This training was developed by the Project 10: Transition Education Network, a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.

DRAFT

Using Transition Assessment

Data to Write Measurable

Postsecondary Goals

DRAFT

Objectives

After this presentation, participants will be able to:

Describe the importance of transition assessment

Identify various types of transition assessment

Utilize information/data gathered from transition

assessments for transition planning and in writing

measurable annual and postsecondary goals

3

DRAFT

“All Florida students deserve to graduate high school

with knowledge and skills they need to succeed in

college, careers and life” (Florida Department of Education, Florida Standards)

Schools should focus on quality transition planning, not

solely obligatory compliance, in order to support

students with disabilities in transitioning successfully to

adulthood.

Positive Student Outcomes for All

4

Basic Requirements for

Secondary Transition

5DRAFT

DRAFT

“Percent of youth with IEPs aged 16 and above with

an IEP that includes appropriate measurable

postsecondary goals that are annually updated and

based upon an age appropriate transition

assessment, transition services, including courses of

study, that will reasonably enable the student to meet

those postsecondary goals, and annual IEP goals

related to the student’s transition services needs.”

(20 U.S.C. 1416(a)(3)(B))

Definition of State Performance

Plan (SPP) Indicator 13

6

DRAFT

“…an ongoing process of collecting

information on the student’s strengths, needs,

preferences, and interests as they relate to the

demands of current and future living, learning,

and working environments”(Sitlington, Neubert, Begun, Lombard, & Leconte, 2007, p. 2)

Definition of

Transition Assessment

7

DRAFT

Age-appropriate means activities, assessments, content, environments, instruction and/or materials that reflect a student’s chronological age.

Age-appropriate assessments may necessitate adaptations to their administration for some students so that meaningful data are obtained.

Note: Transition assessment should take Universal Design for Learning (UDL) principles into account.

(NSTTAC, 2009)

Definition of “Age-Appropriate”

Transition Assessment

DRAFT

Florida Statute 1003.5716

(1) To ensure quality planning for a successful transition of a student with a disability to postsecondary education and career opportunities, an IEP team shall begin the process of, and develop an IEP for, identifying the need for transition services before the student with a disability attains the age of 14 years in order for his or her postsecondary goals and career goals to be identified and in place when he/she attains the age of 16 years. This process must include, but is not limited to:

9

DRAFT

Florida Statute 1003.5716

(1)(a) Consideration of the student’s need for instruction in the

area of self-determination and self-advocacy to assist the

student’s active and effective participation in an IEP meeting

Question: What is the difference between self-determination

and self-advocacy?

Question: How will a student’s need for instruction in self-

determination and self-advocacy be determined?

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11

Assessing students strengths, preferences, and interests

Considering the need for instruction in self-determination and self-advocacy

Setting measurable postsecondary education and career goals

Selecting the type of standard diploma and identifying a course of study, including digital tools and industry certifications

Identifying transition services needs

2014 Changes in Transition

Planning

DRAFT

12

Steps in Quality Transition

Planning

(National Technical Assistance Center on Transition [NTACT], n.d.)

Transition Assessment

13

14

DRAFT

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)

Purpose for Conducting

Transition Assessments

15

DRAFT

Transition planning may be used to:

Develop postsecondary goals; related transition services and

annual goals and objectives for the IEP

Make instructional programming decisions

Include information in the present level of performance

related to a student’s interests, preferences, and needs

Learn about individual strengths outside of academics and

career ambitions

Help students learn about themselves so as to better prepare

them for taking an active role in their career development

Purpose for Conducting

Transition Assessments

16

DRAFT 17

Begin transition assessments as early as possible,

including elementary school (kindergarten)

Develop Assessment Timeline

Incorporate universal design to ensure student has

access to assessments that are age appropriate

Share results with families

Transition Assessment Key Points

1. Interests

2. Preferences

3. Cognitive development

and academic

achievement

4. Adaptive behaviors

5. Interpersonal relationship

skills

6. Emotional development

and mental health

7. Employability and

vocational skills

8. Community participation

Transition Assessment

FrameworkEight assessment areas that are considered minimum

requirements for academic and functional transition assessment

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(Sitlington & Clark, 2007)

DRAFT

Sitlington, Neubert and Leconte (1997) make the following recommendations for transition assessment:

Assess in environments that resemble real education, training, employment or community environments

Use methods that are appropriate for the learning characteristics of the individual, including cultural and linguistic differences

Ensure that assessment information is current, valid or verified and relevant to transition

Important Points

19DRAFT

Produce outcomes that contribute to ongoing

development, planning and implementation of “next

steps”

Synthesize and interpret data to students with

disabilities, their families and the transition team

Document data in a format that can be used to facilitate

transition planning

Incorporate assistive technology or accommodations as

needed

(Sitlington, Neubert, & Leconte, 1997)

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Also Consider

DRAFT

Formal (norm referenced)

College Entrance Test

PSAT, SAT, ACT, CPT

Transition Planning Inventory

Brigance

Life Centered Education (LCE)

Statewide Standardized

Assessments (i.e. FSAA, EOC,

FSA)

Types of Assessment

Informal

Curriculum-Based/

Teacher-Made Tests

Interest Inventories

Self-Determination

Situational

Questionnaires/Surveys/

Interviews/Observations

Checklists

21DRAFT

DRAFT

Formal Assessments

• Documentation on individual student’s IEP

• Established accommodations

• Request prior to testing

Informal Assessments

• Documentation on individual student’s IEP

• No set accommodations

• Implemented on demand

Assessment Accommodations

22

What transition assessments

are you, or your school/district,

currently using?

