student-focused transition assessment process
DESCRIPTION
Student-Focused Transition Assessment Process. Jim Martin and Amber McConnell. University of Oklahoma Zarrow Center. Agenda. Purpose of Special Education Building Transition Assessment Implementation Timeline Across Grades and Student Abilities Student Focused Assessment Concepts - PowerPoint PPT PresentationTRANSCRIPT
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Student-Focused Transition Assessment
ProcessJim Martin and Amber McConnell.
University of Oklahoma
Zarrow Center
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Agenda Purpose of Special Education Building Transition Assessment Implementation
Timeline Across Grades and Student Abilities Student Focused Assessment Concepts Three-Part Transition Assessment Model
Self-Determination Skills Vocational Interests and Skills
Can read Can’t read
Independent Living Skills
Putting It All Together Into a Student Script Students write draft PLEP, Strengths, and Needs
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The Purpose of SPED. . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to
prepare them for further education, employment, and independent living.
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IDEA 2004 Post-Secondary Goals IEPs must include appropriate
measurable postsecondary goals based upon age-appropriate
transition assessments related to further education,
employment, and when appropriate, independent living
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Transition Assessment Implementation Timeline
Establish a comprehensive transition assessment plan Build by grade and skill level Identifies what, who, when, and how often Can establish school or district wide implementation of
a sequential transition assessment process. North Dakota’s Transition Assessment Matrix
http://www.dpi.state.nd.us/transitn/matrix/matrix.shtm View Sample Transition Assessment Timeline
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Student-Focused Planning Principles
Two Basic PrinciplesStudents complete transition assessment student versions along with family members and educators completing their versions.
No assessment without direct student inputTransition assessments provide students information to make decisions on postsecondary and annual transition goals.
Implies that students be taught meaning of transition assessment result
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Questions Drive Student-Focused Transition Assessment
Post-secondary Goal QuestionsWhere do I want to learn after completing high school?Where do I want to work after completing high school?Where do I want to live after completing high school?
Annual Transition Goal QuestionsWhat do I need to learn now to be able to learn where I want after completing high school?What do I need to learn now to be able to work where I want after completing high school?What do I need to learn now to be able to live where I want after completing high school?
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Implications Use transition assessments that include student
versions Student input as important as educator and family
member input Students need to be taught to understand
results of transition assessment Students write summary of transition
assessment and present at IEP meeting Includes statement for PLEP, strengths, and needs
Students describe match between present skills and requirements for postsecondary goals and what needs to be learned or changed to attain postsecondary goals
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Web Links
Handout lists all the web sites used today Easy to read
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Three-Part Transition
Assessment Model
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Transition Assessment Model Components
1. Vocational Interest and Skills Assessment
2. Self-Determination & Self-Advocacy Assessment
3. Independent Living Assessment
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Vocational Interest & Skills Assessment and Exploration
Part 1 of the 3-Part Transition Assessment Process
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Belief Work benefits individuals emotionally and
socially Enables individuals to contribute to society
and to their own well being Can be done without fear of losing social
security or other benefits Adds meaning to life
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Employment Options
Individual Competitive Employment Individual Supported Employment Group Supported Employment At Home or Community-Based
Entrepreneurial Jobs
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Vocational Interests for High Achieving Students With Mild
Disabilities
Group Interest Inventories ACT Explore ACT Plan
U.S. Dept of Labor O*NET www.onetcenter.org Interest profiler, ability profiler Look left under Products Select career exploration tools
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Self-Directed Search - Form E
Students with limited reading skills Spanish version manual, assessment booklets,&
occupations finder Reports interests across occupations Available: www.parinc.com Cost: $150
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Self Directed Search - Form R Students with advanced reading skills Spanish version manual, assessment booklets,&
occupations finder Reports interests across occupations,
educational opportunities, and leisure Available: www.parinc.com Cost: $150
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On-Line Free Interest Inventories On-Line Individual Interest Inventories
Career Clusters http://www.careertech.org/resources/clusters/interest-surv
ey.html (download in pdf format)
State-based Career Web Sites www.okcis.org (requires username and password) http://www.learnmoreindiana.org http://www.cacareerzone.org/
I Oscar www.ioscar.org
Dept of Labor www.onetcenter.org http://www.mynextmove.org/
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Exploration of Interest Results Occupational Outlook Handbook
www.bls.gov/oco/home.htm www.bls.gov/k12/index.htm
My Next Move http://www.mynextmove.org/
Job videos (English or Spanish) Individuals & Job clusters http://acinet.org/acinet/videos.asp?
