Transition AssessmentsMatrix

Great Prairie AEATransition Coordinators

Transition Assessment Living, Learning and Working

It will help us do a better job of transition planning

Outcome studies tell us we need to be more targeted in our planning

IDEA 2004 requires it

Collects/gathers relevant (appropriate) information/data on a student’s interests, preferences, strengths, and needs as they relate to the student’s postsecondary expectations for living, learning, & working

Begins at least by the year the student turns 14 years of age and continues until the student graduates or ages out;

Provides data from which to plan & make decisions that assist the student to move to postsecondary activities of living, learning, and working;

Involves input from student, family, school personnel, and other relevant stakeholders such as adult agencies, related services personnel (the IEP team)

The transition assessment process should provide information to help the student answer these questions—

Where am I now? Where do I want to go? What do I need to get there?

The IEP team must collect information on all three areas of postsecondary expectations—living, learning, working

The IEP team must understand the target postsecondary environment, its demands and supports, and assess the student with this information in mind.

A full range of information sources should be used, including the student, the family, school staff, and

appropriate community-based service providers.

A number of methods should be used to collect assessment information. These methods should include— (R) Review of existing information (I) Interviews with appropriate persons (O) Observations of the student in various

settings (T) Testing using informal and formal

instruments as deemed necessary

Transition assessment should provide students, families, educators, and adult providers the information necessary to: Identify appropriate goals, services, activities,

and supports that help students pursue their postsecondary expectations; and

Develop a course of study based on the student’s performance, needs, & expectations.

Ensure that the student’s educational program and course of study are relevant and rigorous.

The results of the transition assess- ment must be fully integrated into the student’s IEP and Summary of Post Secondary Expectations for Living, Learning & Working.

How we are defining the areas of Living

Learning and

Working

Transition Planning Assessment Areas:

Application for Post-Secondary Area of:Living Learning Working

Interests & Preferences for Post-Secondary Expectations

Community Living Preferences

Cell 1

•Formal education with licensure, certification or degree•Informal education

Cell 2

Work Style OptionsCareer Options

Cell 3

Basic Skills for Post-Secondary Expectations

Home and Community Living Skills

Cell 4

Literacy/ Communication SkillsWritingSpeakingListeningQuantitativeTechnology

Cell 5

Core Workplace Skills Job SeekingJob KeepingDisability Rights

Cell 6

Attitudes/ Habits/ Self Awareness for Post-Secondary Expectations

•Personal Organization Attitudes/Habits•Interpersonal Attitudes/Habits•Intrapersonal Attitudes/Habits

Cell 7

•Study/Test-taking Behaviors•Personal Learning Characteristics

•Cell 8

•Work Ethics/Values•Use of Self Advocacy Skills

•Cell 9

Critical Thinking/Application Skills for Post Secondary Expectations

•Decision-making Skills•Personal Life Choices

Cell 10

Application of knowledge to real life (Application/ Adaptation)

Cell 11

•Ability to adapt to new tasks/jobs•Ability to problem solve on the job•Technical skills (job-specific) Cell 12

http://www.transitionassessment.northcentralrrc.org

Home and Community Living Skills Skills necessary to complete daily and adult living activities. Daily Home Living skills are those activities adults do every day

(e.g., preparing meals, budgeting, maintaining a home, caring for personal health/insurance issues, etc.)

Adult Community Living activities are important adult activities that are done occasionally, such as registering to vote, doing taxes, renting a home.

Other examples of home and community living skills could include: managing money; managing a household; buying, preparing, consuming food; buying and caring for clothing; exhibiting responsible citizenship; using recreational facilities and engaging in leisure; getting around the community; access community agencies.

--Review student file --Student and/or Parent interview --Classroom observation of life skills --Community-based situational assessment of life skills --Comprehensive Inventory (Level 2 of TPI, Items 12-16, in IATP**, pp. 18-22 --Independent Living Assessment Instrument (interview protocol in IATP**,

p. 102) --Life Centered Career Education Knowledge/Performance Batteries --BRIGANCE Life Skills Inventory --Street Survival Skills Questionnaire --Ansell-Casey Life Skills Assessment-III --Any adaptive behavior scale (for developmental disabilities --Comprehensive Adult Student Assessment System --Enderle-Severson Transition Rating Scales --Transition Planning Inventory (Daily Living Skills and Community

Participation domains items)

This level of the website includes a brief description of each of the assessment tools, the information on how to obtain the assessment, or links to the website

This level also includes links to some of the informal interviews and surveys provided by Dr. Gary Clark of University of Kansas and practitioners across the state

In addition to the Assessment Model and Matrix, the website includes or may include: A brief introduction to Transition Assessment Information on how to document the assess-

ment results in the IEP Resources, eventually including transition

specialists in each AEA Materials to assist with the Gap Analysis

(question #4 of the Assessment Model)

Most of the assessments listed are pencil & paper, and many students have

reading or writing difficulties— Teachers have little time to sit with students to complete the surveys— How do we collect the information?

Use assistive technology!!