Transition Success Assessment
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Transcript Transition Success Assessment
Four-Part Transition
Assessment Model
Jim Martin
University of Oklahoma
Zarrow Center
Web: http://education.ou.edu/zarrow/
Email: [email protected]
The Purpose of Special
Education
What is the purpose
of Special Education?
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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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The Reason Why - 1
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The Reason Why -2
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IDEA 2004 Post-Secondary Goals
IEPs must include
appropriate measurable
postsecondary goals
based upon ageappropriate transition
assessment
related to training,
education, employment,
and when appropriate,
independent living
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 do I need to learn to do what I want?
What do I do after I leave school?
What are my strengths?
What do I need to improve to be successful?
Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for
youth with disabilities. New Jersey: Merrill Prentice Hall.
Four-Part
Transition
Assessment
Model
Transition
Assessment Model Components
1.
2.
3.
4.
Self-Determination
Assessment
Adaptive Behavior Assessment
Vocational Interest and Skills
Assessment
Postschool Predictor
Assessment (in development)
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Transition Assessment
Progression Chart
Look at example in handout packet
Build by grade and by skill level
Identifies what, who, when, and how often
Can establish school or district wide
implementation of a sequential transition
assessment process
Self-Determination
Assessment
Part 1 of the 4-Part Transition
Assessment Model
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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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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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AIR Self-Determination
Assessment
Parent Version
Teacher Version
Student Version
Available at
http://education.ou.edu/zarrow
Cost: free
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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
Adaptive Behavior
Assessment
Part 2 of the 4-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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Adaptive Behavior
Assessments
Transition Planning Inventory (TPI)
Informal Assessments for Transition Planning
ProEd, Austin Texas (www.proedinc.com)
Enderle-Severson Transition Rating Form
ProEd, Austin Texas (www.proedinc.com)
Great tool for students with significant support
needs
www.estr.net
Casey Life Skills
www.caseylifeskills.org
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Vocational
Interest
Assessment
Part 3 of the 4-Part Transition
Assessment Process
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Vocational Interests for High
Achieving Students With Mild
Disabilities
Group Interest Inventories
ACT Plan
ACT Explorer
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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On-Line Free Interest Inventories
On-Line Individual Interest Inventories
My Future
I Oscar
www.careervoyages.com
Career Clusters
www.ioscar.org
Career Voyages
http://www.myfuture.com/toolbox/workinterest.html
www.careerclusters.org (download in pdf format)
Dept of Labor
www.onetcenter.org
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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
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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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Functional Vocational
Assessment
Designed for Students
Involved in Work Study
Programs
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Vocational Interests via
Career Exploration - For
Those Who Can Read
Choosing Employment Goals
Sopris West Publishers
(www.sopriswest.com)
Requires reading and writing skills
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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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Choose and Take Action
Vocational Assessment Software
Use of a software
program and community
experiences to identify
entry-level job interests
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Publisher
Choose and Take Action: Finding a Job for You
Sopris West
4093 Specialty Place
Longmont, CO 80504
800.547.6747
www.sopriswest.com
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Transition
Success
Assessment
Part 4 of the 4-Part Transition
Assessment Model
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Missing Link In Transition
Assessment
The field needs a transition
assessment tool based on
actual postschool success
predictors
The field needs a tool to assess
students’ current behavior and
attitudes linked to identified
transition success predictors
No tool like this exists (that we
could find)
Postschool Success
Predictors
Reviewed the literature to identify
student behaviors that predicted
postschool success.
45 quantitative and qualitative
studies
Several different search engines
Journal reference lists
Hand searched major journals
Asked colleagues around the
country
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14 Concept Clusters
• Desires
• Goals
• Strengths
• Limits
• Disability Awareness
• Persistence
• Use of Support Systems
• Coping Skills
• Social Skills
• Proactive Involvement
• Making Positive Choices
• Job Experience
• Transition Education
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Transition Success Assessment
Transition Success Assessment: A Transition
Behavior Profile
46 items
Professional, Family, and Student TSA Versions
TSA Graphic Profile
TSA Goal Identification Matrix
Takes about 10 minutes to answer the items
and score
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Wording of TSA Items
Fine tuned wording internally at
ZC
Conducted six social validity
groups
4 expert panels (27
participants)
1 parent panel (8 participants)
1 student panel (8 participants)
1 more student panel to go
First round produced changes to
36 of 50 Professional TSA items
Subsequent panels made fewer
and fewer changes
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Issues Expressed by Social
Validity Groups
Family group focused on wording associated with
friends, asking for support, coping skills, and
independent living.
Students did not like the word “used.”
Professional group more sensitive regarding words such
as limitation and disability awareness.
Very positive feedback from all the groups
Easy to understand and use
Makes sense
Beneficial to planning students’ future
“Now I understand what to teach”
Found the TSA practical
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Transition Success
Assessment – Draft 45
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Need Educators for Reliability
Studies
Now
Complete on three students then send to OU
Complete on same three students again four
week later and send to OU
In the Fall
With parental consent and student ascent
students complete TSA student version
Same students complete TSA four weeks later
Parent completes TSA
IES Grant Submitted
Submitted grant to IES to
conduct large scale studies
Structural equation modeling to
build construct validation
Test parallel versions (student,
professional, and family)
Similar factor structure across tools
Reliability studies across country
Undertake predictor studies
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Collaborative Effort
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For More Information Contact:
Jim Martin
University of Oklahoma
Zarrow Center for Learning Enrichment
Carpenter Hall Room 111
Norman, OK 73019
Phone: 405-325-8951
E-mail: [email protected]
Web: http://education.ou.edu/zarrow/
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