id=27,&nodeid=27 www.careervoyages.com
Uses the above videos in an interactive format
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Career Awareness & Exploration Watching
Video http://acinet.org/acinet/videos.asp?id=27,&nodeid=27 Provides numerous videos for students to watch
English or Spanish Job cluster and skill categories Horse Training Coast Guard Assistant Construction Workers
Live in the Community Doing
Short exploration periods Long-term try-outs
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Designed for Students Involved in Work Study
Programs
Functional Vocational Assessment
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What does the law say?
. . . and when appropriate . . . functional vocational evaluation.
When to consider what’s appropriate?
When the previous informal assessments do not provide needed information.
What do we use?
Tools that student’s can explore and make a job match.
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Assumptions Individuals with disabilities have personal preferences,
likes, and dislikes ChoiceMaking is “an individual’s selection of a preferred
alternative from among several familiar options” (Shevin & Klein, 1984)
No consequences exists for selecting one choice over the other except that which comes from the choice itself (Brigham, 1979).
Must have a means to communicate preferences ChoiceMaking skills typically must be taught ChoiceMaking opportunities must be provided
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Functional Assessment Process
Over time Repeated Measures
Situational Assessment
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Basic Procedures
Prior to visiting a job site, individual will select preferred tasks and characteristics
Visit job site and spend time watching and/or doing tasks
After visit, will compare initial preferences to those at the site
Process repeated across numerous sites
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Coverage Intensive lessons in teaching Choosing
Goals process (lessons 1 - 5) Community-based assessment and
problem solving (lessons 6 - 15) Classroom-based career exploration
(lessons 16 - 19)
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Choosing Goals
Quick means for students to develop goals
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Job Characteristics I Like
Teach Job Characteristics Introduces Match Concept between
What I like What’s at this job
Computes % of Matches
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Key: Determine Match Between What I Like and What’s At This Site
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Each time student chooses a characteristic one more cell on the graph is marked
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Vocational Interests via Career Exploration - For
Those Who Can ReadChoosing Employment Goals
Sopris West Publishers
(www.sopriswest.com)
Requires reading and writing skills
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Research
Choosing Goals Lessons 1 - 5 produced significant differences in measures of self-determination across two assessment instruments
Students expressed preferences in their IEP meetings.
Students were in high school and had mild to moderate mental retardation
(Cross, Cooke, Wood, & Test, 1999)
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Job Duties I Like
Identifies job duties Based upon current job or work experience
Assess preferences for job duties Calculate % of Job Duties I Like
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Job Duties - How I Did
Job duties identified and written onto form Student evaluates speed, independent performance, and
accuracy Supervisor evaluates speed, independent performance,
and accuracy Match made between student and supervisor
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Uses self-evaluation methodology to teach job performance skills and to assess job duty skills
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Work, Social, & Personal SkillsWork, Social, & Personal Skills
Student rates performanceStudent rates performance Supervisor or teacher rate performanceSupervisor or teacher rate performance Calculates what supervisor thinksCalculates what supervisor thinks Calculates match between worker and supervisorCalculates match between worker and supervisor
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Self-Determination Contracts to solve on-the job problems
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Employability/Life Skills Assessment
Domains For students aged 14 –
21 8 major domains & 24
items Self-help skills Work habits Work Quality Relations with Supervisor Relations with Peers Work Attitudes
Details Score items 1 to 3 scale
and totals by sub-domain Score across ages Prepares cumulative
graph of progress across years
Free: Download at: http://scdcdt.webs.com/Employability%20Assessment.pdf
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Choice-Making
Functional Vocational Assessment
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Vocational Interest Assessment for Non-
Readers
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Basic Procedures
Prior to visiting a job site, individual will select preferred tasks and characteristics
Visit job site and spend time watching and/or doing tasks
After visit, will compare initial preferences to those at the site
Process repeated across numerous sites
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What Do I Want To Do?
http://brookespublishing.com/picturebank/
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What Jobs Have I Done?