23

Over time multiple individuals may gather a student’s

transition assessment data.

To ensure effective and linked communication it is

recommended to develop an “assessment map”.

Creates a general timeline for conducting the various

assessments

Avoids unnecessary duplication of assessments

Links information from one grade to another, including

elementary to middle school and middle to high school

Transition Assessment

Roadmap

24

(LRP Publication, 2015)

DRAFT

DRAFT

MyCareerShines(Replaces CHOICES)

25

Florida is implementing a new comprehensive education

and career planning system to help students and adults

prepare a plan to achieve their education and career

goals.

www.FloridaShines.org

Website features online tools and resources customized

specifically for Florida for students, elementary through

postsecondary education and adults

DRAFT

Transition assessments will provide practical information to assist in all facets of transition planning and IEP development.

Age-appropriate transition assessment must be used to develop students’ measurable postsecondary goals.

• Annual goals must be in alignment with students’ postsecondary goals

• Supports and services should be determined based on what is needed to help students achieve their postsecondary goals

Using Transition Assessment

Information in IEP Development

26

DRAFT

The results of transition assessments should be used in

making recommendations for instructional strategies,

accommodations in instruction and environments to meet

the student’s strengths and needs. The results also should

help students make a connection between their individual

academic program and their post-school ambition.

(NSTTAC, 2013)

Using Transition Assessment

Results in IEP Development

27

DRAFT

Data Captured through Transition

Assessment

Academic and functional performance

Strengths, needs, preferences, and interests:

• Training

• Education

• Employment

• Independent living

• Self-Determination

28

DRAFT 29

Invited ?

Students are required to be invited to attend their IEP meetings for the IEP which will be in effect at age 14 and future years.

“If the student does not attend the IEP meeting, the public agency shall take other steps to ensure that the student’s preferences and interests are considered.”

34 CFR (Sec. 300.344(b)(2))

Question: How are you obtaining a student’s authentic input in the transition IEP process if they are unable to attend a meeting?

r 13

Ensuring Student Input

DRAFT

Checking for Understanding

30

True False Statement

1. Transition assessment is a one time event.

2. Transition data should Indicate strengths,

preferences and interests of the student.

3. Transition assessment only considers present

environments

DRAFT

Checking for Understanding

31

True False Statement

4. Transition assessment results must be used in

the development of measurable postsecondary

goals and other components of the IEP

5. Only one person can gather transition information

6. Staff should be sensitive to cultural diversity when

choosing transition assessments

Measurable

Postsecondary Goals

32

33

(2)(c) Beginning no later than age 16, the IEP must

include

Measurable long-term postsecondary education and

career goals based on age-appropriate transition

assessments related to:

Florida Statute 1003.5716

Training

Education

Employment/Career

Independent living, if appropriate

Transition services

Courses of study to assist these goals

DRAFT

DRAFT

A measurable postsecondary goal may address more than one of the designated areas and must meet the following requirements:

It must be measurable; you must be able to “count it” or observe it

It must be intended to occur after the student leavesschool

It must be reviewed annually, but may be updated during the year if needed.

Measurable Postsecondary Goals

34

DRAFT

Process for Writing a

Postsecondary Goal

(NSTTAC, 2013)

will

By (date), student name behavior/

action

where and how

35

DRAFT 36

1. Employment: Within six months of graduating from high

school Freddy will be employed at least 20 hours per

week in a sporting goods store with the support of a job

coach and assistive technology.

2. Career: Within five years of graduating from high school

Freddy will meet his career goal of working on a

commercial fishing boat.

Postsecondary Goals:

Employment and Career

DRAFT 37

1. Within three months of graduation from high school,

Franklin will participate in an in-home or hospital based

program designed to provide vocational training with

medical and therapeutic supports.

2. Within one month of graduating from high school, Tury

will enroll in the Massage Therapy Program at Miami

Dade College.

Postsecondary Goal(s):

Education/Training

DRAFT 38

1. Within one year of graduation from high school, Carly will use public transportation to travel to work and social activities.

2. By September 2020, Lisa will continue living with her parents and participate in her daily care routines to the greatest extent possible. She will participate in one to two age-appropriate community-based activities per week in horticulture, socialization with young adults, animals, and/or music.

Postsecondary Goal:

Independent Living

It is important to note that there is no requirement for

reporting progress on measurable postsecondary goals. If

the student is making adequate yearly progress toward

attaining their measurable annual goals and other transition

services within the IEP, then the student should be making

progress toward attaining his or her measurable

postsecondary goals.

