A Four-Part Transition Assessment Model
description
Transcript of A Four-Part Transition Assessment Model
A Four-Part Transition Assessment Model
Jim Martin, Ph.D.University of OklahomaZarrow Center840 Asp Ave., Room 111Norman, OK 73019Phone: 405-325-8951Email: [email protected]: www.education.ou.edu/zarrow
Transition Big Idea #1
Parents and educators and students need to decide:
Where will the student live?
Where will the student work?
Where will the student receive job training?
Where will the student receive education after high school?
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
Design the high school years to ensure that students have the opportunity and gain the skills needed to achieve post-school education, employment, and living goals.
Transition Big Idea #2
To enable students to attain postschool goals, involve students in identifying and making linkages to post-school supports and programs before exiting the school system.
Transition Big Idea #3
Seven Transition Steps1. Involve student in IEP Planning Process2. Team completes a three (soon to be four)-
part transition assessment process.3. Team Writes Present Level of Academic
Achievement and Functional Performance4. Team develops course of study5. Team develops postschool linkages6. Students work on attaining IEP and
personal goals7. Families and students build a Student-
Directed Summary of Performance
IDEA 2004 on Transition Assessment
TAs are needed to develop– a coordinated set of activities – within a results oriented process – based on student needs – taking into account student strengths,
preferences, and interests
Post-Secondary Goals IEP must include appropriate
measurable postsecondary goals– based upon age-appropriate transition
assessment – related to training, education, employment,
and when appropriate, independent living
Coordinated Activities Coordinated activities includes
– instruction– related services– community experiences– the development of employment and other
postschool objectives– when appropriate functional vocational
evaluation What does functional voc evaluation
mean?
CEC’s Division on Career Development and Transition Transition assessment is the ongoing process of
collecting data on individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, and living environments. Assessment data serves as the common thread in the transition process and forms the basis for defining IEP goals and services – Focus is upon future roles as worker and citizen– Student choice a major theme– TA is an on-going, future focused, person centered process– Students need to direct own transition planning process– Yields match between strengths, needs, preferences and
demands and culture of current and future environments
Sitlington, P. L., Neubert, D. A. & Leconte, P. J. (1997). Transition assessment: The position of DCDT. Career Development for Exceptional Individuals, 20, 69-79.
Goals of Transition Assessment Help students make informed choices Help students take charge of the
process– Most special educators are not using
transition assessment methods that facilitate student involvement or student self-determination (Thoma, et al. 2002)
Help students understand skills needed for postschool environments
Test, D. S., Aspel, N. P., & Everson, J. M. (2006). Transition methods for youth with disabilities. New Jersey: Pearson Merrill, Prentice Hall.
Student Transition Questions What are my interests, aptitudes, and
capabilities in school, work, and community living?
Where do I want to live, work, or go to school after leaving high school?
What courses do I want to take in high school to graduate and prepare for my future?
What are my strengths and what do I need to improve?
What do I need to learn to do what I want? What do I do after I leave school?
Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.
Career Development Career Awareness
– Believes self as worker– Elementary
Career Exploration– Explore interests in relation to jobs– Middle and beginning of high school
Career Preparation– Skill acquisition that matches interest and skills– High school and/or after high school
Career Assimilation– Postschool movement into job
IDEA Requires the Summary of Performance When terminated from services School will provide child a summary of
academic achievement and functional performance– which shall include recommendation on
how to assist the child in meeting postsecondary goals
New Concept Rather than just give SOP when
student’s leave:– Use SOP to frame transition plan and place
for transition assessment information– Incorporates all transition assessment
• Academic, vocational, social, living– Teach students to develop and present
own SOP• Provides framework for exit meeting• Information flows into planning
document and process
SOP Teacher-Directed SOP
– Designed for educators and agency– Prepared by educators for use by students
• Nationally created SOP• www.ldaamerica.org/aboutld/adults/docs/SOP_Template.doc
Student-Directed SOP– Designed for students, family, and agency– Prepared by students for use by students and family– Will soon be at www.education.ou.edu/zarrow
Four Part Transition Assessment Model
Four Part Transition Process
1. Self-Determination Assessment
2. Adaptive Behavior Assessments
3. Vocational Interest and Skills
4. Transition Assessment Based on PostSchool Success Predictors
- under development
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
Self-Determination Assessment
Part 1 of the 4-Part Transition Assessment Process
AIR Self-Determination Assessment Parent Version Teacher Version Student Version Available at
– www.ou.edu/zarrow/sdetermination.html Cost: free
ARC Self-Determination Assessment University of Kansas, Beach Center www.beachcenter.orgClick on downloads, then select
books, manuals, reports - full pubsCost: free
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
Adaptive Behavior Skills Assessment
Part 2 of the 4-Part Transition Assessment Process
Adaptive Behavior Assessments Transition Planning Inventory (TPI)
– ProEd, Austin Texas (www.proedinc.com)
Casey Life Skills– www.caseylifeskills.org
Enderle-Severson Transition Rating Scales– www.estr.net
Transition Planning Inventory
Home version Teacher version Student version CD version speaks to students or
parents and automatically scores
Informal Assessments for Transition Planning Reproducible Employment Daily Living Health Self-Determination Leisure Activities Community
Participation Communication Interpersonal
Relationships
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Casey Life Skills - Why Look Anywhere Else?