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Characteristics I Like vs Here
Compares initial preferences to those experienced at a particular job site.
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Characteristics Graph
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Personal Improvement
Contract
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Field Testing
751 Individuals with disabilities across 11 years 234 with mental retardation 145 with chronic mental illness 113 with severe learning disability 102 with physical disabilities 96 with other disability including autism 61 with traumatic brain injury
Replicated across numerous sites
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More Data
Those who completed the assessment process had a significantly greater likelihood of a successful job placement than those who did not complete the assessment process Chi square p < .05
Of those successful, 92% came with two placements. Significantly came with first placement
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Follow-up Data
5-year cumulative summary 88% still working
55% at same job 33% at different jobs
Major reason for job change was to move to a better job
Over 93% of placements matched first or second job choice
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Resource
Self-Directed Employment Paul Brookes Publishing Baltimore www.brookespublishing.com Just went out of print
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Personal Preference Indicators Use Supplemental Preference Form Interview format Family members, friends, professionals who
know student well Likes, dislikes, social indicators, choices Health, body clock, future http://education.ou.edu/zarrow/ Cost: free Use the results in PLEP
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Choose and Take ActionVocational Assessment Software
Use of a software program and community experiences to identify entry-level job interests
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Target Population
Secondary students and adults with moderate to significant cognitive needs who:
Have difficulty getting information from printCan attend to a computer screenCan follow simple 1 or 2 step directionsHave limited to no previous work experience
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CTA Constructs• Vocational Choice Making
CharacteristicsSettingActivities (jobs)
• Planning• Community Experience
WatchDo
• Self-Evaluation• Choose Again with Adjustment
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14 entry-level vocational settings found in most communities
15 job activities repeated across two settingsCare for animals in a vet’s officeCare for animals in a retail store
12 characteristics repeated across two or three activities
Working in a factory where it is inside and noisy
CTA Choice Factors
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CTA Features A navigator to give instructions and guide user through the program
Restricted mouse movements
Highlight critical features as navigator says them
Record made of all choices
Input options may include user installed touch screen
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Format designed so teachers can add comments on student performance
Teacher can set number of video clips student can see in one trial
Pair of video clips presented together Minimum teacher control over available video
choices
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Settings Activities Characteristics
Car repair shop Bag items/bring carts Big open space
Child care center Care for animals Small space
Construction site Care for people Clean
Factory Care for plants Messy
Greenhouse Clean-up Few people
Grocery store Clear tables Many people
Hospital Filing Inside
Hotel Handle materials Outside
Janitorial service Heavy cleaning Noisy
Landscape Company Laundry Quiet
Office Move things Wear own clothes
Restaurant Do paperwork Wear a uniform
Store Stock shelves
Vet Office Wash dishes
Yard work
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Example Present Level Current Assessment Data
The Choose and Take Action assessment was completed on 11-8-09. Sam’s top three job characteristics were working outside, being with few people, and quiet settings. Top four activities were yard work, taking care of plants, and cleaning up. Top two settings included landscape company and green house.
Objective Statement Sam’s top ranked choices were
being outside, doing yard work, and working for a landscape company.
Strengths Firm pattern of choices
demonstrated over time. Anticipated Effects
Experience in choice-making will enable Sam to begin in-depth job exploration activities.
Needs In-depth job exploration Continued opportunity to
express choices during the job exploration process.
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Employment Goals Annual Employment Goal
Sam will undertake extended work-study experiences at community-based job locations to identify at least one job that obtains a 90% characteristic and and 90% job activity match.
Short-Term Objectives Sam will correctly identify 100% of the illustrations
used in the characteristic and job activity match process across three consecutive trials.
Sam will correctly identify 80% of the activities and characteristics at a job site across three consecutive trials.
