assessment tools to consider when developing itps by wa1 directors from region 4
TRANSCRIPT
Assessment Tools to Consider
when Developing ITPs
byWA1 Directors from Region 4
Andrea ReedClovis USD
Age Appropriate Assessments
What remains the same as IDEA ’97?
An expectation of coordinated servicesTransition planning based on the students needs,
interest and preferencesIncluding instruction, related services, and when
appropriate, acquisition of community experiences, development of employment daily living skills and functional evaluation
Transition ServicesTransferring rights at the age of majority
What language is new in IDEA ’04?
Transition language in the IEP at age 16Measurable post-secondary goalsBased on age-appropriate assessments related
to:Training, education, employment and where
appropriate, independent living skillsProviding a Summary of Performance upon
school exit
Indicators will measure Transition Services Language
and Outcomes
U.S. Dept., of Ed. Office of Special Education developed 20 Indicators that states will be held accountable for monitoring Special Education in California
States must develop State Performance Plan that address these indicators and submit an Annual Performance Report (APR) on progress
20 Indicators replace the Key Performance Indicators (KPI)
What Indicators will measure Transition Services Language and
Outcomes
Indicator 13• % of youth ages 16 and
above with an IEP that includes coordinated, measurable post secondary goals, annual IEP goals and transition services that will reasonably enable the child to meet the post secondary goals
(20 U.S.C. 1416(a)(3)(B))
Indicator 14• % of youth who had IEP’s
are no longer in secondary school and who have been competitively employed, enrolled in some type of post secondary school, or both, within one year of leaving high school
(20 U.S.C. 1416(a)(3)(B))
Measurable Post-Secondary Goals
Transition IEP Development
Age AppropriateTransition
Assessment
Development of Annual Goals to
Support Measurable Post-Secondary Goals
Summary of
Performance
Transition Services including
Course of Study
Age of Majority Notification
(Age 17)
Age-Appropriate Transition Assessments
What is age appropriate?• Age-appropriate means chronological rather than developmental
age
What is the purpose of transition assessments?• Assist the student to identify needs, interests and preferences• Determine appropriate accommodations and supports• Determine appropriate instruction and activities that will assist
the student achieve post-school goals• Determine “next steps”
Transition to Adult Living - APPENDIX E – pp 129-139
Transition Assessments
All students who have been on a general education track and plan on enrolling in post-secondary education (2 or 4-year college) should have the following information in their files:
State mandated test scores gathered during high school Quarterly or semester grades throughout high school Current psychological assessment data indicating areas of strength and
weakness, while documenting the presence of a diagnosed disability College entrance exam scores if applying to 4-year colleges
This information would include (a) data gathered over time that can (b) be associated with current and future environments. Additional information may include informal interviews with student and family, student completion of interest inventories or questionnaires to establish student interests and preferences in transition planning to meet the basic requirements of age appropriate transition assessment.
Transition Assessments
All students should have the following information in their files:• State mandated test scores (standardized or alternate)• Quarterly or semester grades or progress notes• Current psychological assessment data• Career Interest Inventory, Adaptive Behavioral Scale, and/or Career Skill
Inventory
An Adaptive Behavior Scale (with a student self-assessment component included), interest inventory, and interview with the student should provide information to document student strengths, interests, and preferences. Presence of the above information in the student’s file and a clear link of such information to the student’s postsecondary goal(s) would meet the requirements of age appropriate transition assessment. Additional data may include family interview, teacher/transition coordinator observational assessments or various student self-assessments.
This information would include (a) data gathered over time that can (b) be associated with current and future environments to meet the basic requirements of age appropriate transition assessment.
********Two Approaches
• Level 1 Review of existing information and achievement data, student interview, and aptitude testing if necessary
• Level 2 Expand to include assessments targeting information about work behavior, career maturity and independent living skills
• Level 3 For students needing additional assistance with identifying long term employment, education and/or independent living goals when earlier assessments were inconclusive or for those with more significant disabilities
APIE• Step 1 – Assess Interests, preferences and needs
related to post school outcomes using formal and/or informal assessments
• Step 2 – Plan Interpret results from assessments and
incorporate them into student’s ITP
• Step 3 – Instruct Students learn new skills they will need
to reach post school goals
• Step 4 – Evaluate Check progress toward achieving the
transition activities, IEP g/o.
*********It is important for assessment information to be collected continuously with periodic checkpoints, because students may change their minds (e.g. interests, preferences) and attributes (e.g., skills, knowledge, strengths).
ASSESSMENT PLAN?
• Is this any different than what I would do for any other student?
• Is this being administered by anyone other than teacher?
• Is this part of a classroom or curricular activity? BEST PRACTICE!
