy Skills Inventory

SELF-DETERMINATION

The Arc’s Self-Determination ScaleAIR Self-Determination Scale I’m Determined Self-Determination

Checklist and Student Self-Assessment

AIR Self-Determination Scale

VOCATIONAL INTEREST and EXPLORATION

Student Dream SheetEmployability/Life Skills AssessmentCareer Clusters SurveySocial and Vocational Abilities Listing

ADAPTIVE BEHAVIOR/ INDEPENDENT LIVING

Adolescent Autonomy ChecklistSelf-Care Abilities Listing

LOCATING ASSESSMENTS What’s Your Learning Style?: http://marciaconner.com/dl/mccls010512.pdf Study Habits Questionnaire: http://

sped.sbcsc.k12.in.us/PDF%20Files/tassessments/Education/Study%20Habits%20Questionnaire.pdf Study Skills Inventory: http://

www.sped.sbcsc.k12.in.us/PDF%20Files/tassessments/Education/Study%20Skills%20Inventory.pdf The Arc’s Self-Determination Scale: http://

www.ou.edu/education/centers-and-partnerships/zarrow/self-determination-assessment-tools/arc-self-determination-scale.html

AIR Self-Determination Scale: http://www.ou.edu/education/centers-and-partnerships/zarrow/self-determination-assessment-tools/air-self-determination-assessment.html

I’m Determined Self-Determination Checklist and Student Self-Assessment: http://www.imdetermined.org/files_resources/109/selfdeterminationcheckliststudentself-assessment.pdf

Student Dream Sheet: http://www.dlc-ma.org/_manual/Forms/13-Dream-Sheet.pdf Employability/Life Skills Assessment: http://www.ocali.org/project/tg_aata/page/elsa_documents Career Clusters Survey: http://

cms.nctc.edu/Libraries/AdminServicesRecordsRetention/Career_Interest_Survey_1.sflb.ashx Social and Vocational Abilities Listing: http://

www.rockingham.k12.va.us/rcps_sped/transition/docs/socialvocationalabilitieslisting.pdf Adolescent Autonomy Checklist: https://

www.aacpp.com/pdf/parents/English/Teens/Adolescent-Autonomy-Checklist.pdf Self-Care Abilities Listing: http://

www.rockingham.k12.va.us/rcps_sped/transition/docs/Selfcareabilitieslisting.pdf

REFERENCES Kortering, L., Sitlington, P. & Braziel, P. (in press). Age appropriate transition

assessment as a strategic intervention to help keep youths with emotional or behavioral disorders in school. In D. Cheney (Ed.) Transition of Students with Emotional or Behavior Disorders: Current approaches for positive outcomes (2nd Edition). Arlington, VA: Council for Children with Behavior Disorders and Division on Career Development and Transition.

Osborn, D. S., & Zunker, V. G. (2006). Using assessment results for career development. California: Thomson Publishing.

Sitlington, P. L., & Clark, G. M. (2001). Career/vocational assessment: A critical component of transition planning. Assessment for Effective Intervention, 26(4), 5-22.

Stilington, P. L., Newbert, D.A., Begun, W., Lombard, R. C., & Leconte, P. J. (1996). Assess for success: Handbook on transition assessment. Reston, VA: Council fo Exceptional Children.

Sitlington, P. L., Neubert, D. A., & LeConte, P. J. (1997). Transition assessment: The position of the division on career development and transition. Career Development for Exceptional Individuals 20, 69-79.

Walker, A., Kortering, L., Fowler, C., Rowe, D., & Bethune, L. (2013). Age appropriate transition assessment toolkit. Charlotte, NC: National Secondary Transition Technical Assistance Center.