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Annual Employment Coordinated Activities
Coordinated Activities Complete work-study
experience at cooperating community-job sites.
Become involved in Voc Rehab’s work experience program.
Responsible Parties Sam, transition
coordinator, and voc rehab counselor
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PublisherChoose and Take Action: Finding a Job for You
Sopris West4093 Specialty PlaceLongmont, CO 80504800.547.6747www.sopriswest.com
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One-Shot Vocational Interest Assessment for
Non-Readers
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Personal Preference Indicators Use Supplemental Preference Form Interview format Family members, friends, professionals who
know student well Likes, dislikes, social indicators, choices Health, body clock, future http://education.ou.edu/zarrow/ Cost: free Use the results in PLEP
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Reading Free Interest Inventory
Published by Pro Ed
www.proedinc.com
Price: $110
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COPS-PIC
Non-Verbal Assessment of Occupational Interest
EDITS / P.O. Box 7234 / San Diego, CA 92167
800-416-1666 / 619-222-1666 / Fax 619-226-1666
25 copies for $50.90
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Self-Determination & Self-Advocacy Assessments
Part 2 of the 3-Part Transition Assessment Model
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Self-Determination Constructs
• Self-awareness• Self-advocacy• Self-efficacy• Decision-making• Use of self-management
strategies to attain plan• Self-evaluation• Adjustment
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Why SD Assessment? Improved postsecondary outcomes
Goal setting during early adolescence Awareness of disability Goal attainment
Improved academic performance Limited studies so far
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Guide to Assessing College Readiness Landmark College “Parent” Assessment Read each item with student and discuss Provides Assessment for Self-Advocacy to
include in annual transition goals Five Domains
Academic Skills Self-Understanding Self-Advocacy Executive Functioning Motivation and Confidence
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AIR Self-Determination Assessment
Parent Version Teacher Version Student Version Available at
http://education.ou.edu/zarrow Cost: free
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Example Present Level of Achievement Using the AIR Self Determination
Assessment Current Assessment Data
Bill obtained a 48% on the AIR Educator Self-Determination Assessment given on 11-8-09.
Objective Statement Bill has about half of the
overall SD skills and opportunities needed to master these skills. He needs increased school and home opportunities to develop and master additional SD skills for success in welding school.
Strengths Knows own ability and
limitation and can express these
Set goals Change plan to
accomplish goals Anticipated Effects
When provided the opportunity to set and express goals at his next IEP meeting, Bill can engage in this activity.
Needs Opportunities at school
and home to learn and practice additional SD skills
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Annual Transition Goal:Education/Training
Goal Bill will increase his overall self-determination
score from 48% to 75% as measured on the AIR self-determination assessment.
Objective/Benchmark To demonstrate leadership at IEP meetings, Bill
will successfully implement 8 out of 10 IEP involvement steps at his next IEP meeting.
Bill will develop and implement a weekly goal attainment plan to attain two or more IEP goals by successfully completing 90% or more of the Take Action Goal Attainment process.
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Annual Education/Training Coordinated Activities
Coordinated Activities Bill will discuss his
weekly goal attainment plan with his family.
Bill will build his IEP script with his family to share at the IEP meeting.
Responsible Parties Bill and parents
Bill and parents
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Self-Advocacy Checklists
Self-Advocacy is a crucial self-determination concept Students speak and act on their own behalf
Several Self-Advocacy Checklist exist Self-Determination and Self-Advocacy Skills
Questionnaire Student form Parent form Teacher forms (A & B)
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ARC Self-Determination Assessment
Student version Must use the manual to score Cost: free Available at http://education.ou.edu/zarrow
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Field and Hoffman SD Assessments
SD Student Scale SD Parent Scale SD Teacher Scale SD Observation Checklist User’s Guide Cost: free Available at http://education.ou.edu/zarrow
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ChoiceMaker SD Assessment Curriculum Referenced Assessment
Choosing Goals Participating in IEP Meetings Taking Action on Goals
Sopris West (search by author: Martin) www.sopriswest.com
Cost: $12.95 for 25 copies
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ChoiceMaker Assessment Example
Student Leading Meeting (1, 2, 3, 4 scale)
Begin meeting by stating purpose Introduce participants Review past goals Ask for feedback Ask question if don’t understand Deal with differences in opinion State need support Close meeting by summarizing
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Independent Living Assessments
Part 3 of the 3-Part Transition Assessment Model
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Our Belief
The law states that an independent living goal be addressed “when appropriate.”