Susan Bobbitt-VothMadera-Mariposa SELPA
Assessment ToolsFor
Transition Planning
Transitional Areas
O
• Other Post High School Living Objectives
C
• Community Experiences
E• Development of Employment
I • Instruction
V
• Functional Vocational Evaluation
L
• Daily Living Skills
Transitional Areas
O
• Other Post High School Living Objectives
C
• Community Experiences
E• Development of Employment
I • Instruction
V
• Functional Vocational Evaluation
L
• Daily Living Skills
Student Groupings
A
• Adult Transition
F
• Functional Skills (Certificate of Completion)
T
• Tweener
D
• Diploma
Assessment Types
Free
On-line
Computer$$$$$
Paper Manipulative
Free
$
Glenda WoolleyKings County Office of Ed
Sources for
Assessment Tools A-Z
Coding of Assessments
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$Free
InstructionDiploma
Costs
Development of Employment Community ExperiencesOther Post High School Living ObjectivesDaily Living SkillsFunctional Vocational Evaluation
TweenerFunctional SkillsAdult Transition
FreeManipulativePaper VersionComputer VersionOn-line Version
Transition Portfolio Guide
Instruction – Sections 4-5
Employment – Section 5.3-5.8
Community – 5.10-5.11
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PLAN
Practice for the ACT
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Brigance
Employability Skills Inventory
Life Skills Inventory
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Career Targets for Transition
• Identifies top career clusters through assessment• Introduces students to the world of work through exploration of career related vocabulary, clusters, work skills, and occupations
• Assist students with selecting appropriate courses for high school• Provides activities that incorporate a real-world application of work skills• Encourages students to include teachers, counselors, and parents in their educational and career planning
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Picture Interest Career Survey
• 36 sets of three pictures to choose • creates a profile of the individual • lead directly to career information• takes less than 15 minutes to complete • can be self-administered and self-scored
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Work Preference Match
A structured way to • prioritize work needs and preferences• consider education• create a grid to use for pro/con career decision-making.• helps people learn their “unwritten rules” about employment, • gather essential information for an informed career choice• find a job they’ll love.
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Career Exploration Inventory
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• Explore and plan three areas of life—work, leisure activities, and learning.
• Reflect on 128 activities and consider past, present, and future interests
• Scores connect to 16 career interest areas with related jobs, education and training options, and leisure activities
Job Survival and Success Scale
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• Research-based, measures skills ranked highest by employers • Self-administered, self-scored, takes just 20 minutes to complete • Five scales: dependability, responsibility, human relations, ethical behavior,
and getting ahead • Can help improve job retention rates—identifies potential obstacles to job
performance success
3 Sides of You
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Career Finder Plus
• Physical Activity• Change• Meeting People• Travel• Drive• Independence• Style• Training• Helping People
Users answer up to 18 questions then get a list of the 20 best matching occupations.
•Using Words•Using Numbers•Understanding Science•Understanding People•Using Art•Attending to Details•Leading Others•Making Things•Growing Things
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Reading Free Vocational Interest Inventory
A series of 55 sets of three drawings each Interest areas include:
Automotive Building Trades
Clerical Animal Care Food Service Patient Care Horticulture
Housekeeping Personal Service Laundry Service
Materials Handling
20 minute administration
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Reading Free Interest Inventory
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• Can be used with the mentally retarded, learning disabled & disadvantaged individual• Explores a wide range of jobs at the unskilled, semi-skilled, skilled and technical levels• Aids in career education, guidance, and vocational planning• Pictures convey visual descriptions of job tasks with associated tools & work areas• From ages 13 to Adult
Careers for Me
Grades 3-7 Grades k-3
Grades 6-9Special Needs
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Vocational Adaptation Rating Scales
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• Rating scales measure job-related behaviors of mentally retarded individuals • Ratings produce frequency and severity scores • Identifies maladaptive behavior in
• Verbal Manners• Communication Skill• Interpersonal Skills• Respect for Property• Rules and Regulations• Attendance and Punctuality• Grooming/Personal Hygiene
Career KeysI
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COPSystemI
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Occupational Aptitude Survey
and Interest ScheduleI
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• Measures 12 interest factors directly related to the occupations• Artistic• Scientific• Nature• Protective• Mechanical• Industrial
• 240 items scored as Like, Neutral, or Dislike
• Business Detail• Selling• Accommodating• Humanitarian• Leading-Influencing• Physical Performing
NEXT S.T.E.P.
Student Transition and Employment Planning
Curriculum helps students learn how to:
• take charge of their own transition planning process.
• Select and implement a variety of transition goals
• Goals relate to jobs, education and training, personal life, and living on their own.
• Assume responsibility for important life decisions
• In 16 lessons
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Pictorial Inventory of Careers
Students rate their respond to live action video segments of real work situations.
Results pinpoint areas of strong interest, dislikes, and areas in which they have little or no knowledge.
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