Web based and FREE!!! Spanish 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
Vocational Interest Assessment
Part 3 of the 4-Part Transition Assessment Process
Vocational Interests for High Achieving Students With Mild
Disabilities
Group Interest Inventories– ACT Discover– ACT Explorer
U.S. Dept of Labor O*NET– www.onetcenter.org– Interest profiler, ability profiler
Individualized Interest Inventories
Paper Individual Interest Inventories– Strong Interest Inventory– Self-Directed Search
On-Line Individual Interest Inventories– http://www.myfuture.com/toolbox/workinterest.html– www.ioscar.org– http://www.careerkey.org/cgi-bin/ck.pl?action=choices– www.careervoyages.com– www.careerclusters.org (download in pdf format)
Exploration of Interest Results Occupational Outlook Handbook
– www.bls.gov/oco/home.htm– www.bls.gov/k12/index.htm
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
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
YES! (Your Employment Selections) Reading free, video based job
preference program Videos for 120 jobs
– Accessed by characteristics or job choices– Matched to training and qualifications
Can access from CD ($395) or web ($20 per person for 3 months)
www.yesjobsearch.com
What If Some Can’t Read?
Reading Free Interest Inventory
Published by Pro Ed
www.proedinc.com
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
WRIOT2: Wide Range Interest and Occupation Test 2
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
Available: www.proedinc.com
Cost: appx $200 for entire package
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
Designed for Those Students Who Can’t Use the Other Vocational Interest Tools
Functional Vocational Assessment
Vocational Interests via Career Exploration
Choosing Employment Goals
Sopris West Publishers
(www.sopriswest.com)
QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.
Requires reading and writing skills
Key: Determine Match Between What I Like and What’s At This Site
Each time student chooses a characteristic one more cell on the graph is marked
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
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
Uses self-evaluation methodology to teach job performance skills and to assess job duty skills
Job Clusters
Career Awareness through use of different job clusters
Explore chosen job titles in more depth
Dream Job
Explore a few jobs using directed prompts provided by the lessons
Conduct dream job interview– Scripted form to prepare for and guide the
interview
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
Vocational ChoiceMaking
Students With Mental Retardation and Other Severe Disabilities
Discrepancy Problems
Discrepancy problems occur when– Chosen job, task, and characteristics do not match
specific jobs
Discrepancy problems diminish when job site characteristics match preferences
Logical choice making occurs when chosen preferences match available jobs.
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
Characteristics I Like
All Choices Get Graphed
Shadowing Form
Means to structure the shadowing process.
Enables person to leave a record of their opinions.
Char I Like vs Here
Compares initial preferences to those experienced at a particular job site.
Characteristics Graph
Resource
Self-Directed Employment– Paul Brookes Publishing– Baltimore– www.brookespublishing.com
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
Choose and Take Action ChoiceMaking Software
Use of a software program and community experiences to teach basic self-determination
Publisher
Choose and Take Action: Finding a Job for YouSopris West4093 Specialty PlaceLongmont, CO 80504800.547.6747www.sopriswest.com
Transition Success Assessment
Part 4 of the 4-Part Transition Assessment Process
Missing Link In Transition Assessment
The field needs a transition assessment tool based on actual postschool success predictors
No tool like that exists that we could find The field needs a tool to assess students’
current behavior and attitudes relative to identified transition success predictors– Self-Determination, Adaptive Behavior, and
Vocational Interest assessments do not do this.
Postschool Success Predictors
Reviewed the literature to identify personal and program traits that predicted postschool success.
Used Purpose of Special Education to Define Success– . . . 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.
Identified Predictor Clusters Disability awareness Choicemaking, goal setting, and goal attainment Social skills Positive personal characteristics Employment during high school years Transition education Family involvement Supportive system Academic success as a predictor for postschool
success???– Not currently in the Transition Success Assessment
Student-Directed Transition Planning
Just released transition instructional program. Check at www.education.ou.edu/zarrow
Percent of Intervals Discussed Transition
Special Ed50%
General Ed 4%
Admin8%
Family8%
Support Staff20%
Students10%
Soon available at ou.edu/zarrow
Collaborative Effort