Transcript Transition Assessment: THE BIG PICTURE

[email protected]
www.transitioncoalition.org
Implementing the Age
Appropriate Transition
Assessment Requirements of
IDEA 2004
Mary E. Morningstar, Ph.D.
June 9. 2007
Arizona CTT Training
Test yourself…
From: Transition Coalition’s Online training module
1. Transition assessment uses a specific protocol, and it is
important to administer it as instructed.
TRUE
FALSE
The correct answer is: FALSE
Schools often base the entire assessment process on a preestablished protocol designed by the district and based on a
commercial product, and not on the needs of the student (Cohen
& Spenciner, 1996). In reality, transition assessments should be
developed and individualized with each student in mind.
Student participation in developing the types and methods of
assessment is the best way to go.
2. Transition assessment is an ongoing process that takes
place throughout and across the secondary school years
TRUE
FALSE
The correct answer is: TRUE
While transition assessment is often thought of as a once-a-year
event completed by one person and occurring over a short period
of time to develop the IEP, it is in fact most useful when thought
of within a broader context (Cohen and Spenciner, 1996). In order
to be effective and meaningful to the student and the school
program, the transition assessment process must be ongoing
throughout the school year.
3. Transition assessment is primarily for youth with severe
disabilities
TRUE
FALSE
The correct answer is: FALSE
Many assessment approaches may be created with one disability
population in mind, other assessments are appropriate for all youth.
What is most important is for you to familiarize yourself with each
assessment measure and determine it’s usefulness to the overall
transition process. Don’t assume that a certain instrument or method
is not appropriate for a particular student because of his or her label
or disability category. Oftentimes, accommodations can be made so
that a particular assessment can used effectively to meet the ability
level of the student.
4. Transition assessment is not required by IDEA, it is just a
good thing to do in preparation for the IEP.
TRUE
FALSE
The correct answer is: FALSE
Transition assessment is now required by law. With the passage of
the 2004 reauthorization of IDEA, we are now required to identify
appropriate and measurable postsecondary goals based
upon age-appropriate transition assessments. The IDEA
transition requirements for assessment center on: (1) developing
transition postsecondary goals, (2) identifying students' needs,
strengths, interests and preferences, (3) ensuring progress on IEP
goals & transition activities, and (4) summarizing performance
when exiting school.
Why Focus on Assessment?
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Legal reasons
Tracking progress
Targeting improvement
Eligibility
Accountability
Transition & the IEP
Beginning no later than the first IEP in effect when
the student turns 16 and annually thereafter –
A student's IEP must include appropriate measurable
postsecondary goals based upon age appropriate
transition assessments related to training,
education, employment, and where appropriate,
independent living skills. The IEP must include
those transition services (including courses of
study) needed to assist the student in reaching
postsecondary goals.
(Section 614)
Defining Transition Assessment
What’s YOUR Definition?
Division of Career Development & Transition
Transition assessment is "the ongoing process of
collecting data on the individual’s strengths, needs,
preferences, and interests as they relate to the demands
of current and future working, educational, living, and
personal, and social environments. Assessment data serve
as the common thread in the transition process and form
the basis for defining goals and services to be included in
the IEP" (Sitlington, 1996).
How does it compare?
Purpose of
Transition Assessment
Facilitating a self-awareness…
for decision-making of critical life choices…
through informing, discussing, and providing
transition services by…
• Identifying students’ strengths, interests and
preferences
• Determining post-secondary goals
• Developing relevant learning experiences (instruction)
& transition services
• Identifying supports (linkages) needed to accomplish
post-secondary goals
• Evaluating instruction and supports.
Transition Assessment:
Where Do You Start?
Guiding
Questions
Assessment
Plan
Assessment
Selection
Using
Data
Integrating
Data & IEP
Guiding
Questions
Assessment
Plan
Assessment
Selection
Using
Data
Integrating
Data & IEP
• Do we understand this student’s strengths, preferences,
needs interests?
• In what ways can we prepare this student for the future?
• What do I already know about this student to determine
his/her postsecondary goals?
• What methods and sources will provide this information?
• What role can the student play in participating in the
assessment process?
• How will the assessment data be collected and used in the
transition planning process?
• Is the student making progress toward specific
postsecondary goals?
Guiding
Questions
Assessment
Plan
Assessment
Selection
Using
Data
Integrating
Data & IEP
Assessment Plan Characteristics:
1. Customized to specific types of information needed
2. Appropriate to learning and response characteristics
3. Use assistive technology & accommodations
4. Occur in that influence development, planning, &
implementation of transition planning
5. Include multiple ongoing activities to sample
behaviors and skills
6. Must be verified by multiple methods & persons
7. Results stored in user-friendly way
8. Occurs over time (multiple years)
Assessment
Selection
Assessment
Plan
Guiding
Questions
Temperament
Using
Data
Integrating
Data & IEP
What to
Assess
Learning
Styles
Background
Info.
Aptitudes
Interests
Information
needs for
Student-focused
Transition
Planning
Independent
Living Skills
Supports &
Accommodations
Social Skills
Vocational &
Occupational
Skills
Adapted From:
P. Kohler (2004)
Guiding
Questions
Assessment
Plan
Assessment
Selection
Using
Data
Integrating
Data & IEP
HOW to Assess
• Standardized
 Norm-referenced
 Criterion-referenced
• Informal
 Analysis of
background info.
 Interviews
 Work samples
 Curriculum-based
assessments
• Informal (cont)
 Observations &
situational assessments
 Alternative assessments
 Person-centered
Planning
• Assessing
Environments
Guiding
Questions
Assessment
Plan
Assessment
Selection
Using
Data
Integrating
Data & IEP
What happens to assessment data after it’s collected?
 Summarize it using functional terms
 Use data to identify relevant transition skills related to
specified postsecondary goals (e.g., vocational skills,
learning styles, decision-making skills)
 Link assessment results to postsec. goals, instruction &
transition services
 Go back to think about: WHAT IS THE PURPOSE?
Guiding
Questions
Assessment
Plan
Assessment
Selection
Using
Data
Integrating
Data & IEP
 Results of transition assessments in IEP:

Included in present levels of educational performance

Used to identify postsecondary goals (outcomes)

Used to identify needed transition services

Summary of Performance
 Coordinate assessment needs with adult agencies
 Summarize and customize results to meet needs of
outside agencies
 Collaboration is critical! Roles of stakeholders in
assessment
Summary of Performance
A comprehensive
evaluation.. “shall not
be required before the
termination of a child's
eligibility under this part
due to graduation from
secondary school with a
regular diploma.”
SUMMARY OF
PERFORMANCE –
“… a local educational
agency shall provide the
child with a summary of
the child's academic
achievement and functional
performance, which shall
include recommendations
on how to assist the child
in meeting the child's
postsecondary goals.”
IDEA 2004 Sec. 614c (5)
For a student whose eligibility terminates due to
graduation from secondary school or exceeding the age
eligibility for a free appropriate education under State
law:
(i) a member of the student’s IEP Team … shall provide the
student with a written Performance Summary;
(ii) … be based on a historical review of functional
assessment and evaluation data as well as an
interpretation of the effectiveness of accommodations
and supports;
(iii) … specify information and data that documents the
student’s disability; provide information on the nature
and extent of academic and functional limitations
caused by the disability; and provide information on the
effectiveness of accommodations, supports and
assistive technology previously used to reduce the
functional impact of the disability.
(iv) the Performance Summary should include, whenever
possible: (a) the most recent evaluations or data that
support the narrative above; and (b) student input
regarding the functional limitations of her/his disability and
Recommendations for Assessment
in Transition Planning
• Include students and families in the
assessment plan as well as the assessment
process itself
• Select assessment procedures to answer the
key questions in transition planning
• Make transition assessments on-going
• Use multiple types and levels of assessment
• Plan assessment procedures in terms of
efficiency and effectiveness
Recommendations (cont’d.)
• Organize assessment data for easy
access to the student, family and school
staff
• Designate someone for primary
responsibility in obtaining assessment
permissions and coordinating various
assessments for transition planning
• Develop and use a transition
assessment approach that is not only
culture/language fair but
culture/language enhanced
Overriding Theme
“A well planned and executed
assessment that results in a wellbalanced understanding of a student’s
performance is one of the most
important contributions to generating
critical objectives, effective instruction,
and meaningful outcomes.”
(Giles & Clark, 2001, pg. 80)
Additional Resources
• Transition Assessment: The BIG Picture
(www.transitioncoalition.org) online training module
• Additional handouts and examples:
(http://www.transitioncoalition.org/cgiwrap/tcacs/new/resources/presentations/i
ndex.php)
• Personal Data Wizard website
(http://www.transitioncoalition.org/cgiwrap/tcacs/new/collaboration/mos/index.php