In addition, if there is a change in course of study or shift in

interest which impacts the postsecondary goal(s), the IEP

should be updated.

Documenting

Progress

DRAFT

DRAFT

Developing Quality IEPs: A Guide for

Instructional Personnel and Families

http://www.fldoe.org/academics/exce

ptional-student-edu/beess-

resources/presentations-

pubs/index.stml

Annual Goals

Writing Objectives

Online modules for registered users of

CPALMS (http://www.cpalms.org)

Resources for Writing Annual

Goals and Objectives

40

41

Developing and Facilitating Quality IEPs: Transition Planning

Florida Diagnostic and Learning Resources Systems FDLRS Administration Project

DRAFT

Questions and

Thank You!Questions, concerns, or

recommendations?

Thank you for your attendance and

input today!

42

Florida Department of Education, Bureau of Exceptional Education and Student Services. (2015).

Accommodations for Florida's statewide student assessments, Tallahassee, FL. Retrieved from

http://www.fldoe.org/core/fileparse.php/7690/urlt/statewideassessmentaccommodations.pdf

Florida Department of Education, Bureau of Exceptional Education and Student Services. (2015).

Developing quality individual educational plans: A guide for instructional personnel and families,

Tallahassee, FL. Retrieved from http://www.fldoe.org/core/fileparse.php/7690/urlt/0070122-qualityieps.pdf

Florida Department of Education, Bureau of Exceptional Education and Student Services. (2015).

Exceptional Student Education Compliance Manual 2016-17.

http://www.fldoe.org/core/fileparse.php/7673/urlt/ESEComManual1617.pdf

Florida Department of Education, Bureau of Instructional Support and Community Services. (2002).

Designing Lessons for the Diverse Classroom, Chapter 2: Writing the Objective, Tallahassee, FL.

Retrieved from http://www.fldoe.org/core/fileparse.php/7690/urlt/0070084-4dclessn.pdf

Florida Department of Education, Division of Career and Adult Education (2012). Career cruiser,

Tallahassee, FL. Retrieved from http://www.fldoe.org/core/fileparse.php/5243/urlt/0047242-cruiser.pdf

Florida Department of Education (n.d.). Florida standards. Retrieved from

http://www.fldoe.org/academics/standards/florida-standards/

References

43DRAFT

LRP Publications. (2015, July 16). 4 assessment tips to propel students toward post-school success [email

newsletter]. Palm Beach Gardens, FL.

National Secondary Transition Technical Assistance Center (NSTTAC) (2013). Age appropriate transition

assessment toolkit third edition. University of North Carolina at Charlotte, A. R. Walker, L. J. Kortering, C.

H. Fowler, D. Rowe, & L. Bethune. Retrieved from

http://www.transitionta.org/sites/default/files/transitionplanning/TransitionAssessmentToolkit.pdf

National Technical Assistance Center on Transition (NTACT). Transition planning: Indicator 13, Charlotte, NC.

Retrieved from http://www.transitionta.org/transitionplanning

Noonan, P., Morningstar, M.E., & Clark, G. (2009). Transition assessment: The big picture. [Online Training

Module]. Lawrence, KS: University of Kansas, Department of Special Education. Retrieved from:

http://www.transitioncoalition.org

Project 10: Transition Education Network. (2014). Career development: Resources for school professionals,

St. Petersburg, FL. Retrieved from http://www.project10.info/CareerDevelopment.php

Project 10: Transition Education Network. (2012). Transition wheel spoke: Transition assessment, St.

Petersburg, FL. Retrieved from

http://project10.info/TransitionWheel.php?PageCategory=Transition%20Wheel

References

44DRAFT

Sitlington, P. L., & Clark, G. M. (2007). The transition assessment process and IDEIA 2004. Assessment for

Effective Intervention, 32(3), 133–142.

Sitlington, P. L., Neubert, D. A., Begun, W., Lombard, R., & Leconte, P. (2007). Assess for success: A

practitioner’s handbook on transition assessment (2nd ed.). Thousand Oaks, CA: Corwin Press.

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.

Transition Coalition, University of Kansas (2014). Topical Presentations. Retrieved from

http://transitioncoalition.org/transition/presentations.php

U.S. Government Publishing Office (2015). Code of Federal Regulations (Annual Edition), Washington, D.C.

Retrieved from www.ecfr.gov

West Virginia Department of Education. (n.d.). Standards-based individualized education programs (IEPs).

Retrieved from https://wvde.state.wv.us/osp/standards-based-iep.htm.

45

References

DRAFT

Presenter Contact Information

Tury Lewis

and

Lisa Friedman-Chavez

Project 10: Transition Education Network

Regions 1 and 5 Transition Representatives

Email: TLLewis@USFSP.EDU

LFChavez@USFSP.EDU

Office/Cell: (850) 294-8973

(786) 417-3904

Updated March 2017

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