We believe that to determine if an independent living goal needs to be written, an adaptive behavior assessment needs to be given. This provides evidence of needing an independent living goal or not. How else would a team determine if an independent living goal is needed?
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Independent Living Assessments Personal Preference Indicators
Informal and free (zarrowcenter.ou.edu) Life Skills Inventory
Informal and free http://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf
Transition Planning Inventory (TPI) ProEd, Austin Texas (www.proedinc.com)
Informal Assessments for Transition Planning ProEd, Austin Texas (www.proedinc.com)
Enderle-Severson Transition Rating Form www.estr.net
Casey Life Skills www.caseylifeskills.org
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Personal Preference Indicators
Interview format - Free Family members, friends, professionals who
know student well Designed for students with significant support
needs Likes, dislikes, social indicators, choices Health, body clock, future http://www.ou.edu/content/education/centers-and-
partnerships/zarrow/preference-indicators/air-self-determination-assessment.html
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Life Skills Inventory 15 domains (money, hygiene, safety, etc) Four levels: basic, intermediate, advanced,
exceptional Must know 3 of 5 to advance from basic to
intermediate Must know the person or have family member
complete Cost: free Available
athttp://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf
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Transition Planning Inventory Home version Teacher version Student version CD version speaks to students or parents and
automatically scores Available From
(www.proedinc.com) Pro-Ed
Cost: $175. Computer Version: $159. Combo: $250
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Informal Assessments for Transition
Reproducible Employment Daily Living Health Self-Determination Leisure Activities Community
Participation Communication Interpersonal
Relationships
Available From–(www.proedinc.com)–Pro-Ed
Cost: $39.00
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Enderle-Severson Transition Rating Form ESTR-J
Students with mild disabilities Parent (available in Spanish) and Teacher version Five Transition areas
ESTR-III Students with “more” disabilities Parent and Teacher version Five Transition areas
ESTR-S Students with severe/multiple impairments Parent and Teacher versions Employment, Rec/leisure, home living, community
participation, and adult life Estr.net (each costs about $2.00)
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ESTR Automatic Scoring
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Casey Life Skills Web based and FREE!!! Spanish, French or English, with numerous
supplemental assessments Youth and caregiver formats Automatically scored and sent to you Can obtain class summaries Provides different levels of questions for
students across functioning levels Level 1 basic skills Level 4 complex skills
www.caseylifeskills.org
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Example Present Level Current Assessment Data
According to her Dad on the Casey Life Skills assessment (level 3) taken on 11-8-09, Sarah mastered 33% communication, 38% daily living, 100% self-care, 67% social, 50% work and study, with a total mastery of 54%.
Objective Statement Sarah has scattered
independent living skills that suggests mastery of self-care needs, and adequate performance in social situations. She needs to learn communication, daily living, and work/study skills to increase the likelihood of successfully living in her own apartment.
Strengths Self care Social skills
Anticipated Effects When having the opportunity
to be by herself at home and in the community Sarah has self-care and social skills to adequately present herself and interact with others.
Needs Opportunities at school and
in the community to learn and practice communication, daily living, and work and study skills.
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Annual Transition Goal: Independent Living
Sarah will increase her daily living scores from 38% to 95% and her communication scores from 33% to 95% as measured by the Casey Life skills level 3 assessment.
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Casey Life Skills
Educational SupplementAssessment
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Collaborative Effort
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Jim Martin and Amber McConnell
University of Oklahoma
Zarrow Center for Learning Enrichment
338 Cate Center Drive, Room 190
Norman, OK 73019
Phone: 405-325-8951
Jim’s E-mail: [email protected]
Amber’s E-mail: [email protected]
Web: http://education.ou.edu/zarrow/
For More Information Contact: