Transcript Document

Integrating Transition
Assessment into the IEP
Gary M. Clark, Ed.D.
Department of Special Education
University of Kansas
[email protected]
Outline
• Context of transition
assessment and planning (Blueprint)
• Assessment sources (Tools)
• existing data
• formal instruments
• informal methods
• Strategies for integrating assessment
information into the IEP
(Techniques/Recommended Practice)
“LEA folks work very hard . . .
but they often don’t have
any ‘blueprints’ or the ‘right
tools.’”
Context of
Transition
Assessment
What is acceptable to teachers?
• good for students
• fits their philosophies and styles
of working
• not complicated to give or use
• not time-consuming to give or
interpret
• fair to all students
• not expensive
IDEA 2004 -- The Regs
• {300.42(a)(1)} “…results-oriented process
… focused on improving the academic
and functional achievement …
• {300.42(a)(2)} “…taking into account the
child’s strengths…”
• {300.305(e)(3)} “…summary of the child’s
academic and functional performance
which shall include recommendations on
how to assist …
• {300.320(b)(1)} “…appropriate
measurable postsecondary goals …”
IDEA 2004! -- The Regs-(cont.)
• {300.320(b)(2)} “…transition services
(including course of study) needed …”
• {300.321(b)(2)} “…steps to ensure that
the child’s preferences and interests are
considered.”
• {300.322(2)} “…beginning not later than
the first IEP … when the child is 16, or
younger if determined by the IEP Team
…”
Transition Planning
Process
Teaching of
knowledge/skills
Comprehensive
Transition Needs
Assessment
Proactive
Transition
Education
Transition Planning
Further Assessment
of Select Areas
Linkage to
supports/services
Dream
Summary of Performance
Source: Patton & Dunn (1997)
“Knowledge/Skills” = competencies
addressed through instructional
goals (IEP)
“Supports/Services” = assistance
needed now or in adulthood -addressed through linkage goals
Context of
Transition
Planning
Key Elements of
Successful Transitions
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•
•
•
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Comprehensive Planning
(1) assessment
(2) individual planning
Reasonable Implementation
(i.e, action)
4 C’s: Communication, Coordination,
Cooperation, and Collaboration
Two Options:
(1) Reactive
-- identify needs late in game
-- respond to crises or due
process actions
(2) Proactive
-- start early, preferably by 14
-- affirm instruction and appropriate
courses of study (transition education)
as a transition service”
The goal of transition
planning:
To ensure that a plan to address
strengths and needs and a support
network exist before the student exits
school.
“journey” vs. “destination”
School-Based
Activities
Family-Centered
Activities
Self-Initiated
Activities
Adult Services
Activities
Adulthood Implications of
the Transition Process
Knowledge,
Skills,
Supports,
&
Service
Needs
Demands
of
Adulthood
Personal
Fulfillment
Source: Patton & Dunn (1998)
Student
Participation
Home
Involvement
USA: pest
China: pet
Northern Thailand: appetizer
Diversity
Considerations
NASSP (1996):
“By the time a student reaches the
halfway point in high school, the
Personal Plan for Progress should
start emphasizing a transition plan
to direct the student’s curricular
goals toward . . . . “ (p. 18)
Belief
Summary
If a comprehensive transition
assessment is conducted
reasonably well,
then, planning should be
reasonably easy to accomplish.
Belief Summary, cont’d.
The more we know about the receiving
settings and the student’s competence
to deal with these settings,
the more likely we can increase the
student’s chances for success.
Major Planning Questions
• What do we need to know about
students ?
• When do we begin?
• Where can we get information?
• Who should be doing the
assessment?
• How will we use information?
Tools of the
Trade for
Transition
Assessment!
Comprehensive Planning Individual
Needs Assessment Starts with the
Questions:
• What do we need to know?
• Where can we get the
information?
What do we need to know for
transition planning?
• Student’s personal interests and
preferences
• Family preferences for student
• Self-determination knowledge and
skills
• Cognitive strengths
• Academic strengths
What do we need to know for
transition planning? (Cont’d)
• Community participation and community
living skills
• Vocational skills
• Social skills
• Physical and mental health status
• Student and family support needs
Where can we get this
information?
• Existing information
• Standardized assessments
• Non-standardized (informal)
assessments
Info/Data That Might Exist
For Transition Planning
• intellectual capacity
• academic
achievement
• adaptive skill levels
• vocational
experience and
skills
• behavior and interpersonal
relationships
•
•
•
•
social skills
physical abilities
health-related issues
personal interests and
preferences
• family preferences
CommerciallyAvailable
Instruments Related to
Transition Planning
(Standardized and Non-standardized)
Transition Instruments
•
•
•
•
•
•
LCCE Knowledge Battery
Life Skills Inventory (LSI)
Employment Skills Inventory (ESI)
Kauffman Functional Academic Skills Test
LCCE Performance Battery
Enderle-Severson Transition Rating
Scale -- 3/e (ESTR-III) (ESTR-J)
• Transition Behavior Scale (2/e) (TBS)
• Transition Skills Inventory (TSI)
• Transition Planning Inventory (TPI)
Strategy and Technique
Considerations for
Integrating Assessment
Data into the IEP:
Iowa Model
Strategy and Technique
Considerations for
Integrating Assessment
Data into the IEP:
Individual Teacher Model
Strategies for Before the
Transition-Focused IEP Meeting
• Establish student’s measurable
postsecondary goals.
• Obtain from existing information or complete
all assessments needed for the student.
• Get supporting data when possible.
• Share the assessment results with the
student and family.
• Get consensus on reliability of findings and
draw tentative conclusions about needed
instructional goals and/or linkages that are
appropriate for preparing the student to meet
his/her postsecondary goals.
Strategies for During the
Transition-Focused IEP Meeting
• Have transition assessment needs
information organized clearly as they
relate to postsecondary goals.
• Have data to document priority IEP
goal recommendations and/or linkage
services.
• Raise concerns regarding further
assessment needs, if appropriate.
• Ensure priority goals for instruction
are linked to student’s course of study
Key Elements for Integrating
Assessment Data
• Present levels of
performance
• Goal generation
• Activities, related services,
accommodations, transition
services
CASE
STUDIES
Key Points -- Today
• Process must be
comprehensive, across
academic and functional
achievement.
• Use some system.
• Resources are available.
• Good for all students!!
Doing quality
transition
assessment and
planning takes
new learning for
everyone.